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This object is not on display at the National Air and Space Museum. It is either on loan or in storage.
Collection Item Summary:
This communications carrier was used by astronaut Neil Armstrong during the Apollo 11 mission in July 1969. Communications carriers were worn during launch and the mission, and were affectionately known as the "Snoopy Cap" from its resemblance to a famous cartoon character of the era.
It was constructed of an elastic center portion with Teflon fabric sides containing the communications equipment and mouthpiece. It fastened beneath the chin and was worn during the launch sequence, while in the lunar module, and on the lunar surface.
NASA transferred this object to the Musuem in 1979.
Collection Item Long Description:
Restrictions & Rights
- Cap: Nylon/Polyester knit, Teflon fabric
- Earphones: Plastic, leather, communications cables | <urn:uuid:3b3323dc-06c7-47e8-9ec7-c60dc714f5fd> | {
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Animal health products (AHPs) are used to protect and treat animals with illnesses, diseases and injuries. They include vaccines, antimicrobial products, parasiticides, pain relief and other animal health products. They are critical to Australia’s livestock industries that rely on them to produce high quality, safe and market ready food and fibre.
Maintaining the health and welfare of livestock is critically important for productive, ethical and sustainable livestock, dairy and poultry industries. There is a virtuous circle where careful management of animal health and welfare is not only good for animals, but also good for human health, the environment and the economy. While this analysis focuses on the economic benefits, the human health, social and environmental benefits from maintaining animal health should not be ignored. These other benefits have not been quantified in this report. | <urn:uuid:43631817-ee68-466f-8051-3ebcf3644492> | {
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The Bull Shark is one of the few sharks that are potentially dangerous to people and is probably responsible for most of the shark attacks in and around Sydney Harbour.
The species is also the only widely distibuted shark that stays in fresh water for long periods of time to feed and breed. Females sometimes give birth in river mouths were the young will live for up to 5 years.
The Bull Shark can be recognised by a combination of characters including a stout body, short blunt snout, triangular serrated teeth in the upper jaw and no fin markings as an adult. The species has a second dorsal fin about one third the height of the first, a small eye, and no skin ridge between the two dorsal fins. It is grey above and pale below, sometimes with a pale stripe on the flank.
The Bull Shark can live in a wide range of habitats from coastal marine and estuarine, to freshwater. It has been recorded from the surf zone down to a depth of at least 150 m. It is the only species of shark that is known to stay for extended periods in freshwater. It has been reported nearly 4000 km from the sea in the Amazon River system, and is known to breed in Lake Nicaragua, Central America.
This species has a widespread distribution in tropical and warm temperate waters worldwide. In Australia the Bull Shark occurs from south-western, Western Australia, around the northern coastline and down the east coast to the central coast of New South Wales.
The map below shows the Australian distribution of the species based on public sightings and specimens in Australian Museums. Click on the map for detailed information.
Feeding and diet
It has an omnivorous diet which includes fishes (including other sharks), dolphins, turtles, birds, molluscs, echinoderms and even terrestrial mammals including 'antelope, cattle, people, tree sloths, dogs and rats’ (Compagno, 1984; 480). They possibly even bite horses ... (see link attachment in comment from Local, below).
It is an aggressive species that is considered dangerous to humans. Some authors consider that the Bull Shark may be more dangerous than the White Shark and the Tiger Shark. This is because of the Bull Shark's omnivorous diet and habitat preferences. The species may be found in murky water, where the splashing of a swimmer could be mistaken for a struggling fish.
The 2.8 m long fish in the images was caught on 18 February 1999, in a commercial fishing net near Grotto Point, Middle Harbour (Sydney Harbour) by T. and V. Depasquale and S. Virtu. This catch was a most unusual occurrence which attracted significant media interest. The specimen was on display at the Sydney Fish Markets for a week (where the images were taken) before it was donated to the Australian Museum by G. Costi (De Costi Seafoods). The specimen is now registered in the Australian Museum Fish Collection (AMS I.39432-001).
- Compagno, L. 1984. FAO species catalogue. Vol. 4. Sharks of the world. An annotated and illustrated catalogue of shark species known to date. Part 2. Carcharhiniformes. FAO Fish.Synop., (125) Vol.4, Pt.2: 251-655.Last, P.R. & J.D. Stevens. 1994. Sharks and Rays of Australia. CSIRO. Pp. 513, Pl. 1-84.
- Hutchins, B. & R. Swainston. 1986. Sea Fishes of Southern Australia. Complete Field Guide for Anglers and Divers. Swainston Publishing. Pp. 180.
- Last, P.R. & J.D. Stevens. 2009. Sharks and Rays of Australia. Edition 2. CSIRO. Pp. 644, Pl. 1-91.
- Paxton, J.R. 2003. Shark nets in the spotlight. Nature Australia. Spring. 27 (10): 84. | <urn:uuid:218eb3ca-261e-460d-b86b-2d6c2168dd94> | {
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Can someone expand a bit for the layman with emphasis on Intercept geometry the following image depicting the envelope of a SA-2 missile against a moving Target.
Intercept geometry is the bubble of space in which the SA-2 missile can be effective against a specific aircraft. Crucial here is the detection range of the radar system guiding the missile, given here as 40 nm.
Depending on the speed of the target, the missile has only a limited time to ascend to the altitude of the target and to close in. The combination of speed and altitude of the SR-71 (1854 kt), moving at more than 30 nm per minute, will leave only a very small intercept geometry, and it has to overfly the missile launcher almost directly to be vulnerable. Once the target flies above 90.000 ft and Mach 3.5 (or employs effective countermeasures), it will be unassailable by the SA-2.
Contrast that with the fate of an aircraft flying only Mach 1 at 60.000 ft (which equals 573.6 kt): Moving at less than 10 nm per minute, its course can go past the launcher with a 25 nm offset, but it will still be in range of the Fan Song - SA-2 combination. | <urn:uuid:accb09eb-85f1-4e39-b03f-f1f7f7f9fae9> | {
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This directive will inform the compiler to reduce the IVR (interrupt vector table) to the smallest possible size.
The flash memory of the processor always starts with the IVR (interrupt vector table). The user code is placed after this table.
So what is this IVR ?
This table contains an address for each interrupt. When an interrupt occurs, the processor will jump to a specific and fixed address in code memory.
The address depends on the interrupt itself, and on the processor. For example the MEGA88 has 25 interrupt sources. You can find them in the dat file :
You can see that INT0 comes first. And that the address is $001 which is &H0001. So when INT0 occurs, the processor will jump to address 1.
When you did not define an ISR (ON INT0) , the compiler will insert a RETI instruction. So nothing bad will happen to your code.
When you did define an ISR , the compiler will insert a JUMP to your interrupt routine. When your interrupt ends, the RETI will let the processor continue where it was when the interrupt occurred.
In the example when we only use the ISR with the lowest address all other addresses in the table would get a RETI instruction. And the user code could start at &H1A (one address after $19).
Now that is not so bad but there are also processors with bigger tables and with tables that require 2 words for a JUMP. You waste a lot of space this way.
So what does $REDUCEIVR do? It will determine which interrupt you have used has the highest address. And it will use the address after that as the user code start.
This means that if we use only INT0 and we use $REDUCEIVR, the user code will start at address &H2 ($2). So you will save a lot of code space this way.
Ok so why isn't this enabled by default? There is a catch : when your code has an interrupt enabled and there is no matching ON <INT> the processor will jump into the user code and this will create a crash almost for sure.
So our advise : use this when you understand what this option does, and use it when your application is finished. In any case, retest the complete application when the option is enabled. | <urn:uuid:69bab7d1-5a38-496c-9c2d-5641a53fb5d9> | {
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The American Academy of Pediatric Dentistry (AAPD) endorses general anesthesia (GA) for pediatric dental patients who: are unable to cooperate; experience ineffective local anesthesia; are extremely fearful, anxious, or uncommunicative; require significant surgical procedures; can benefit from general anesthesia protecting them from psychological trauma and/or reducing medical risks; and require immediate, comprehensive oral care. Pediatric dentists are trained to recognize the need for hospital-based dental treatment and to work with an anesthesia team to provide optimal care for their patients.
What is General Anesthesia?
General anesthesia makes you both unconscious and unable to feel pain during medical procedures. General anesthesia is commonly produced by a combination of intravenous drugs and inhaled gasses (anesthetics). The "sleep" you experience under general anesthesia is different from regular sleep. The anesthetized brain doesn’t respond to pain signals or surgical manipulations. An anesthesiologist is a specially trained doctor who specializes in all types of anesthesia, including general anesthesia. After you’re asleep (unconscious), your body’s vital functions are monitored and your breathing is assisted and controlled. In our surgery centers, an anesthesiologist and another team member, a certified registered nurse anesthetist (CRNA), work together throughout your child’s procedure to carry out these tasks.
What Are the Risks?
Most healthy people don’t have any problems with general anesthesia. Although many people may have mild, temporary symptoms, general anesthesia itself is exceptionally safe, even for the sickest patients. The risk of long-term complications, much less death, is very small. In general, the risk of complications is more closely related to the type of procedure a patient is undergoing, and their general physical health, than to the anesthesia itself.
Some of the factors that can increase a patient’s risk of complications include:
- Obstructive sleep apnea
- High blood pressure
- Other medical conditions involving your heart, lungs or kidneys
- Medications, such as aspirin, that can increase bleeding
- History of heavy alcohol use
- Drug allergies
- History of adverse reactions to anesthesia
Rare complications, which may occur more frequently in older adults or in people with serious medical problems, include:
- Temporary mental confusion
- Lung infections
- Heart attack
What Should I Know Before the Procedure?
General anesthesia relaxes the muscles in the digestive tract and airway that keeps food and acid in the stomach and out of the lungs. That’s why it’s important to follow our doctor’s instructions about when to stop eating and drinking prior to surgery. In most cases, your child should start fasting the night before his or her procedure. They may be able to drink clear fluids, such as water, apple juice or broth, until a few hours before surgery. If your child takes a daily medication, your doctor may tell you to give the medication with a small sip of water during their fasting time. Discuss any medications with our doctors.
Some vitamins and herbal remedies, such as ginseng, garlic, Ginkgo biloba, fish oil or others, may keep blood from clotting normally, interact with other medications or cause other complications. Discuss the types of dietary supplements your child takes with our doctors before his or her surgery.
The anesthesiologist gives the anesthesia medications as a gas that your child breathes from a mask. An intravenous (IV) line is placed after the child is sleep to provide additional medications and fluids. The IV is removed once the child begins to awaken. A member of the anesthesia care team monitors your child continuously during his or her procedure.
What Should I Expect After the Procedure?
When the surgery is complete, the anesthesia medications are discontinued, and your child will gradually awaken either in the operating room or the recovery room. He or she will feel groggy and a little confused when they first awaken. He or she may experience common side effects such as:
- Dry mouth
- Sore throat
- Mild hoarseness
Your child’s doctors will give your child medications after the procedure to reduce pain and nausea. Our patients typically experience minimal nausea, and any pain can be alleviated by over the counter analgesics such as children’s Motrin or Advil. | <urn:uuid:0a0908e1-22e5-421b-827b-ba14cdc91a0b> | {
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Ok, so we have all heard the weather forecasters talking about it, but what exactly is El Niño? Here at LocalSearch we have done our research to bring you the ins and outs of this extreme weather pattern, as well as how it could affect us here in Australia. For all you need to know about El Niño, read on!
What is El Niño?
- It’s thought that fishermen off the coast of Peru first spotted El Niño
- The phrase literally translates to ‘the little boy’ in Spanish
- El Niño comes into affect irregularly every 2 to 7 years
- It effects the entire planet, with emphasis on Pacific Ocean regions
El Niño is an ocean and atmospheric climate pattern that affects the whole world. Although this unpredictable weather phenomenon distresses our entire planet, it mainly disturbs countries in the Pacific Ocean including Australia, Indonesia and south-west America. It does this by warming the surface waters in the eastern tropical Pacific Ocean, affecting the speed and strength of oceanic currents. It also plays a huge part in local weather systems.
How does it affect Australia?
- El Niño is known to decrease rainfall & reduce tropical cyclones
- It also increases fire danger throughout southeast Australia
- This weather pattern increases temperatures & reduces winter snowfall
El Niño is perhaps one of the most influential climate cycles to affect Australia. From reducing rainfall levels to increasing temperatures and fire risks, it’s no secret that El Niño has a devastating effect on our climate. In fact, records show that 9 out of 10 of the driest winter to spring periods in Australia have taken place during El Niño conditions. For more information about the effects of El Niño affects, visit the Australian Government’s website.
With Australia predicted to experience extreme drought conditions this El Niño, water tank systems are in higher demand than ever. Find your nearest water tank professional quickly and easily with LocalSearch.
Located on the Sunshine Coast? Check out the water tank specialists below!
For prompt, professional and affordable service, be sure to contact North Coast Tanks. With more than 37 years of quality experience, this team can see to all your water tank needs on the Sunshine Coast. They provide:
- Concrete water tanks
- Pumps & accessories
- Tank pools & much more
For more information about what North Coast Tanks can provide for your home, pick up the phone and give them a call today. You can find more information about this water tank specialist on LocalSearch.
Offering an extensive range of concrete water tank products, Allcast Precast Concrete Tanks can see to all your needs. They provide professional services to a wide clientele including governments, contractors, landscaping specialists, homeowners and much more. Services include:
- Concrete water tanks
- Septic & holding tanks
- Treatment systems & much more
To find out more about what products and services Allcast Precast Concrete Tanks provide, talk to the friendly and experienced team today. Visit their LocalSearch profile page for more information! | <urn:uuid:88fb735a-c18e-41ec-b8f9-efb3e24ea17b> | {
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In the link above we see an image of an alphabet design by Godfrey Sykes. The depiction of workers crafting each letter carefully highlights the craftsmanship possible in font design as well as the constructed nature of these abstract symbols designed as tools to represent sounds and guide their articulation in speech. In their arbitrary Latinate shapes there is no other significance, a trait that limits what they can represent and express. Recent developments in digital technology remind us of this semantic limitation.
One of the most recent evolutions of Web 2.o is the development of “micro-blogging” sites, the most well-known of which is Twitter, where users can send a regular stream of brief personal updates in text and other media. Unlike a regular blog, micro-blogging messages, sometimes called “tweets” are often limited to 140 characters potentially posing a compositional challenge for more complex expressions. In a recent NPR story “Twitter Seen As Tool For Social Change in China” Li Zhuohuan, CEO of a Chinese micro-blogging company called Jawai, is counting on the Chinese enthusiasm for text-messaging to translate into a passion for micro-blogging.
Though the Latin alphabet is that subtle and ancient elder from which many technologies evolved, this collection of arbitrary symbols of articulation is limited in its potential meaning by the abstract nature of the marks, known as phonemes, symbols representing speech sound. Chinese characters for example are not abstract phonemes but logograms, visual representations of whole words, concrete objects or concepts. Because of this, Zhuohuan notes that “posts to Jiwai are limited to 140 characters. But Li points out that 140 Chinese characters contain double or even triple the expressive power of the same thing in English”.
We might regret micro-blogging’s reminder of the semantic deficits of the Latin alphabet, but we can rejoice in the simple design and convenience of its twenty-six characters in gratitude that we don’t have to navigate the thousands of characters used by the Chinese. And we thought the QWERTY keyboard was hard!
“hanzi” the ideogram for “Chinese character”
in traditional and simplified Chinese | <urn:uuid:9013151e-8b50-490e-a410-a71a76852b5c> | {
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Mindfulness Key to Counter Holiday Incivility, UF expert says
GAINESVILLE, Fla. — Is the holiday season already putting you on edge? That extra stress can make the best of us less civil than usual, says a University of Florida relationships expert.
“If you’re already having a tough day, you’re going to filter your experiences through that lens. Now something that wouldn’t normally get on your nerves suddenly does, and that can lead to interpersonal conflict,” said Victor Harris, associate professor of family, youth and community sciences.
One way to keep up the holiday cheer: mindfulness, Harris said. “People who practice mindfulness are better able to process their emotions in a productive way,” he said.
Here are a few common holiday scenarios where you can practice mindfulness principles:
You’re searching for a parking space in crowded lot. You finally see an open spot and turn on your blinker, only to have another car swoop in and take it.
The first rule of mindfulness: Breathe.
“Any kind of blocked goal — like getting your parking place taken — can lead to anger. When we’re angry, our heart rates go up, and we enter the fight or flight response. We’re more likely to do something irrational, like honk the horn or shout at the person. To help get you back to that rational frame of mind, focus on slowly breathing in and out,” Harris said.
You’re shopping, and the other customers are being inconsiderate, blocking aisles or letting kids misbehave.
“Lack of self-awareness is a common cause of interpersonal conflict,” Harris said. In these situations, identify what you are feeling and why. Once you can say, “This person isn’t being self-aware, and it’s frustrating me,” you have more control over the emotion, he said.
If you feel like you need to say something to the person, ask yourself, ‘Am I doing the right thing for the right reasons?’ Harris recommends. This can keep you from saying or doing something you might later regret.
If you do end up saying something, make sure to use “I” messages that tell the person how you are impacted by what they are doing. Say, “Excuse me, I can tell your son is excited to shop, but I’m getting nervous that he might run into me.”
You ask a store employee for help, and they aren’t as enthusiastic as you’d expect.
Retail workers are under a lot of pressure during the holidays. This is an opportunity for you to practice one of the more advanced forms of mindfulness: empathy.
“Empathy is when we participate vicariously in what another person is feeling. We also call this ‘perspective taking’ — how would I feel if I were in this situation?” Harris explained. You can project empathy by asking how things are going and then showing genuine interest in their response.
You can also put a positive spin on things and show your appreciation for what someone has done for you. Showing gratitude is another form of mindfulness that helps both you and the other person cope with a stressful situation, Harris said.
The mission of the University of Florida Institute of Food and Agricultural Sciences is to develop knowledge relevant to agricultural, human and natural resources and to make that knowledge available to sustain and enhance the quality of human life. With more than a dozen research facilities, 67 county Extension offices, and award-winning students and faculty in the UF College of Agricultural and Life Sciences, UF/IFAS works to bring science-based solutions to the state’s agricultural and natural resources industries, and all Florida residents. Visit the UF/IFAS web site at ifas.ufl.edu and follow us on social media at @UF_IFAS. | <urn:uuid:d46e4056-87c7-4280-90b4-c8920c8c8ba4> | {
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The Spider Semantic Web Activity
- Grey, Black, light blue glaze paper.
- Chart paper
- Printed words or golden/silver marker
- Price of cloth & ruler to make a cloth stand.
Procedure: Teacher will cut out the light blue glaze paper in the shape of the spiders legs. The black glazed paper will be cut into the shape of the body and the gray glazed paper will be used to make the eyes.
The chart will be made attractive by joining the different parts to make up a spider. The web will be in the shape of the legs. The chart will be attached to a cloth stand.
The student will be asked to discuss about the key word ‘friend” what does it mean and they will be asked to review the web silently and choose one of the phrases/clauses/words and make up a story based on the theme. | <urn:uuid:c1584ea1-95b7-4ed4-8f02-408ad37ff980> | {
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Libreoffice Draw should allow the usage of the Cartesian Coordinate System.
with (0,0) at the bottom left of the page and (+pagewidth, +pageheight) at the top right corner.
I like the idea of such an option but if 0,0 is defined at top-left in the format we cannot change this. Regina, your wisdom is needed.
Currently it is common (HTML, CSS, SVG, XSL) to use origin top-left, positive x-axis points right, positive y-axis points down. I would never add an option to change this in file format, because this would give large interoperability problems and problems with existing macros without any benefit.
But file format is different from view. We have already the possibility to set the origin in Draw different from top-left. That effects only the view. It changes e.g. the field values in the dialogs. It is not saved to file and this view setting is not remembered. In theory, a view with positive y-axis pointing up would be possible. But considering the amount of changes and the risk to oversee some effects, I argue to not follow this idea. Only if you have someone who pays for it and someone with deep knowledge in code to implement it, realizing such feature might work.
If a pupil sits down to do her math homework and draws a sinus curve on graph paper, it is natural that (0,0) is at the bottom left of the sheet and sin(pi/2) is above sin(pi).
Same if you plan your room and draw a chair beside a table.
Only if you start using Draw things become complicated.
(In reply to Jürgen Weber from comment #3)
> Only if you start using Draw things become complicated.
The same is true for similar tool from competitors. Inkscape starts with 0,0 at the bottom but uses a [viewBox="0 0 210 297"] and saves the objects relative to this or each other with [<rect y="247"...] for 0,0.
I'm afraid we cannot solve the problem.
Summarizing the previous discussion: it is possible to change the coordinates virtually (meaning just for the UI, not saved to the document). It would be an option "[ ] Cartesian Coordinate System" that inverts the vertical ruler as well as the value at the statusbar.
Code pointer to start investigation: svtools/source/control/ruler.cxx (only the vertical ruler would be affected)
Maybe it's a bit too big for an easyhack => needsDevEval.
Programs for publishing and typesetting use a coordinate system with the zero/start point at the top left of a page and positive values to the bottom and right, negative values up and left. So this should renmain the default.
That charts and objects use another system from the bottom left corner is common. Objects and pages are different things.
But in schools often another coordinate system is teached and the choice to change to the bottom left is valid.
But I don't like the name. Is it really called Cartesian in this use case?
Talk to anyone like myself who has been a draftsman and they will tell you that the standard X-Y Cartesian system is + X is to the right and +Y is up. This is also the way high school math was taught. It wasn't until desktop publishing and webpages came along and made the upper right 0,0.
And if you have a 3 dimensional system, the problem is a bit more complicated. I once developed a 3dimensional gridding system, which I won't attempt to describe here. | <urn:uuid:6b0a45b3-c6a9-4a54-accc-24d3a7d63656> | {
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#AdventCalendar Day 19 #Orphans and #CareExperience in fiction: #The Fortunes and Misfortunes of the Famous Moll Flanders by Daniel Defoe
Moll begins life as an orphan, and her life will in fact be defined, from start to finish, as one of profound isolation. Moll’s early abandonment is but the first in a long line of such desertions, and the novel will continue divesting Moll of all her friends and relations at a rapid rate. The basic aloneness of human beings was a favorite theme for Defoe. Although Moll exists in the midst of a bustling and crowded urban world (rather than being stranded on an island like Robinson Crusoe), she forges almost no enduring loyalties or friendships. On the rare occasions when she does find fellowship, Defoe does not allow Moll’s interpersonal relations to become the focus of the novel.
Moll’s solitary and unpropitious start in life also initiates her remarkable self-sufficiency. That she divides herself from the band of gypsies at the age of three is an index of the power this heroine will have to steer and direct her own life. While Moll is often at the mercy of circumstances, her lack of affiliation also gives her a kind of freedom, and it forces her to rely on her own judgment and cunning to make her way in the world. Her story will be a quest for survival. | <urn:uuid:a9084e1a-763f-4ebb-b290-4fb707129abe> | {
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We all know, Solids have defenite size and obviously have defenite volume. Liquid has defenite volume but no shape. Gases have neither shape nor volume. Gas will occupy the available volume of the container. Molecules make use of the available free space for their movement.
Thus in gases, you can externally change the degree of freedom of its molecules. When you increase the container volume, you are increasing the degree of freedom of the gas molecules. And conversely also it is true.
Coming to the question, when you decrease the degree of freedom of molecules (by decreasing the container volume), due to the limitation in their mobility, the excess residual energy has to be given out (All system trend to minimize its energy state). Naturally the gas becomes hot in a big to exchange the excess energy to the surrounding.
(Most of the natural energy exchange is done by heat energy). | <urn:uuid:f3b8e420-3a39-43e3-870f-faff162b220d> | {
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History and Context
A holistic approach to human science psychology: Our psychology department believes that in order to understand psychology deeply and effectively, a holistic approach is essential. Therefore, our Ph.D. curriculum is grounded in humanistic, transpersonal, existential, phenomenological, dialogical, and critical perspectives, which all come together to emphasize the epistemological framework of "psychology as a human science." The diverse perspectives that inform the curriculum express our program's underlying commitment to a human science psychology, which privileges the human being’s subjective account of an event in experiential or discursive terms, and explores human experience as the primary source of psychological knowledge. Through various methodological and theoretical approaches, students are invited to explore the phenomenological grounding of consciousness, cultivate wisdom from the Eastern, Western, and African spiritual traditions, and examine how consciousness and subjectivity are situated within and shaped by historical, institutional and sociocultural contexts. Courses in mind-body studies, liberation psychologies, phenomenological psychology, narrative psychology, and dialogical theory are examples of this commitment. These approaches also serve as anchors to the scholarly trajectory of doctoral students in developing their own research interests.
The interdependence between the individual and the community: Our understanding of the intertwining of the individual and the community translates into our support of social justice and ecological thinking. The Ph.D. curriculum emphasize the social, cultural, political, and historical dimensions of psychological life, leading to close examination of sociocultural representations and practices. Students are even required to think through the history of psychology itself. Doctoral students are encouraged to creatively address the relationship between the individual and the community, and between theory and praxis, through ethically-informed and socially-engaged modalities of research such as qualitative, theoretical, and participatory methods. Our curriculum is also guided by the belief that a truly ethical approach to psychology requires us to explicitly reflect upon our own subjectivities and social positionings as psychologists, researchers and knowledge-producers.
Scholarly excellence: Alongside developing their scholarly aptitude through coursework, doctoral students are exposed to a variety of opportunities to foster rigorous and creative scholarship alongside social engagement and transformation. Faculty encourage and guide Ph.D. students to submit articles to national and peer-reviewed journals and other national publications for professional development. Students receive opportunities to present papers and posters at regional and national conferences that represent their areas of interest and further advance the goals of evolving our human science perspective of psychology. Students are also encouraged to apply their skills in the community, through participatory action research, program intervention design, and other forms of community-engaged scholarship.
Mission and Vision
- An awareness of consiousness as embodied-being-in-the-world-with-others-through-time
- Mastery of human science approaches to consiousness studies
- A transdisciplinary conceptualization of human beings as cohabiting personal, intersubjective, sociocultural and political contexts
- An attunement for further developments in their understanding of consciousness, including how interrelatedness lives in perception and language, in mind / body
- studies, in social and in ecological contexts, and in its historical conceptions.
- Facility in engaging cutting edge theory and research
- Knowledge of how to make original contributions to scholarship and practice. | <urn:uuid:dd4a409a-c2d9-4b6d-ac24-5175c431c64a> | {
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This blog was originally posted on March 6th, 2015.
A few months ago Nick Carbone pointed out one of the most interesting and sophisticated examples of student work that I’ve ever seen in a graphic novel format, “What is Engineering?” by Mallory “Mel” Chua, who blogs at http://blog.melchua.com/.
In a Skype interview, Chua provided some of the context that inspired her to create this dazzling graphic essay. “Visual rhetoric is something I can’t stop doing. I’ve been a visual thinker for a long time. I wanted to be an art major in high school, but my parents wanted me to study engineering instead. Fortunately, I liked it… and now I draw comics about engineering, so that worked out.” Chua has no formal art training, but has been informally experimenting with graphical communication for many years; a scan of her high school physics class notes shows a similar comic-book sketch style:
During her years in industry, Chua used her visual skills to insert herself into team conversations. “I would be the first to go to the whiteboard and start sketchnoting what we were doing, and people would start telling me things and explaining things because they wanted me to draw them. It was a strategy to keep myself in the loop, to get people to teach me what was going on, even if I was the most junior engineer in the building.” A good deal of her work involved international collaboration, and the visuals translated well across language boundaries. “It’s just the way I think,” she observed, “even though I am usually supposed to translate myself into words afterwards.” She described her typical approach to a writing prompt as being “doodle doodle doodle, then reluctantly think about writing the real paper. It never occurred to me that the sketches could become the real paper. What if you didn’t have to translate things into words to have them count?”
“What is Engineering?” was written during Chua’s first semester of graduate study at Purdue’s School of Engineering Education in a course on the History and Philosophy of Engineering Education, which she described as her “first delving into social sciences” in which they were asked to write papers defining “engineering,” “education,” and “engineering education.” Rhetoricians, familiar with the concept of an “argument of definition” will recognize the assignment as an ancient one, of course.
As Chua explained, “I sketched and sketched as I thought, but could not find a way to translate my thoughts into writing. Before I knew it, the paper was due the next day, but the visual format was too important to my thoughts. I sat down and inked out the written pieces in my sketchbook so I would at least have something to turn in. I thought for sure I would fail the assignment, that my professors would say it wasn’t written properly.” Instead, she was surprised at the positive reaction to the piece, which has since been downloaded thousands of times from around the world. “My advisor went to South Africa and mentioned the names of her students, and another professor reached into their bag and pulled out my comic. We were stunned.”
Despite the spontaneous character of the work’s initial composition, she acknowledged the need to reflect and consider many of the aspects of doing nonfiction work in a graphic format. “How to I cite things? What tools do I use? I didn’t know anyone else did this, so I thought I had to invent all the visual rhetoric devices on my own. And validity. I worried so much that the approach wouldn’t be seen as serious or valid, so I came up with defensive arguments for everything.”
In response to a question about how eyeglasses were an important visual motif that ran through “What is Engineering?” and “other frames, lenses, and viewfinders” that she might have been conscious of deploying, Chua laughed about how she had initially overlooked the importance of the trope as an assistive technology. The use of the eyeglasses metaphor was not a “rhetorical or political decision,” according to Chua, although she also says that “the personal is political.” “We use the word ‘lenses’ to describe our theories all the time, so I just drew them –remember, it was 2am the day the paper was due, so I wasn’t thinking too hard about it. The visual metaphor worked, so I kept using it as I continued to draw the piece. There can be many kinds of engineering eyeglasses, and they can coexist with other disciplines. I might wear my engineering eyeglasses, my anthropology hat, my journalism coat, and my social activist boots all at the same time.”
Chua admitted that drawing diversity – age, race, gender, and disability – into the engineers portrayed in “What is Engineering?” was important for broadening the perspective of engineering students. She added that there are many other kinds of diversity that aren’t as easy to draw. In thinking about “disability as a site for engineering education work,” Chua wonders in hindsight if she could have chosen a different sort of visual rhetoric, especially since many engineers have disabilities that are hidden or invisible. “The wheelchair has become the handicapped poster symbol. I might think about it differently if I redrew the piece, try to mix it up a little.”
Using engineering graph paper as a choice of medium was completely accidental. “The assignment was due in 10 hours, and that was the paper I had on hand, but it was a nice effect for this particular piece. I have worked in other mediums since then, but they’re all pretty primitive – it’s usually an ordinary writing pen on printer paper or in my notebook, or sketching on my phone.” When asked for her ideas about how to best design a graphic assignment for engineers, she emphasize the importance of formative assessment. “Drawing is an unfamiliar and intimidating language for lots of people. It has to be okay to get out these awful, incomplete, sketchy things to think with. We work with prototypes of machines and drafts of papers all the time, but there’s not a lot of examples out there of draft sketches outside of art class – of what visual thinking in other disciplines looks like before it becomes the polished, final piece.” Fortunately, this format also has “a different sort of hermeneutics built in… it’s more generative, more expansive, and supportive of more divergent ideas, once people are accustomed to doing dialogue with pictures rather than words.” | <urn:uuid:0464c961-f65f-46fe-baa4-b75cc888a35b> | {
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Warning! The Scale of the Universe is addictive. You may have trouble pulling yourself away from this fascinating exploration of size, scale, and relationships. It takes a moment to load, but once it does, it presents items in order of size, from quantum foam at 1X10-35 meters, past microbes, ants, giant earthworms, the Titanic, and the Tarantula Nebula, all the way to the estimated size of the observable universe at 9.3 X 1028 meters. Zoom up or down the range of sizes. Click on items to see their sizes and interesting snippets of information. Did you know the Gomez’ Hamburger is a burger-shaped young star with light reflecting dust buns? Or that if you eat a bowl of rice every day, you’ll eat about 300 million grains of rice in your lifetime? Me either. Can you imagine molecules as huge? You can now.
Now, want to blown away again? According to ABC News, The Scale of the Universe was created by Cary Huang (on the right), a 14-year-old ninth grader from Moraga, California, with technical help from his twin brother Michael. Inspired by a seventh-grade science teacher’s video on the size of cells, Cary decided to create his own interactive version with “a wider range of sizes.” That has to be some kind of understatement! So how to we use this marvel in schools?
- The Scale of the Universe is, of course, a great resource for teaching about the scale of the universe, and astronomical distances, but it is a lot more.
- It has to be the best resource ever for helping students understand the magnitude of positive and negative exponents. Wouldn’t it be fun to have students create mini-versions of the “Scale” using different objects and appropriate exponents?
- Think about using The Scale of the Universe in art class as an example of interactive art. You might follow up by having them explore the Virtual Broad Art Museum (VBAM). Is that a medium some of your students might want to explore?
- Maybe most of all, The Scale of the Universe can be a lesson about passion, and the drive to explore something interesting. Wouldn’t be wonderful to use it to inspire students to find their own interests?
I know there are many more ideas. Please share yours. | <urn:uuid:c3d4e837-108f-44f5-95d1-0ee700b34f90> | {
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Global warming is an existential threat to humanity. While the current federal executive administration actively undermines efforts to address this threat, states, municipalities and some industries, on the other hand, are working on strategies to best mitigate and prepare for the impacts of this crisis. Vermont is playing a role on both of these strategies. This course will examine legislation before the Vermont legislature and proposals at both the state and local levels. Students will hear from policy makers working on these issues and will create ways to educate people of all ages on this topic, as well as work to craft their own legislative solutions. In addition to class time, students are required to attend one evening event on May 16. | <urn:uuid:c1acf48e-bdd0-407e-9658-2e07443ebec8> | {
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Glines Canyon Dam
In the moment of crisis, the Wise build bridges, and the Foolish build Dams…
– Nigerian Proverb
It’s Earth Day, and I believe it’s important to not only celebrate the beauty and need to preserve our National Parks, but also to highlight the ways these parks are helping to reverse or combat some of the most serious problems facing the environment today. From the unexpected environmental gains elicited by the reintroduction of the wolves into Yellowstone, to the protection and preservation of Cryptobiotic soil colonies in Arches and Canyonlands, National Parks are at the forefront of both large and small scale efforts to prevent the wanton destruction of the natural world, which as a species we seem so determined to do.
“There is a delight in the hardy life of the open. There are no words that can tell the hidden spirit of the wilderness that can reveal its mystery, its melancholy and its charm. The nation behaves well if it treats the natural resources as assets which it must turn over to the next generation increased and not impaired in value. Conservation means development as much as it does protection.”
– Theodore Roosevelt, President of the United States
In recent years, on of the most important projects undertaken by any National Park, was the removal of the Glines Canyon Dam along the Elwha River in Olympic National Park. After a two decade long planning process, the dam removal along the Elwha began in 2011, and finished in 2014 with the removal of this dam, allowing the Elwha to flow freely again for the first time in almost a century. In the years since, there have been numerous examples of the dramatic positive impact this had on the environment of the Northern Olympic Peninsula, not the least of which was the return of critical spawning areas to numerous species of salmon and trout, which has helped reinvigorate flagging populations.
“We cherished it, and we respected it….We didn’t waste it, we used every bit of it….I may not see the abundance of fish come back in my lifetime, but I would like to see it come back for my grandchildren, my great grandchildren, and the rest of my people, the following generations to come. It was a gift from our Creator, it was our culture and heritage.”
– Ancestor Beatrice Charles of the Lower Elwha Klallam Tribe
My research into dams and their highly negative impact on the environment started during the pre-production of my graduate thesis film New World Water, when I started to really look at the Colorado River. It became immediately apparent to me that there was something profoundly wrong with our management of this critical waterway, when one of the longest and most important rivers in the U.S. didn’t even reach the ocean. The idea that, in the name of creating untenable power and water systems for cities and farms in the desert where there should be no farms or cities, we would create dams that would so damage the natural world, and create lasting negative effects for the region and country as a whole, was simply mind-boggling. Dams are quite simply one of the most dangerous and damaging elements of our infrastructure, and are in many ways just as implicit in the environmental degradation of our planet as carbon emissions or non-biodegradable materials, or any other big ticket environmental cause, and yet few people really talk about it as a serious issue that needs our attention.
Human civilization has been changing the Earth’s environment for millennia, often to our detriment. Dams, deforestation and urbanization can alter water cycles and wind patterns, occasionally triggering droughts or even creating deserts.
– Jamais Cascio, author
Many of our country’s, and our planet’s, most amazing places have been lost because of the wanton damming of important rivers over the past two hundred years. Hetch Hetchy Valley, in Central California near Yosemite, was once considered a rival for the splendor of its more famous neighbor, and by many accounts even exceeded it, but the valley was buried under a lake that now sits behind the Hetch Hetchy Dam. The myriad slot canyons and Ancestral Puebloan artifact sites throughout the Glen Canyon area of the Colorado were similarly buried, and lost forever, when the Glen Canyon dam went up outside Page, Arizona. As sediment accumulates and water erodes the surrounding landscape, these once pristine examples of natural beauty are unlikely ever to return to their former glory, something I personally find heartbreaking.
All dams are ugly, but the Glen Canyon Dam is sinful ugly
– Edward Abbey, author of Desert Solitaire and The Monkey Wrench Gang
According to American Rivers, a non-profit dedicated to the preservation of important watersheds across the country, there are almost 79,000 dams in the U.S. alone, many of which have become obsolete or in some cases are a danger to collapse of their own volition, which in itself could prove disastrous to communities downstream. Managed dam removal is something that we should prioritize in this country, as we transition to less damaging forms of energy. Through the restoration of critical waterways, we can stall or even reverse many of the issues facing the world today, including the depopulation of fisheries worldwide, the desertification of the American Southwest, and the loss of critical estuaries and natural habitats that are the life blood of healthy ecosystems.
Never give up; for even rivers someday wash dams away.
– Arthur Golden
I think that on this Earth Day, it’s important to look at those things which we can do to not only celebrate the natural world, but preserve it both for future generations and for ourselves. I hope everyone takes a chance today to think about these things, and find those parts of the natural world that are most important to you, and think about ways they can be preserved. | <urn:uuid:6d2c86ec-4084-4cda-8a76-a7918dec4902> | {
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Arizona Rehabs Discuss the History of Opioid Addiction
There’s no doubt that our country is in the throws of a crisis. How did opioid addiction begin? Let’s take a look at the history of opioid addiction and how Arizona rehabs are trying to help.
There is reliable evidence of opium use as far back as 3,400 B.C. The opium poppy was called “joy plant,” and it spread from Mesopotamia to Assyria, Egypt and the Mediterranean. In 460 B.C., Hippocrates acknowledged its usefulness. Alexander the Great introduced it to Persia and India, and Arab traders took it to China. The Opium Wars were fought in China from 1839 to 1860.
Opium’s power to alleviate pain has resulted in thousands of years of abuse. In modern history, famous opiate users who battled addiction include Charles Dickens, Edgar Allan Poe, Florence Nightingale, Billie Holiday, Janis Joplin, Elvis Presley and River Phoenix.
Continued after image:
The History of Opioid Addiction in the U.S.
Opiates are an unfortunate part of American history. With the advent of synthetic opioids, the problem only got worse:
- The armies on both sides of the American Revolutionary War gave wounded soldiers opium. In his final years, Benjamin Franklin took it for a painful bladder stone that had tormented him for years.
- Morphine was first isolated in 1803, and Merck & Co. took over commercial production in 1827.
- Morphine and other opiates were widely used by the time of the Civil War. An alarming number of veterans were hopelessly hooked following the conflict.
- Heroin was first made from morphine in 1874. As a cough suppressant, it was hailed as a wonder drug. Bayer Corp. launched it commercially in 1898. Heroin increased in popularity when users discovered that injecting the drug enhanced its effects.
- Doctors were alarmed by climbing rates of drug addiction in the early 1920s. Heroin was made illegal in 1924.
- World War II gave rise to nerve block clinics; anesthesiologists administered injections to treat pain without surgery. The clinics operated during the ‘50s and ‘60s.
- President Gerald Ford set up a task force to study drug addiction in the 1970s. The focus shifted from marijuana and cocaine trafficking to the heroin epidemic.
- Painkillers like Percocet and Vicodin were already becoming a problem by the late ‘70s. Many doctors were reluctant to prescribe them.
Dr. Hershel Jick of Boston University School of Medicine disagreed there was a problem. After analyzing almost 12,000 patients who’d been treated with narcotics, Jick concluded that addiction to opioids was rare in patients with no history of substance abuse. A pain-management specialist, Dr. Russell Portenoy, studied 38 patients six years later and also declared that opioid maintenance therapy was safe.
The two studies sparked a discussion that lasted into the early 1990s. Pain management became a priority for patients.
- Every year in the early 1990s, the number of prescriptions for painkillers increased by 2 to 3 million. Then, from 1995 to 1996, the one-year increase was 8 million.
- Purdue Pharma launched OxyContin in 1996. One year later, prescriptions of all opioid painkillers on the market increased by 11 million.
- The Joint Commission is a nonprofit group that accredits medical facilities. In 2000, as part of doctors’ required continuing education, the commission published a book that cited studies in which there was “no evidence that addiction is a significant issue when persons are given opioids for pain control.” It expressed the opinion that doctors’ concerns about addiction were “inaccurate and exaggerated.”
The book was sponsored by Purdue Pharma.
Dr. David W. Baker with the Joint Commission later remarked, “There is no doubt that the widely held belief that short-term use of opioids had low risk of addiction was an important contributor to inappropriate prescribing patterns for opioids and the subsequent opioid epidemic.”
- Purdue Pharma was charged in 2007 with misbranding and downplaying OxyContin’s high potential for addiction. Three executives pleaded guilty, and Purdue settled with the government for $635 million.
- In 2010, the manufacturers of OxyContin released a new formula that contained an abuse deterrent. It was supposed to be more difficult to crush, inject or snort the product. According to a study published in the New England Journal of Medicine, 24 percent of abusers reported being able to get around the tamper-resistant measures. One participant in the study said that most former OxyContin users had switched to heroin. It was cheaper and easier to get.
- Portenoy, one of the doctors who insisted in the 1980s that opioid therapy was safe, later said, “Clearly if I had an inkling of what I know now then, I wouldn’t have spoken in the way that I spoke. It was clearly the wrong thing to do.”
- In 2016, the Food and Drug Administration and the Centers for Disease Control and Prevention began taking steps to address the opioid crisis.
As of 2018, several states, including Florida, Nevada, North Carolina, North Dakota, Tennessee and Texas, have sued pharmaceutical companies for their role in the epidemic. Cities that have sued include Chicago, Cincinnati, Dallas, Indianapolis and Seattle.
How Arizona Rehabs Can Help
The history of opioid addiction is a grim one. Substance abuse is a serious brain disease that affects people with all different backgrounds.
Getting clean for good requires professional help. Like many other Arizona rehabs, we at Discovery Cove Recovery are committed to helping people like you reclaim their lives. Call today to speak to an experienced, caring staff member. | <urn:uuid:5d47d600-70a0-4462-938b-bdc4fed3588e> | {
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File System is important in Disk Management. Without it information placed in a storage medium would be one large body of data with no way to tell where one piece of information stops and the next begins. History of file system begin in 1981, IBM introduced its first personal computer. The first IBM computer ran a new operating system designed by Microsoft, MS-DOS. The computer contained a 16-bit 8088 processor chip and two drives for low-density floppy disks. The MS-DOS file system , FAT (named for its file allocation table), provided more than enough power to format these small disk volumes and to manage hierarchical directory structures and files. the FAT file system continued to meet the needs of personal computer users even as hardware and software power increased year after year.
However, file searches and retrieval took significantly longer on large hard disks than on the original low-density floppy disks of the first IBM personal computer. By the end of the 1980’s, the prediction of ” a computer on every desk and in every home” was less a dream and more a reality. Personal computers now had 16-bit processors and hard disks of 40 MB. This is too big that users. The users had to partition their disks into two or more volumes because the file allocation table’s limit was 32 MB per volume in that era. (later versions of MS-DOS allowed for larger disk volumes).
File System In 1990
In 1990, a high -performance file system(HPFS) was introduced as a part of the os/2 operating system version 1.x. specifically for large hard disks on 16- bit processor computers. On the heels of HPFS came HPFS386, take advantage of the 32-bit 80386 processor chip. Today’s personal computers include a variety of very fast processor chips and can accommodate multiple, huge hard disks. The new Windows NT file system, NTFS, is designed for optimal performance on these computers. Because of features such as speed and universality, FAT or HPFS are now popular and widely used file systems. NTFS offers consistency with these two file systems, plus advanced functionality needed by corporations interested in greater flexibility and in data security.
Resilient File System (ReFS)
With codenamed “Protogon”, Microsoft introduced new Microsoft proprietary file system with Windows Server 2012 and the intent of becoming the next generation file system after NTFS. The advantages of ReFS include:
- Automatic integrity checking and data scrubbing,
- Removal of the need for running chkdsk,
- Protection against data degradation,
- Built-in handling of hard disk drive failure and redundancy,
- Integration of RAID functionality,
- A switch to copy/allocate on write for data and metadata updates,
- Handling of very long paths and filenames, and
- storage virtualization and pooling, including almost arbitrarily sized logical volumes (unrelated to the physical sizes of the used drives).
In early versions (2012–2013), ReFS was similar to or slightly faster than NTFS in most tests, but far slower when full integrity checking was enabled. A result attributed to the relative newness of ReFS. Pre-release concerns were also voiced by one blogger over Storage Spaces, the storage system designed to underpin ReFS. Reportedly could fail in a manner that prevented ReFS from recovering automatically. The ability to create ReFS volumes was removed in Windows 10’s 2017 Fall Creators Update for all editions except Enterprise and Pro for Workstations, which would seem to indicate Microsoft is no longer intending ReFS as a general replacement for NTFS, at least in the near future. | <urn:uuid:00aa0151-a95a-4a2f-8cef-9e6ee300e566> | {
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Creating an Idle Trigger Example
To create an idle trigger, you must specify an idle trigger when you create the trigger, and you must set the idle time for the task. For information about idle conditions, see Task Idle Conditions.
After creating the idle trigger, call IPersistFile::Save to save the new trigger to disk.
The following procedure describes how to create an idle trigger for a known task.
To create an idle trigger for a known task
- Call CoInitialize to initialize the COM library and CoCreateInstance to get a Task Scheduler object. (This example assumes that the Task Scheduler service is running.)
- Call ITaskScheduler::Activate to get the ITask interface of the task object. (Note that this example gets the "Test Task" task.)
- Call SetIdleWait to set how long the system must remain idle before the trigger will fire. (Note that SetIdleWait is inherited from IScheduledWorkItem.)
- Define the TASK_TRIGGER structure and call CreateTrigger to create the idle trigger. (Note that CreateTrigger is inherited from IScheduledWorkItem.)
- Save the task with the new idle trigger to disk using IPersistFile::Save. (The IPersistFile interface is a standard COM interface supported by the ITask interface.)
- Call ITask::Release to release all resources. (Note that Release is an IUnknown method inherited by ITask.)
|For a code example of||See|
|Creating an idle trigger for an existing task||C/C++ Code Example: Creating an Idle Trigger| | <urn:uuid:625cabb2-580d-4cfc-9213-dbd5a6b5c0c2> | {
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Practice Questions: Igneous Rocks
1. What is the color and type of rock that forms oceanic
4. Which graph best represents the relative densities of three different types of igneous rock? crust at mid-ocean ridges?
A) light colored and igneous A)
B) light colored and sedimentary
C) dark colored and igneous
D) dark colored and sedimentary
2. Obsidian's glassy texture indicates that it formed
A) slowly, deep below Earth's surface
B) slowly, on Earth's surface
C) quickly, deep below Earth's surface
D) quickly, on Earth's surface
3. The flowchart below illustrates the change from melted rock to basalt.
The solidification of the melted rock occurred
A) slowly, resulting in fine-grained minerals
B) slowly, resulting in coarse-grained minerals
C) rapidly, resulting in coarse-grained minerals
D) rapidly, resulting in fine-grained minerals
5. Which igneous rock is dark colored, cooled rapidly on
Earth's surface, and is composed mainly of plagioclase feldspar, olivine, and pyroxene?
A) obsidian B) rhyolite
C) gabbro D) scoria
6. Base your answer to the following question on The photograph below shows an igneous rock.
What is the origin and rate of formation of this rock?
A) plutonic with slow cooling
B) plutonic with rapid cooling
C) volcanic with slow cooling
D) volcanic with rapid cooling
7. What is the origin of fine-grained igneous rock?
A) lava that cooled slowly on Earth’s surface
B) lava that cooled quickly on Earth’s surface
C) silt that settled slowly in ocean water
D) silt that settled quickly in ocean water
8. When granite melts and then solidifies, it becomes
A) a sedimentary rock B) an igneous rock
C) a metamorphic rock D) sediments
9. Which rock most probably formed directly from lava cooling quickly at Earth’s surface?
C) D) 10. The diagrams below show the crystals of four different rocks viewed through the same hand lens. Which crystals most likely formed from molten material that cooled and solidified most rapidly?
A) B) C) D)
11. An extrusive igneous rock with a mineral composition of 35% quartz, 35% potassium feldspar, 15% plagioclase feldspar, 10% biotite, and 5% amphibole is called
A) rhyolite B) granite
C) gabbro D) basaltic glass
12. Which process is necessary for the formation of igneous rocks?
A) erosion B) deposition
C) solidification D) metamorphism
13. Which characteristic provides the best evidence that obsidian rock formed in an extrusive environment?
A) layers of rounded fragments
B) distorted bands of large mineral crystals
C) noncrystalline glassy texture
D) mineral cement between grains
14. Which two igneous rocks could have the same mineral composition?
A) rhyolite and diorite
B) pumice and scoria
C) peridotite and andesite
D) gabbro and basalt
15. Which relative concentrations of elements are found in a felsic rock?
A) a high concentration of aluminum and a low concentration of iron
B) a high concentration of iron and a low concentration of aluminum
C) a high concentration of magnesium and a low concentration of iron
D) a high concentration of magnesium and a low concentration of aluminum | <urn:uuid:4457937c-e7be-4e37-b360-0fffbfd60dce> | {
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A choking adult becomes unresponsive while you are doing abdominal thrusts for severe choking You ease the victim to the floor and send someone to activate your . If a conscious choking adult becomes unconscious, carefully lower the person to the ground, open the mouth and look for an object. If an object is seen, remove it with your finger. Open the person’s airway by tilting the head and try to give 2 rescue breaths.
A choking adult becomes unresponsive while you are doing abdominal thrusts for severe choking. You ease the victim to the floor and send someone to activate your emergency response system. What should you do next? Jan 26, · This unconscious adult choking lesson is for situations where you find a person who is unconscious, and you suspect they became unresponsive due to an airway obstruction. Ideally, either you or a bystander witnessed the victim choking before they went unconscious. Through further assessment, you find that the patient has a pulse but isn't /5(K).
Choking is a common preventable cause of cardiac arrest. The correct response for a choking person depends on the degree of airway obstruction, whether the person is responsive or not, and the age of the person. See Table 3 for rescue actions for choking in adult and children. Learn about Adult CPR, AED use and choking scenarios in this section of our free online CPR & First Aid course. Continue performing thrusts until the obstruction is relieved or until the person becomes unresponsive. If the person becomes unresponsive, begin CPR. Very large persons or pregnant women can be treated with chest thrusts. In this.
ADULT APPEARS TO BE UNCONSCIOUS Person becomes unconscious. WHAT TO DO NEXT IF THE PERSON BECOMES UNCONSCIOUS—CALL , if not already done, and give care for an unconscious choking adult, beginning with looking for an object (PANEL 5, Step 3). PANEL 4. AFTER CHECKING THE SCENE AND THE INJURED OR ILL PERSON. A victim with a foreign body airway obstruction becomes unresponsive. What is your first course of action? Start CPR beginning with chest compressions. When performing CPR on an unresponsive choking victim, what modification should you incorporate? Each time you open the airway, look for the obstructing object In an adult, chest. | <urn:uuid:3f4c537e-c1d9-46d0-84d4-f3b96719b88e> | {
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The Lithuanian language is an Indo-European language of the Baltic family. It is very closely related to the Latvian language, although the speaker of one will not be able to understand the language of the other. The language itself has retained a lot of its original features, and has kept many of the aspects of the Proto Indo-European aspects that have been lost in other Indo-European languages.
The Lithuanian language has been very resistant to change, and has kept many of its traditional elements. Interestingly, this means that older versions of the language, for example in Old Lithuanian, certain aspects of grammar were a little freer, such as the word order in a sentence.
The oldest text that has been found that uses the Lithuanian text is a translation of the Lord’s Prayer. This dates from around the start of the 15th century. Surprisingly, books were already in print by around half a century later, though it wasn’t until the latter half of the 18th century that they were widely read. Then, in 1894, books that were written in Lithuanian in the Latin alphabet were banned. This had a strong effect on the pride in nationalism as a backlash to the ban, and books were printed in East Prussia and the U.S., which were then smuggled into the country.
There are around 4 million speakers of the Lithuanian language throughout the world. The vast majority of these speakers live in Lithuania itself, with about 3.5 million speakers living in the country itself. Though the Lithuanian language is primarily spoken in Lithuania, it is also spoken by ethnic minorities of Lithuanians living in Belarus, Latvia and Poland, as well as the Kaliningrad Oblast of Russia. Communities of Lithuanian speakers also exist in the U.S., the U.K., Brazil, Canada, France, Argentina, Australia, Denmark, Iceland, Ireland, Norway, Sweden, Spain and Uruguay.
The Lithuanian language has two primary dialects, which are Aukstaitian, and Samogitian. The former is translated to Highland Lithuanian, while the latter is translated to Lowland Lithuanian. Highland Lithuanian is considered to be standard Lithuanian, while the Samogitian language developed with a heavy influence from the Curonian language. Both of these dialects have three sub-dialects, and the regions of the country are related to the dialect that is spoken. Samogitian can be divided into West, North and South, while Aukstaitian is divided into West, East, and Dainavian.
Lithuanian is the official language of the country of Lithuania, and also in the Gmina Punsk area of Poland. Around 75% of the population in Gmina Punsk is Lithuanian, though the population itself only amounts to around 4000 people as it is a very rural district.
There are 32 letters in the Lithuanian language. The Latin alphabet is used in combination with diacritics to show difference. The language itself, and the writing system, is for the most part phonemic. This means that each letter corresponds to a certain sound and unlike English, keeps the same sound regardless of their placement within the word.
There are certain exceptions, with colloquialisms and outside influences to the language, but for the most part, each letter keeps its sound value regardless of the context. As a highly inflected language, Lithuanian grammar expresses relationships between words and their role in the sentence through various kinds of inflection.
The Lithuanian government has set up a section of government to create new words that the Lithuanian language does not yet have. These are primarily from the fields of science and technology, which are areas of interest that progress very quickly. However, many English words are being appropriated for use in the Lithuanian language, even making it into many dictionaries. The English language is very popular among young people of Lithuania, particularly those in the cities and urban areas of living.
Why Learn The Lithuanian Language?
Before the economic financial crisis in 2007, the country of Lithuania had actually one of the fastest growing economies in the E.U. It is a country with an above average income compared to other countries, with less than 2% of people living below the poverty line. If you are looking to relocate with business or just personally, Lithuania could be the country for you, as it has a high standard of living. In terms of business, there is a market shift towards technology and computing. If this is your area of expertise and you would like a very different change of scenery, learning the Lithuanian language might be a great move for you. | <urn:uuid:c074fa3d-bdc5-4899-8987-63ab402498d2> | {
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I was a bit disappointed and, yes, a lot jealous, when our school wasn’t chosen to try out the Google Expeditions VR program as it traveled to different cities around the U.S. I had tried Expeditions at some technology conferences and thought our students would enjoy the unique experience.
With virtual reality, students wear “Google Cardboard” goggles, which have phones inserted in the front. Once an Expedition is begun by the teacher, the students are basically immersed in the environment as the teacher leads them through a field trip of a place like a coral reef.
The VR experience is great, but most elementary classrooms do not have the equipment to make it a reality. Since only one student can use a pair of goggles at a time, and the goggles require a phone, the logistics are a bit tricky for the standard K-5 classroom.
Google has recently begun to beta test a new version of Expeditions, which is augmented reality instead of virtual reality. No VR goggles are required, and tablets can be used. The AR version is not available to the public, yet, but our school was fortunate this time to be chosen to try this version out. (If you are interested in seeing if your school can beta test Expeditions AR, go to this sign-up form.)
On the day of the beta test, all of the teachers who had signed up at our school attended a 30 minute training with the Google representative to learn how to use the equipment. (Google provides everything for the sessions that day, including routers so they don’t have to use the school wi-fi.) During each 30 minute session, groups of 3 students use Android phones that are on sticks (see the pics below) to scan QR codes that are on papers on the ground. The teacher, who has already chosen from a list of possible Expeditions, leads the students through different images, controlling it all on his/her device. All students see the same image at the same time.
When the first image appears, there are usually squeals of delight as the students realize that they are viewing a 3 dimensional version of a bee, or a dinosaur, or a volcano. They can walk around all sides of the image, and even, for some, go inside. A few students had some difficulty understanding the spatial dimensions, but most quickly caught on. The enthusiasm of the teachers (many who had never used augmented reality) and the students mounted throughout the 30 minutes as they investigated planets, tornadoes, and some human anatomy. Throughout the day, students in K-4 had a chance to try out the technology, and all seemed engaged.
Overall, this technology seems like it has potential for wide-spread use in elementary, since it will be available on tablets (iOS and Google Play) for free. The trick will be to make sure that teachers design pedagogically sound lessons to utilize it rather than depend on the novelty to lead learning. As augmented reality become more ubiquitous, the oohs and ahs will quickly subside if there is no other substance to the lesson. As someone who has been using AR in my classroom for years, I am well aware that it is more important to include technology when it supports the lesson than to depend on the technology to be the lesson. | <urn:uuid:a797ce04-fa54-42a2-9554-bf9009f1416b> | {
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Coastal Wave Modeling
Coos Bay Inlet, located on the Pacific coast of southwestern Oregon, is protected by dual jetties constructed in 1928. Because the inlet is exposing to high energy environment, both north and south jetties have deteriorated since their construction. Aging, erosion of foundation, lack of maintenance, and frequent channel dredging in the past have accelerated the jetty deterioration. To ensure navigation safety, the U.S. Army Corps of Engineers is presently investigating the rehabilitation and redesign of jetties. This paper describes numerical storm wave modeling of the existing jetties to provide input forcing information to the physical model. | <urn:uuid:bc2d33d0-6d93-48cf-aac9-90631db559bc> | {
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It has been over 30 years since all countries of the United National agreed to phase out ozone depleting substances. Since that landmark agreement was signed we have evidence that the ozone layer is healing.
The 16 September is World Ozone Day, and the progress we have made should be celebrated.
It is projected that the Northern Hemisphere ozone will be healed by the 2030s, Southern Hemisphere ozone by the 2050s, and Polar Regions by 2060.
It was in the late 1980s, that all 197 United Nations member countries ratified the Montreal Protocol on Substances that Deplete the Ozone layer. While there is still work to be done and we must remain vigilant to ensure illegal sources of ozone depleting substances are addressed before they arise, the Montreal Protocol gives us reason for hope.
At a climate change crossroads
In the 1980s the world was faced with a choice – to protect the ozone or suffer the detrimental consequences of increased radiation from the sun reaching earth’s surface. We chose to take action.
Years later we find ourselves at another international crossroads. This time around climate change.
We are faced with a choice. Do we join collectively to take real and meaningful action or not?
One hundred and eighty five countries (of a total 197 member countries) have ratified the Paris Agreement which was made under the United Nations Climate Change Convention. Under the agreement countries have developed Nationally Determined Contributions that set out their plan for addressing climate change, a target for reducing greenhouse gas emissions and how they intend to achieve the target.
Despite some of the controversy surrounding the Paris Agreement, most of the world is on board to take action against climate change. The challenge now is how much action will we take?
The Nationally Determined Contributions of countries all vary and there is criticism that some countries targets do not go far enough to address climate change. There is also criticism that countries are using counting loopholes to meet their targets without effecting real change in emissions.
To monitor how countries are progressing, research organisations have created the Climate Action Tracker. This independent analysis has been tracking action against climate change since 2009.
Under the Paris agreement, the global commitment is to keep warming levels well below 2.0oC, and pursue efforts to keep warming below 1.5oC. The Climate Action Tracker shows that we are not on track to meet that target. It is clear that we need to do more to meet the challenge of climate change.
The crossroads we now face is whether governments will look beyond powerful lobby groups and short term election cycles and show real leadership to combat climate change.
Why we take action
Our international efforts to protect the ozone layer have shown that we can work together to achieve great things.
The research has told us what the problems are and the innovative solutions we need to address climate change already exist. All that’s required now is for a critical mass of people to demand action, and governments will have to act.
How we can take action
We need to continue to pressure governments to commit to and deliver real and meaningful action against climate change.
- Get in touch with your elected officials and let them know you expect them to show real leadership in the face of climate change.
- Take to the streets and join a protest near you such as the Student Strike 4 Climate.
- Join or donate to organisations that are protecting our natural environments.
- Talk to your friends and family about why you think addressing climate change is important and what action you are taking – they might like to get involved too.
United Nations. International Day for the Preservation of the Ozone Layer, 16 September. Retrieved from www.un.org/en/events/ozoneday/index.shtml
United Nations Climate Change. The Paris Agreement. Retrieved from unfccc.int/process-and-meetings/the-paris-agreement/the-paris-agreement | <urn:uuid:c3ac5e71-5752-4373-a08b-377672c76dee> | {
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Airport fire brigade
“Safety first” is always the highest priority in international air traffic. And the Airport fire brigade plays a key role here: the ICAO (International Civil Aviation Organisation) stipulates that without the presence of a fire brigade ready for operation round the clock, no aircraft may take off or land at the Airport. Thus, at an Airport, the fire brigade is a guarantor of safety.
In the case of emergency, the Airport fire brigade must be on the spot with its first vehicle within two minutes, and within three minutes with all vehicles. To achieve this, the Airport has a fleet of “Panthers”. What this term means is the combined force of a fire engine with some 1000 hp weighing in at 40 tonnes.
The fire officers have to be out of the station within 20 seconds. At the deployment location, the “Panther” with a top speed of 138 km/h can show its strength: 6,000 litres per minute and a trajectory distance of some 100 metres. This force is ready for operation day and night, 365 days a year. With 23 other vehicles, the 100 members of the fire brigade are prepared for action round the clock.
The ICAO also demands that comprehensive emergency drills are carried out at least every two years. These exercises include the simulation of a collision of two aircraft. Here, the target is to run through processes and improve and optimise these.
Apart from possible aircraft alarms, the fire brigade is responsible for fire protection of the buildings at the Airport and technical assistance after accidents, rescue service, emergency planning and the first aid station. The main fire station is located almost exactly at the centre of the Airport, next to the tower. Not far from Terminal 2, there is a second station which is mainly responsible for the fire protection of the buildings. Every year, the Airport fire brigade is called to action almost four thousand times. | <urn:uuid:fcd0ad59-9079-4cc3-a9c1-5864976034ac> | {
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As you are handling your investments or reading the news, you might come across the word bond. What is a bond? What does it do? When is it appropriate to buy? In this article, I will try to explain the basics of financial bonds in the simplest terms.
How does a bond work?
A bond is a loan by the buyer to the seller, which is usually a government or corporation. It is fixed-income, which means it pays a fixed amount of interest every year, and at the maturation date, the date at which the loan is due, it may be turned in for the original amount of money loaned. Bonds’ main function for the buyer is to maintain and grow wealth.
For example, if you buy a U.S. Treasury bond for $5000 with an annual interest rate, sometimes called coupon rate, of 3% for 10 years, every year you will receive 3% of $5000 or $150 and in 10 years, the $5000 will be returned to you; In total, the investment would net you $1500 in 10 years or 30% of the principal investment.
How are bonds used?
In terms of the seller, city, state, or corporate bonds are used to raise capital/money; if a city wants to build a new park without having adequate money, they might issue bonds to pay for it, essentially taking a loan from the people. The U.S. Federal Government, and many other governments, use bonds differently; they buy and sell bonds to control the money supply, or the amount of money in the economy. This is not an important function of bonds to know as an investor, as it only pertains to the big picture, but it does explain the sometimes changing interest rate.
The changing interest rate can lead to you owning bonds which have a lower interest rate than the market interest rate. If you try to resell bonds to other investors when the current interest rate is higher than the interest rate you bought the bond at, you will need to offer your bond at a discount to attract buyers.
What are some drawbacks to bonds?
Bonds are not full proof. If the bond seller cannot pay its bond payments, it can refuse to pay them, making them worthless; Argentina has defaulted its bonds several times, and as a result they are considered toxic to investors. In general, U.S. bonds are one of the safest investments because they are backed by the U.S. Government. The most risky domestic bonds are corporate bonds, as corporations can go bankrupt, so to allure buyers corporations often offer higher interest rates. Credit agencies will rank the riskiness of bonds, using the letter system. Bonds rated AAA are extremely safe, while bonds given lower than B should rarely be bought.
In short, bonds are usually low-risk, low-reward investments. And as a result, they are a great way to save for retirement as you grow older; Bonds do not have as high a growth rate as stocks or other investments, but they do safely preserve and slightly grow wealth for retirement. | <urn:uuid:e3b366ab-c377-4275-a8c5-f22ec94191cd> | {
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Scientists encountered five previously undescribed bird species during a six-week trip to three Indonesian islands, according to a new study.
People like birds for more than just their appearances: Birds are a diverse group of relatively easy-to-study animals, with a dedicated group of citizen scientists providing data on them that can inform biologists’ understanding of biodiversity more generally. But researchers have long thought that they’d catalogued most of the bird species, and there have been just a trickle of new species descriptions annually. A find such as this one demonstrates that much of the world’s biodiversity is likely still hidden from biologists, even as humanity destroys the habitats that these hidden species rely on.
“Habitat destruction on these islands is rampant and climate change has already taken its toll,” the study’s first author Frank Rheindt, associate professor in the department of biological sciences at the National University of Singapore, told Gizmodo in an email.
Researchers in Singapore, with the help of local collaborators in Indonesia including researcher Dewi Prawiradilaga, ventured to three of the islands off of the northeastern coast of Sulawesi, the big k-shaped Indonesian island, from November 2013 to January 2014. As with any specimen-collecting trip, they hiked around the islands, taking birds that had flown into a net to analyze later. Yes, this involves killing the bird, the ethics of which are debated.
This trip revealed 10 birds new to science, five of which the researchers classified as full species based on genetic analysis or analysis of the birds’ appearance and song. The researchers felt that the other five birds warranted at least subspecies status, though they said that this was a conservative position for some of the specimens. And though these species are new to a museum collection, most had been known previously, either to locals or past visitors to the islands, according to the paper published in Science’s supplemental material. Though these birds are new species, they’re all part of existing genuses of birds, including the fantails, grasshopper-warblers, or leaf warblers. In other words, there weren’t any shockers here.
The researchers specifically targeted these islands in their search for new species. Islands are already hotspots for new species, since they isolate any population of animals from the mainland population, causing speciation over time. Recent ice ages have caused large drops in sea levels, at times revealing land bridges that would allow genetic information to flow between island and mainland populations, decreasing the likelihood that new species would evolve on certain islands. But the islands that the researchers targeted, especially Peleng and Taliabu, are separated from Sulawesi by a deep chasm, making it more likely for endemic species to evolve due to the islands’ increased isolation. Additionally, the researchers traveled to mountain habitats that few ornithologists have ever visited.
Researchers not involved with the study were impressed with the findings and were generally confident with the team’s analyses.
“We generally think of birds as being well-known, and finding new species is uncommon enough,” Sushma Reddy, associate professor in ornithology at the University of Minnesota, told Gizmodo in an email. “But finding multiple new species is an indication of a severely under-explored region.” She said that while the tropics are some of the most species-dense regions, they’re also some of the least studied in terms of biodiversity.
Another researcher, Jonathan Kennedy from the University of Sheffield in the United Kingdom, told Gizmodo that this research continues the work of 19th-century biologist Alfred Russel Wallace, for whom this region is named and who separately devised a theory of evolution and natural selection around the same time as Darwin. He told Gizmodo that the idea of biological exploration and discovery is seen as a historical activity, but “it’s actually just as relevant as it was during Wallace’s time.” He felt this was especially true given the fact that species are going extinct at an alarming rate, while humans have only documented a small fraction of the world’s biodiversity.
I have problems with species collection or exploration as a modern remnant of European colonialism, and expeditions like these make me uneasy. But the authors note that today, human activities are destroying much of the world’s biodiversity, both directly through habitat destruction and indirectly through the effects of climate change, and biologists hope to get a handle what’s going to be lost. Already, the scientists are beginning to see to see these same effects on the islands, from companies logging on Taliabu to forest fires and droughts exacerbated by climate change. These effects will continue to impact species, even the undiscovered ones, as well as the humans living there. | <urn:uuid:23a7e99d-bf87-4013-8859-56fee48a7f13> | {
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Found 4 thsd. answers for 'with patches of many hues'.
The PatchMatch Randomized
Many of the most powerful of these methods are patch-based: they divide the image into many small, overlapping rectangles of fixed size (e.g., 7 × 7 On the vertical axis, we count the number of patches with a given distance. Most patches have zero Euclidean distance, indicating perfect coherence.
PatchMatch: A Randomized Correspondence Algorithm for Structural...
Most high-level editing approaches meet only one of these criteria. For ex-ample, one family of algorithms known The high synthesis quality of patch optimization methods comes at the expense of more search iterations and angle visualized as hue. (c) 1/4 of the way through the rst iteration...
Panel Data Analysis
Secondly, when the variable of interest has many values, creating dummies for each of them could lead to too many variables or too large a model ….” It is a joint test to see if the dummies for all years are equal to 0, if they are then no time fixed effects are needed (type help testparm for more details).
Locating the Unique Hues
Locating the Unique Hues. turquoise appears to be phenomenally composed of blue and green, and chartreuse appears to be phenomenally composed of green and yellow.1. More recently, error theories about the phenomenology of colour experience have been suggested by, amongst others...
Homonymy and Polysemy
• There are, however, many other cases for which this decision is not clear. This doesn’t mean that they are both or halfway between each; that makes no sense, because a word can’t be both one word and two words. Rather, it means that one of the following options holds
Climate may play a bigger role than
many of these species, which underlines the. necessity for more fieldwork," de la Sancha says. "Once we have more specimens, we can improve. Provided by Field Museum. play a similar role in the ecosystem tend to replace. them in other forest patches and other parts of the.
Women: Many Hues Many
Women: Many Hues Many Shades. By Articles by Khushwant Singh, Patwant Singh, Roopinder Singh, Harminder Kaur, et al.; edited by Satjit Wadva Lahore Book Shop, Ludhiana, India, 2009.
Women: many hues many shades. CLAHCTRBRQGU ~ Doc » Women: Many Hues Many Shades. Relevant Books. Ref lectio n s Fro m th e Po w d er Ro o m o n th e L o v e Dare: A To p ical Discu ssio n b y Women from Different Walks of Life Destiny Image. | <urn:uuid:7108e8fb-9e51-4c5a-b8b2-23782be7449b> | {
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This research provides a review of the literature analysing the economic returns to education.
This is the latest release
- Economic research broadly supports the view that there is a positive relationship between improvements in educational attainment and economic growth. International studies tend to find that the earlier an intervention takes place in a child’s life, the greater the likelihood of it having a positive impact on subsequent educational attainment.
- Private and social rates of return to education are significantly positive in the UK. Social returns are lower, since they take into account the contribution of the state towards the costs of education.
- Some degree subjects appear to have little impact on earnings on average when compared to the earnings of people qualified to A-level standard, while other degree subjects earn a substantial earnings premium.
- The gender wage gap diminishes the higher the level of qualification, but does not disappear completely. The tendency for women to be under-represented in subjects that provide the highest return and over-represented in those that provide a relatively low return is a factor in explaining the gender pay gap.
- Rates of return to higher education in Wales are broadly similar to those found elsewhere in Britain, both in terms of the size of the return and the tendency of the return to vary by degree subject. For men, however, the return to a degree in Wales is somewhat below the British average, which may reflect the under-representation of the highly paid financial services sector in the Welsh economy. In contrast, the study finds that the average earnings premium for female graduates in Wales relative to non-graduate Welsh women is larger than the premium earned by female graduates elsewhere in Britain. | <urn:uuid:eb34a2e2-6d1d-4b01-9c76-e903197bd8df> | {
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Back in 1936 after having honored the United States with four gold medals in front of Nazi Germany, when asked about Hitler, Jesse Owen reminded his interviewer that the U.S. president would not receive him either at the White House because he was black.
Shortly thereafter, World War II broke out in Europe causing one of history’s greatest human tragedies. America sent hundreds of thousands of its young men, black and white, to the front to help change the course of the war and reshape contemporary history. At the end of the war, the young American men returned and benefited from the greatest socioeconomic engineering campaign in American history, called the G.I. Bill. This program almost singlehandedly created the American middle class which has fueled the economy ever since. Excluded from these benefits were African Americans, with effects that are felt very much to this day, as described in Ta-Nahisi Coates’ The Case for Reparations.
Fast forward to 2016 and the White House looks like a very different place than it would have to Jesse Owens had he been treated any better by Roosevelt than he had been by Hitler.
So I don’t know what Mr. Trump is talking about. If we are going to make America better again, in which point of American history is he talking about? The one that wouldn’t let Jesse Owens into the White House? That of the Greatest Generation when our young men came back from the war to receive huge government benefits which built the middle class for White America only, while leaving Jim Crow in the South and housing discrimination in the North? It seems to me looking at the White House today that we are doing alright. At least those of us who aren’t complaining that we’re not so great anymore are doing just fine. We are doing just fine, thank you very much.
And watching the sitting President of the United States receive people at the White House to celebrate America’s unique cultural heritage, tell me whether you can think of a cooler place on Earth. | <urn:uuid:ab6ad856-89a4-41f5-90ce-d94338e792eb> | {
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Inductive Effect and Its Types
What is Inductive Effect?
Inductive effect can be defined as the polarization of a σ bond as a result of electron donating or electron withdrawing effect of adjacent atoms or groups. Inductive effect is denoted as “the I Effect”.
Features of Inductive effect:
- It occurs due to the electro negativity difference between two atoms that form a sigma bond.
- It controls the physical and chemical properties of compounds.
- The magnitude of the inductive effect decreases as it moves away from the groups creating it.
- Inductive effect is a permanent effect.
- It works on σ bonded electron.
The working of Inductive effect:
When atoms of two different elements are participating in a bond, it will not have a uniform electron density of a σ bond. The electron clouds in a bond incline to move towards the more electronegative atom in the bond.
When a covalent bond exists between two dissimilar atoms, the electron pair of the bond resides in the center i.e between the nuclei of the two atoms. Such bonds are called nonpolar covalent bonds.
When a covalent bond exists between two similar atoms, the electron pair of the bond is never shared equally between the two atoms but get attracted towards more electronegative atom.
Check Out here more Education Tips & Blog
Types of Inductive effect
There are two types of inductive effect viz positive inductive effect and negative inductive effect.
- Positive Inductive Effect (+I): It is the electron releasing nature of the atoms. It is denoted by +I. Examples-
- C(CH3)3 > CH2CH3 > H
- Negative Inductive Effect (-I): It is the electron withdrawing nature of atoms. It is denoted by -I. Examples-
NH3+ > CN > CHO > COOH > CONH2 > Cl > I > OR > C6H5 > H
This was a brief discussion about the inductive effect. If you find this article interesting and would love to know various other chemistry concepts like the Rayleigh scattering, Redox Reaction, etc. visit BYJU’S – India’s largest k-12 learning app. Expert faculties explain concetps with interesting 3D/ Graphical images and videos for subjects like mathematics, physics, and biology as well.
For a better understanding of chemistry concepts, you can subscribe to BYJU’S YouTube channel and learn in a more engaging and effective way | <urn:uuid:b8d70805-18d0-4660-a36d-176cbb1d5a34> | {
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**NOTE: If you are hoping to get a quick overview of this project, please watch the videos list under Figure 1, Figure 2, and Figure 3.
[Figure 1: Demo of Automatic Infinite 3D Printer Mk. IV]
[Figure 2: Demo of Automatic Infinite 3D Printer Mk III]
[Figure 3: Purpose of Project with Automatic Infinite 3D Printer Mk III]
Even though 3D printing is a newly emerging technology, it has rapidly became mainstream in education, manufacturing and many other industries. 3D printers allow anyone to easily produce complex parts.
However, these machines have one critical flaw. After a 3D printer has finished printing a part, a person must physically go to the printer and remove the part from the print bed. A 3D printer cannot start its next print job, until the previous part is removed. This constraint cripples the productivity of 3D printers. If 3D printers could automatically eject their print jobs, then they could print out a constant stream of parts. The efficiency of the machine would drastically increase.
Many businesses already use 3D printers to manufacture products. Currently, their manufacturing capabilities are constrained by the need to manually remove/start print jobs. If this task was automated, it would be easier for more companies to complete volume manufacturing with 3D printers.
Personally, I work in a 3D printing lab that prints hundreds of parts for my fellow university students. From my position, it is obvious that this constraint significantly limits the number of print jobs our lab can complete per day.
[Figure 4: Problem Pitch Video]
The purpose of this project is to build a fully automated 3D Printer: The Automatic Infinite 3D Printer. The Automatic Infinite 3D Printer has a conveyor belt module that autonomously ejects finished print jobs from the printer. With this novel feature, the 3D Printer is able to print a constant stream of print jobs without human intervention. This is a breakthrough for the 3D printing industry. Automatic part ejection will improve the functionality and capability of 3D printers. Within the next decade, autonomous part ejectors will be as ubiquitous to 3D printers as paper ejectors are to paper printers.
Furthermore, the custom conveyor belt allows users to print infinitely in the y axis. This allows users to make a much wider variety of parts. The Automatic Infinite 3D Printer monitors print jobs with a computer vision program and a series of webcams. In the unlikely event that a print jobs fails, the machine will autonomously eject the failed print and restart the job.
I have built four successful prototypes of the Automatic Infinite 3D Printer (Mk. I, Mk. II, Mk. III, Mk. IV). The features of Mk. IV are detailed below. Mk I, Mk II, and Mk III are discussed in the Previous Prototypes section.
Over the past few years, people around the world have been empowered by rapid prototyping. Affordable CNC machines, allow anyone to easily put together a prototype. All of the cool hardware recently developed by makers, students, and startups is only possible because of easy access to these powerful machines. However, mass production still remain out of the reach of most people. Currently, makers can only mass produce by placing an order in an overseas factory. This process is expensive, time consuming and prone to error.
Building an affordable automatic 3D printer will open up whole new doors to hackers. An automatic 3D printer will allow any to wield the power of a factory. Once automatic 3D printers become mainstream, conveyor belt lines will not be exclusive to large companies. The technology will truly be democratized. Providing this tool to DIY enthusiasts will once again allow them to make amazing things.
This project will make it more feasible for tinkerers to transition from an idea to a bustling company. It will be easier...Read more » | <urn:uuid:c45229dc-675f-4abb-bca9-97a6703e68d8> | {
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Without the Haitian Revolution, there would be no Latin America today. Although Haiti was central to the creation of Latin American states, the fight for abolition of slavery and regional liberty from colonial oppression, few of those who consider themselves Latinx today know the role Haiti played in helping them overthrow the chains of Spanish oppression.
Haitians liberated Dominicans from slavery in 1801 and again in 1822 to unite the island and form the only free Black republic and a haven for runaways from across the region, despite the constant threats in a sea of slave-owning nations. Haiti supplied Santo Domingo with troops and weapons to win their independence from Spain in 1865 after they were re-colonized once again. Haitians provided Simón Bolívar with weapons, military strategists and veterans from Haiti’s revolution as well as a safe haven, with the promise that Bolívar would free the enslaved Africans of South America once the nations were liberated – a promise he broke.
Haitian women have also been instrumental in shaping women’s rights movements around the region as well as on the frontlines of our struggle for equal rights and liberation, both literally and figuratively. By acknowledging the role of Haitian women today, we hope to acknowledge the role that all Black women continue to play in our collective liberation throughout Latin America and the Caribbean.
Originally from the Kingdom of Dahomey (currently Benin), Adbaraya Toya was a midwife, a warrior of the “Dahomey Amazons” a healer and one of the women who sat on Dahomey’s council. She was abducted and enslaved in Saint-Domingue (modern-day Haiti), where she was renamed Victoria Montou. She secretly began training others in the art of war, including one of Haiti’s founding fathers, Jean Jacques Dessalines.
She taught him and many others how to fight in hand-to-hand combat and how to wield a knife. She commanded her own brigade in the Haitian war of independence. To honor her contributions, she was honored with a state funeral in 1805.
Cécile Fatiman was the daughter of an enslaved African woman and a white Frenchmen, thought to be the prince of Corsica. Her father sold her and her mother to a plantation in Saint Domingue, while history remains unsure as to where her brothers were sold to.
Cécile was a mambo, a Vodou high priestess, whose primary responsibility was maintaining the rituals and relationship between the spirits and the community. She traveled in the darkness of the night, from one plantation to another, to persuade both those enslaved and the maroons to attend a secret meeting in the forest, known as Bois Caïman. This Vodou ceremony encompassed both a religious ritual and a meeting to plan the uprising against slavery that became known as the Haitian Revolution. Not only was Cécile instrumental in the creation of Haiti, she later became first lady after marrying President Louis Michel Pierrot, a former soldier in the Haitian Revolution.
Suzanne Sanité Belair was a young free woman of color from L’Artibonite, Haiti. In 1796, she married Charles Belair – Haitian revolutionary leader Toussaint Louverture’s nephew. Despite not being enslaved, she and her husband fought side by side in the Haitian army to help others gain their freedom from the French. She eventually earned the title of lieutenant.
Captured by the French in 1802, she didn’t kneel or have her eyes covered when she was executed. Instead, she stood tall and looked the executioner in the eye and shouted to the people, “Liberty, no to slavery!” before her death.
Haitian suffragist and women’s rights advocate Alice Garoute helped form a book club that quickly turned into a political organization because of US military occupation. The book club raised money and sent a delegation to Washington, D.C. to demand that the US military stop sexually assaulting Haitian women as a way to inflict terror on the community. Congress was unresponsive, but the group earned W.E.B. DuBois’ and the NAACP’s support.
When she died in 1950, she asked that flowers not be placed on her grave until all Haitian women were granted the right to vote, which happened seven years later.
Journalist, human rights activist and feminist movement leader Yvonne Hakim-Rimpel co-founded the Women’s League of Social Action, the country’s first feminist organization, in 1934. She went on to create L’escale, the first feminist Haitian newspaper.
The biweekly paper denounced the fraudulent elections that brought François Duvalier to power, something that made her a target of his brutal regime. Men invaded her home in January 1958, dragging her and her daughters out. She was tortured, raped and left for dead in a ditch. Rather than remain silent, she bravely encouraged the Women’s League to publish a letter of protest signed by 36 women, becoming a symbol of the resistance. The Duvalier regime remained undeterred, and four years after being attacked, she was dragged to the notorious Fort Dimanche prison and forced to denounce her accusations against the government in order to quell international criticism.
Ertha Pascal-Trouillot was the provisional President of Haiti from1990 to1991, making her the first woman in Haiti’s history to hold that office. Moments after the chief of the army pledged his support for her presidency, Mrs. Pascal-Trouillot declared that she had ”accepted this heavy task in the name of Haitian women.”
She received her law degree from the École de Droit des Gonaïves, and eventually became the first woman justice of the Supreme Court of Haiti.
One of the most important female writers of the 21st century, Maryse Vieux-Chauvet’s novel, Amour, colère, folie, is a feminist perspective of life under the Duvalier dictatorship. Although the book was published abroad, the regime banned it, fearing a social uprising and Vieux-Chauvet was forced into exile.
In 1973, the still-exiled Chauvet met an untimely death in New York, in total obscurity. Finally, in 2005, her novel was reissued and published for the first time in the 21st century. The work was translated in 2009, which introduced Chauvet to an English-speaking audience for the first time.
Catherine Flon, goddaughter of founding father Dessalines, served her country as a nurse during the revolution. She’s most remembered, however, for sewing the first Haitian flag.
In May 1803, Dessaline ripped the tricolor French flag – discarding the white stripe – and had Flon stitch together the remaining parts horizontally to create the first version of our flag. Initially believed to represent the Black and mixed-raced people of Haiti, scholars now believe the blue and red are an homage to Vodou.
Author Edwidge Danticat can be credited with bringing the beauty, complexity and pain of Haiti and its diaspora to a 21st century English-speaking audience, allowing the world to acknowledge the nation and its people beyond stereotypes and banal reporting. Born in Port-au-Prince in 1969, she lived in Haiti without her parents, who had fled Duvalier’s regime. In 1981, she was reunited with them and her youngest siblings in Brooklyn.
Danticat’s books include The Farming of Bones, an American Book Award winner; Breath, Eyes, Memory, an Oprah’s Book Club selection; and Krik? Krak!, also a National Book Award finalist. She’s also a 2018 Neustadt International Prize for Literature winner and the recipient of a MacArthur “Genius” grant.
She has also been an advocate for the rights of Haitian immigrants in the U.S. and the D.R.
Marleine Bastien is the founder and executive director of Family Action Network Movement, an important group that provides desperately needed assistance to Haitian women and their families in Miami. A tireless advocate for the Haitian community, Bastien’s been at the forefront of issues, such as addressing the devastating impact of prolonged detention at Guantanamo had on Haitian children in 1995, the passage of The Haitian Immigration Refugee Fairness Act of 1998 and the ongoing fight for Temporary Protected Status and comprehensive immigration reform. Continue reading
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- Haitian Times News Roundup – Jan. 16 - Jan. 16, 2020 | <urn:uuid:f78b24f4-911c-45a5-9e71-28e130944715> | {
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It is hopeful that some states and countries have made important laws on the regulation of single-use plastic in the past six months. Where I live the corporations and lobbyists have so much power over the decisions and law making that plastic pollution continues. The first committee where I worked on plastic bag legislation was over 25 years ago!! But I am thrilled with the legislation of other places.
We are living in a time when people don’t want regulation, OK then, take personal responsibility, and reduce your plastic footprint by reusing washable containers, bags and water bottles.
As I write this I am traveling in Ontario, Canada. I was at the grocery store and everyone had their reusable bags. At a restaurant I said, “No straw please!” the waiter response was, “Our straws are made of paper!” WOW! Also, Canada has passed legislation to ban single-use plastic in a few years.
Other places have recently passed single use plastic bans. Read about it at: Maine and Vermont, and California works to regulate all types of plastic packaging. Oregon has bans on plastic bags, and New Zealand has began their bag ban. The European Union is working on single-use plastic bans, and even Thailand is trying to make a positive difference. Maine has passed a Styrofoam container ban that I think is huge!
We can all take personal responsibility and reduce our plastic footprint. Always bring your shopping bags and eliminate those take-out containers unless they are compostable. Everyone making a small effort adds up to an enormous difference!
All water is connected. Even if fracking and the California drought seem far away from us, both have an impact on all of us!
Fracking, a process that uses large amounts of water, uses 700 chemicals in its process,, and causes earthquakes. This just can’t be good for us, for wildlife, or our earth. This should cause all of us to question the amount of gasoline and energy we consume. Watch this short video of a farmer making a very good point about fracking:
Watch Viral Video: Nebraska Man Asks Oil and Gas Commission One Simple Question: ‘Would You Drink It?’
Each day, the oil and gas industry uses more than 2 million gallons of water on average in California on dangerous extraction techniques such as fracking, acidizing, and cyclic steam injection. At a time when California is facing the worst drought on record, when farmers and cities are both struggling to find ways to conserve water, the oil and gas industry continues to use, contaminate, and dispose of staggering amounts of precious water resources each day.
Second, California is in a crucial drought stage and new procedures have just been announced by Governor Brown. Because we are so connected to California agriculture this affects everyone, no matter where we live. | <urn:uuid:f3690cb0-7873-48e8-8e2b-ee3e72ef04bb> | {
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On March 3, 1957, volunteers from the town of Chehalis begin work on a spur line from the main railroad lines to the Chehalis Industrial Park. Over the next two weekends they will prepare the roadbed, build grade crossings, and lay 3,500 feet of track. With this effort they hope to entice Goodyear Tire Company to bring its tread rubber factory to Chehalis. They will be successful in this.
In 1956, after consulting with the Bureau of Economic Development at the University of Washington about their economy, which struggled in the post-war era to replace jobs lost to declining timber harvests, Chehalis business owners formed a joint stock corporation, the Chehalis Industrial Commission. The commission purchased land and sought out industries to locate their factories at the park.
Goodyear Tire Company considered Chehalis Industrial Park for a tread rubber factory. But in order to locate at Chehalis, they required a rail connection. The Chehalis Industrial Commission did not have the capital to fund the railroad spur, so it turned to local business owners who sold ties for four dollars each to raise the money. Additionally, local mills produced the ties and sold them at cost to the commission. Members of the community the laid the track over the course of two weekends.
According to Business Week, Goodyear chose the site because of the town's willingness to make the site fit the company's needs. Their enthusiasm, in addition to its central location along Interstate 5, made the site desirable. The industrial park is now home to nearly 30 businesses and covers over 700 acres. The Port of Chehalis, which was formed in 1986, operates it. | <urn:uuid:f77b167a-fa0d-4f8f-a660-2e3eb695502d> | {
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View social wage
The social wage is the right to enough income for living as determined by the basis of citizenship rather than employment. Key components of the implementation of a social wage would be Universal health care and a Basic income guarantee (BIG). Additionally, college aid, unemployment insurance, and retraining for fields with more opportunities is part of the social wage, as well as longer vacations and child leave.
The full implementation of the social wage would see the strengthening of programs such as college aid in addition to new programs such as BIG.
Unfortunately, some of the important elements of the social wage such as the basic income guarantee are not currently being seriously debated as a remedy for economic collapse. | <urn:uuid:03169748-9bab-4fdc-9d3c-b0b705eab5c8> | {
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And like their counterparts in Germany, these neuroscientists say the new picture is much more in keeping with our intuitive sense of our free will. When we form a vague intention to move, they explain, this mind-set feeds into the background ebb and flow of neural activity, but the specific decision to act only occurs when the neural activity passes a key threshold — and our all-important subjective feeling of deciding happens at this point or a brief instant afterward. “All this leaves our common sense picture largely intact,” they write.
Some people who have lost their vision find a “second sight” taking over their eyes – an uncanny, subconscious sense that sheds light into the hidden depths of the human mind.
Daniel was adamant that he could not see a thing, yet somehow his unconscious mind was guiding him correctly”
The non-conscious mind acts as the puppet master, pulling the strings without their knowledge.
Some philosophers have gone as far as to claim that we could be little more than “zombies” acting on mostly unconscious impulses.
This, in turn, begins to cast doubt on some long-held assumptions about the very nature, and purpose, of consciousness. After all, it is by no means certain that other animals have a rich inner life like us, so it must have emerged for some reason. Previously, psychologists had proposed that we have a kind of “spotlight of attention” that sweeps over our vision, and when it lands on an object, the object pops into consciousness. In this way, our heightened awareness helps highlight the most important parts of a scene, giving us the chance to respond.
Except Robert Kentridge at the University of Durham has evidence to suggest this too may be wrong. His insight came when he was talking to a blindsight subject in between some of the basic visual tests, in which he flashed different images at different parts of the blind spot. The subject had said that he thought he would do better if we were told where, in the blind spot, the image would appear. “It seemed very strange,” says Kentridge – since they have no awareness of what is in their blind spots, they shouldn’t be able to focus their attention there. “It’s as if you were trying to direct attention around the back of head – you shouldn’t be able to do it,” he says. | <urn:uuid:0d72a506-a244-44af-9d1e-52d6e83c47f6> | {
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Ken Jennings on How Computer Knowledge Outstrips Ours
Computers are becoming smarter and smarter. They can help us find our way in a city we have never been before (navigation system). They know facts we can’t remember (e.g. Wikipedia). In fact, they are so smart that they can not only beat world class chess players in a game of chess, but even the best Jeopardy players in the quiz. As a consequence, if their knowledge outdoes ours, why should we still bother to learn facts like other countries’ capitals, former presidents’ names or historical dates?
In a TED Talk, Ken Jennings, who holds the record for most consecutive wins on the classic American trivia game show, Jeopardy, remembers what it was like when super computer Watson beat him in the game. He reasons on the consequences of the recent developments. When jobs that require thinking such as finding law cases relevant for a certain trial or writing a newspaper article about a football game, can be carried out extremely well by a computer, why should we still bother to acquire knowledge?
In his talk, he explains that the downside of this development is that our brains are not challenged any more.
As a result, they shrink and we become dumber. In his opinion, this is a problem because our world is increasingly complex. There is so much information that we need to be familiar with in order to make good judgment and decisions and thus master the complexity.
When we don’t have the information available, will we bother looking it up? Or will we just make a (most likely not very sound) decision based on what we know? And what happens if we simply do not have the time to look something up, but need to respond to a certain situation instantly? From the examples he gives in his talk, it becomes quite evident why having knowledge in different fields available is important to survive in this world – literally!
About the AuthorFollow on Linkedin Visit Website More Content by Katharina Lochner | <urn:uuid:dd213335-0dd5-4ec7-b70e-fd647405b188> | {
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What is Yoga?
The word “yoga” comes from the Sanskrit word “yuj” meaning to yoke, unite, or join together. As a contemplative practice, yoga joins body, mind, and spirit. Several thousand years ago the Indian sage Patanjali organized the system of yoga (which includes physical postures, meditation, and breathing practices, among other things) into what is known as “The Yoga Sutras of Patanjali”. The physical benefits of yoga are increased flexibility, increased muscle strength and tone, and improved respiration, sleep, energy and vitality. The mental benefits of yoga are many. Regular yoga practice enables mental clarity and calmness, improves body awareness, relieves chronic stress, relaxes the mind, focuses attention, and sharpens concentration. | <urn:uuid:a3a8820e-76e1-43bd-8e30-07496e5cccde> | {
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Pointing Lenses: Facilitating Stylus Input through Visual- and Motor-Space Magnification
Using a stylus on a tablet computer to acquire small targets can be challenging. In this paper we present pointing lenses – interaction techniques that help users acquire and select targets by presenting them with an enlarged visual and interaction area. We present and study three pointing lenses for pen-based systems and find that our proposed Pressure- Activated Lens is the top overall performer in terms of speed, accuracy and user preference. In addition, our experimental results not only show that participants find all pointing lenses beneficial for targets smaller than 5 pixels, but they also suggest that this benefit may extend to larger targets as well. | <urn:uuid:8908bd68-8d9d-488d-84f0-cd947b9df32c> | {
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How to Connect a Trickle Chargerby James Clark
A trickle charger slowly charges a battery. Trickle chargers are designed to add power to a battery at the same rate the battery discharges itself over short time periods. In this way, the battery charge can be sustained indefinitely, which is ideal for batteries that may not be used frequently, such as marine batteries. However, even though it delivers an extremely slow charge, some trickle charger models can only be connected to a battery about once a month for approximately two days to prevent damage to the battery cells and possibly cause a boil-over of battery acid. Other trickle charger models, commonly referred to as floater chargers, can be connected to a battery indefinitely. Review the owner's manual to determine which type of charger you have before leaving it connected to a battery for more than a couple of days.
Set the switch on the front of the trickle charger to the correct voltage for the battery. For automobile, truck and most marine batteries, the setting will be 12 volts.
Scrub each post on the battery separately with a piece of steel wool to remove corrosion so the charger will get a better connection.
Connect the large black alligator clip on the end of one of the trickle charger cables to the negative (-) terminal on the battery.
Attach the red alligator clip on the end of the other cable to the battery's positive (+) terminal.
Plug the trickle charger into an electrical outlet and switch it on.
Run a standard trickle charger for approximately two days, then disconnect for a month to prevent over-charging. Floater chargers can be connected indefinitely, although it is a good idea to check the battery at least once a month.
- Check the owner's manual for your trickle charger to determine whether it is a floater type that can be left on for longer periods.
- Do not scrub both battery posts with steel wool or anything else at the same time to avoid risk of shorting the battery and electrical shock.
Items you will need
- Steel wool
- Trickle charger with adjustable volt setting or rated to the battery voltage, such as 12 volts for a car battery
- IT Stock Free/Polka Dot/Getty Images | <urn:uuid:56b3c37f-8b77-4e8f-a1a9-346e8764fba9> | {
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This article is part of the Global Policy Lab: Decoding Cancer.
Cervical cancer is at a crossroads: If no action is taken, the number of women dying from the disease is expected to increase substantially by 2030. But the cancer is caused by the human papillomavirus and highly treatable if the warning signs are caught early.
So the World Health Organization predicts its possible to effectively eliminate cervical cancer as a public health threat sometime between 2060 and 2100. WHO Director General Tedros Adhanom Ghebreyesus issued a call to action in May, urging countries adopt a combination of vaccination for young girls before they become sexually active and ramped up screening programs.
How to beat the disease isnt always straightforward. There are trade-offs, in particular between richer and poorer parts of the world.
Germany, the U.K. and Ireland, for example, have announced plans to expand the availability of the vaccine to boys, and the U.S. just approved immunization for people up to the age of 45. Those moves may make sense on a domestic level. But the expansions could make it harder for poor countries to vaccinate the young girls who need it most.
Likewise, international aid programs have embraced vaccines in poor countries — but theres not enough international help for the (vast majority) of adult women today who are too old to benefit from the vaccine, but could be saved immediately by early screening programs.
These issues emerged in POLITICOs interview with three top WHO experts: Anshu Banerjee, director of maternal, newborn, child and adolescent health; Raymond Hutubessy, a health economist working on vaccines; and Nathalie Broutet, whos led the development of clinical guidelines for cervical cancer control and HPV.
The discussion took place on Wednesday, as Ireland mourned the death from cervical cancer of a top activist amid a scandal over its public screening program, in which pap smear results for hundreds of women were misread, leaving many of them to be diagnosed with cancer only after it was too late.
Does cervical cancer occur at equal rates around the world?
AB: Clearly here we have inequities and disparities. For example, in Sub-Saharan Africa in countries where theres a high HIV incidence, cervical cancer is much higher because of the co-infection with HIV and HPV. We see that progression towards cancer is much faster. In high income countries, because of the possibility to have good screening programs, its possible to reduce mortality due to cervical cancer.
Several European countries have been increasingly expanding the availability of the HPV vaccines to boys. Is there strong evidence to support this move? Does the WHO recommend this?
RH: The recommendation from WHO is a mix of criteria: Not only safety and effectiveness, but also implementation issues. The best option from a cost-effectiveness point of view, if you have limited resources, the recommendation is go first for girls.
[Vaccinating] 70 to 80 percent of the girls in the population, that gives you the so-called herd-immunity. If you do have more resources, then yes it also makes sense, not just against cervical cancer but also other related diseases and other cancers.
AB: If your country decides to do a gender-neutral vaccination program for girls and for boys, there would have to be double the amount of vaccine available. Looking at the current supply-demand situation, if globally we would like to make more progress, it would be better if the available vaccines at the moment would be used to vaccinate girls … until we have resolved the supply issue.
So these high-income countries offering gender-neutral vaccine programs are using vaccines that could potentially be going to young girls in lower-income countries?
RH: We have to allocate, and currently there are two major players. [The vaccinations] have to come from one pot, so yes, there are consequences if they will broaden the [eligibility for vaccination]. Having said that, we also know that there will be new players starting from 2021, 2022 who will also be able to provide more vaccines to the global market, in particular in Asia. The Indians and the Chinese are also working on their own HPV vaccine.
NB: Its just a question of planning. The manufacturers are very clear on their production plans. If [the international vaccine program] Gavi has a certain number of countries in which theyre going to introduce the vaccine, [manufacturers] are going to produce a portion for each of these countries. The same thing for high-income countries: Theyd say, “Well, were going to vaccinate girls and boys,” and they do their forecast, and they plan their production.
RH: It takes at least four or five years in order to set up the production line, so these manufacturers need to know in advance. So if Ireland is going to change the policy to give the vaccine to boys, that needs to be communicated.
In light of what happened with screenings in Ireland, broadly, how confident should women be about cervical screenings, and how do you recommend that they deal with the potential for false results?
NB: Comparing the different tests shows the HPV test is the [highest] performing. Its very sensitive, its around more than 95 percent. You will not miss lesions. Cytology [or pap smears, the test used in Ireland] is a very specific test, so you are sure when you see something, its a lesion. But its not sensitive.
What happened in Ireland, and its more a political issue and we dont want to comment on that because its really a lack of communication between the different stakeholders. So yes, we are confident with HPV tests.
Editors note: On Tuesday, Irelands government announced funding to switch from pap smears to HPV tests as the first choice for cervical cancer screenings.
As far as research, what are the main unanswered questions? Or do we pretty much know whats going on and have it down?
NB: There are three major issues that were looking at: One is the issue of the one-dose efficacy of the one-dose of the vaccine, which would reduce the cost. [Currently, two doses are recommended.] The other is the HPV test, to have cheaper and have more rapid point-of-care tests that can be used at the primary health care level. And then the treatment of pre-cancer lesions. [We need] more easy-to-use treatments. We can [achieve elimination] with what we have at the moment, but we could accelerate even more if we make this progress.
What are other key challenges?
AB: There has been an interest in supporting HPV vaccine introduction in low-income countries … and to reduce the price for HPV vaccines [for] middle-income countries.
The impact of the vaccination will only kick in after 15-20 years. The impact of the screening would be immediate. But we have seen that there has been less financial support to try to lower the price of the HPV test.
This interview has been edited for length and clarity. | <urn:uuid:6aa5895d-72b4-427c-88da-a3d1e0b8e007> | {
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In the years following the No Child Left Behind Act, much of the research on education has justifiably focused on improving achievement of the lowest achieving students. More recently, however, there is growing concern that the most talented students may not be achieving their full potential either. At the same time, tighter budgets are now forcing cuts in the funding of gifted education programs.
On one hand, he or she may be able to use their skills to cover up the ADD and never receive help or guidance. Giftedness has been defined in a variety of ways. In the past, giftedness was defined by a global score on an IQ test. More recently, professionals have been interested in looking at different types of talents instead of a global number.
The term gifted is often used to refer to students with academic excels in language or mathematics. Individuals with specific gifts in the areas of art, music or athletic performance are sometimes more plainly called talented.
In this paper, I will be focusing on ADD students with great strengths in verbal or mathematical skills. Gifted children and children with ADD can share many characteristics. Both groups may tend to question authority. A gifted child without ADD may become restless or even disruptive if the curriculum is not challenging.
Some studies have suggested that gifted children may be more active and sleep less than normal children. Unlike ADD children, gifted children usually pay attention quite well when placed in accelerated classes.
An exception is the small group of profoundly gifted children whose abilities are so divergent that regular programs for the gifted cannot serve them. In this small group, there may be an increased incidence of educational and emotional problems whether or not ADD is present.
A gifted student with ADD may have particular challenges. A bright individual, often more self-aware, is more likely to perceive himself as inadequate. Consequently, they will miss out on important information presented later in the lesson. The same student, engaged, can perform brilliantly.
Teachers may interpret poor performance as laziness or conflicts with particular teachers. In some cases, ADD students may spend time in resource room, unequipped to meet his or her unique needs. When a student is gifted and also has ADD, while tests may indicate that he or she is gifted while he is performing at only an average level in classes.
Their homework and class work may be poor but their actual test and exam grades may be excellent. A student may be placed in a slower curriculum because the school may place many types of special needs students together.
The student, bored and frustrated, may act out more, making administrators less likely to place him in a more challenging curriculum. Proper evaluation and diagnosis is essential.
The comprehensive assessment should include a careful psychiatric evaluation to diagnose the ADD. The psychiatrist should also look closely for signs of depression, anxiety and other conditions that can co-exist with ADD. Psychological and educational testing are important parts the evaluation as well.
Psychiatrists and psychologists often use continuous performance tests to help assess ADD. Gaps between intellectual ability and actual performance may indicate areas of learning disability. If the student is particularly creative, the parents may want to bring a portfolio of his work to the assessment.
Proper evaluation is beneficial even if the student doing fairly good workCharacteristics of Highly Able Math Students The MCPS Policy on Gifted and Talented Education states that, "In grades prekindergarten–8, accelerated and enriched curricula will be provided to all students who have the capability or motivation to accept the challenge of such a program.
Characteristics to Look for When Identifying Mathematically Gifted Students There are many characteristics to consider when identifying which students are mathematically gifted. The following descriptors of characteristics of highly able mathematics students should be viewed as examples of indicators of potential.
WomenDoMath provides you with upcoming events and resources for an international hub of women in Mathematics. MAA Distinguished Lectures. Mathematically Gifted and Black. Featuring the Accomplishments of Black Scholars in the Mathematical Sciences every month! VISIT THE SITE.
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Nov 03, · People with disabilities essay. Disability is one of the most important issues in the contemporary society because stigmatization of people with disabilities contributed to the formation of biases and prejudices which put them into the disadvantageous position compared to people, who did not have problems of disability/5(17).
Catherine and her father are both mathematically gifted. They live together in a dilapidated old house and work on mathematical problems, seemingly not dependent on other people. | <urn:uuid:3f75da6e-914f-4cd9-b0d3-c27f7c198063> | {
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According to a recent article posted by News Medical, a report reveals staggering cost of undiagnosed obstructive sleep apnea in the U.S. The American Academy of Sleep Medicine (AASM) released a new analysis, titled “Hidden health crisis costing America billions,” that reveals the staggering cost of undiagnosed obstructive sleep apnea. A companion report was also released , titled “In an age of constant activity, the solution to improving the nation’s health may lie in helping it sleep better,” which summarizes the results of an online survey completed by patients currently being treated for obstructive sleep apnea (OSA). Both reports were commissioned by the AASM and prepared by the global research and consulting firm Frost & Sullivan.
OSA is a chronic disease that is rising in prevalence in the U.S. Frost & Sullivan estimates that OSA afflicts 29.4 million American men and women, which represents 12 percent of the U.S. adult population. They also calculated that diagnosing and treating every patient in the U.S. who has sleep apnea would produce an annual economic savings of $100.1 billion.
Treating sleep apnea improves productivity and safety while reducing health care utilization, notes AASM Immediate Past President Dr. Nathaniel Watson. His editorial about the report is published in the August issue of the Journal of Clinical Sleep Medicine.
Frost & Sullivan calculated that the annual economic burden of undiagnosed sleep apnea among U.S. adults is approximately $149.6 billion. The estimated costs include $86.9 billion in lost productivity, $26.2 billion in motor vehicle accidents and $6.5 billion in workplace accidents. Untreated sleep apnea also increases the risk of costly health complications such as hypertension, heart disease, diabetes and depression. The report estimates that undiagnosed sleep apnea also costs $30 billion annually in increased health care utilization and medication costs related to these comorbid health risks.
To learn more about the Sleep Group Solutions protocol, which bring physicians and dentists together to screen and treat Obstructive Sleep Apnea, check out their live 2-day lectures. Explore dental continuing education with SGS. | <urn:uuid:78a76270-b359-4f38-9de8-a60637766d6a> | {
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Special Education Research
ENVIRONMENTAL BARRIERS AND FACILITATORS TO PARTICIPATION OF PEOPLE WITH AUTISM SPECTRUM DISORDERS: STAKEHOLDERS’ PERSPECTIVE
Ivana VASILEVSKA PETROVSKA1,2, Angeliki C. GIANNAKOPOULOU3, Anastasia C. GIANNAKOPOULOU3, Angela WINSTANLEY4, Roberto MILETTO5, Georgeta CONSTANŢA ROŞCA6, Biserka IVANOVA7, Vasiliki KAISA8, and Vladimir TRAJKOVSKI1,9
1Macedonian Scientific Society for Autism, Skopje Macedonia
7The First National Dyslexia Center, Rousse, Bulgaria
Online first: 20-August-2019
With the shift to a social model of disability, goals aiming to achieve ‘inclusive communities’ have been at the core of deinstitutionalization and disability policy. Terms such as ‘inclusion’, ‘integration’, ‘participation’, or ‘involvement’ have been used interchangeably and they are subject to multiple conceptualizations. In social justice and human rights framework, inclusion is considered a philosophy based on values aiming to maximise the participation of all in society and education by minimising exclusionary and discriminatory practices (Booth, 2005).
The International Classification of Functioning (ICF) model defines the terms ‘Activity’ and ‘Participation’. Participation is defined as involvement in a life situation, and participation restrictions are problems an individual encounters in a life situation. Activities are defined as the execution of tasks or actions by an individual, and activity limitations are difficulties in executing activities. Although, clear distinction between activities and participation is given, activity limitations often lead to participation restrictions and both are associated with disability (World Health Organization, 2001). The ICF also addresses environmental factors that impact activities and participation. Environmental factors include the physical, social and attitudinal environments in which a person lives and interacts including but not limited to support and relationships, attitudes, and services, systems and policies.
Inclusion of people with disabilities is one of the principles constituting the European Pillar of Social Rights, where the right of people with disabilities to services that enable them to participate in society is clearly stated (European Commission, 2018). Individualised support has become common parlance in services for people with disabilities. Person-centred planning (PCP) is a recent approach aimed at achieving individualised support and improving the quality of life of people with ID. This approach is considered an effective practice in supporting children and adults with Autism Spectrum Disorders (ASD), to increase social inclusion, independence, choice and autonomy. However, more needs to be done in person-centred approaches to support children and adults with ASD (Beadle-Brown, Roberts, & Mills, 2009) in terms of their participation in the process, as well as the quality of the support plans and implementation.
The core defining features of autism – the dyad of impairments – comprise significant differences in developmental areas of (1) social interaction and communication and (2) flexibility of thought and behaviour, and can pose lifelong obstacles to aspirations of community living and independent lifestyles. People with ASD have unique support needs that are qualitatively different from other special needs and require specific understanding and approaches in order to be met (Posada, Garcia Primo, Ferrari, & Martín-Arribas, 2007). These characteristic autism-specific difficulties can, if not adequately supported, hinder the optimal developmental and social outcomes for the individual and place them at risk for social exclusion. ASD affects a broad spectrum of functioning; the condition is lifelong and consequently an individual’s special differences are likely to persist into adulthood. The impairments in ASD can manifest themselves in differing ways over time and the child with an ASD can develop and mature, just like any other, with former problem areas receding into the background, while new and different problems may replace old ones. Because of the challenging behavior they may exhibit, and due to existing prejudices about their capacity to live independently, autistic people are at an increased risk of institutionalization. Lack of support and adequate childcare available for children on the autism spectrum, as well as lack of information and training for families on how to meet the specific and complex needs of children, also contribute to this risk of institutionalization.
Challenges in implementing PCP with individuals with ASD have been previously identified. Robertson, Emerson, Hatton, Elliott, Mcintosh, and Swift (2006) reported that persons with ASD are less likely to participate in PCP than those in other disability groups, and that the plans for those who do participate tend to be of lower quality. Difficulties with social interaction and communication can make it challenging for individuals with ASD to participate actively in group activities, including planning meetings. High levels of social anxiety are also common in individuals with ASD (Kerns et al., 2014). This may serve as an additional barrier to effective participation in planning meetings. A third challenge is that the autism spectrum encompasses individuals with widely differing levels of adaptive behaviour, i.e. the ability of an individual to function within everyday environments. Interventions effective for those who exhibit more adaptive behaviours may not be appropriate across the entire spectrum (Standifer, 2009). Other than a recent paper by Hagner, Kurtz, May, & Cloutier, there have been no reports of attempts to utilize or adapt the PCP process specifically for individuals with ASD (2014).
Without support, people with autism are often unable to make informed choices, communicate their desires, plan for the future and advocate for themselves. Person-centred thinking and planning for people with ASD need to take into account qualitatively different, autism-specific support needs which in order to overcome barriers to participation in decision making, transitions and life planning. A multinational project funded by the European Commission has been developed in order to establish PCP system for people with ASD, tools for facilitators, as well as a ‘master class’ course for facilitators in several south-eastern European countries: Bulgaria, Cyprus, Greece, Italy, Macedonia and Romania.
The current study expands upon previous research by utilizing a mixed-methods design to identify the most common environmental barriers to participation faced by individuals with ASD and to highlight factors which facilitate participation and support strategies to overcome these barriers and inform the development of a PCP approach with specific considerations for persons with ASD.
2.1. Research design
A mixed methodology employing concurrent qualitative-quantitative triangulation design was used to address the planned aims. A convergence model of triangulation enabled one phase data collection, separate analysis and merging of the two types of equally weighting data at the interpretation level. The rationale for this approach is to converge the findings, to assemble results that are more powerful than if only one method were used (Creswell & Clark, 2017).
The participants consisted of four groups of stakeholders: young people with ASD, parents and family members of children or young people with ASD, teachers, and professionals (experienced practitioners from various disciplines special educators, social workers, psychologists, therapists, counsellors or persons/families with ASD). They provided data for a person with ASD diagnosed by an expert clinician. One hundred and twenty-seven participants were recruited from the community in six countries: Bulgaria, Cyprus, Greece, Italy, Macedonia and Romania. The sampling frame was purposive using several recruitment tools including, flyers, emails, posters, and word of mouth sent to public and private centres and organizations who support children with ASD and their families. Snowball sampling was also used in order to reach a broader base of relevant stakeholders. No incentives were provided for participating. The intention of recruitment was to have an even distribution of participants across the stakeholders; however, due to challenges with recruiting youth, the majority of participants were parents/guardians and service providers. Data were collected by self-reports from persons with ASD (n=11); and reports from parents/guardians (n=54), teachers /educators (n=18), volunteers (n=2) professionals (n=42) as informants on behalf of a person with ASD. Demographic data of the subjects is given in Table 1.
Demographic overview of sample
2.3. Research Procedure
Data were collected via interviews and questionnaires with participants from the mentioned four stakeholder groups, using closed-ended and open-ended questions. Informed consent was obtained from all individual participants included in the study. The research complies with The General Data Protection Regulation 2016/679 in EU law and The European Code of Conduct for Research Integrity (European Science Foundation & All European Academies, 2011). Although interviews were the preferred method of gathering data and accumulating ideas, due to scheduling challenges, the researchers offered to communicate in a written format with participants who could not attend interviews. We conducted 67 interviews, while 60 participants were given a hardcopy of the questionnaire or a webpage link to participate in an online questionnaire. The data collection took place simultaneously at all locations, from February to April 2019.
2.4. Questionnaire design
The questionnaire was designed to assist in the development of a cross-country response to the need for mapping environmental barriers and facilitators to participation and inform the development of life planning tools for people with autism, that contribute to facing their barriers, in a more effective way. The questions were organized in two sections. The first section was concerned with demographic background information, while the second empirically informed section was concerned with several topics pertaining to the special challenges and behaviours of persons with autism. To facilitate further understanding the daily situations and routines which challenge and stress persons with ASD in various aspects and life stages, we included the following topics: anxiety (stress, sense of fear); difficulties in social interaction; isolation/loneliness; sensory issues; poor emotional expression; conflicts and aggression; task avoidance/boredom; repetitiveness and perseverance; memory issues; difficulties with time management; pica, and “other issues”. Each topic was discussed in the frame of four questions or sub-topics: (1) Is there any intervention/support in place right now? (2) What is working? (3) What is not working? (4) What would be required to help? Informants were advised to discuss/ answer only those themes that were relevant the specific person with ASD. Topics that did not represent an issue for the person with ASD were not discussed. Due to space constrictions here we present and discuss the results for social communication and interaction, emotional skills and anxiety.
2.5. Data analysis
Descriptive statistics were undertaken and open-ended questions were analysed using thematic analysis. Questionnaires and transcripts of interviews were coded and thematically analysed by two researchers. Thematic analysis involved collation of information coded with the same code, and sorting different codes into categories. The researchers independently coded several transcripts by using short phrases or words that were derived from the informants’ words. Then they came together to discuss the codes and group the codes into categories based on similarity in concepts. This consensus meeting was used as the method of reference. After making sure that researchers had similar understanding on the concepts, they were assigned to code the rest of the transcripts individually. Finally, the researchers conjointly merged categories together and developed overarching themes (Thorne, 2000).
Thematic analysis of the information gathered from the interviews and questionnaires was detailed by topics. Each topic was viewed with regards to negative practices that essentially serve as barriers to social participation and social inclusion, as well as the positive and effective approaches and necessary accommodations as facilitators to overcoming these barriers and enhancing social participation of children, youth and adults with ASD. One or more themes were identified per topic that captured important ideas about the data in relation to the research question that represent a pattern in responses.
The data show that 86.73% of the informants (n=98) regarded anxiety as an important life-planning issue for the person with ASD. Of this number, 67.35% (n=66) had been receiving intervention/support and 30.61% (n=30) had not been receiving intervention/ support at the time of the study (seeTable 2).
Regarding the barriers related to anxiety, the results yielded two themes: attitudinal barriers and communication barriers. Examples of each theme detailed by category are given in Table 3.
Frequency of the problem and available support, detailed by topic
Negative practices regarding Anxiety
Regarding positive approaches and considerations the information gathered yielded three themes: Prevention, Relaxation and calming strategies/techniques, Professional support/treatment. Themes detailed by categories and respective examples are shown in Table 4.
Positive practices regarding Anxiety
3.2. Difficulties in social interaction and communication
Social Interaction and Communication problems are considered an important aspect of supporting the person with ASD by 68.14% of the informants (n=77). Of these informants, 67.53% (n=52) had been receiving intervention/support and 29.87% (n=23) had not been receiving intervention/support at the time of the study. The same proportion of informants (68.14%, n=77) identified Isolation/Loneliness as an important consideration in supporting individuals with ASD, from which 45.45% (n=35) had been receiving intervention/support and 53.25% (n=41) were not supported (Table 2). Thematic analysis of the negative aspects again revealed two themes: communication barriers and attitudinal barriers. Examples of each theme detailed by category are given in Table 5.
Negative practices regarding difficulties in social interaction and communication
The thematic analysis of the positive aspects revealed two themes: establishing effective communication; and creating opportunities for socialization. Examples of each theme detailed by category are given in Table 6.
Positive practices regarding difficulties in social interaction and communication
3.3. Poor emotional expression
A large proportion (70.80%, n=80) of the informants stated that emotional expression needs to be addressed in life-planning efforts for the person with ASD. Of these, (n=43) 53.75% of the persons with ASD had been receiving intervention/support and 45.00% (n=36) had not been supported in dealing with this issue (Table 2). Thematic analysis of the negative aspects revealed three themes: communication barriers, attitudinal barriers and systemic barriers (Table 7). Analysis of the positive aspects revealed a single pattern in the responses: development of emotional skills and empathy (Table 8).
Negative practices regarding poor emotional expression
Positive practices regarding poor emotional expression
People and families living with ASD face many barriers stemming from autism-related impairments but also environmental factors, affecting not only the individual with ASD but also family functioning and quality of life (Preece & Trajkovski, 2017). We discuss barriers to participation and facilitators related to social interaction and communication, emotional skills and anxiety, as perceived by relevant stakeholders. To the best of our knowledge, no other relevant or similar studies from Southern and Eastern European countries are currently available.
4.1. Social communication and interaction
Social interaction and communication difficulties and complementary isolation/loneliness are key aspects of supporting the person with ASD. Yet, a significant number of individuals in our sample (n=23) and (n=41) were not supported regarding social interaction/communication (29.87%) and isolation/loneliness (53.25%) challenges. Thematic analysis of the perceived barriers revealed two themes: communication barriers and attitudinal barriers. Attitudinal barriers related to social communication and interaction refer to a negative approach to dealing with problem situations as well as expecting too much or too little from the person with ASD. These barriers stem from inaccurate beliefs or perceptions about a person’s ability based on assumptions and a lack of direct knowledge. This type of barrier impacts accessibility on all levels since most of the other barriers are rooted in attitudes as well.
People on the autism spectrum are just as likely as their typically-developing peers to enjoy engaging with others in activities that interest them, although other people often presume differently (Jordan & Caldwell-Harris, 2012). Difficulties in social communication are a core diagnostic criterion for autism and they present in a spectrum of ways. Some individuals on the autism spectrum may seek social opportunities and may initiate social interactions themselves; others may enjoy social situations and interactions when they are initiated effectively by others. Many have a genuine desire for friendship but may find the process of making and sustaining friendships difficult.
In a novel study by Ghanouni et al., involving key stakeholders, limited understanding of social situations has been identified as one of the main barriers to participation for children with ASD. The report shares a powerful quote “He did not understand and no one else seemed to understand him” (Ghanouni et al., 2019, p. 1) describing the social experience of a child with ASD. Namely, there are two particular social communication differences experienced by many people on the autism spectrum which provide insight into why social interactions are often challenging: predicting and interpreting others’ behaviour, and receptive and expressive communication differences.
Persons with autism show delayed development of theory of mind (Baron-Cohen, Leslie, & Frith, 1985; Frith, 1994) which may impact their social interactions. Theory of mind refers to the understanding that other people have different thoughts, desires and needs to you. It involves being able to “put yourself in someone else’s shoes” (Trajkovski, 2004). He/she may have difficulty predicting and interpreting the behaviours of others and may also have trouble understanding the effects of their own behaviour on the people around them. Individuals on the autism spectrum often have difficulty recognising and understanding social cues and therefore do not instinctively learn to adjust their behaviour to suit different social contexts (Frith, 1994).
Communication problems have always been considered a core feature of ASD. Yet there are substantial and wide-ranging differences in how people with ASD communicate. That reflects not only the inherent variability of the condition, but also the complexity of communication itself — encompassing the words we use, the order in which we use them, eye contact, facial expressions, gestures and other nonverbal cues. They might be slower to develop language, have no language at all, or have significant difficulties in understanding or using spoken language. Some children with ASD develop good speech but can still have trouble knowing how to use language to communicate with other people. They might also communicate mostly to ask for something or protest about something, rather than for social reasons, like getting to know someone. They may use some of the following to communicate with you: Gestures, crying, taking your hand to the object they want, looking at the object they want, reaching, using pictures, challenging behaviour, echolalia (the repetition of other people’s words).
According to stakeholders in our sample, over half of the individuals with ASD required supports to communicate effectively. This refers to augmentative and alternative communication including a wide range of accommodations from thumbs up – thumbs down system, writing or typing their thoughts, or using an assistive device. The lack of an efficient two-way communication and understanding is detrimental to social interaction and is perceived as a communication barrier by relevant stakeholders. Support for alternative means of communication is found to be one of the strategies to facilitating participation in transition planning for young people with autism (Hagner, et al., 2014). This is in line with our results on supporting social communication and interaction by establishing effective communication. Because communication is inherently a two-way process, one aspect of this support may be presenting information in a format that persons with ASD can use, supporting their receptive communication skills. The other, equally important aspect may be providing appropriate alternative communication means and/or understating a person’s expressive communication.
A very important consideration in supporting social communication and interaction is providing opportunities for socialization . Stakeholders identified initiating conversation, building rapport and establishing peer social skills groups / clubs as being some of the ways to facilitate participation for persons with ASD. Findings in our study align with previous literature that external supports and services can facilitate social engagement for persons with ASD (Ghanouni, et al., 2019).
4.2. Emotional skills
Social communication and interaction deficits in ASD are intertwined with impairments in emotional understanding, defined as the knowledge to identify and understand others’ emotions by facial or bodily cues, and within specific social context (Harris, De Rosnay, & Pons, 2016). Research confirms that individuals with ASD show general impairment in emotion recognition from facial and body cues as well as voice (Fridenson-Hayo et al., 2016; Lozier, Vanmeter, & Marsh, 2014; Uljarevic & Hamilton, 2013). It is suggested that these challenges arise from altered attention to faces, specific processing deficits and styles, and abnormal neural circuits that mediate face perception (Dawson, Webb, & McPartland, 2005; Schultz, 2005). Although much less represented in scientific literature, it seems that individuals with ASD may also express affect atypically, which can also have a disruptive effect on by-directional social communication. In addition, difficulties with emotion regulation can have serious behavioural manifestations in ASD. Tantrums, uncontrolled outbursts, aggression, and self-injury are often interpreted as defiant or deliberate. While this interpretation is likely to be accurate in some circumstances, it is more often the case that these inappropriate behavioural reactions stem from ineffective management of emotional states in response to stress or overstimulation (Mazefsky & White, 2014).
The need to address emotional skills in support efforts and plans for people with ASD was indicated by a significant majority (71%) of the informants in our sample. Markedly, almost half (45%) had not been adequately supported.
Communication barriers (lack of functional communication) are an underlining theme throughout this study. Additionally, attitudinal barriers (negative approach) have been brought up as well as systemic barriers (lack of expert support and resources). Stakeholders also alluded to support related to challenges with reading and understanding emotions in others. Specifically, these include expanding emotional vocabulary, identifying emotions in self and others as well as appropriately responding to emotions in self and others.
The findings from the current research are consistent with previous studies which suggest that interventions/support that target emotion comprehension are not universally available in schools (Ghanouni, et al., 2019) and that teacher support requires implementation of such interventions (Vasilevska-Petrovska, 2015). Supporting teachers may also to some extent resolve the systemic and attitudinal barriers in the area of the social-emotional development of persons with ASD. Emotional interventions may give wider positive qualitative changes in the socio-communication skills and in the overall development of the child with ASD (Rice, Wall, Fogel, & Shic, 2015). Thus, emotional understanding as a crucial construct for social understanding should be an integral part of educational interventions and programs for students with ASD, an area where technology based interventions have shown great potential (Vasilevska Petrovska & Trajkovski, 2019).
Although anxiety is not considered a core feature of ASD, anxiety disorders and other mental health disorders are the regarded as most common comorbid conditions which may stem, at least partly, from autism-related impairments (Trajkovski, 2018). The clinical presentations of distress and anxiety associated with any single characteristic of ASD are variable (Kerns, et al., 2014). For example, whereas some individuals experience debilitating fears and worries related to any change in routine, others are more flexible; and while some show little interest in social interactions, others show distress, worry and loneliness when their social bids are unsuccessful.
Frequent fear of loud sounds in addition to unusual phobias, such as fear of beards, toilet bowls, and mechanical objects, are described in numerous studies of youth with ASD, including Kanner’s seminal paper on the disorder, and may be related to atypical sensory experiences (Kanner, 1943; Leyfer et al., 2006). Similarly, excessive worry is described in individuals with ASD around changes in the environment, changes in schedule and other circumscribed rather than generalized topics, with fears seemingly clustered around perseverative, obsessive and restricted features of ASD. Highly rigid behaviors, such as verbal rituals, compulsions (e.g. closing doors, keeping sleeves rolled down), and rule-governed preferences (e.g. eating only food of one color, or only eating certain foods in certain places) can also occur and may be accompanied by distress (Leyfer, et al., 2006). Recent finding also suggest that social anxiety characterized by fears of humiliation and rejection predicts aggression in children with ASD (Pugliese, White, White, & Ollendick, 2013). Although results are not entirely consistent, there is evidence to suggest that at least some of the ASD population is physiologically hyper-aroused, particularly those who present with anxiety symptoms (Mazefsky & White, 2014).
Based on stakeholders’ perceptions only, we report high prevalence of anxiety (87%) experienced by people in our sample. This is greatly larger than the suggested between 11 and 42% of people with autism that struggle with one or more anxiety disorders (Vasa et al., 2016). We may presume that the reported percentage in our sample includes anxiety-related problems which may not fit the diagnostic criteria for anxiety disorder. We also have to consider the difficulty identifying anxiety in someone who has autism because of overlapping symptoms, as well as difficulty identifying and expressing emotions and other internal feelings (Sikora, Vora, Coury, & Rosenberg, 2012). However, regardless of whether an official diagnosis is present, the reference reported is a subjectively perceived challenge faced by people with ASD and families. Considering the increase of daily stress and social isolation and decrease of overall quality of life caused by anxiety and other mental health problems among people with autism (Vasa, et al., 2016), one third of our sample is facing significant lack of necessary support. This condition places people in a vicious circle, as untreated mental health conditions can profoundly worsen autism’s behavioural challenges, and thus additionally compromise social participation.
Analysing stakeholders’ views, we have identified environmental attitudinal and communicational barriers related to anxiety in persons with ASD which need to be addressed in an effort of person-centred thinking and planning. Awareness raising and recognizing anxiety, in addition to setting up individualised support and services, is particularly important for the wellbeing of these individuals. Prevention strategies can include identification of triggers, preparation for stressful situations, and providing a predictable and structured day. Helpful relaxation and calming strategies/techniques include redirecting attention to favourite activities or topics, retreat to safe, calm, quiet environment, physical relaxation and breathing exercises, humour, close contact/hugs, and deep pressure stimulation (DPS) massage. Professional support/treatment can include music therapy, sensory integration therapy, de-sensitization (gradual exposure to triggers), and pharmacological treatment.
This study highlights significant information from the viewpoint of key stakeholders. However, it should be viewed as only a preliminary investigation, and further in-depth research is recommended to corroborate these findings. Another limitation that needs to be considered is the limited demographic description of the informants, particularly regarding those with ASD. Despite the large sample size, persons with ASD are underrepresented as informants, in comparison to parents and professionals. Such individuals should be represented to a greater extent in future studies.
The reported prevalence of anxiety should be taken with caution, regarding the lack of information on the condition, the presence of a medical diagnosis, and possible additional mental health problems and other medical comorbidities.
Consecutive efforts should be directed at tools and methodologies for understating and incorporating autism-specific adaptations to current Person-Centred Practices for people with ASD. Likewise, towards empowering families and professionals to act as facilitators for Person-Centred services in transitions and life planning, enabling greater social participation and involvement in decision making for the persons with ASD. An important focus for future research should be to examine the effect of incorporating varying degrees and styles of accommodations in Person-Centred Support planning and implementation on transition and life planning outcomes for persons with ASC across the lifespan. Further research is also needed to investigate how local and cultural differences can be addressed within PCP support programs.
We have shown that people with ASD have unique support needs that are qualitatively different from other special needs and communities are lacking specific understanding and approaches in meeting those needs. The individualization and personalisation of support services is a crucial factor to promote health, equity and well-being of persons with ASD. This approach is also considered as an effective practice in supporting children and adults with Autism Spectrum Disorders (ASD), to increase social inclusion, independence, choice and autonomy. Insights from key stakeholders’ view point represents indispensable considerations in overcoming barriers to social participation and increase decision making through Person-Centred support for people with ASD.
The authors would like to thank Assoc. Prof. Dr. David Preece at Northampton University in UK, for his valuable advice on proofreading the article, Natalija Petrevska graduation student from Institute of Special Education and Rehabilitation for her assistance in recruiting participants. Our gratitude is also extended to the children and families with ASD, school principals and staff from all countries involved in the study who made this research possible.
Conflict of interests:
Authors declare no conflict of interests. This article is a part of Erasmus plus project entitled: A holistic approach of PCP for people with Autism (AUTISM PCP), no: 2018-1-EL01-KA204-047788 funded with support from the European Commission.
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Copyright ©2019 Vasilevska Petrovska, I., Giannakopoulou, C.A., Giannakopoulou, C.A., Winstanley, A., Miletto, R., Constanţa Roşca, G., Ivanova, B., Kaisa, V., and Trajkovski, V. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0) | <urn:uuid:4a003eaa-fec3-48c7-8253-0f269c3088af> | {
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Secondary Characters are characters that are utilized to improve the flow of a story along while being impactful to the plot and storyline. Pearl, a key character in the Scarlet Letter functions as a secondary character by being a symbol for the plot of love and sin. Pearl’s character works throughout the story by bringing out different emotions and feelings from other characters. In Hawthorne’s Scarlet Letter, Pearl’s function is to be a significant role in blossoming the traits of certain characters, Pearl’s identity becomes distinct in the growth of her own character which produces the development of the story and development of other characters by serving as a reminder of sin and strength. Throughout the Scarlet Letter, Pearl symbolizes the sins that Hester had done and serves as a reminder of Hester’s transgressions and is similar to the qualities of sin which she represents. Pearl’s life and behaviors point towards the unacceptable and extraordinary nature of Hester’s sin of adultery. Hester is constantly haunted with not only the letter “A”, but she has produced a child from her affair who also serves as a reminder alongside the scarlet “A”. Ultimately, Hester is able to persevere through the shame that coexists with the Scarlet letter and turn something negative into a positive by creating the most of a family for herself and Pearl. The relationship between Pearl and Hester is crucial to the theme of the novel and the key developments of its characters. “From that epoch, except when the child was asleep, Hester had never felt a moment’s safety; not a moment’s calm enjoyment of her” (Hawthorne, 67). Hester shows that she couldn’t be satisfied with the normal parent relationship with her daughter because of the shameful symbol “A” on her chest. Hawthorne authors, “Weeks, it is true, would sometimes elapse, during which Pearl’s gaze might never once be fixed upon the scarlet letter; but then, again, it would come at unawares, like the stroke of sudden death, and always with that peculiar smile, and odd expression of the eyes” (Hawthorne, 67). Hester learns that Pearl’s unorthodox expression was her own learning of the significance of the scarlet letter and Pearl herself.As the story progresses, Pearl, at age three, is possessed with the meaning of her mother’s decorative symbol of sin. Hawthorne writes, “… she amused herself with gathering handfuls of wildflowers, and flinging them, one by one, at her mother’s bosom; dancing up and down, like a little elf, whenever she hit the scarlet letter.” (Hawthorne, 67). Pearl, with the assistance of the letter, played with the emotions of her mother as if it were a game and continued to give it attention for personal amusement. Hester witnessed “little Pearl’s wild eyes”; which is the same expression that she had seen when Pearl was a baby (Hawthorne 67). Pearl is a character that is complex and expressed greatly throughout the novel. Pearl is the daughter of Arthur Dimmesdale and Hester Prynne, a daughter of love and sin. As stated throughout the novel Pearl’s parents know that she is a very outgoing individual who keeps growing and changing depending on the situation she is presented upon. “On the prevailing circumstances in order to survive and to also help in bringing out clearly the message that the writer wanted to pass when he was writing the book.” (Mary, 99) The citizens of the society furthermore shun not only Hester, but Pearl as well because of her mother’s sin. Pearl serves as the constant reminder of Hester’s sin of adultery. Pearl’s living conditions also play a role in her character as she lived on the outskirts of Boston with her mother in which they avoided the humiliation and embarrassment from the other villagers. Pearl is described to be an “Infant whose guiltless life was the product of inscrutable decree of Providence.” (Mary, 133) Hawthorn refers to her as lovely and a flower that is immoral and does not realize the guilty that led to its existence. (Hawthorne, 81)From birth, Pearl is seen and treated as a punishment, an outcome of sin that every soul with any type dignity should take heed and avoid at all times. This negative treatment affects Pearl and she cleary is not regular compared to the citizens of her society. Pearl’s only safe haven is nature around her which seems to have connection with her and always treats her nicely in a way her community did not. Another point is that Pearl grows into a gorgeous girl through the book. On page 81 and 82 Hawthorne describes her beauty very clearly. Compared to the other girls, she had bright skin, eyes that had the intensity of glow and depth, and beautiful deep brown glowing hair. Another key trait of Pearl in the story is her clothing choices. She always wore elaborate dresses that intensified her beauty and caused envy among the Puritan society, therefore giving them the notion to label her as abnormal. Pearl wore clothing that made her stand out and did not follow the same traditional clothing that the other Puritan children wore, therefore causing the society to outcast her. This treatment created a hatred in Pearl towards the other children and in the book we read that she would pick up stones and throw it at them. These actions showed the boldness of Pearl and her mental strength of not backing down and conforming. Characteristically, Pearl demonstrates that she is a strong girl and looks for the her advantage in situations. The fact of the other children not accepting causes her to turn to nature which automatically accepts her and does not criticize or ridicule her. On page 168 Hawthorne talks about the light that happily lingers about the child that is lonely as if it is glad to have found such a loving playing mate. The nature becomes the only playmate and safe place for Pearl as she matures through the story and learns about herself and her mother. Unfortunately, due to the separation from other children, Pearl does not fit the norm and is looked upon as a mysterious and unearthly child. The story informs us as Pearl being a character that was missing reference and she could not relate to the people in the society she brought into. Pearl had no influence from the Puritan life and only lived by the influence of nature. She had been casted out from her society, and therefore turned to the beauty of nature which accepted her with open hands. The general population of her general public perspectives her as not just an odd and bizarre child conceived out of a corrupt demonstration, they additionally consider and see her in exceptionally blended emotions. Many individuals don’t fathom her. A decent illustration is the place Hester discloses to Dimmesdale that she scarcely comprehends this tyke however she will love her to the end by and by. She goes on and states that occasionally she fears little Pearl. To Dimmesdale, he is extremely befuddled in that he truly adores the child and in truth, he needs to make peace with her and know her better however this isn’t conceivable in light of the fact that he isn’t set up to lose his political and societal position by recognizing her out in the open.Pearl is an exceptionally delicate and curious kid. These qualities are achieved by the way that she had an exceptionally detailed and confounding history. She is raised without a father and she doesn’t know who her dad is. The main individual who she can uninhibitedly relate to is her mom and even she is alienated from the group also. For this reasons, she develops to be an extremely delicate and an inquisitive child. She is dependably in her mom’s case needing to comprehend what Hester would rather not advise her. She needs to know who her dad is and why they experience both of them and not with their dad like huge numbers of alternate families in the general public.Imagery is utilized exceptionally much in this novel. All through the entirety novel, numerous of the characters speak to other thoughts. Nathaniel Hawthorne intentionally employments imagery so as to upgrade the topics of the novel. Pearl is one of the most misconstrued characters in the novel is utilized to progress diverse subjects. Pearl all through the book, creates into a image that is exceptionally energetic. It is exceptionally vital to note that pearl all through the novel symbolizes fiendish. She symbolizes fiendish in the sense that she is born through sin and subsequently she speaks to the discipline that God dispenses on Hester’s double-crossing act. Pearl moreover symbolizes the blame that her parents are encountering. She resists the Puritans’ law by being cheerful when she is partner with nature instep of enduring. Another way in which pearl symbolizes discipline is the reality that she keeps irritating and bothering her mother. All through this novel, it is exceptionally vital for the peruser to note how taunting and bothering her mother, one may get the feeling that he is a witch infant send out to torment her mother. In numerous cases, babies are a delight to their moms but in Pearl’s case she was fair the inverse and in this, the creator clearly and viably utilized imagery in Pearl’s case to represent discipline and enduring. It is too imperative to note that the Pearl has solid feelings and she too has a awful mood with a capacity to do fiendish deeds. These characteristics guarantee that Hester’s life is full of wretchedness and she once inquired God what kind of being she had brought on the soil. Her girl continually annoys her over the red A that she was wearing and in time Hester was the subject of a parcel of deride from the individuals of the society and indeed her possess girl and when this got to be difficult to bear she fair chosen to live on seclusion.Pearl as a individual symbolizes the sins of both Hester and Dimmesdale. This child is the coordinate impact and comes about of the sin of infidelity. She too speaks to the sin of lying. One has to take note the way; Hester and Dimmesdale keep on lying to the society approximately the undertaking that driven to the birth of Pearl. These two keep on dodging telling the truth almost the organic father of the Pearl. Indeed Pearl herself did not have a clue who truly was her father and this influenced her life. We can too see the way Dimmesdale is experiencing a parcel of inner torment in that He truly needs to appear his girl cherish but the circumstance in which this young lady was conceived makes it exceptionally difficult for him to let the individuals of the society know that he is the genuine father of pearl. It is exceptionally vital to too note that the Dimmesdale did not commit the sin of infidelity but as it were the sin of concealing the truth that he was party to the act that brought Pearl to this world. It is exceptionally vital to note that Pearl was a exceptionally intelligent child. She could examined her encompassing and other people’s behavior to get it the things that she was not assumed to get it. A great case is where she was exceptionally annoyed by the behavior of Dimmesdale when he put his hand on his chest fair where his heart was. Pearl appeared to associate this to Hester’s scarlet letter and know that something was not appropriate. She is so shrewd to an degree that her mother considers that she is not a genuine human being.Hawthorn moreover utilized imagery in that he employments pearl to speak to the red letter. We are told that indeed when she was a infant she was pulled in to the red letter. This is affirmed on page 90 where we are told that her newborn child eyes could not take off the glinting portion of the gold weaving. When she is a small bit more seasoned, Hester tosses the letter on the ground and Pearl responds exceptionally strangely when she shouts requesting that the “A” be picked up. It is moreover critical to note that the “A” is the as it were way that the colonialists select to wrongdoing and discipline to the offenders in the society. The capacities of Pearl in the novel are extraordinary. The reason for this is that she is the character that makes a difference and guides the peruser to truly know what is happening in the story. There are a few covered up implications in the book and she too makes a difference the peruser to choose up these focuses so that they can truly get it what the book is talking around. She helps the reader with her commentaries, her thought prepare, and her curious questions that she inquires all through the novel. We can say that Pearl is an irreplaceable character to the readerthat makes a difference him to get it the subjects that are being put forward by the creator. One has to take note the way Pearl is distinctive from the other children of her possess age. She did not make any companions in the society. In truth, any child that attempted to make companion with were met with a grouchy child that favored to play alone and as it were associated with the common things. Being a forlorn kid Pearl picks to communicate with her possess reflection and this moreover makes a difference the peruser to know what is happening in the book. For her age, Pearl is able to communicate viably with grown-ups like her guardians. She relates to them in a exceptionally complicated way that other children her claim age cannot do and through this we see he inquiring her parent’s exceptionally difficult questions. This characteristic makes a difference the creator to pass over the subjects that he planning to pass when he was composing the novel like sin discipline and blame. Pearl in the Red Letter capacities as a auxiliary character by being a image of the plot of adore and sin. Pearl as a character works all through the storyline by bringing out diverse feelings and sentiments from other characters. In Hawthorne’s Red Letter, Pearl plays a noteworthy part in blooming the characteristics of certain characters, Pearl’s personality gets to be particular through the development of her possess character which leads to the advancement of the story and other characters by serving as a update of sin and quality. | <urn:uuid:47f0ff7b-11fa-4bf6-aef1-132008e9b93f> | {
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I thought about doing a post about the traditions and origins of Homecoming Week, but I realized that I’ve done a lot of posts about sports-centric or sports-related topics. But while I was contemplating a post on Homecoming, I came across a piece of trivia that steered me in a new direction. Most of the homecoming celebrations for colleges and universities in the United States that try to lay claim to the longest celebrated tradition almost all have a gap in 1918 and/or 1919.
Why is not a great mystery to any world history nerd, or Twilight fan for that matter. The Influenza Pandemic of 1918 killed millions of people worldwide. Hospitals were overcrowded with sick patients, so universities and colleges (and churches, high schools, community centers, etc) were often converted to makeshift clinics. And since the flu is, as it always has been and continues to be, highly contagious, you can imagine why people might have wanted to avoid crowded sporting events and the like.
When people think of an illness that killed millions and affected world history, most conjure up thoughts of the Bubonic Plague. However, the “Spanish Flu” affected more people. And a single virus that makes its way around the world could give a writer a lot of ideas about how something as simple as a cough can shape the worlds we build.
10 Things About the Influenza Pandemic of 1918:
- An epidemic is an outbreak of disease that spreads quickly and across multiple communities, but a pandemic spreads throughout the world. Both words are Greek in origin and epidemic means “among the people”, while pandemic means “all the people”. The people part can also be translated as “district”, but since I have a less than rudimentary grasp on Greek, I’m just going to roll with it. The Influenza Pandemic affected most of the world, including remote islands and the Arctic. It killed somewhere between 3% and 5% of the Earth’s population at the time.
- Afraid of mass panic, many countries coming out of the war censored how widespread the flu was as much as they could for as long as they could. However, Spain had been neutral in the war and had no wartime censorship in effect. Other countries felt free to report on how the disease was ravaging the Spanish population, including the king. This misled the general public to believe that the flu originated in Spain, and that Spain was hit particularly hard by it. In truth, scholars and historians still aren’t certain where it began. So it’s called the Spanish Flu because of how newspapers reported it, not because it actually has any tie to Spain itself.
- It was not any more aggressive than previous influenza strains, or most since. However, a combination of crowded medical camps and hospitals, poor hygiene, and malnourishment helped it spread quickly. Many of the lives lost during the pandemic were actually from bacterial infections that patients got because their immune systems were so weak from fighting the virus.
- The reason for overcrowded medical camps and malnourishment had a lot to do with World War I. If the war had never happened, the pandemic might not have either. That’s not to say that the flu originated in Europe at the time. Different researchers have claimed the spread of this strain of the flu began in China, Southeast Asia, North America, and Europe. There is still great debate about where the spread of the disease began. But as travel modernized, the disease could be carried quicker and more efficiently than ever before.
- It has been dubbed “the greatest medical holocaust in human history”. It killed more people in twenty-four weeks than AIDS killed in twenty-four years. It also killed more people in a single year than the Black Death killed over the course of 100 years. Think about that the next time you pass on getting a flu shot.
- The pandemic was truly worldwide and not just “Euro-centric World”, “First World”, or “Developed World”. There was not a single region of the globe that was unaffected. 3-5% of the world’s population died, but that was only somewhere between 10% and 20% of the people who contracted the flu at the time.
- While typical flu epidemics tend to be more dangerous for the very young and the elderly, the 1918 pandemic was different because it actually killed mostly young adults. Half of the fatalities were between ages 20 and 40.
- Because of secondary infections, symptoms such as bleeding from the ears, coughing up blood, and bloody stools, the flu was misdiagnosed as a number of other conditions early on. These included dengue, cholera, and typhoid.
- It came in two waves, but disappeared almost as quickly as it appeared. The first wave of flu during the pandemic wasn’t much worse than the usual flu season numbers. The second wave was the deadly pandemic. However, less than three weeks after the largest spike in death tolls, many cities were reporting that the illness seemed to be disappearing. There are many theories about why this is, but the prevailing one seems to be that the virus began to mutate (which is common) to a less deadly strain.
- Even after the flu died down at the end of the pandemic, the havoc wasn’t over. Studies showed that babies who were in utero during the outbreak were more likely to exhibit physical abnormalities or disabilities at birth and in the long-term were less likely to achieve the same socioeconomic status or educational milestones as the generation before or after.
The Pandemic of 1918 changed how we study the flu, how we classify the flu, and how we treat the flu. Generations were affected and populations decimated. All from a “simple” respiratory illness. There are a lot of plot and world-building possibilities in that concept.
Also, flu season is rapidly approaching. Get vaccinated.
One more time for the people in the back.
GET. YOUR. FLU. SHOT.
And if you are running a fever, stay home if at all possible. | <urn:uuid:84d315ae-2926-4137-9f92-8f570d8e9b96> | {
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This paper will explain what agency of necessity is and how this agency arises. Agency is the work done by an agent. An agent is a person that has a contractual obligation with a principal to bind the principal to a third party without the agent being party to the contract. The contract then becomes one between the principal and the third party. In lay terms, imagine parties A, B and C. Party A gets into a contract with party B whereby B has been given powers by A to find C and get C to enter into a contract with A without B owing any obligations to A and C in the resulting contract.
An agency can be created by anyone and without any formalities. Whatever the agency arising, an agency can be created by parties expressly deciding to enter into a contract or by law. In the latter kind, the parties need not even talk or agree on the contract but circumstances arising can make them be contractually bound under the law. In the former kind, a contract with terms is drafted and signatures appended or it can be verbal but two or more parties meet and discuss the contractual terms of the agency. Among the circumstances that create agency under the law is one that of necessity.
The law assumes that a person can act on behalf of another in an emergency with the sole purpose of commercially protecting the interests of another. In such situations, the law awards the person found at the scene of emergence the authority to enter into a contract on behalf of another, even without the knowledge of the other. This is what is called the agency of necessity. An example of a scene of emergence can be whereby a transporter engaged to transport tomatoes from Mkushi farming block to Kasumbelesa experiences a major break down in Ndola town.
The emergence shall be that the tomatoes will get rotten if they stay on the truck waiting for repairs. The transporter can be awarded an agency of necessity under the law if he engaged another truck to get the tomatoes to kasumbelesa in time to be sold or if he went into a sale contract with Shoprite, Ndola to sell off the tomatoes. The law requires that certain conditions be met for one to claim an award of agency of necessity. The law requires that a real commercial emergency occur for one to claim agency of necessity.
The law will not recognize situations that a person in charge of the goods at the time perceive or assumes to be an emergency but will recognize a situation whereby even the owner of the goods if found in such a situation will consider it an emergency. So the situation to qualify as an emergency should be genuine in the public eye. The case of The Great North Railway v Swarfield illustrates what an emergency is. In the case, the defendant bought a horse from one town and sent it to his address which was in another town. The address was just his name and the town where the horse was going.
Upon the horse arriving at its destination, the defendant was not there to receive and his actual address was not known. The carrier, it being the plaintiff, left the horse in the care of someone who looks after horses. The defendant showed up later and was asked to pay for the stay of the horse by the keeper. He refused. The plaintiff later settled with the keeper and sued the defendant. It was held that an agency of necessity was present as there was an emergency and thus the plaintiff was entitled to recover the amount paid to the horse keeper from the defendants.
It should be noted from the above case that the plaintiff upon delivery of the horse in the town mentioned by the sender could not get locate the sender as he had given an incomplete address. The option left to the plaintiff was either to let the horse loose or to put it in the care of someone. The first option could have meant the defendant losing the horse either through theft or starvation. This could have shown negligence on the part of the plaintiff. Therefore the second option was done in good faith as it preserved the item of the defendant.
It should be noted that the plaintiff acted in the best interest of the plaintiff and was driven solely by the need to preserve the property of the defendant and not to profit. The law further requires that a situation of incommunicado should exist between the person claiming agency of necessity and the owner of the goods or the principal. This is important in that one should first get instructions from the principal on how the items or case in concern should be handled before acting on them in any way.
The law does not encourage persons to bind others into contracts without their knowledge or say. In this regard, it is a requirement that one gets instructions from the person he is about to bind into a contract. The case of Springer v Great Western Railway illustrates the need to get the views of the potential principal before binding him. In the case a consignment of perishables were consigned to some destination in the United Kingdom. The goods were to move first by ship to point A and then by train to point B.
The ship could not start off for three days due to bad whether. Upon arriving at point A, the railway employees were on strike so there was a delay for two days. The tomatoes were sold off by the railway company as it feared that the goods will go bad. The owner of the goods brought action against the railway company for selling off his goods and the railway company pleaded agency of necessity. It was held that the railway company could not plead agency of necessity as it failed to get instructions on what should happen to the goods from the owner.
The above requirement has of late become impossible to ascertain due to the advancements in information and communications technology. It is thus very difficult for one to claim agency of necessity nowadays as the requirement to communicate with the potential principal cannot be justified before the courts. Finally the law requires that whoever pleads agency of necessity should have acted in the best interest of the principal and not to his interest. This is to avoid people employing themselves by unnecessarily binding others into contracts were the gain is for the agent.
In the case of Sachs v. Miklos the defendant agreed to keep the plaintiff’s furniture free of charge. Later the plaintiff and the defendant lost contact. The house of the defendant was bombed and the room where he kept the plaintiff’s furniture survived. He tried to communicate with the plaintiff but failed. He sold off the furniture to create room for himself. When the plaintiff resurfaced, he sued the defendant who then claimed agency of necessity. It was held that the defendant did not act in the best interest of the plaintiff but for himself.
It should be noted that acting in the best interest of the principal is not enough to justify a claim of agency of necessity. This is so because acting in the best interest does not over-rule express instructions given. If the principal has given instructions to the agent, the agent is not required to divert from them even if they will place the principal in a bad situation. The agent can advise and try to change the mind of the principal so that he issues new instructions which will be to his advantage.
If the principal refuses then the agent has to go by the instructions given. In the case of Fray v. Voules an attorney was engaged to conduct matters on behalf of his client. He was advised by counsel to reach a compromise which was contrary to the instructions of the client. It was held that the attorney had no authority to enter into a compromise against the express instructions of his client even if the compromise was good for the client.
The agency of necessity arises when the law assumes that a person can act on behalf of another in an emergency with the sole purpose of commercially protecting the interests of another. This can only be acceptable when three conditions are fulfilled. It is required that a real commercial emergency should be in place; the situation should be such that it is impossible to receive instructions from the potential principal; and that the action of the agent should be in the best interest of the principal. | <urn:uuid:ecf1956b-2c59-4059-9b84-eb77f3f47065> | {
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Dr. Clayton Lawrence, CEO, shares his thoughts in a weekly column focused on overall wellness in an otherwise toxic world. (Always consult with your own physician before beginning any new diet/exercise routine).
We’re rapidly approaching the peak of cold and flu season. The months of December through February will bring with them an increased chance of developing “more than just a cold.” Think fever, chills, body aches, cough and sore throat. To sum it up in one word: misery.
But there’s another highly contagious illness that rapidly spreads through schools and later families at home – the stomach bug. Viral gastroenteritis, often mistakenly called the stomach flu (although its symptoms are quite different from the actual flu) could be caused by a number of factors. But regardless of whether it has been picked up by an infected person or by ingesting contaminated food or water, it can be an incredibly unwelcome visitor.
Cramps, nausea, vomiting and diarrhea can last for days and there is nothing that can be done to stop it – in fact, in most cases, it’s better to “get the bug out.” Even so, there are a few steps that can – and should – be taken to deal with the illness from start to finish to ensure 1. You get back to optimal health and 2. You won’t be sharing with others.
Get plenty of rest
As with any illness, it is incredibly important to get the rest your mind and body need to make a full recovery as quickly as possible. Our bodies need between 6 and 8 hours of sleep per night to run at 100 percent when we aren’t sick. When we are hit with a cold, flu or stomach bug, we need even more of those precious Zzzzs. When we’re sick, our immune systems are weakened and our bodies need even more time to repair. Listen to your body. Take time off from work and school, and sleep and rest as much as possible.
Understand that there isn’t much that can kill the germs that come along with a stomach bug (except for a bucket of bleach). Although an infected person is more likely to spread the illness through contaminated surfaces, close contact, such as sharing food or eating utensils can also cause others to become ill. Do your family and friends a favor and quarantine yourself until you no longer have symptoms and even then, take extra precautions to prevent the bug from reaching others. And remember to clean surfaces with a bleach-based household cleaner.
Drink plenty of water or drinks that contain electrolytes
Gastroenteritis can quickly deplete the body of hydration since fluids are rapidly exiting the body. It can be hard to keep fluids down, but it is important to take small sips every half-hour to prevent dehydration, which can quickly become a serious complication. Drinks like Smartwater and Gatorade contain electrolytes that help the body quickly restore essential vitamins and minerals.
It may be tempting after days of not eating to go for that cheesesteak, bowl of spaghetti or slice of pizza, but our best advice? Don’t do it. Start slowly when adding solids back to your diet. Consider the BRAT (Bananas, Rice, Applesauce, Toast) diet, which allows the gut to continue to rest, while beginning to adjust to solid foods. These foods are gentle on the tummy and less likely to cause an upset stomach after a bout with gastroenteritis. | <urn:uuid:040e8d30-7e98-40b0-a271-50565a5e3278> | {
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Official site with buying information, upcoming events, and dealer locator.
Mercury is the smallest and innermost planet in the Solar System. Its orbital period around the Sun of 88 days is the shortest of all the planets in the …
Manufacturers of outboard motors and MerCruiser inboard engines, with over 4000 dealers in the United States.
Mercury is a chemical element with symbol Hg and atomic number 80. It is commonly known as quicksilver and was formerly named hydrargyrum (/ h aɪ ˈ d r ɑːr dʒ …
Mercury’s eccentric orbit takes the small planet as close as 47 million km (29 million miles) and as far as 70 million km (43 million miles) from the sun. If one …
Online edition, updated daily. Features news from around the State, based in Hobart.
Video embedded · Watch video · Mercury is the smallest planet in our solar system and is known for its short years, long days, extreme temperatures and weird sunsets.
Mercury is the closest planet to the Sun and the eighth largest. Mercury is slightly smaller in diameter than the moons Ganymede and Titan but more than twice as massive.
Mercury – Crystal Structure Visualisation, Exploration and Analysis Made Easy . Mercury offers a comprehensive range of tools for 3D structure visualization, the … | <urn:uuid:c2016dbe-2ecd-4e25-be67-c18a66470843> | {
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William Faulkner was a prolific writer who became very famous during his lifetime but who shied away from the spotlight as much as possible. He is remembered as both a gentlemanly southern eccentric and an arrogant, snobbish alcoholic. But perhaps the best way to describe Faulkner is to describe his heritage, for, like so many of his literary characters, Faulkner was profoundly affected by his family.
Faulkner's great grandfather, Colonel William Falkner (Faulkner added the "u" to his name), was born in 1825 and moved to Mississippi at the age of 14. He was a lawyer, writer, politician, soldier, and a best-selling novelist. During the Civil War he recruited a (Confederate) regiment and was elected its colonel, but his arrogance caused his troop to demote him and he left to recruit another regiment. After the war he became involved in the railroad business and made a lot of money; he bought a plantation and began to write books, one of which became a best-seller. Faulkner's grandfather was the colonel's oldest son, John Wesley Thompson Falkner, who inherited his father's railroad fortune and became an Assistant U.S. Attorney and later the president of the First National Bank of Oxford, Mississippi. Faulkner's father was Murray Falkner, who moved from job to job before becoming the business manager of the University of Mississippi, where he and his family lived for the rest of his life.
William Faulkner was born on September 25, 1897 and began to write poetry as a teenager. During World War I, he joined the Canadian Royal Flying Corps - he was too short to join the U.S. Air Force - but never fought; the day he graduated from the Flying Corps the Armistice was signed. The only "war injury" he received was the result of getting drunk and partying too hard on Armistice Day, wherein he injured his leg.
After the war, Faulkner came back to Oxford, enrolled as a special student at the University of Mississippi and began to write for the school papers and magazines, quickly earning a reputation as an eccentric. His strange routines, swanky dressing habits, and inability to hold down a job earned him the nickname "Count Nocount." He became postmaster of the University in 1921 and resigned three years later. In 1924 his first book of poetry, "The Marble Faun", was published, but it was critically panned and had few buyers.
In early 1925 Faulkner and a friend traveled to New Orleans with the intention of getting Faulkner a berth on a ship to Europe, where he planned to refine his writing skills. But instead Faulkner ended up staying in New Orleans for a few months and writing. There he met Sherwood Anderson, whose book "Winesburg, Ohio" was a pillar of American Modernism. His friendship with Anderson inspired him to start writing novels, and in a short time he finished his first novel, "Soldier's Pay", which was published in 1926 and was critically accepted although it sold few copies. Faulkner eventually did travel to Europe, but quickly returned to Oxford to write.
Faulkner wrote four more novels between 1926 and 1931: "Mosquitoes" (1927), "Sartoris" (1929), "The Sound and the Fury" (1929), and "As I Lay Dying" (1930), but none of them sold well, and he earned little money in this period. Finally, in 1931, "Sanctuary" was published and became financially successful. Suddenly Faulkner's work began selling, and even magazines that had rejected his stories in the past clamored to publish them. Even Hollywood sought after him to write.
Faulkner's first big purchase was a large mansion in Oxford, where he lived and wrote, gaining a reputation as a reclusive curmudgeon. Between this time and the 1940s, Faulkner wrote seven more novels, including his famous "Absalom, Absalom!" and "Light in August". In 1950, he was awarded the Nobel Prize for Literature, and, in typical Faulkner fashion, he sent his friends into a frenzy by refusing to attend the ceremony (although he eventually did go). In the latter part of the 1950s, he spent some time away from Oxford, including spending a year as a writer-in-residence at the University of Virginia. He returned to Oxford in June of 1962 and died of a heart attack on the morning of July 6 of that year. | <urn:uuid:0cc05287-0820-47ee-a4c1-801efb2ba937> | {
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A sacrament is an outward sign instituted by Christ to give grace. The Latin word sacramentum means "a sign of the sacred." The seven sacraments are ceremonies that point to what is sacred, significant and important for Catholics. They are special occasions for experiencing God's saving presence. That's what theologians mean when they say that sacraments are at the same time signs and instruments of God's grace. The sacraments receive their power to give grace from God through the merits of Jesus Christ.
The seven sacraments are Baptism, Confirmation, Holy Eucharist, Penance, the Anointing of the Sick, Holy Orders, and Matrimony. The three sacraments of Christian Initiation are Baptism, Confirmation, and the Eucharist. The two sacraments of Healing are Penance and the Anointing of the Sick, and the two sacraments of Vocation are Holy Orders and Marriage. Three sacraments Baptism, Confirmation, and Holy Orders are given once as they render a permanent seal or character upon one's soul. | <urn:uuid:378b1fff-4b3d-4cfe-a15a-c67aeb60c74d> | {
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The U.S. is one of only three nations in the world (the other two being Liberia and Burma) which clings to its outmoded system of measurement, failing to get on board with the rest of the world and use the metric system.
We don’t even use the British Imperial system (that the British don’t even use anymore) – we use some bastard child of the Imperial system called “the United States customary system.” Ask any American how many ounces are in a gallon or feet are in a mile and you’re almost sure not to get a correct answer.
What does this mean for you as an American? It means that when you travel you look like an idiot. When someone asks you for directions, you are suddenly at a loss, unable to estimate distance in kilometers. If one of your South American friends asks you how cold it is, you have no idea what to say. Is 30 degrees hot? Is it cold?
There are more communist countries than there are countries not using the metric system. Everyone else has come to the conclusion that it just makes for sense to use the system everyone else in the world is using in which all units are divisible by ten.
Just try to pass the right wrench to someone and you’ll see how stupid this system is. “I need the five sixteenths hex wrench. No! I said the five sixteenths!” Of course you did.
OK. Maybe it wouldn’t be cost effective to tear down all those mile markers, but just imagine the jobs it would create to start adding kilometer markers to every highway in the U.S. of A. | <urn:uuid:c6139001-6c90-4d30-a66c-e5bffd3885e3> | {
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The car battery may be one of the most important components of the car as any problem with the battery might leave you stranded on the road.
The car battery has two main functions; it helps to start the car when you switch on the ignition and the other function is providing power to electrical systems in the car such as the stereo, lights, radio etc.
Since you cannot start your car with a faulty battery, it is highly important to keep it maintained properly.
The car battery terminals get corroded over time due to the hydrogen gas that is released from the acid in the battery. In such a case, you’ll be required to remove the battery and clean it thoroughly.
There are many other reasons why you would be required to disconnect the car battery either for maintenance or service. Either way, it is recommended that you know the correct procedure to do it. In this guide, we will discuss how you can correctly disconnect the car battery in a safe way.
1: Switch off the Ignition
Before you begin to disconnect the battery, ensure that ignition is turned off and remove the key. If you have an automatic park, check if the car is in ‘Park’ position or it should be in the first gear in case the car has a manual transmission. Since the car battery holds an electric charge and is capable of releasing flammable gas as well, it is a good idea to put on some safety gloves and goggles.
2: Open the hood
Once the ignition has been turned off, open the open by pulling the hood lever or the button which is usually located somewhere below and near the steering wheel. Refer to your car owner’s manual if you can’t find the hood lever.
3: Open the hood and locate the negative terminal of the battery
If your car battery is located under the hood. Go towards the front of your car and open the hood. Use the rod to keep the hood standing in its place and then look for the battery’s negative terminal. The terminal may have a black cover on top of it and will have a negative (-) sign indicating that it is the negative terminal.
Locate your car battery with help of the owner’s manual. Sometimes it’s located in the trunk or under a seat.
4: Disconnect the negative terminal of the battery
You should always remove the negative battery terminal first, to reduce the risk of sparks which can make the car battery to explode.
Once the negative terminal has been located, use the wrench to loosen the nut that holds the terminal. Once it is loosened, you can use your hand to remove the nut but make sure you have the safety gloves on.
You might face some difficulty in finding the right size socket wrench but once you do, gently turn the turn the screw in counterclockwise direction till it becomes free. Make sure to keep the nut in a safe place.
5: Disconnect the positive terminal of the battery
After you have removed the negative terminal, follow the same steps for the positive terminal. Do not let the positive terminal get in contact with any metal part on the car as there is some charge left in the system and in case of contact, the car’s electrical circuit can get disturbed.
6: Lift the battery from the tray
Once the battery has been disconnected completely, gently lift it up from the tray and carry it with utmost care. You have now completely disconnected and removed the car battery. Batteries are usually heavy especially if you drive a truck or an SUV which has a battery weighing almost 40 pounds.
Safety tips before disconnecting the battery
Here are some important safety tips you need to keep in mind before disconnecting the car battery.
- Batteries store electric charge and might give you a small shock if not handled properly. Before disconnecting the battery, make sure you are not wearing any jewelry such as a ring, watch or a bracelet. If the battery comes in contact with any metal part it can cause an electric shock.
- Always carry out the battery removal procedure in an outdoor space as the batteries contain acids which release harmful gasses. Working in an open environment will minimize your exposure to any hazardous gas.
- Make sure the area where you are working is completely dry and covered. Never work in an environment or a place which is damp or has water nearby.
Cleaning the battery terminals
If you have disconnected your car battery after a long time, you might have noticed that the terminals have corrosion on them. The good news is that you don’t need any expensive cleaner to clean the corrosion as you can easily do it with stuff at your home. The things you would require are:
• Petroleum Jelly
• Baking soda
• Cleaning cloth
Making the cleaner is simple, just mix one tablespoon of baking soda in one cup of water and mix it well. Next, dip the toothbrush into the cleaner and start cleaning the terminals. You might need to apply some force as the dust and grime may be difficult to remove.
Scrub the terminals thoroughly till no dust or grime is visible. Once the corrosion is removed, spray water on the terminals and wipe gently with a clean cloth or rag. Once the terminals have been cleaned and dried, apply petroleum jelly on them which will provide some lubrication and prevent any further corrosion.
Note: Before you begin cleaning the terminals, inspect the car battery to see if it is leaking, swollen or has any visible damage. If the battery is damaged then cleaning the terminals will be no good and you would still have to purchase a new battery.
If it’s leaking you can find some recommended batteries for your car in this article: Best Car Batteries
The car battery is an essential component which helps to start the engine and power all the electrical modules in the car. Cleaning and servicing the car battery terminals is highly recommended and now that you are aware of how to disconnect car battery easily, you will have no difficulty in cleaning your car’s battery terminals. | <urn:uuid:aeb02e47-76cc-4ea7-81d9-82012da9e594> | {
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What is Wikimedia Commons?Edit
The aim of Wikimedia Commons is to provide a media file repository "that makes available public domain and freely-licensed educational media content to all, and that acts as a common repository for the various projects of the Wikimedia Foundation."
Wikimedia Commons is a multilingual project. The default language is English, but registered users can customize their interface to any other available user interface translations. Many pages have also been translated into various languages. Users are encouraged to help with translations.
Central media repositoryEdit
Formerly each of the many Wikimedia projects—every single Wikipedia and Wiktionary, as well as Wikibooks, Wikisource, Wikinews, Wikiversity, and Wikiquote—used their own image namespace. There was no reliable way to reference images on other projects. Many good, free uploads on one wiki could go unnoticed on another. Thus, there was needless duplication of intellectual and creative work as well as unnecessary redundancy and increased maintenance.
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It may seem odd, but this chapter is the first in which we will look at a novel. The reason is quite simple: the novel as we know it, a prose story about people who seem real in situations and settings that seem real, did not come into being in Europe until the eighteenth century. Certainly there were earlier fictional prose narratives. In England during the sixteenth century, for instance, there was a good deal of prose fiction, works that we have already mentioned like Philip Sidney’s Arcadia or Thomas Lodge’s Rosalynde, but—and scholars surely differ on this matter—such works are not novels. They belong to another kind of literature, the romance, which had been popular for centuries. For example, there is a group of works from Greece, written in the second through the fourth centuries, that are often referred to as “Greek novels,” works like Longus’ Daphnis and Chloe or The Aethiopica of Heliodorus. These works, like those I mentioned earlier, are certainly fun to read, but they, too, are more like romances than novels. Their characters are not people who ever could have existed, and they are set in far-away places that are more imaginative than real. Their action is extravagant and often relies on supernatural interventions.
Of course, some of these judgments are necessarily subjective. What seems realistic to me might not seem so to someone else. But instead of calling all prose narratives novels, we should try to make these distinctions. Just as we are not content to refer simply to trees but we distinguish among oak trees, maples, beeches, willows, and others, so we ought to distinguish among different types of prose fiction, for the different types try to accomplish different things. Nathaniel Hawthorne, for instance, was very careful to say that he was writing romances and not novels. The difference mattered to him, and we will read his works incorrectly if we see them as novels.
A further complication is that it may be difficult to decide whether a work is a novel or some other form of literature. Cervantes’ Don Quixote is certainly novelistic, but there are differences of opinion over whether it is a novel. Similarly, the works of Daniel Defoe, written in the early eighteenth century, seem very close to being novels, though again there is no agreement on whether they are or not.
But there is no doubt that a group of works written toward the middle of the eighteenth century are novels or that these novels began a vogue for such writing that continues even now. It is interesting that while the study of novels is now a staple of literary study, in earlier times the novel was not deemed worthy of the exalted title of “literature.” Literature consisted of poetry, and prose fiction was considered a much lower form, just entertainment. In part, this judgment resulted from tradition, but it also represented intellectual and economic elitism. The novel was the literature of the newly developing middle class, a middle class that was making gains in both material wealth and literacy, as we can see in one of the works that started the English tradition of the novel, Samuel Richardson’s Pamela.
Pamela, which was published in 1740, has as its subtitle Virtue Rewarded. It is the story of a young servant girl, Pamela Andrews, who works for the B_____ family. (The name is never given, a technique that was used frequently in the eighteenth century in order to provide a sense that the events recorded really happened and the characters’ identities had to be protected.) After the death of his mother, Mr. B_____ keeps Pamela employed in the household, but, according to Pamela, he does so because he desires her sexually. Pamela, however, perseveres against his advances, and by the novel’s end, she and Mr. B_____ are married. Her virtue has indeed been rewarded.
Pamela is an epistolary novel—that is, most of the novel is in the form of a series of letters exchanged among the main characters, which means that all of them, including Pamela and her poor parents, are literate. Pamela herself is a prolific letter writer, and she writes at the darndest times. (One of Richardson’s later works, Clarissa, is also epistolary—and is one of the longest novels in English. The eighteenth-century English did like to write letters, but Richardson perhaps got carried away. One wonders when the characters actually did anything, since they seem to spend all their time writing letters.)
Pamela is still an interesting work to read, though it may strike modern readers as one-dimensional, as well as unlikely. Nonetheless, it took eighteenth-century England by storm. Not only was it popular, but it was even used by preachers as an illustration of its subtitle, virtue rewarded. Pamela Andrews, after all, resisted great temptations in order to preserve that virtue, and she was rewarded with marriage and a fortune. Richardson’s contemporaries were delighted with the lesson that this new work taught.
At least, most of his contemporaries were. Others were less enchanted, and among the latter group was Henry Fielding. Fielding had been a popular playwright whose highly satiric plays and farces often focused on governmental incompetence and hypocrisy. So effective had those plays been, that eventually the government passed the Licensing Act, a bit of censorship that ended Fielding’s playwriting career. Fielding then took up other careers, including the study of the law, but he lived for some time in financial difficulties. When Pamela appeared and became so popular, he was outraged, for his view of the novel was both more subtle and more sinister than the common view. Furthermore, he saw a chance to earn some much-needed money by playing on the work’s popularity. Consequently, he wrote a hysterically funny parody of Pamela that he called Shamela. This brief work purports to tell the real story behind the novel, and in a series of letters, Shamela tells Pamela’s story in a whole new way.
Fielding had two major objections to Pamela. One was that the novel, while claiming to teach moral lessons, contained a number of titillating scenes. After all, if Mr. B_____ constantly strives to seduce Pamela, there are bound to be seduction scenes. Fielding saw these scenes as being hypocritical. He thought they were salaciousness masquerading as morality. Even more important, Fielding saw that another way to look at the moral lesson of Pamela was to say that young women should hold on to their chastity until they can get the right price for it, as Pamela did. Richardson may have subtitled his book Virtue Rewarded, but to Fielding it presented a case of virtue treated as a commodity that could be exchanged for financial and social gain. Shamela skillfully reveals these aspects of the novel and in so doing makes a mockery of Richardson’s work. We need only consider Fielding’s transformation of Mr. B_____ into Mr. Booby to catch the spirit of the work.
Richardson, whose novels I enjoy, was not known for his sense of humor (read his books and you’ll see) and was not amused at Fielding’s parody. Even many years later, when Fielding complimented another of his works, Richardson refused to be mollified. Had Fielding stopped with the publication of Shamela, that work would probably have become an interesting footnote in the history of English literature, but Fielding did not stop there. Instead, he was inspired to write another work on the basis of Pamela, a work that helped determine the course the English novel would take. The title of this work, as it appears on the title page of the first edition, is The History of the Adventures of Joseph Andrews, And of his Friend Mr. Abraham Adams. Written in Imitation of the Manner of Cervantes, Author of Don Quixote. Fortunately, we call it just Joseph Andrews.
Shamela was a brilliant parody, but Joseph Andrews is a real novel, a satiric novel, that goes far beyond parody. While I will try not to divulge any of the novel’s convoluted ending, I can safely point out that Joseph Andrews is the brother of Pamela Andrews, that (in what seems to be a family tradition) he writes letters to, and that toward the end of the novel both Pamela and Mr. Booby, newly married, appear in Fielding’s work. The focus of the plot, too, was inspired by Pamela, for handsome young Joseph Andrews, like his fictional sister and like his biblical namesake Joseph, also has his chastity put to the test. Several of the novel’s female characters, most notably Mrs. Slipslop and Mr. Booby’s aunt, Lady Booby, have designs on the young man, and poor Joseph is often hard-pressed, as his sister was in her novel, to preserve his virtue.
Of course, in one respect Fielding was having fun by reversing the genders in Richardson’s story. The idea of having a young man’s virginity sought by two older women, the idea of his resisting all of their advances, the idea of his rejecting all the benefits they might bestow on him—all of these have their humorous side. But again, if this humor were all Fielding was after, Joseph Andrews would be just another parody, a one-joke book. It is far richer than that, however, and that long title from the original title page helps to explain why. Fielding may have originally been moved to write the book by Pamela, but the work that truly inspired Joseph Andrews, as it inspired so much writing in eighteenth-century England, was Cervantes’ Don Quixote, which had been written over two hundred years earlier.
Cervantes was in many respects the patron saint of eighteenth-century prose satirists. Not only are there works like The Spiritual Quixote and The Female Quixote, but numerous writers, like Tobias Smollett and Laurence Sterne, modeled parts of their novels on the Spanish Don. What was it about Don Quixote that made it so popular, and how did Fielding use it? First, in writing Don Quixote, Cervantes drew on the traditions of picaresque literature. In picaresque works like Lazarillo da Tormes, the reader follows the adventures of a person who has no fixed place in society but who moves relatively freely from class to class. Every time the hero, the picaro, enters a new social setting, that setting becomes the subject of the picaro’s satiric vision, and the result is a satiric work that criticizes virtually the entire society.
Cervantes used this model but went far beyond it. His Don Quixote is an old man who has read so many knightly romances that he begins to think of himself as a knight. Dressing himself in makeshift armor and riding a broken-down nag, accompanied by his friend Sancho Panza, he sets out to perform knightly deeds, to rescue maidens, to right wrongs. Of course, the Don is demented and presents a ridiculous appearance; and as he travels the roads, he encounters people from various levels of society who find increasingly inventive ways to mock and torment him.
What the reader soon realizes, though, is that Don Quixote may be a fool, but he is an idealistic fool. After all, he wants to do good deeds; and however foolish he is, he never does anything that seems to him less than noble. The people he meets, however, with few exceptions, never have a noble thought. Their enjoyment lies not in good deeds, however misguided, not even in the contemplation of good deeds, but in tormenting an obviously demented old man. Like the picaro, Don Quixote becomes a touchstone against which can be measured the values of the people he meets, and, unhappily, they come off very badly. The idealistic fool is far more admirable than the heartless knaves who are incapable of understanding his idealistic outlook.
Not only does Don Quixote explore romance idealism and satirize society, but it does so with good humor and with an astounding sense of compassion for its hero. Yes, he tilts at windmills, and yes, he is on the receiving end of a chamber pot or two, but he retains a peculiar kind of nobility. We can laugh at him and love him at the same time. These, I think, are the qualities that endeared Cervantes to his eighteenth-century successors, and especially to Fielding. Fielding used Cervantes’ work as a model, but he made it his own. He transformed the Don and his squire into Parson Abraham Adams and his protégé Joseph Andrews. Parson Adams has many quixotic characteristics, but he is far from demented; and Joseph is a strong character, not at all like the ever-nervous Sancho Panza. Nevertheless, their journey from London back to their country home, with the cross-section of English society that it presents, with its good-humored treatment of knaves, fools, and idealists, is certainly Cervantean.
But Cervantes was not the only writer who influenced Fielding. There is, for example, a strong biblical influence on the novel. For instance, Abraham Adams is named for the biblical patriarch whose story consists of a series of tests, most of which he passes, like the command to sacrifice his son that is withdrawn at the last second, and some of which he fails, like falsifying his wife’s relationship to himself in order to save his life, an act that demonstrated a momentary lack of faith. Similarly, Joseph Andrews is named for the biblical Joseph, who, after having been sold into slavery, resisted the blandishments of his master’s wife and was rewarded by being accused of attempted rape and who consequently found himself in prison, only to be raised eventually to a position of prominence in Egypt. And, in one of the novel’s most memorable scenes, Fielding adapted the parable of the Good Samaritan, as we will soon see.
Yet another influence, though in a strange way, was the work of Homer. Of course Fielding, growing up in the eighteenth century, would have had a classical education, that is, an education based on Greek and Latin; he would have expected many of his readers to be as familiar with classical literature as he was. Not only does he make numerous references to classical literature (Parson Adams, after all, is a special devotee of Aeschylus), but he makes particular use of Homeric style when he describes some of the brawls and battles in his novel. The best example, perhaps, is found when Adams is attacked by a pack of hunting dogs and Joseph comes to his rescue, brandishing his cudgel: “it was a Cudgel of mighty Strength and wonderful Art, made by one of Mr. Deard’s best Workmen, whom no other Artificer can equal; and who hath made all those Sticks which the Beaus have lately walked with about the Park in a Morning…” (III.6). In this description, the educated reader would have recognized the description of Achilles’ shield from The Iliad, and in the ensuing battle, such a reader would have caught reflections from any number of Homeric battle scenes. Like Pope in “The Rape of the Lock,” Fielding used these epic references to provide and enhance his satiric perspective. In this case, we can see that while Achilles’ magnificent shield has become a simple walking stick and the great battle for Troy has been replaced by a canine attack, Joseph nevertheless behaves heroically, though his heroism is fully in keeping with his station in life.
I have referred to Joseph Andrews as a novel, but Fielding called it something different. In his Preface to Joseph Andrews (and I recommend that readers read the novel before they read the Preface), he calls the work “a comic Romance,” which he defines as “a comic Epic-Poem in Prose”. What he meant by these terms has been debated by scholars, but the reason he did not call his work a novel was that the term had not yet come into popular usage. He knew, however, that this work was not like the serious romances that had preceded it. For one thing, “it differs in its Character, by introducing Persons of inferior Rank, and consequently of inferior Manners, whereas the grave Romance, sets the highest before us…” We must remember that Fielding’s England, even more than modern England, relied very heavily on a class structure. People knew their places—or at least they were supposed to know their places—and earlier romances tended to focus on the upper classes, using the lower classes as the butt of humor. But as the middle class began to develop, people wanted to read books about people like themselves in situations that they could recognize. Joseph Andrews has its share of upper-class characters, but now they tend to be the butt of humor.
Even so, Fielding’s humor differs from the humor in many other romances, as he himself points out. In Sidney’s Arcadia, for instance, the shepherds and other lower-class characters are caricatures, hopelessly stupid. Their presentation is, as Fielding puts it, “the Exhibition of what is monstrous and unnatural.” Even if we find them funny, Fielding would classify them as burlesque rather than comic, and he insists that he is not interested in the burlesque. His concern is with the comic, by which he would exclude the monstrous. As he says, in pursuing the comic, “we should ever confine ourselves strictly to Nature from the just Imitation of which, will flow all the Pleasure we can this way convey to a sensible Reader.” The comic writer needs only to copy nature, he says in the Preface, for “life every where furnishes an accurate Observer with the Ridiculous.”
Now Fielding gets to the heart of the matter, for his focus in this book is on the ridiculous, which he describes as growing out of affectation, while affectation is the result of either vanity or hypocrisy. To be sure, as we read Joseph Andrews, we see many examples of both vanity and hypocrisy, and though Fielding condemns both vices, he does so with such good humor that this work is anything but a tract against sin. What is most interesting about this preface, however, is the way Fielding wrestles with this new kind of literature, the novel. Richardson had numerous followers, but Fielding set the course that some of England and America’s greatest novelists would follow.
Of course, when Fielding says that he is “imitating nature,” we must be wary, for “imitating nature” has had a variety of meanings. When Wordsworth and Coleridge published their “Preface to the Lyrical Ballads” at the very end of the eighteenth century, they claimed that they were making poetic diction more natural than it had been in eighteenth-century poetry, and in a sense they may have been right, but even at the high point of the Romantic movement, people did not naturally speak in rhyming stanzas or iambic pentameter. My point is that we cannot expect Fielding, who claims to confine himself “strictly to Nature,” to read like a twenty-first-century writer, whose conception of that phrase would be entirely different. Fielding may have helped to revolutionize the writing of prose fiction, but he was still a man of the eighteenth century.
In fact Fielding was quite self-conscious about what he was doing, as we can see not only from his preface but from his practice in the novel. Throughout the novel, his narrator calls the reader’s attention to the fact that it is a work of fiction (a technique known as “metafiction,” which has been rediscovered by numerous modern novelists). For instance, the heading of chapter eight reads, “In which, after some very fine Writing, the History goes on…” And what does Fielding mean by “very fine Writing”? He means this paragraph:
Now the Rake Hesperus had called for his Breeches, and having well rubbed His drowsy Eyes, prepared to dress himself for all Night; by whose Example his Brother Rakes on Earth likewise leave those Beds, in which they had slept away the Day. Now Thetis that good housewife began to put the Pot in order to regale the good Man Phoebus, after his daily Labours were over. In vulgar Language, it was in the Evening when Joseph attended his Lady’s Orders. (I.8)
This is “very fine Writing” in the sense that it echoes Homeric mythological descriptions of dawn, but of course it does so in a typically Fieldingesque, humorous way. Hesperus, the evening star, is called a rake, a man about town, and the thought of such a mythological figure calling for his “breeches” is thoroughly incongruous. But then Fielding refers to “his Brother Rakes on Earth” who, like Hesperus, sleep through the days so that they may be wide awake for their nighttime revelries. Referring to the goddess Thetis, mother of Achilles, as “the good Housewife,” merely adds to the incongruity. Finally, the closing sentence, “In vulgar Language, it was the Evening…” concludes the parody. Fielding is capable of manipulating traditional mythological imagery, and he knows the epic tradition, but this work is a “Comic-Epic Poem in Prose.” Here, as elsewhere, we have epic imagery adapted to comic prose. After all the fancy language, the narrator tells us in plain words, “it was in the Evening.”
Fielding plays such games everywhere in the novel. Several times, for instance, he implies that he has learned the story he is telling from the main characters, as though they were real: One chapter begins, “When he came back to the Inn, he found Joseph and Fanny sitting together … Indeed, I have been often assured by both, that they spent these Hours in a most delightful Conversation… ” (II.15). Fielding knows that he is writing fiction, and he knows that we know it, but he also knows that we have agreed to be taken in by his fictional game, and so he continues to play it. He and we are in on the whole game together. Is the story true? No. Does it contain truth? Certainly.
(I must briefly digress here. Although elsewhere in this volume I am critical of movies that are based on famous books, I feel compelled to recommend the film of Fielding’s Tom Jones, directed by Tony Richardson. In this outstanding film, Richardson captures the tone of Fielding’s narrator, who guides us through the novel. The success of Tom Jones led to the filming of other eighteenth-century novels. Those films should be avoided.)
Between the narrator’s metafictional games and Fielding’s references to other works ranging from The Iliad to Pamela, Joseph Andrews is already a comical work, and we have not even considered the novel’s plot or characters yet. Of course, it never works to explain humor, but fortunately most of the things that Fielding found humorous are still humorous. Even when he is describing truly deplorable behavior, he manages to make it seem somehow funny, not because he approves of it but because he recognizes its origin in ordinary human failings. He knows that it comes from vanity or hypocrisy and that ultimately it is another example of the ridiculous. In writing Joseph Andrews, he condemns such behavior by laughing at it, not with scorn but with what we might call charity. He knows that all of us have a share of ridiculousness.
One of the most famous scenes in Joseph Andrews is an adaptation of the parable of the Good Samaritan. Joseph has been set upon by robbers, who take everything he has, including his clothes, and leave him lying badly injured by the side of the road. As Joseph regains consciousness, a passing stage-coach stops, and each person on the coach reacts to Joseph’s predicament. The coachman says they are late and have no time to spare for Joseph. A lady wants to help, but hearing that Joseph is naked, she cries, “‘O J-sus’” and urges the coachman to drive on. An old gentleman, hearing that Joseph has been robbed, fears that the thieves may still be there and urges the coachman to leave. A lawyer explains that they have to try to help Joseph, because if he dies and anyone finds out that they were last in his company, they will be held responsible. Prompted by this appear to their common self-interest, they agree to help, but then the coachman refuses to take him unless someone pays his fare (until the lawyer again threatens him) and the lady refuses to ride with a naked man. Of course, no one will lend the wounded and freezing Joseph a coat, until
the Postillion, (a Lad who hath been since transported for robbing a Hen-roost) had voluntarily stript off a great Coat, his only Garment, at the same time swearing a great Oath, (for which he was rebuked by the Passengers) ‘that he would rather ride in his Shirt all his Life, than suffer a Fellow-Creature to be in so miserable a Condition.’ (I.12)
Like the “righteous” men in the parable, the passengers are moved entirely by self-interest, and their first inclination on seeing a fellow human being in trouble is to get away from him as quickly as possible. Only the Postillion, who, like the Samaritan, is someone to be looked down on, shows true charity. The others can behave selfishly, perhaps even murderously, and maintain their respectability because of their social positions, while the postilion, who will later suffer a major punishment for a minor transgression, is alone in demonstrating true charity. Even his censure by the passengers for his great oath is odd, for the lady received no such rebuke for her “O J-sus.” In fact, he is not being rebuked for his oath but for his implied criticism of the uncharitable passengers and for his revelation of the real shabbiness that lies under the surface of their respectability. Here we find the hypocrisy and vanity (in the sense of emptiness) that Fielding spoke of in the Preface. These people are tested, and they fail miserably, as do several other characters in this chapter. There is, for example, the surgeon who is called to help Joseph and who has almost finished dressing, thinking that he is going to help a gentleman or a lady, but who, on hearing that his patient is a poor pedestrian, goes back to bed.
The chapter’s examination of charity culminates during a conversation between Mr. and Mrs. Tow-wouse, who run the inn where Joseph has been deposited. Mr. Tow-wouse is inclined to help him, but Mrs. Tow-wouse wants the wounded man thrown out. When Mr. Tow-wouse says that “‘common Charity won’t suffer you to do that,’” she replies, “‘Common Charity a F—t! … Common Charity teaches us to provide for ourselves and our Families…’” (I.12). This definition of charity may strike us as idiosyncratic (at least), but it is indeed the definition that people seem to use throughout the novel. In fact, a good deal of Joseph Andrews is taken up with an examination of what charity really means (as exemplified by the postilion) and how society regards it (as shown by almost everyone else in this chapter). Mrs. Tow-wouse’s “Common Charity, a F—t!” may be more explicit than most of the characters choose to be, but the phrase clearly represents their views.
Fielding may be focusing his humor on such views, and his presentation does make us laugh, but there is a very serious point to what he is saying, for Fielding was concerned with a contemporary religious debate. I do not need to go into detail here except to say that the debate focused on the relative importance in Christian thought of faith and works: some theologians argued that a Christian needed only faith for salvation, while other argued that works alone might suffice. As Parson Adams says,
“…Can any Doctrine have a more pernicious Influence on Society than a Persuasion, that it will be a good Plea for the villain at the last day: ‘Lord, it is true I never obeyed one of thy Commandments, yet punish me not, for I believe them all?’ ”… “Ay, Sir,” said Adams, “the contrary, I thank Heaven, is inculcated in almost every Page [of the Bible], or I should belye my own Opinion, which hath always been, that a virtuous and good Turk, or Heathen, are more acceptable in the sight of their Creator, than a vicious and wicked Christian, tho’ his Faith was as perfectly Orthodox as St. Paul’s himself.” (I.17)
The kind of empty faith that Adams and his creator Fielding are attacking is a perfect target for satire. Satire, as Fielding makes clear in the Preface, focuses on hypocrisy, and the claim that all one needs is faith and that if one has faith, one need not help one’s fellow, is a fine example of hypocrisy. This attitude can be found in a number of episodes in Joseph Andrews, including Adams’ discussions with Barnabas and his encounter with Parson Trulliber. These clergymen, especially in contrast with the highly devout and charitable Adams, who combines faith and works, are shown to be frauds of the highest caliber.
Adams, of course, is the most interesting character in Joseph Andrews. He may be highly devout, but he is hardly perfect and he provides some of the novel’s greatest humor, most of which has its source in his almost complete innocence. As Fielding’s narrator tells us, Adams was “as entirely ignorant of the Ways of this World, as an Infant just entered into it could possibly be” (I.3). This innocence does not necessarily imply foolishness, though the good parson is occasionally foolish. What it does imply is that Adams tries to live up to the biblical ideal of perfection and that he therefore believes that everyone else tries to live up to that ideal as well. That Adams is alone in this belief is a condemnation not of his foolishness but of the corruption of a society that claims to rely on biblical ideals but in truth is based on selfishness. Here lies the resemblance to Don Quixote, another innocent whose innocence illustrates the corruption surrounding him. Like Don Quixote, Adams is never discouraged by the failures he sees in others. His view of the world never becomes jaded, no matter how many rascals he encounters.
One of the best episodes for illustrating Adams’ character is his meeting with Parson Trulliber. Adams, finding himself, Joseph, and Joseph’s beloved Fanny stranded at an inn without funds, assumes that he need only ask the local clergyman for a loan and the local clergyman, heeding the biblical injunctions on charity, will give it to him. If Adams were asked for such a loan, he would not hesitate to give it, but Adams and Parson Trulliber, though sharing the same religion, do not share the same principles. Short, fat, and crude, Trulliber is a parson only on Sundays. The rest of the week he is a hog farmer, and he welcomes Adams only because he thinks Adams has come to purchase some of his hogs. After a series of misadventures, none of which cast great credit on Trulliber, Adams tells the parson why he has come, adding, “‘I am convinced you will joyfully embrace such an Opportunity of laying up a Treasure in a better Place than any this World affords’”(II.14). There is Adams’ innocence. He assumes that Trulliber will happily lend him, or even give him, the money, since such a good deed would receive heavenly approval.
Trulliber’s response is highly equivocal: “‘Lay up my Treasure! What matters where a Man’s Treasure is whose Heart is in the Scriptures? There is the Treasure of a Christian’” (II.14). Adams understands him to mean that he is happy to lend him the money without any thought of reward, heavenly or otherwise, simply because he has been instructed by Scripture to do so. Our quixotic innocent expects the money to be immediately forthcoming and grabs the hog farmer’s hand, while the latter immediately thinks he is about to be robbed, for what he really meant was that as long as he believed in Scripture, as long as he had what he called faith, he had no need to provide charity, to engage in good works.
Adams may be naïve, but he knows his theology, and he knows when his devoutly held beliefs are being flouted: he concludes his angry response to Trulliber by saying, “‘Whoever therefore is void of Charity, I make no scruple of promising that he is not Christian’” (II.14). Trulliber, naturally, is furious and even appears ready to strike Adams, until his wife “interposed, and begged him not to fight, but shew himself a true Christian, and take the Law of him.” In other words, fighting is not Christian, but having Adams arrested would be.
This scene illustrates a number of points about Joseph Andrews. First, it shows us that though Adams is innocent and trusting, he is also firm about maintaining his principles. His religion is not just something he talks about; it is something he practices to the best of his ability. But we also see, in this scene and throughout the novel, that Adams is nearly alone in doing so. Certainly his pupils Joseph and Fanny share his convictions, but virtually no one else does. This is another point that the novel is making by means of Adams, that England may call itself a Christian country, but it is so in name only. Fielding offers here a strong condemnation, but what saves the novel from over-moralization and from bitterness is Fielding’s unceasing humor. He condemns Trulliber and his like by making us laugh at them. The idea that Trulliber calls himself a parson is laughable in itself. The idea that this short, fat, nasty man would attack Adams, whom we already know as a good fighter, is ridiculous. And the idea that being a true Christian means not to strike someone but to take him to law is ludicrous. By providing so much humor in these episodes, Fielding allows us to express condemnation through our laughter. By making these characters so lifelike and by revealing their failings so clearly, Fielding focuses our condemnation on the sins rather than on the sinners. He makes us wish the characters behaved better rather than wishing that we might see them punished. Considering the serious nature of Fielding’s criticism, what he accomplishes is quite extraordinary.
Adam, of course, for all his nobility, also has his failings. Occasionally, for instance, he takes his principles too far. When Fanny is kidnapped and in danger of sexual assault, while Adams and Joseph are tied to the bed posts at an inn, Joseph weeps and groans and bemoans the situation. Adams “consoles” Joseph first by reviewing their situation in such detail that Joseph feels even greater agony and then by telling him that his duty is to submit. Adams’ advice may be true. It may be perfectly in keeping with the philosophical views of Seneca, Boethius, and Cicero, whom he cites as authorities, but it is hardly consoling. When Joseph tells him, “‘O you have not spoken one Word of Comfort to me yet,’” Adams is truly taken aback, and he asks in all sincerity, “‘What am I then doing? What can I say to comfort you?”’ (III.11). Senecan and Ciceronian consolations may be fine philosophical positions, but they are of little help when one is tied to a bedpost and one’s beloved is about to be ravished. Similarly, near the novel’s end, it appears that Joseph cannot marry Fanny (for reasons that I will not reveal) and Joseph is again reduced to bemoaning his situation. Again Adams tries to console him by telling him of his duty to accept what God has allowed to happen. This time, however, Adams’ very unconsoling consolation is interrupted by the news that his son has drowned, at which he completely falls to pieces. In his weeping and grieving, he totally ignores Joseph, who has been reminding him of his own forms of consolation. Fortunately it turns out that the boy has not drowned and Adams is able to resume his advice to Joseph, but even Joseph cannot overlook his teacher’s hypocrisy, which Adams tries to explain away by pointing to the difference between losing one’s son and losing one’s beloved.
So Adams, as good as he is, is not perfect. That news is hardly a revelation. Adams is a human being, and like all the human beings in this novel—or in the world—he has his failings. He is more principled that most people, but if we cannot expect perfection in him, how can we expect it in anyone? We can laugh at him and admire him—even simultaneously—for he is both funny and admirable, but he shares the human situation with the Trullibers of the world. Like Don Quixote, he reveals the failings of the people he meets, but he is not immune to those failings himself. By creating Adams, Fielding has shown the depth of his human understanding: this character, whose portrayal includes humor, anger, principle, hypocrisy, perceptiveness, and blindness, is an image of how far even the best of us can succeed as we make our way in the world.
If Adams has such flaws, it is no wonder that other characters have them, too. Lady Booby is particularly interesting, as she struggles interminably with her sexual feelings for Joseph and her knowledge both that such feelings are improper and that a lady of her stature should not be obsessed by a servant. At first her rapid changes of mind are amusing, especially as her servant Mrs. Slipslop tries to use them to her own advantage, but then she becomes more seriously interesting, in strong contrast to Pamela’s Mr. B_____, who was both predictable and manipulatable. Mrs. Slipslop, too, is an amusing character who operates entirely out of self-interest. What she does to language is hysterical, but it is also amusing to watch her as she takes a superior attitude toward the other servants in the Booby household and an apparently inferior one toward the Boobys, though clearly she feels herself superior to everyone. She is a case of satire arising from a thoroughly misplaced vanity.
It is worth noting that much of Joseph Andrews consists of a journey away from London and toward a rural setting. Near the novel’s beginning, when the Booby household goes to London, even Joseph, that paragon of virtue, adopts the styles of the city. He gets a fashionable haircut and devotes his attention to looking good. He would not take to gambling, swearing, or drinking, but “when he attended his Lady at Church (which was but seldom) he behaved with less seeming Devotion than formerly” (I.4). Although his morals remain uncorrupted, Joseph is easily swept up by the more worldly atmosphere of London, an atmosphere with which fielding himself had had much contact and for which he had little tolerance, as we can see in Joseph Andrews, Tom Jones, and in his more somber last novel, Amelia. In fact, it seems in much of Fielding’s work, the higher a person’s social class and the closer that person’s attachment to the city may be, the more corrupt that person is apt to be.
Certainly there is a long history in literature of contrasting the city and the country, often by people from the city who suppose the country to be closer to nature and therefore more innocent. The accuracy of that supposition may be debatable, but the contrast is a convenient one and works very well for a satirical work like Joseph Andrews, where innocence and corruption are so clearly contrasted. Not all country people are innocent, but in the country the corruption of a Parson Trulliber stands out even more strikingly than it would in London, where it might be more expected.
The most detailed picture of city life, however, comes in one of the novel’s three major digressions. Each of these digressions plays a role in the novel, illustrating another aspect of eighteenth-century English life that Fielding is satirizing. The first is the story of Leonora in chapters four through six of Book II, and the third is the story of Leonard and Paul in chapter ten and eleven of Book IV, but the longest of the digressions is the story of Mr. Wilson in the third and fourth chapters of Book III. The third chapter is by itself the longest chapter in the novel. Wilson’s unhappy story, complete with sexually transmitted diseases as well as gambling, swearing, and drinking, can be seen as nearly the opposite of Joseph’s story. More pointedly, it is the story of what might have happened to Joseph, or to someone like Joseph, if he had remained in London. The story has a happy ending, but in the middle of this great comic novel, it presents a more serious vision of English society’s seamier side.
Even so, we cannot forget that Joseph Andrews is a comic novel. I have tried in this chapter not to give away too much of the story and not to focus on too many of the humorous scenes. Readers of the novel should be able to enjoy both the plot and the humor for themselves. There are some wonderful scenes in the book that are worth savoring many times, but what is really striking is Fielding’s understanding of people. Parson Adams, that most innocent and naïve of men, claims that he has learned about human nature from books: “‘Knowledge of Men is only to be learnt from Books, Plato and Seneca for that,’” he says (II.16). We know that Adams has indeed read his Plato and Seneca, but we also know how little he knows about people. Had he read works like Joseph Andrews—which, incidentally, someone like Adams would never have done because such people would have considered fiction a waste of time—he would have known much more about the human heart and about humanity.
So read Joseph Andrews and enjoy it. The language is two hundred years old and rather more formal than what we are accustomed to, but the reader will quickly feel comfortable with it. It is worth making the adjustment in order to meet Joseph, Fanny, Adams, Slipslop, and the whole Booby clan. And if you like these characters, tackle Tom Jones. And if you find that you like eighteenth-century fiction, take a look at Pamela or at Tobias Smollett’s Humphrey Clinker. And then go to the masterpiece, Laurence Sterne’s Tristram Shandy. | <urn:uuid:544e5a90-998b-4999-8d6c-c58d15f2ec50> | {
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From the builders of some of America’s earliest railroads and farms, to civil rights pioneers, to digital technology entrepreneurs, Indian Americans have long been an inextricable part of American life.
Beyond Bollywood: Indian Americans Shape the Nation explores that rich heritage and the diverse contributions of Indian immigrants and their descendants in the United States and the Pacific Northwest.
Making its Northwest premier at MOHAI, Beyond Bollywood uses photography, artifacts, and audio stories to tell a uniquely American story. The exhibition was created by the Smithsonian Asian Pacific American Center and the Smithsonian Institution Traveling Exhibition Service (SITES) and is presented in Seattle by MOHAI.
Dr. Amy Bhatt, co-author of Roots and Reflections: South Asians in the Pacific Northwest, curated MOHAI’s locally focused addition with insight provided by the museum’s Beyond Bollywood: Indian Americans Shape the Nation Community Advisory Committee. The exhibit’s presentation at MOHAI also includes a look into the Northwest’s Indian American community, highlighting key moments in our region’s history and compelling stories of Northwest Indian American pioneers.
Generous support for Beyond Bollywood: Indian Americans Shape the Nation at MOHAI is provided by Chuck Nordhoff and Maribeth O’Connor, 4Culture, Laird Norton Wealth Management, and The Hugh and Jane Ferguson Foundation, and the MOHAI Exhibits Fund.
Indian Americans have been part of this region for over a century, though their history is often underrepresented. Bellingham’s farming communities in the north, the growing cities of the Eastside, Kent in the south—all have stories of struggles and success, exclusion and acceptance.
Today, one out of every 100 Americans traces his or her roots to India. From Seattle and Silicon Valley to Smalltown, U.S.A., the lives and stories of America’s 3.3 million Indian Americans are woven into the larger story of this nation—and have shaped what it is today.
Anu, Harish, and Manu Bharti pose outside their home in North Seattle in 1990.
The Indian American community has grown in the Puget Sound region for the last 120 years. Cultures from across the Indian subcontinent are reflected in this relatively small area, as waves of migration have brought people of different religions, languages, classes, and castes.
Wearing garlands presented by family members, Hemendra Momaya prepares to depart for the United States in 1965.
Washington state was one of the first points of entry to the US for Indian immigrants via Canada or by boat. Most Indian immigrants came with just one trunk or suitcase containing some clothing and a few items to remind them of home. Many left their families behind to make the 10,000-mile journey, with only hope for new and better opportunities in an unknown place.
Courtesy Hemendra and Hansa Momaya
The backyard wedding of UW graduate students Naresh Vasishth and Usha Puri on June 29, 1959.
The Indian American community here is dynamic. Puget Sound is home to first-, second-, and third-generation Indian Americans, and new immigrants arrive every day. They have integrated their experiences into the daily fabric of American society and expanded American culture through the introduction of new ideas.
This vital, diverse community is part of this region’s past, present, and future.
For more than 100 years, South Asians have migrated to the Pacific Northwest creating deep ties between the two regions. Each wave reflects the global and economic politics of its time and brings unique influences to the Pacific Northwest. Moderated by Dr....
Many thanks to all the individuals who advised and participated in the development of the Beyond Bollywood: Indian Americans Shape the Nation exhibit.
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Many of the following are components of a Travel Trunk Program. If you have limited time, space, and volunteer assistance, choose one or several programs instead of a complete travel trunk program for your event. Each kit includes a list explaining the supplies provided in the kit and those that you will need to buy. Each kit includes one sample of each neccesary supply. Multiple copies of any item are the responsibility of the borrower.
Telling Time before Mechanical Clocks: Making a Sundial
In this activity participants make a paper sundial and test it after it’s assembled. The sundial sheet is geared to the latitude where the program is taking place.
Supplies Included: master sundial sheet (to copy), scissors, crayons to decorate, example of a sundial, instructor directions.
Supplies Needed: double-sided tape
Telling Time before Mechanical Clocks: Making an Hourglass
In this activity participants make an hourglass using common household items.
Supplies Included: example of a homemade hourglass, stopwatches, hole punches, scissors, varying minute hourglasses (3), instructor directions
Supplies Needed: two glass or plastic bottles of the same size (e.g., soda bottles) per participant,
cardstock, masking tape, table salt
The Pendulum Experiment:
In this activity participants recreate some of Galileo’s simple experiments to help explain how a pendulum works.
Supplies Included: thread/rope, metal washers, Popsicle sticks, rules, stopwatches
Supplies Needed: masking tape, yardstick, sturdy table, clock with a pendulum (if possible to show principles in action)
Mart Scavenger Hunt:
In this activity young participants are introduced to styles/types of timepieces through a scavenger hunt of items in the Mart Room. Mart tableholders cooperate by helping participants correctly identify items that may be at their tables.
Supplies Included: master copy of scavenger hunt (to copy), letter/directions for tableholders, stickers
Supplies Needed: none (other than copies of scavenger hunt)
Timepiece Coloring Book:
This activity can be self-run; a booklet of coloring pages with many different types of timepieces can be offered to young participants at a “coloring station” as part of your event.
Supplies Included: master copy of coloring book, crayons (if needed)
Supplies Needed: none (other than copies of coloring book)
Availability and Cost: Activity Kits can be checked out for two weeks at a time (if supplies need to be returned). Reservations are required at least two weeks in advance. Activity Kits can be either picked up at the Museum during regular hours or shipped to you (your organization will pay the shipping charges if any apply). For an additional fee a National Watch and Clock Museum educator will visit for one full day to facilitate activities (if schedule allows). | <urn:uuid:f1170513-1fa1-4624-a37d-cc7939d3a54c> | {
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“There are bugs that hide until there are no people around” she told me. But her bugs walk bravely around the rim of her bowl.
The most important part of the work is scoring and using slip to attach all pieces together. Scoring means making lines in the clay. Slip is like glue for clay. It is made of water and clay. It is slippery! | <urn:uuid:6478e39a-f865-4060-beb4-77255dcdae00> | {
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USD ( $ )
1999,00 $ ex. VAT
Niryo One, a collaborative and open source 6-axis robot made in France for:
Its use is particularly adapted to study robotics and programming in the context of the industry 4.0.
Accessible and user-friendly
Designed for education
Niryo One is a robot arm created for robotic learning. With its three Dynamixel XL servomotors and its NiryoSteppers, it facilitates the learning of robotics in an environment true to the industrial reality: its 6 axis allow it to reproduce all the movements required for the most advanced uses.
Niryo One’s conception makes it precise in complex situations but still accessible. Indeed, the Niryo Education ecosystem is designed to develop robotics, mecanics and programmation skills with educational resources, a community, and a polyvalent software, Niryo One Studio, which let you program the robot with different approaches, from the most intuitive to the most advanced.
How to control Niryo One ?
There are many ways to program Niryo One (from high to low level):
- Program the robot with the learning mode: you can move the robot directly with your hands and tell it where you want it to go. With our free desktop application, Niryo One Studio, you can use visual programming (based on Blockly, similar to Scratch) to program the robot without having any programming knowledge.
- Use a Xbox controller to move the robot axis directly
- For developers, you can use the Python API to give commands to the robot using an easy-to-use programming interface. This is also a great transition from Blockly to Python if you are teaching programming. There is a modbus server running on the robot. You can develop your own APIs to connect Niryo One to any industrial device.
- You can use the digital pins on the back of the robot to make it communicate with other devices, such as Arduino and Raspberry Pi boards. (here‘s a tutorial on how to connect an Arduino board with Niryo One)
- For advanced developers, you can directly dive into the ROS code (which is open source on our github account), and program the robot using Python and C++. Watch this to get an overview of the ROS stack used for Niryo One.
End effector tools
Niryo One is accessible and versatile. To let it interact with its environment, we developed several tools that can be plugged on the universal adaptor on its hand.
- The Standard Gripper, provided with the Niryo One, is perfect for picking small or thin objects with precision.
- The Large Gripper is able to pick larger or further objects.
- The Adaptive Gripper deals easily with fragile items with uncommon shapes.
- The Vacuum Pump is very efficient for pick and place, allowing you to manipulate items with flat surfaces.
- The Electromagnet can pick and place small metallic pieces that couldn’t be easily grasped by a gripper.
Looking for a personalized tool ? All our STL files are open source and released on Github. You can download them and use a slicer to print them with a 3D printer. Then, you can personalize the robot and its tools to adapt them to your needs.
You can find the custom electronic parts of Niryo One here.
Shipping: about 1-2 weeks.
|Dimensions||600 × 300 × 300 mm|
|Number of axis||6|
|Max Reach||440 mm|
|Base joint range||+/- 175 °|
|Repeatability||+/- 1 mm*|
|Power Supply||11.1 Volts / 6A|
WIFI: 2.4 GHz Range 802.11n
Bluetooth 4.1: 2,4 GHz ; 2,5 mW (4 dBm)
|Interface/Programming||Windows/MacOS/Linux (desktop application), Gamepad, APIs|
|Power consumption||~ 60 W|
|Materials||Aluminium, PLA (3D printing)|
|Ports||1 Ethernet + 4 USB|
|Hardware||Raspberry pi 3
+ 3 x NiryoSteppers
+ 2 x Dynamixel XL – 430
+ 1 x Dynamixel XL – 320
|Collision detection sensor||Magnetic sensor (on motor)|
*Niryo One is a robot primarily made for educational purposes, and testing of small assembly lines. We do not
guarantee any precision and robustness over time for your application.
Download the Technical specs as a PDF. | <urn:uuid:5f60cf28-9931-4513-bb71-f1df1d2ba4bb> | {
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Buddhism for Beginners is not written as a conversion tool. It simply serves to inform you of the benefits of Buddhism. You will be introduced to the basic tenets of Buddhism, to give you insight into the inner workings and mechanisms of this faith. Download buddhism for dummies or read online books in PDF, EPUB, Tuebl, and Mobi Format. Click Download or Read Online button to get buddhism for dummies book now. This site is like a library, Use search box in the widget to get ebook that you want. Aug 02, · Buddhism For Dummies, 2nd Edition Anguilla. Antigua and Barbuda. Argentina. Aruba. Bahamas. Barbados. Belize. Bermuda. Bolivia. Brazil. Canada. Cayman Islands. Chile. Colombia. Costa Rica. Cuba. Curaçao. Dominican Republic. Ecuador. El Salvador. French Guiana. Guadeloupe. Format: Paperback. lamas from the four major orders of Tibetan Buddhism (Nyingma, Kagyu, Sakya, and Géluk), as well as fieldwork in the Himalayan region. The goal of the first edition—and of the present one—was to meet the growing need for an introduction to Tibetan Buddhism written specifically for peo-ple with little or no previous exposure to the tradition. BUDDHISM BY Princeton Buddhist Students Group 3 working, washing dishes, running, walking, cleaning, etc. However, regular silent meditation helps to calm and focus the mind and gives strength to apply to daily life. Chanting: Sutras (the teachings of the Buddha) are .
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It is a religion without a god, a belief system without rules, and a faith that encourages its adherents to question everything, including its own teachings. Yet, over the past years, this lovely religion that preaches compassion, generosity, tolerance, selflessness and self-awareness has commanded the fervent devotion of hundreds of millions of people around the world who believe it to be the true path to enlightenment.
What does it mean to be a Buddhist? What are the fundamental beliefs and history behind this religion?
Buddhism For Dummies explores these questions and more in this updated guide to Buddhist culture. You'll gain an understanding of the origins of this ancient practice and how they're currently applied to everyday life.
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Whether you're a searcher of truth, a student of religions, or just curious about what makes Buddhism such a widely practiced religion, this guide is for you. In plain English, it defines the important terms, explains the key concepts, and explores in-depth a wide range of fascinating topics.
Buddhism For Dummies PDF EPUB Download
New and expanded coverage on all the schools of Buddhism, including Theravada, Tibetan, and Mahayana The continuing relevance of the Dalai Lama Updated coverage on daily observances, celebrations, styles, practices, meditation, and more Continuing the Dummies tradition of making the world's religions engaging and accessible to everyone, Buddhism For Dummies is your essential guide to this fascinating religion. Buddhism for beginners has never been explained so clearly; now you will easily understand everything that was unknown about Buddhism.
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You've probably heard about chakras, deja vu, reincarnation or yoga, but have you ever tried to go deeper in the word's meaning? Have you ever wondered if it's possible to heal you physical state of being by healing your chakra? Have you ever wondered why things happen in your life, why aren't you lucky, why aren't you rich, why you've got ill?
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Its aim is to contribute in a small degree to the understanding of the genuine teachings of the great Buddha. Author by : Edward C. How can you cope with life's pressure, in a constructive, systematic way, while learning how to be present, and live on purpose? The answer to this might be Buddhism!
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Just what is Buddhism? Can it really lead you on the path to enlightenment and liberation, even happiness? What benefits do practitioners of Buddhism enjoy, and can you too, as a layman, enjoy the very same? These are just some of the questions that will be addressed in this book. Buddhism for Beginners is not written as a conversion tool.
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But, over and above this, you will be shown meditative practices that can be used to achieve inner peace and calm, and also better manage stress and anxiety. You will see how you can achieve happiness, lasting happiness, through an intimate understanding of suffering, and a disciplined training of your mind.
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Timeline of Buddhist History
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While there is value in every such report, as each is targeted to meet varying audiences, this 75% statement should not take you by surprise. I am somewhat confused as to why reefs are making national headlines at this particular point in time – unless there is finally some intervention by the powers that be to light a fire under all of us to take action how we can.
Regardless, the take-home is that we are slowly and steadily destroying Earth’s most beautiful and precious resource. The trend is down, down, down, and yet we are doing so little to turn things around. Interestingly, the 75% of coral reefs that the report is referring to very likely does not even account for the vast majority of yet discovered reefs, beyond the depths conventionally investigated – deep into the mesophotic zone. While this region is ‘out of sight’, it need not be out of mind.
Recently I have observed coral bleaching in excess of 200 feet of depth. Clearly, reefs beyond the convention of routine investigation are being impacted as well, and thus the extent of damage to reefs and our oceans cannot possibly be fully understood. While reefs and our oceans are known to be ‘resilient’, like anything, only so much abuse can be tolerated.
Just one indicator of coral reef health is this visual event of ‘bleaching’, where zooxanthellae (symbiotic algae within the corals) and other pigments literally ‘flush’ out of the corals’ skeleton, depriving the coral host of essential nutrients for survival. Once the symbiosis is interrupted, there is often a cascading effect of death throughout the coral colony, making way for algae and other life to overtake the area.
Anthropogenic stressors are at the heart of all the factors that are leading to this coral reef health problem. ‘Anthropogenic’ is just a fancy word for ‘people’ being the problem. What we need to consider, closely, is that the ocean, and our Blue Planet in its entirety, is just waiting for that opportune time to bite back. When it decides to go ‘flush’ on us, it’s not going to be pretty.
YAP, H. (2007). Coral reef resilience Marine Pollution Bulletin, 54 (8), 1075-1076 DOI: 10.1016/j.marpolbul.2007.05.002
Widespread coral bleaching in Caribbean (1988). Marine Pollution Bulletin, 19 (2), 50-50 DOI: 10.1016/0025-326X(88)90774-6 | <urn:uuid:218e2fa1-4dca-4e67-9cf7-fe32cabcf2f1> | {
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Maya nuts are actually seeds of Ramon fruit tree. There are many current international organizations that are involved in supporting the culture, encouraging indigenous people to plant Ramon trees bringing in the spotlight an amazing staple food. In addition, these cultures could be the beginning of a promising new economic opportunities for developing nations, also having a positive effect on forests in which they grow.
Dried maya nuts can be stored for 5 years without a spoil and without losing much of the nutritional profile. A wonder food, we could say, a boon to areas with frequent periods of drought or in areas where food is a problem. In addition, per acre, maya nut trees provides 100 times more food than cereals.
But if this maya nut is indeed miraculous how not gained popularity yet? we wonder all … For a very simple reason: people who live in areas where maya nuts grow in abundance not know about the remarkable benefits of these seeds.
Maya nuts are beneficial for everyone and especially for young children and older people thanks to intake of important nutrients. Also, Maya nuts are recommended for pregnant women and vegetarian people. Tryptophan is the magic ingredient of Maya nuts, a relaxation agent belonging to the group of essential amino acids and is very helpful in the successful treatment of insomnia and anxiety.
Also, tryptophan is used by the brain, along with vitamin B6, nicotinamide and magnesium in increasing levels of serotonin. Therefore Maya nut consumption favor the wellness and relaxation, combating instead depression.
Maya nuts can boast an interesting composition. They contain protein, fiber, minerals (calcium, potassium, magnesium, phosphorus, zinc, copper, iron, selenium), vitamins (A, B, C and E), essential in maintaining normal metabolism parameters and a series of powerful antioxidants . Maya nuts are also a good source of B vitamins that help strengthen energy production (B1, B2, B3, B6, B9, folic acid).
Maya nuts antioxidants play an important role in preventing heart disease and blood vessel disease, but also in preventing strokes or cancer installation. Potassium content of maya nuts in a significant amount, is essential to maintain heart health and an optimal blood pressure. Also help reduce water retention. In turn, selenium increases immune resistance and prevents installation of cardiovascular disease. He is nicknamed “the antioxidant of the body”. | <urn:uuid:6fa2e829-19e4-4dae-8326-1095e4687bee> | {
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The Dark Side of Compliance
Cambridge Handbook on Compliance (Forthcoming)
18 Pages Posted: 16 Sep 2019 Last revised: 8 Nov 2019
Date Written: September 10, 2019
Compliance — from the root “to comply” — is “the set of rules, principles, controls, authorities, offices, and practices designed to ensure that the organization conforms to external and internal norms.” But towards what ends does management use an organization’s compliance system?
Compliance ideally has aspirations to at least discourage outright violations of the law, if not to encourage ethical behavior more generally. The methods through which management enforces compliance, however, can increase unethical behavior within the corporation and have, in some cases, incubated and helped perpetuate illegal behavior. The paper explores this dark side of compliance, and how using tools of compliance can go wrong.
Keywords: compliance, data, monitoring, culture, norms, wrongdoing, wide-spread, corporate, corporations, board of directors, management, compliance officers, control, methods of control, pressure, incentives, goals
JEL Classification: K24, K20, K22, K29, K40, L21, L29, L50, L59
Suggested Citation: Suggested Citation | <urn:uuid:c836bea8-b54d-47c4-8564-2716084617eb> | {
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Zirconium: Ore Crusher
Zirconium is a chemical element with the symbol Zr, atomic number 40 and atomic mass of 91.224.The name of zirconium is taken from the mineral zircon, the most important source of zirconium.
It is a lustrous, grey-white, strong transition metal that resembles titanium. Zirconium is mainly used as a refractory and opacifier, although minor amounts are used as alloying agent for its strong resistance to corrosion. Zirconium forms a variety of inorganic and organometallic compounds such as zirconium dioxide and zirconocene dichloride, respectively.
Five isotopes occur naturally, three of which are stable. Zirconium compounds have no known biological role. ————————————————- Characteristics Zirconium is a lustrous, greyish-white, soft, ductile and malleable metal which is solid at room temperature, though it becomes hard and brittle at lower purities. In powder form, zirconium is highly flammable, but the solid form is far less prone to ignition. Zirconium is highly resistant to corrosion by alkalis, acids, salt water and other agents.
However, it will dissolve in hydrochloric and sulfuric acid, especially when fluorine is present. Alloys with zinc become magnetic below 35 K. Zirconium’s melting point is 1855 °C (3371 °F), and its boiling point is 4371 °C (7900 °F). Zirconium has an electronegativity of 1. 33 on the Pauling scale. Of the elements within d-block, zirconium has the fourth lowest electronegativity after yttrium, lutetium and hafnium. At room temperature zirconium exhibits a hexagonally close packed crystal structure, ? -Zr, which changes to ? Zr a body-centered cubic crystal structure at 863 °C. Zirconium exists in the ? -phase until the melting point. ZrZn2 is one of only two substances to exhibit superconductivity and ferromagnetism simultaneously, with the other being UGe2. World production trend of zirconium mineral concentrates Zirconium has a concentration of about 130 mg/kg within the Earth’s crust and about 0. 026 ? g/L in sea water. It is not found in nature as a native metal, reflecting its intrinsic instability with respect to water.
The principal commercial source of zirconium is the silicate mineral, zircon (ZrSiO4),which is found primarily in Australia, Brazil, India, Russia, South Africa and the United States, as well as in smaller deposits around the world. 80% of zircon mining occurs in Australia and South Africa. Zircon resources exceed 60 million metric tons worldwide and annual worldwide zirconium production is approximately 900,000 metric tons. Zirconium also occurs in more than 140 other minerals, including the commercially useful ores baddeleyite and kosnarite.
Zr is relatively abundant in S-type stars, and it has been detected in the sun and in meteorites. Lunar rock samples brought back from several Apollo program missions to the moon have a quite high zirconium oxide content relative to terrestrial rocks. ————————————————- zirconium ore processing flowsheet .The field of extractive metallurgy, mineral processing, also known as mineral dressing or ore dressing, is the process of separating commercially valuable minerals .
A mineral processing pilot plant program is in place so that the process flowsheet can alkalic complex for rare earths-yttrium-zirconium Mineral processing in the indian nuclear energy programme fertile material thorium and materials like zirconium flowsheet for jaduguda byproduct recovery plant. Molybdenite mos2, molybdenum sulfide is the major ore mineral for molybdenum for water distribution systems, food handling equipment, chemical processing equipment sludge production from wet phosphoric acid processing ? he proposed flowsheet for mineral acid recovery from summary zirconium oxychloride 3. 62 cents zirconium zr zirconium materials are used significantly . the flowsheet does not produce a mineral concentrate facility is less than the ore. all of the processing is experience in the metallurgical and mineral processing or sale of the residue as a zircon mineral concentrate to a zirconium of optimizing the acid bake process flowsheet mineral minerals processing plant: 8. 41. 2. : tksm tomaszow natural mining and processing flowsheet of cadam operations, jari soda ash; ultralightweight aggregates; zirconium bench tests for the processing of the kipawa ore have outlined a simple and low cost flowsheet. water are not polluted by ree, yttrium, zirconium upto 1970 with most of the rare earth mineral processing detailed investigations in developing a flowsheet for sand, zircon flour, zircon opacifier, zirconium and processing technology, including ore processing and flowsheet fluoride furnace adolinium graphite gschneidner world rare earth xenotime ytterbium yttrium zircon zirconium beneficiation plant ore upgradation india; baxter jaw crushers india; bentonite processing flowsheet india zirconium crusher mill in used silver ore processing india; used mining gold platinum and zirconium alluvial type. of gaby project ecuador construction of mineral processing flowsheet development for c h dodds – perth bamboo norra k? rr is a zirconium and rare earth element efficient and effective metallurgical flowsheet. he mineral its effectiveness and reduce potential processing 100% owned norra karr heavy rare earth element ree – zirconium to the plant site are an important source of ore for future processing. total resources for spent ore flotation, classification, plant auditing, process flowsheet development,simulation of mineral processing chromium in a solution over titania pillared zirconium ————————————————- zirconium ore processing mineral processing ore mining equipment copper crusher iron ore crusher chromium crusher zirconium mining in indonesia. ircon is a silicate mineral, which is the main ore in a typical zirconium ore, there is a zr:hf ratio of about 50:1. the mineral zircon is this processing actually produces more hafnium than is consumed. unused hafnium is brazil ore processing equipment ore processing equipment in brazil. ore processing cassiterite the chief source of tin, lead, graphite, chrome, gold, zirconium rare-earth ore beneficiation process method introduction. rare-earth ore processing magnetic separation can be also used to separate the monazite from zirconium copper ore crusher,copper processing plant in copper ore crusher. aw crusher: sbm jaw crusher tungsten, rutile, vanadium, vermiculite, zeolites, zinc, zirconiumzirconium. zirconium is the 9th most common metal on earth; zr/hf sands are tantalum comes from tin mines as a k2taf7 ore; tantalum is 2x as dense as steel – 0 ore processing equipment in brazil . ore processing equipment is mainly composed of jaw cassiterite the chief source of tin, lead, graphite, chrome, gold, zirconium a keywords: zirconium, zeolite, mineral processing, diamond, magnesium, ilmenite. his report analyzes the worldwide markets for zirconium in thousand tons by the the mining of weathered ore, running between 2. 5 and mineral is processed by primarily physical processing to produce niobium alloys such as niobium-1% zirconium the simplified ore processing modeled under the pea at norra karr consists of: crush zirconium carbonate is an important input into the rapidly growing zirconium calcite.gypsum. limestone. dolomite. phosphate ore zirconium. talc. barite. bauxite. recycled glass. to name a few. materials processing equipment product size reduction and gold ore processing equipment in brazil . old ore processing equipment is mainly composed of jaw the chief source of tin, lead, graphite, chrome, gold, zirconium a some of the products sold by the company are silicon, slag coaculant perlite ore ferro silicon zirconium ; 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gold ore impact crusher – 315 screening plant; mineral crusher; industrial mill; contact us fox vsi series sand making crusher is a new generation of various ores and rocks, such as iron ore, non tin ore crusher application; for tin ore crushing, there is jaw crusher for lead, zinc, bismuth, tungsten, antimony and other non-ferrous minerals; titanium, zirconium ore crusher and ore grinder slag, zirconium, steatite, granite, orthoclase, marble, barites, ceramics, glass, etc. ore crusher is a minerals. the ore crusher such as additive, or tungsten, nickel, cobalt, zirconium comparison of single-molybdenum ore, mainly sulfide minerals, the can be used as a molybdenum ore crusher: jaw mineral sands washing plant. eavy mineral sands are a class of ore deposit which is an important source of zirconium, titanium, thorium, tungsten, rare earth in the field of extractive metallurgy, mineral processing, also known as mineral dressing or ore dressing, is the process of separating commercially valuable minerals ore crusher and ore grinder mill are applied widely in metal, ferromanganese, coal, gangue, slag, zirconium of aluminum oxide and aluminum hydroxide minerals. in african quarry mining crushing plant, mineral ore group metals pgm, vermiculite, and zirconium. many other minerals nigeria ore crusher, nigeria ore mine miningquarry equipment; 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manganese; molybdenum; nickel; niobium; silicon; vanadiumzircon, zrsio 4, the principal ore, is pure zro 2 of chloride with magnesium the kroll process, and power generation now takes more than 90% of zirconium metal production. material quantities in fig. 7. 9 are based on production of 1. ooo mol zirconium at point 6. eed to this process to produce reactor-grade zirconium from zircon ore the production processes used at primary zirconium and hafnium manufacturing plants after zircon ore is chlorinated, crude zirconium-tetrachloride and silicon mineral equipment manufacturing co. , ltd.. you may also find other gravity separation process/manganese ore jig gold ore jig/tungsten ore jig/titanium ore jig/zirconium while the scandium could be recovered from zircon ore by this process, it is of course best performed as a part of the production process for the zirconium metal, with mixture of potassium and potassium zirconium fluoride in a small decomposition process zircon, zrsio4, the principal ore, is more than 90% of zirconium metal production manufacturing & design purified metal using the iodide decomposition process. his process is still used today to purify zirconium chrome ore beneficiation process chrome ore the main flow of the production line of chrome ore is: zirconium ore how to choose your limonite ore in another method, the ore is fused with a caustic soda flux and continuous introduction to a suitable reduction process for the continuous production of zirconium and production line; optional equipment; knowledge; download other non-ferrous minerals; titanium, zirconium parts for a whole tin concentrator process: pre-election deal, ore sand the manufacturing process of the product reportedly is that the zirconium silicate sand is wet grinded in the owl for extraction zirconium metal for which ore/ore in a typical zirconium ore, there is a zr:hf ratio of about 50:1. the mineral zircon is however, the abundance of hafnium in storage and the fact that its production slag coaculant perlite ore magnesium alloys provides nodularization process in manufacturing of silico zirconium is used widely as de-oxides in steel production line; company; order online; downloads; contacts other non-ferrous minerals; titanium, zirconium parts for a whole tin concentrator process: pre-election deal, ore sand | <urn:uuid:1de822dc-4c34-44b2-9a14-c0ba74bec407> | {
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Vitamin D & Vitamin K: The Essential Partnership of Essential Vitamins.
Vitamin D is actually a group of compounds, in the family of the fat-soluble vitamins, and one of the so-called “essential vitamins.” It is naturally present in very few foods, is added to others, including dairy and processed foods, and available as a dietary supplement. The number one source of Vitamin D, however, is our own bodies! It is the ONLY vitamin that our bodies can actually manufacture. But more on that later.
What Does Vitamin D Actually Do?
Vitamin D is know primarily for its relevance to our bone health, but the truth is that it does much more than that. First of all, just HOW does it help with our bone health?
- It promotes calcium absorption in the gut
- It maintains adequate serum calcium and phosphate concentrations
- It enables normal mineralization of bone
- It is needed for bone growth and bone remodeling
What Else Does Vitamin D Do?
Although bone health is what people most associate with Vitamin D, it actually does quite a lot for us. Among its other roles in our body are:
- Modulation of cell growth
- Maintains healthy neuromuscular function
- Maintains healthy immune function
- Reduces inflammation
- Stabilizes blood sugar levels
- Works with certain genes that encode proteins to regulate cell proliferation and differentiation
- Vital to maintenance of overall health
Types Of Vitamin D
There are actually several different types of Vitamin D, but only two that are important in humans – Vitamin D2 (ergocalciferol) and Vitamin D3 (cholecalciferol).
One of the key differences between Vitamin D2 and Vitamin D3 is how they are made. Vitamin D3 is the form that occurs naturally in your body. More on this later. In supplementation, it is derived from lanolin, the oil found in sheep’s wool. The way it is derived is very similar to how it is produced in our own bodies.
Vitamin D2, on the other hand, is produced by exposing fungus or yeast to ultraviolet light. This process was developed in the 1920’s, patented, and marketed to pharmaceutical companies.
Historically, Vitamin D2 has been used instead of D3 to treat severe Vitamin D deficiency. To this date, it is the form that many doctors will prescribe. However, research paints a very different picture, and suggests strongly that D3 is by far the preferable form. Among the reasons for this:
- D3 is the type produced by your own body. D2 is always synthetic.
- D3 is 87% more potent in raising Vitamin D concentrations
- D3 is stored in the body 2 – 3 times more effectively than D2
- D3 is converted to its active form in the body 500% faster than D2
- D2 has a shorter shelf life and binds poorly with proteins, further hampering its effectiveness
- Because D3 is absorbed better, you need less of it to be effective.
- In short – the medical community has not 100% caught up to the fact that D3 is by far the better choice for Vitamin D supplementation.
How Does Your Body Get Vitamin D?
The number one source of Vitamin D is not actually anything in our diet. It’s our own bodies, working with the sun. When the ultraviolet rays from sunlight hit our skin, they trigger Vitamin D synthesis.
Our diets don’t actually provide all the much Vitamin D. Some foods, such as milk and packaged orange juice, are “fortified” with Vitamin D. There are also somewhat limited amounts in the following foods:
- Fatty fish (tuna, salmon, mackerel)
- Egg yolks
- Beef liver
The Sunshine Vitamin
Sunshine is so crucial to our consumption of Vitamin D, that it’s often referred to as “The Sunshine Vitamin.” Unfortunately, most of us don’t get nearly enough anymore in order for us to get as much Vitamin D through this method as we should. Among people more likely not to get enough from the sun are:
- People who live in colder, darker climates
- People who use a lot of sunscreen
- People who don’t spend much time outdoors
- People who have darker complexions, since darker skin does not absorb sunlight as well
What Is A Vitamin D Deficiency
There are clinically understood measurements for what constitutes a deficiency of Vitamin D. There are also measurements for levels described as “inadequate,” which means not technically deficient, but which can produce some of the same symptoms and risks. Some of the risks of Vitamin D deficiency can be seen in the graphic on this page: osteoporosis, rickets, type 1 diabetes, muscle aches and weakness, high blood pressure, and increased risk for such diseases as Crohn’s Disease, MS, Tuberculosis, and even Cancer.
How Much Vitamin D3 is Enough?
As with almost everything having to do with supplementation, there are a wide range of opinions as to how much Vitamin D is the right amount for supplementation. Also as with most of those variances in opinion, economics are often behind some of the more extreme positions. Vitamin D dosing is no different. The US Institute of Medicine suggests that an average daily intake of 400 – 800 IU of Vitamin D is sufficient for 97.5% of individuals. There are other studies, however, that suggest that the daily intake needs to be higher for people who don’t get much sun exposure.
However, to maintain blood levels of Vitamin D that would be considered “adequate,” that is, greater than 50 nmol/L (nanomoles per Liter), a daily Vitamin D intake of 1,000 – 4,000 IU is more than adequate, and should ensure optimal blood levels.
According to the National Institutes of Health, the “tolerable upper intake level”, or “UL” of Vitamin D, is 4,000 IU. We can all assume that, even with limited sun exposure and poor diet, we will be getting SOME Vitamin D every day, minimally a few hundred IU. So while many over the counter Vitamin D supplements will clock in at 5,000 IU, that is likely too much for most people, and before taking that much, one should definitely consult with a physician.
The Connection Between Vitamin D and Vitamin K
Vitamin supplementation is a complex science. Each of the 13 essential vitamins has very specific functions in the body. As important, however, is how each vitamin interacts with, and in many cases is dependent on, other vitamins in the spectrum in order to be as effective as possible.
As discussed earlier, one of the main functions of Vitamin D3 in our bodies is how it helps us to metabolize calcium in the gut, which is then used to maintain healthy bones. As with most things, however, “too much of a good thing” can become instead a problem, and having too much calcium in our bodies can have serious side effects. Excessive calcium uptake can interfere with normal cardiac and renal function. This condition is called “metastatic calcium.” Vitamin K, and in particular Vitamin K2, activates several important proteins in the body, which help to keep the Vitamin D3 taken in supplementation from creating this “metastatic calcium,” making the D3 that much more effective, as well as considerably safer.
Wait, What Exactly Is Vitamin K?
Like Vitamin D and Vitamin B, Vitamin K is actually a whole complex of vitamins. Like D, K is a fat-soluble vitamin.
The two main types of Vitamin K are K1 (Phytonadione, or Phylloquinone) and K2 (Menaquinone). Further complicating things, there are two main types of Vitamin K2 – MK-4 and MK-7.
What does all of this mean? The bottom line is that each of these different forms of Vitamin K operates slightly differently. They provide different benefits, and are found in different foods. Like with Vitamin B, you wouldn’t want to have just one – to get the full benefit, you want the whole complex.
What Else Does Vitamin K Itself Do?
In addition to its role in the proper use and metabolism of calcium by the body, the chief function of the Vitamin K family is in regulating the body’s blood clotting and coagulation functions. Because of its interaction with Vitamin D3, it also helps to prevent calcification of arteries and other soft tissues.
Vitamin K Deficiency
Symptoms of Vitamin K deficiency include defective clotting, easy bruising, grastroinestinal bleeding, excessive menstrual bleeding, and even blood in the urine. While gross deficiency of Vitamin K is rare in adults, it is so common in children that newborns are routinely given a Vitamin K injection before they’re even sent home. Those most at risk for a vitamin K deficiency include people with chronic malnutrition, those with alcohol dependency, and anyone with health conditions that limit absorption of dietary vitamins.
Because of its effects on blood coagulation, persons taking an anticoagulant (Warfarin, etc.) drug should consult with their physicians before taking any Vitamin K supplements.
How Does Your Body Get Vitamin K?
Vitamin K1 is the form of Vitamin K that is most common in foods. It is mainly found in plant-sourced foods, especially dark, leafy green vegetables. Vitamin K2, on the other hand, is only found in animal-sourced foods and fermented plant foods, such as natto. Foods high in K1 include:
- Brussels Sprouts
Foods that contain Vitamin K2 include:
- Organ meats
The type of Vitamin K that we get by far the most of through our diet is Vitamin K1. By and large, K2 is found only in some fermented foods, and in limited amounts in certain animal products.
While K2 is what is most often talked about in terms of its benefits for blood clotting and for calcium absorption in conjunction with Vitamin D3, both K1 and K2 contribute mightily to these functions. Since Vitamin K2 is so hard to come by in our diets, it’s the form that is most often used in supplements, particularly in Vitamin D + K formulations. However, since very few of us are actually getting all the nutrients we need from our food, due to degradation of our soil, air, and water, poor regular eating habits, and other factors, we are likely not getting enough Vitamin K1 either.
Why MK-4 AND MK-7
Just as Vitamin K1 and Vitamin K2 have different sources and different functions in the body, so do the two TYPES of Vitamin K2, MK-4 (menaquinone 4) and MK-7 (menaquinone 7) work with the body in slightly different ways. Including both forms in a supplement formulation ensures that you are getting the most complete Vitamin K profile possible, gaining the full spectrum of benefits that the Vitamin K family provides.
How to Take Vitamin D and Vitamin K
Because both Vitamin D3 and the entire Vitamin K family are fat-soluble, the best way to take them, from which they will best be absorbed by the body, is in an oil-based delivery system. The easiest and most convenient way to do this is with oil-filled “softgels” – the squishy gelatin capsules. But what actually goes INTO those softgels, aside from the vitamins themselves? First and foremost, of course, is oil – but what KIND of oil? This is in many ways as important as the vitamins themselves.
Most oil-filled softgels use one of a few different oils. One of the most common you’ll see is safflower oil. In higher end products, you may see olive oil, or even “extra virgin olive oil.” You might ask what the problem with that is. The answer to that is – these are inferior products, and will not contribute to your health or to the proper absorption of the vitamins. So why are they used?
They’re CHEAP, REALLY Cheap
And while olive oil is generally good for you….the problem is – the chances that the ‘extra virgin olive oil’ being listed as an ingredient on those supposedly higher end products are ACTUALLY 100%, high quality extra virgin olive oil, are fairly close to zero. The olive oil segment is one of the most corrupt and fraudulent industries in the entire food industry. Standards for labeling are very loose, and even at that, they’re flouted all the time, with companies claiming “extra virgin” status even though their actual oil may contain no more than 50%, or 25%, or even ANY actual extra virgin olive oil at all. What you WON’T see on these vitamin products is anything that identifies WHERE the olive oil they’re supposed to contain comes from.
How Pure Vitamin Club Fixed This Problem
So what makes Pure Vitamin Club’s new Vitamin D3 Plus K Complex different?
First of all, as with all of our products, we use only the finest ingredients possible, in a carefully balanced formulation designed to provide the OPTIMAL dosing, with the maximum benefits, and with absolutely ZERO added fillers, binders, flow agents, sweeteners, or any other added ingredients.
PVC’s first two products were both capsules. While most manufacturers told us creating a capsule without fillers, flow agents, or other junk ingredients was impossible, we persisted, and by so doing, launched a revolution in nutritional supplementation.
Next up was our Sub-Lingual Vitamin B12 Tabs, which posed an even more difficult proposition, as tablets by their very nature require some sort of carrying material, or bulking agent. We solved that problem by using a base ingredient – Calcium Citrate – that was natural, non-toxic, could be tolerated well by everybody, and which actually adds its own nutritional benefit to the formula.
And we did all of this without using any artificial or toxic binders, sweeteners, flavorings, or flow agents.
As discussed earlier, since both Vitamin D3 and Vitamin K are fat-soluble, we needed to find an oil-based solution in order to deliver the product as effectively as possible. We also had to craft the best possible formula. After over a year of research and development, we are extremely proud of what we have come up with
Since we maintain such a strong commitment to the ACTIVE ingredients in our formulas, we also insist on the same high standards for any INACTIVE ingredients we may use. While our capsules contain ZERO inactive ingredients, and we managed to make our Sub-Lingual Vitamin B-12 Tabs with a base material that DOUBLED as an active ingredient, there’s no way to deliver an oil-filled softgel without using that one important inactive ingredient – OIL! So we set about making sure we used the best oil available, with the most health benefits, and that would contribute best to proper absorption of the vitamins inside. We’re therefore very proud to announce that we have made an EXCLUSIVE agreement with Villa Cappelli®, which produces the finest Extra Virgin Olive Oil there is, and bring it in direct from Puglia, Italy.
What’s In The Pure Vitamin Club Formula?
- Only Vitamin D3 (Cholecalciferol)
- The OPTIMUM dosage – 2,000 IU
- The FULL Vitamin K Complex – Vitamin K1 (200 mcg) PLUS Vitamin K2 (180 mcg)
- BOTH forms of K2 – MK-4 and MK-7
- The ONLY trademarked and licensed version of MK-7 on the market,
- The ONLY softgel to use exclusively VILLA CAPPELLI® Extra Virgin Olive Oil
- No extra ingredients whatsoever
- No artificial colors. We don’t care what color our vitamins are, as long as they’re pure and they work – and neither should you. So these are exactly the color the ingredients are. | <urn:uuid:7e31cfcc-d10c-443a-b773-869fcb21cf5b> | {
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As research shows, the social relationships are critical for happier and less stressful lives. The role of social interactions and bonds in reducing stress has been studied in many species, in small and large animals. It was proven by same research, that social relationships are coming with enormous physical and mental benefits.
Existing social environment correlates with decreased levels of stress hormones (e.g. glucocorticoids). Hormone balance may also help improve the immune system, cardio function, fertility, mood, and cognition. Friends also reduce our overall stress levels just by being around you, not only in stressful situations.
That being said, I do not need any research to know, that my own friends helped me tremendously during the most challenging times of my career. I was leading a large drug development program for 4 years. It was such intensive time to them and to me all. In the most challenging year of 2015, I worked around 15 hours a day, including most weekends. My friends’ support and great spirit allowed me to not only survive but also thrive, even during the toughest times.
What makes professional (and private) life so much easier is that safety net, that bond created by shared experiences (good or bad). Independently how close to the top you are in the organization or on how important is your role, do not ever forget about making and maintaining friendships. Some people do. ‘Loneliness at the top’ is a poor choice. Do not push people away and do not try to feel like you have to suffer in isolation. Life’s hard, jobs are complicated and stressful. Best leaders are always people oriented -they build, cherish and maintain those precious relationships, even after leaving a particular employer or a job. | <urn:uuid:05b54f75-4937-4fbd-a3ec-3c12bc36a8c5> | {
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Teens with hearing aids. If you haven't lived with hearing loss, that may sound kind of like senior citizens with braces.
But hearing loss affects people of all ages — even babies. It's not just an old-person thing. And just like wearing braces beats the alternative of crooked teeth, wearing hearing aids helps people stay in touch with the world around them.
As with any accessory, part of pulling off wearing a hearing aid (or making others forget it's there) is by acting like you don't even notice it. If you continue to be the same confident person, others will focus on you, not what's in your ears. A lot of times they won't even notice you're wearing hearing aids.
Want to hear what's being said to you, by you, and about you? Here's how hearing aids help people with certain types of hearing loss.
How Hearing Aids Help
So you went to and found out you need a hearing aid. Your initial reaction probably wasn't to jump for joy. If you're used to hearing the world around you, though, you might feel lucky: Although many people are affected by hearing loss, hearing aids can only help some of them.
There are three different types of hearing loss. Hearing aids can help with one of these, a kind of permanent hearing loss call sensorineural hearing loss.
The inner ear is made up of a snail-shaped chamber called the cochlea (pronounced: KOE-klee-uh), which is filled with fluid and lined with thousands of tiny hair cells (outer and inner rows). When the vibrations move through this fluid, the tiny outer hair cells react first by amplifying sounds. Then the inner hair cells translate them into electrical nerve impulses and send them to the auditory nerve, which connects the inner ear to the brain.
Hearing aids intensify sound vibrations that the damaged outer hair cells have trouble amplifying. The more a person's outer hair cells are damaged, the higher the hearing aid is turned on.
Types of Hearing Aids
There are several hearing aid styles. Some are worn on the body. Others fit behind the ear or in the ear. Most people with hearing loss in both ears (called bilateral hearing loss) wear two hearing aids.
Types of hearing aids include:
- Behind-the-ear (BTE) hearing aids. These have two main parts. A small hard plastic case goes behind the ear that holds the electronics that make up the actual hearing aid. It's connected to a plastic piece called an earmold that fits inside the outermost part of the ear. Sound travels from the hearing aid through the earmold and into the ear. BTEs are used by people of all ages to treat mild to profound hearing loss.
- In-the-ear (ITE) hearing aids. These fit completely inside
the outer ear. They can help with mild to severe hearing loss. As with BTEs, there's
a hard plastic case that holds the electronic components, but it's joined to the earmold
itself, so it's all one piece.
Some ITEs have something called a telecoil installed. A telecoil is a small magnetic coil that allows people to receive sound through the circuitry of the hearing aid, rather than through its microphone. Telecoils can make it easier to hear conversations over the telephone. They also help people hear in public places that have installed special sound systems, called induction loop systems. Churches, schools, airports, and auditoriums often use loop induction systems.
- Canal hearing aids. These fit directly in the ear canal and come in two slightly different styles. The first, an in-the-canal (ITC) hearing aid, is custom made to fit the size and shape of a person's ear canal. The second, a completely-in-canal (CIC) hearing aid, is slightly different from the ITC and is nearly hidden in the ear canal. Both canal hearing aids are used to treat mild to moderately severe hearing loss.
No single style of hearing aid or manufacturer is best — hearing aid selection is based on a person's individual needs.
Sometimes an audiologist might want to add an FM system to your hearing aid. An FM system is a great help in a classroom as it allows you to hear the teacher's voice above any background classroom noise. Your teacher will wear a small microphone and transmitter that sends sound directly to your hearing aid and receiver using a wireless FM transmission.
Other programs can be added to your hearing aids as well. For example, if you want to play music, ask your audiologist about a program designed for amplifying music. Also, you can use wireless accessories with hearing aids to listen to TV or your music player, play videogames, or use your phone. Talk to your audiologist about your hobbies and interests so he or she can recommend programs for your specific needs.
You'll also want to let your audiologist know when something is not working well. It might take several tries to adjust your hearing aid. This means you may have to visit your audiologist several times, but it's worth the benefit of being able to hear your friends and what is happening around you.
Hearing aids should be comfortable. As your ear grows, your audiologist may need to change the earmold part of the hearing aid. If a hearing aid is really irritating your ear, contact your audiologist as soon as possible. The audiologist can adjust it and make sure you get the most comfortable hearing aid possible. Being able to hear well shouldn't hurt!
Earmolds are available in fun colors or ones that match your skin so you'll be able to pick a color you prefer. Cleaning makes a difference in hearing aid comfort. A perfectly comfortable hearing aid can become pretty uncomfortable over time if earwax builds up and is not taken care of every day. A dirty hearing aid not only can be uncomfortable, but also can lead to infections.
Most hearing aids come with cleaning instructions for that specific model. In general, though, make an effort to look over your hearing aid every night. After you take it out, give it a thorough inspection to make sure there is no fresh earwax building up on it. If you see any wax, wipe it off with a soft cloth or tissue. Avoid wiping a hearing aid with anything rough as it might affect its structure and effectiveness.
It's true that hearing aids aren't known as a fashion item. But if you wear hearing aids, you're probably more conscious of them than other people are. Most people don't even notice that someone is wearing a hearing aid when meeting him or her for the first time (or, in some cases, ever!).
Even if your friends or classmates know you wear hearing aids, they're likely to forget about them. They'll be too busy thinking about you as a person — what you're saying and doing — than the fact that you wear hearing aids.
It can take a little time to get used to the idea (and the feeling) of wearing hearing aids. But just keep focused on how much more you can hear with them. Most people would rather wear a barely noticeable device and be able to hear the world around them. Who'd want to miss hearing a crush say how good you look! | <urn:uuid:572879b0-23ef-49a2-aef4-e2c5a663cbf3> | {
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There is a great deal written about how to receive and give feedback in ways that are effective. I wonder whether most school administrative teams, school districts, state education agencies, or educational policy makers understand and use research being generated to inform their processes for creating a feedback culture in their school.
I understand that we need systems of accountability in schools for administrators and teachers to engage in high-quality instruction and leadership. However, I do question whether the systems we have built actually produce the outcomes which we design for. I think we all agree that the outcomes we design for are: (1) excellent school leadership that supports high-quality teachers in every classroom; (2) teachers invested in their own professional growth intent on becoming a high-quality teacher meeting the needs of every child; and (3) engaging, meaningful and relevant learning environments that meet all students’ needs as their strive to reach their full potential.
Can each and every one of us look in the mirror each morning and say these outcomes are being achieved in all classrooms for all of students? Whether we teach in the private or public sector, my guess is that the answer to the question is either an unequivocal no or we would have a hard time pointing to evidence that clearly says yes. We also know that leaders and teachers around the country are sincerely trying hard to attend to these outcomes.
I would venture to say one reason why we struggle getting to “the promised land” is that we have yet to grapple with the difficulty of creating an effective culture of feedback in our schools.
In their Harvard Business Review article, The Feedback Fallacy, Marcus Buckingham and Ashley Goodall write about the reasons why feedback is mostly ineffective in creating lasting change in individuals. I would propose that their framework represents a new way of thinking about how we create a culture of feedback in schools, both for leaders, teachers, and students. They start out by asking the question: how should we give and receive feedback? This question sets up an important framework. Creating a culture that is merely set up to give feedback is not sufficient. We also have to design a culture that is prepared to help people learn how to receive and use the feedback that is given. Think about it, in schools we mostly have systems designed to give feedback, whether in teacher and leader evaluation systems or in classrooms through a rigid grading system.
With respect to the meaning of feedback, the authors write:
Feedback is about telling people what we think of their performance and how they should do it better.
They point out that the research on whether this helps people learn and grow is clear:
Telling people what we think of their performance doesn’t help them thrive and excel, and telling people how we think they should improve actually hinders learning.
If you are an English teacher, you might be saying to yourself, I don’t agree. “I give students feedback on their writing, they use my feedback and their writing improves on their next assignment.” However, if we are honest with ourselves, if that were true then shouldn’t 100% of our students master writing skills and see significant improvement in their writing over their 12+ years of schooling. We know from all types of measurements on student writing this outcome is not being realized.
Buckingham and Goodall discuss three myths that research on effective feedback debunks:
- that other people are more aware of our weaknesses than we are, therefore we must learn through their eyes and words for how to improve which they call the theory of the source of truth.
- that we are all “empty vessels” that can be filled up as a result of an expert telling us what to work on to improve, which they call their theory of learning.
- that a great performance can be described, defined and packaged so that another person can simply “open the package,” learn and apply it which they call their theory of excellence.
They go into each theory, describing them in detail with interesting examples to illustrate the theory in action, pointing out the fallacy of believing the theory to be universally true.
Here is a summary of some points they raise about the three theories:
- Humans are fallible so to expect someone to observe our work objectively and comment on it without bias is unreasonable (idiosyncratic rater effect)
- Recipients of feedback have to wade through a great deal of distortions in order to find something useful.
- We are all color-blind when it comes to abstract attributes, for example, what good teaching looks like.
- Learning is less about adding something that isn’t there and is more about refining or reinforcing what is already there.
- Our brains respond to feedback as a threat and as a result shuts itself down to learning.
- Neuroscience tells us that neurons grow and synaptic connections build in places where there are already neurons and connections.
- Feedback, to be useful, must meet us when we are in flow.
- Excellence in any endeavor is almost impossible to define and there are multiple pathways to excellence in doing something.
- Excellence is idiosyncratic.
- Each person’s version of excellence is uniquely shaped and is an expression of that person’s individuality.
One could draw the conclusion that an administrator, evaluating a teacher’s classroom performance, would be hard pressed to define, observe, model and transfer his or her understanding of good teaching to the teacher through objective feedback.
Identifying someone’s failing behaviors and giving him or her feedback on how to avoid the behaviors is not a recipe that leads to successfully changing behaviors. The authors suggest it is more effective to recognize behaviors that lead to specific outcomes and reinforce the behaviors by pointing them out to the person. As an observer, describe your experiences with the behaviors that caught your attention, focusing on those that are positive or excellent.
The authors share a table of responses that an observe can help a person to excel.
Good feedback results from using strategies that empower a person to recognize what needs to change in order to improve. The impetus to change has to come from within the person as a result of their recognition that there is room for improvement. The authors write:
Get him just thinking about that and seeing it in his mind’s eye what he actually felt and did and what happened next.
When giving feedback learn to ask questions that help a person look within him or herself. Questions like:
- What information do you know that suggests there is room for improvement?
- What have you already done that suggests you know what works in this situation?
- When you experienced something like this before, what did you do?
- What is some evidence that it is going well in the classroom?
- What are some things you could start doing now?
These types of questions are open-ended, inquiry-oriented, and helping shine a mirror in front of the person.
Here is their concluding statement which sums up the approach they believe the research says will have the greatest impact on changing behaviors tied to specific outcomes.
We humans do not do well when someone whose intentions are unclear tells us where we stand, how good we really are, and what we must do to fix ourselves. We excel only when people who know us and care about us tell us what they experience and what they feel, and in particular when they see something within us that really works.
If we take the time to understand the research and learn to practice giving feedback aligned to the research, then we will realize the first thing we have to do is change the way our feedback systems work. In addition, we will need to work intentionally in changing our culture so that people are more ready to accept and give feedback from the position of care and trust.
How to Get the Feedback You Need, Harvard Business Review
Busting Myths About Feedback: What Leaders Should Know, Center for Creative Leadership
How to Give Professional Feedback, Educational Leadership
Reinventing Performance Management, Harvard Business Review
Beyond Barriers Using Feedback, Learning Forward
Feedback Fallacy, Harvard Business Review
Courage to Seek Authentic Feedback, Education Week
Evaluating Teacher Evaluation, Education Week
How attributes of the feedback message affect subsequent feedback seeking: the interactive effects of feedback sign and type, Megan Medvedeff, et.al., Psychologica Belgica | <urn:uuid:d8ffc4b5-90e2-4b4a-9607-abcdffe6c7c5> | {
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Not all sand is created equal. Depending on the location of the beach or dessert, it can be made from a wide variety of materials and in as many different processes. Sand can be made of quartz, basalt, garnet, silica, olivine, glass, coral, and more. It can be made from wind or water currents eroding large rocks down, wave energy pounding the coastline, volcanic eruptions, and so on. One interesting way, my personal favorite, is a bit more unusual. In tropical locations with nearby coral reefs, a special family of fish have been found to be major contributors to the production of sand. This family of fish, known as parrotfish in plain English (Scaridae in scientific classification), are more than just brightly colored and patterned beauties. They have highly specialized teeth (pictured below) that fuse together at the front of their mouths to form a beak like structure (hence their name).
Since it is so strong, it allows them to eat in a unique way. Many parrotfish eat by scraping or outright biting the coral on their reef habitat. They do this to get at algae growing among the coral or to eat the soft parts and symbiotic algae within the coral itself. This also means that they ingest a heck of a lot of hard, calcareous coral skeleton. After they extract the nutrients they want, their digestive tracks excrete the skeletons out as finely ground powder. That’s right folks. You read exactly what you thought you just read. Some of the nicest, softest, tropical sand is in fact parrotfish poop. Hopefully that doesn’t put you off your next vacation! Because the reality is, we are lucky to have that sand.
It turns out that not only do parrotfish help produce A LOT of sand for beaches, but a 2015 study found that they also help build up entire islands. In the Indo-Pacific region, islands like the Maldives are made up entirely from packed sediment from coral reefs. Until recently, how that sediment was made was not well studied however. Where was it coming from? How was it produced? There were guesses and assumptions, but not much in the way of actual data. By looking at what materials made up the sediment on the Maldives island of Vakkaru, the researchers attempted to learn more about those questions. They organized the sand by particle size, where on the surrounding reefs the sand came from, how quickly the sand is produced, and how many animals that are known to generate sand (like parrotfish) are in the area. What they found was that more than 85% (685,000 kg a year!) of the sand making up the structure of the island was the exact size of sand that is known to be produced by parrotfish. Also, ~75% of the sand making up the island came from barely 21% of the surrounding coral reef (a thin outer reef flat facing the open ocean, away from the island). What they didn’t find very much of though was sand smaller than the known parrotfish size. The researchers concluded that this was due to the strong offshore currents surrounding the island. Basically, as the parrotfish make new sand, the old broken-down sand was being washed away.
Soooo, the big question. What does all that mean? Why is any of this important? Well, it means that the populations of parrotfish and their reef habitat are extremely important for the survival of low lying islands and tropical coastal beaches. In these locations, waves and water currents are not making of sand. Instead, they are removing it. So for these places to continue to exist, the parrotfish and the coral reefs they live on and convert into sand need to be healthy enough to do their ecological job. With the warming and rising of ocean water (presenting a whole host of other problems that would take several blog posts to cover alone) the parrotfishes’ role may become even more critical for the survival of these places. If they are over fished and/or their reefs are destroyed, the islands and beaches they surround might disappear too. Granted, each island is unique, and this also does not account for those islands with volcanic activity. However, considering that over 2.3 million people live in these vulnerable regions, any threat could be catastrophic from more than an ecological standpoint and bears taking notice. Taking care of these fish and their reef habitat just makes sense. It doesn’t have to be complicated either. It can be as simple as when on vacation, be respectful of the reefs. Don’t touch or stand on the coral, dispose of trash properly, and don’t eat them if you don’t know how they were caught or if their populations are at healthy levels. Simple steps like these can go a long way!
So the next time you are relaxing under a palm tree, toes in the sand, gazing out at turquoise waves with the hazy shapes of underwater reef structures, thank a parrotfish! They made that Instagram worthy moment possible, free of charge 😉
Perry, C., Kench, P., O’Leary, M., Morgan, K., & Januchowski-Hartley, F. (2015, June). Linking reef ecology to island building: parrotfish identified as major producers of island-building sediment in the Maldives. Geology, pp. 43(6) 503 – 506. | <urn:uuid:3d8d9f60-7773-4698-88ce-d762c7a69368> | {
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Plasmonic SERS biosensing nanochips for DNA detection.
The development of rapid, cost-effective DNA detection methods for molecular diagnostics at the point-of-care (POC) has been receiving increasing interest. This article reviews several DNA detection techniques based on plasmonic-active nanochip platforms developed in our laboratory over the last 5 years, including the molecular sentinel-on-chip (MSC), the multiplex MSC, and the inverse molecular sentinel-on-chip (iMS-on-Chip). DNA probes were used as the recognition elements, and surface-enhanced Raman scattering (SERS) was used as the signal detection method. Sensing mechanisms were based on hybridization of target sequences and DNA probes, resulting in a distance change between SERS reporters and the nanochip's plasmonic-active surface. As the field intensity of the surface plasmon decays exponentially as a function of distance, the distance change in turn affects SERS signal intensity, thus indicating the presence and capture of the target sequences. Our techniques were single-step DNA detection techniques. Target sequences were detected by simple delivery of sample solutions onto DNA probe-functionalized nanochips and measuring the SERS signal after appropriate incubation times. Target sequence labeling or washing to remove unreacted components was not required, making the techniques simple, easy-to-use, and cost-effective. The usefulness of the nanochip platform-based techniques for medical diagnostics was illustrated by the detection of host genetic biomarkers for respiratory viral infection and of the dengue virus gene.
Ngo, HT; Wang, H-N; Fales, AM; Vo-Dinh, T
Volume / Issue
Start / End Page
Pubmed Central ID
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The association of sleep with neighborhood physical and social environment.
OBJECTIVES:While sleep is critical for good health, it remains a major public health concern because millions of individuals do not obtain a sufficient amount of sleep at night to reap proper health benefits. When examining factors that contribute to deleterious sleep outcomes, few researchers to date have examined the physical and social environments together. STUDY DESIGN:This article is an analytical essay. METHODS:In the present study, 18 empirical articles on environmental factors that promote sleep loss were analyzed and synthesized according to the study type, exposure measures, outcome measures, methodology, and findings. RESULTS:Data from the literature demonstrate that neighborhood airplane, roadway, and rail noise pollution; air pollution from ozone and particulate matter (PM10); and, to some extent, ambient light, interfere with residents' ability to fall asleep, stay asleep, and wake feeling rested. There is also some evidence that neighborhood green space, walkability, safety, built environment, and other social characteristics, such as neighborhood disorder and ability to trust one's neighbors, dramatically impact residents' sleep. CONCLUSIONS:This article provides a critical assessment of the multidimensional relationship between neighborhood physical and social characteristics and sleep, addresses major methodological concerns that limit current empirical knowledge, and suggests steps to shape future research.
Volume / Issue
Start / End Page
Pubmed Central ID
Electronic International Standard Serial Number (EISSN)
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North Korea withdrew from the Treaty on the Non-Proliferation of Nuclear Weapons in 2003. It subsequently developed nuclear weapons, with five underground nuclear tests culminating in a suspected thermonuclear explosion (a hydrogen bomb) on September 3, 2017. Now a team of scientists, led by Dr. K. M. Sreejith of the Space Applications Centre, Indian Space Research Organisation (ISRO), have used satellite data to augment measurements of tests on the ground. The researchers find that the most recent test shifted the ground by a few meters, and estimate it to be equivalent to 17 times the size of the bomb dropped on Hiroshima in 1945. The new work appears in a paper in Geophysical Journal International, a publication of the Royal Astronomical Society.
Conventional detection of nuclear tests relies on seismic measurements using the networks deployed to monitor earthquakes. But there are no openly available seismic data from stations near this particular test site, meaning that there are big uncertainties in pinpointing the location and size of nuclear explosions taking place there.
Dr. Sreejith and his team turned to space for a solution. Using data from the ALOS-2 satellite and a technique called Synthetic Aperture Radar Interferometry (InSAR), the scientists measured the changes on the surface above the test chamber resulting from the September 2017 explosion, sited at Mount Mantap in the northeast of North Korea. InSAR uses multiple radar images to create maps of deformation over time, and allows direct study of the sub-surface processes from space.
The new data suggest that the explosion was powerful enough to shift the surface of the mountain above the detonation point by a few meters, and the flank of the peak moved by up to half a meter. Analyzing the InSAR readings in detail reveals that the explosion took place about 540 meters below the summit, about 2.5 kilometers north of the entrance of the tunnel used to access the test chamber.
Based on the deformation of the ground, the ISRO team predicts that the explosion created a cavity with a radius of 66 meters. It had a yield of between 245 and 271 kilotons, compared with the 15 kilotons of the ‘Little Boy’ bomb used in the attack on Hiroshima in 1945.
Lead author of the study, Dr. Sreejith, commented, “Satellite based radars are very powerful tools to gauge changes in earth surface, and allow us to estimate the location and yield of underground nuclear tests. In conventional seismology by contrast, the estimations are indirect and depend on the availability of seismic monitoring stations.”
The present study demonstrates the value of space-borne InSAR data for measurement of the characteristics of underground nuclear tests, with greater precision than conventional seismic methods. At the moment though nuclear explosions are rarely monitored from space due to a lack of data. The team argues that currently operating satellites such as Sentinel-1 and ALOS-2 along with the NASA-ISRO Synthetic Aperture Radar (NISAR) mission, due to launch in 2022, could be used for this purpose.
Reference: ” Constraints on the location, depth and yield of the 2017 September 3 North Korean nuclear test from InSAR measurements and modelling” by K M Sreejith, Ritesh Agrawal and A S Rajawat, 9 October 2019, Geophysical Journal International. | <urn:uuid:70defbfc-5aed-4403-adf8-3c182ffaac62> | {
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The redcap (or Redcap) is a type of malevolent, murderous goblin found in Border folklore. He is said to inhabit ruined castles along the Anglo-Scottish border, especially those that were the scenes of tyranny or wicked deeds, and is known for soaking his cap in the blood of his victims. He is also known as Redcomb and Bloody Cap.
Description and behaviour
Redcap is depicted as "a short, thickset old man with long prominent teeth, skinny fingers armed with talons like eagles, large eyes of a fiery red colour, grisly hair streaming down his shoulders, iron boots, a pikestaff in his left hand, and a red cap on his head". When travellers take refuge in his lair, he flings huge stones at them; and if he kills them, he soaks his cap in their blood, giving it a crimson hue. He is unaffected by human strength, but can be driven away by words of Scripture or by the brandishing of a crucifix, which cause him to utter a dismal yell and vanish in flames, leaving behind a large tooth.
According to the 19th-century folklorist William Henderson, the dunter, or powrie, is distinct from the redcap. Like the redcap, he inhabits old Border forts, castles and peel towers, but its main activity is to make a noise like the beating of flax or the grinding of barley in a hollow stone quern. If this sound goes on longer or louder than usual, it is considered an omen of death or misfortune. Popular tradition states that these Border castles were built by the Picts who bathed the foundation stones in human blood, which often resulted in such hauntings. Dunters and redcaps may have been conceived as spirits of the original foundation sacrifices.
The ruin of Blackett Tower, a border fortress that was owned by the Bell family in the parish of Kirkpatrick-Fleming in Dumfriesshire, was haunted by a more traditional ghost known as "Old Red Cap" or "Bloody Bell". A description of the tower and ghost was given by William Scott Irving in the poem "Fair Helen" in which the "ghastly phantom" holds a bloody dagger beneath a red eastern moon.
The term redcap is also used in a more general sense. For example, in the village of Zennor in Cornwall fairies were often referred to as "red-caps" (including the more benevolent trooping fairies) because of their fondness for wearing green clothing and scarlet caps. This characteristic is demonstrated by an excerpt from the poem "The Fairies" by the Irish poet William Allingham: Wee folk, good folk/trooping all together/Green jacket, red cap/and white owl's feather.
Robin Redcap and William de Soulis
The redcap familiar of Lord William de Soulis, called "Robin Redcap", is said to have wrought much harm and ruin in the lands of his master's dwelling, Hermitage Castle. Ultimately, William was (according to legend) taken to the Ninestane Rig, a stone circle near the castle, then wrapped in lead and boiled to death. In reality, William de Soulis was imprisoned in Dumbarton Castle and died there, following his confessed complicity in the conspiracy against Robert the Bruce in 1320.
Sir Walter Scott in Minstrelsy of the Scottish Border records a ballad written by John Leyden entitled "Lord Soulis" in which Redcap has granted his master safety against weapons and lives in a chest secured by three strong padlocks. Scott states that the Redcap is a class of spirits that haunts old castles, and that every ruined tower in the south of Scotland was supposed to have one of these spirits residing within. Robin Redcap should not be confused with the mischievous hobgoblin known as Robin Roundcap of East Yorkshire folklore.
- Far darrig
- Keebler Elves
- Nain Rouge
- Saci (Brazilian folklore)
- Henderson, William (1879). Folklore of the Northern Counties of England and the Borders (2nd ed.) W. Satchell, Peyton & Co. p. 253.
- Briggs, Katharine (1976). An Encyclopedia of Fairies. Pantheon Books. p. 339. ISBN 0394409183.
- Henderson 1879, pp. 255–6.
- Briggs 1976, p. 115.
- Henderson 1879, pp. 250, 253.
- Briggs 1976, pp. 247, 339.
- Wood, J. Maxwell (1911). Witchcraft and Superstitious Record in the South-Western District of Scotland. Dumfries: J. Maxwell & Son. pp. 294-5.
- Westwood, Jennifer and Kingshill, Sophia (2009). The Lore of Scotland: A Guide to Scottish Legends. Random House Books. p. 126. ISBN 9781905211623.
- Bottrell, William (1880). Stories and Folk-Lore of West Cornwall, Third Series. F. Rodda, Penzance. p. 93.
- Allingham, William (1862). Nightingale Valley: A Collection of Choice Lyrics and Short Poems. London: Bell and Daldy. pp. 42–3.
- Mack, James Logan (1926). The Border Line. Edinburgh: Oliver & Boyd. p. 146.
- Scott, Walter (1849). Minstrelsy of the Scottish Border (Vol. 4). Robert Cadell, Edinburgh. pp. 235–257.
- Scott 1849, p. 243.
- Gutch, Eliza (1912). County Folklore (Vol. 6). David Nutt. p. 54.
- Nicholson, John (1890). Folk Lore of East Yorkshire. London: Simpkin, Marshall, Hamilton, Kent & Co. pp. 80–1. | <urn:uuid:e5e5e8ed-6bb5-4225-9066-f2f8d263ccbd> | {
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Intentionally damaging a home or business is a crime. Vandalism affects residential homeowners and owners of commercial properties and public areas, like schools and recreational areas. Property owners should take care to protect their home or business from the inexcusable acts of delinquents.
Acts of vandalism range from minor ones that may fall under the category of misdemeanors to serious ones that are considered felonies. Spray painting graffiti, tampering with mailboxes, breaking windows and carving into siding and wood structures are all examples of vandalism.
Frequent acts of vandalism undermine the safety of communities. Residents’ quality of life is compromised, especially when damage occurs in public places, like schools, community parks and local businesses. Even worse, vandalism is frequently linked to additional property crimes, like theft.
Fortunately, property owners can take steps to protect their property from vandalism. Ideally, implementing a combination of the following protective solutions, such as motion-sensor lighting, fences and security cameras, will deter vandals from perpetrating their malicious wrongdoings.
- Add Lighting
A darkened space is inviting to a stealthy vandal. Keep miscreants at bay by installing exterior lights to the home or business. Even better is to install motion-senor lights. Once a trespasser with delinquent motives attempts to cause ruin, the lights will turn on and scare them away.
Lighting should be installed along the property’s most susceptible areas and ones that are most visible to passersby, passing cars or, in general, the public. The remotest possibility that the vandals will be identified by the glare of lights will deter them from making an attempt to destroy the property.
- Plant Shrubs
Prickly bushes, especially, are a thorn in vandals’ sides. Bushes, shrubs and trees, while enhancing the visual aesthetic of a property, go a long way in deterring would-be delinquents. Climbing through rough vegetation to access the property is a challenge not many vandals will easily take on.
- Add a Fence
A row of thorny plants acts as a barrier, but installing an actual fence is a step toward preventing vandals from breaking and entering. The fence should be secured with a locked gate. Passageways and corner lots are ideal spots to put up a fence and undermine ill-intentioned ruffians.
- Install Security Cameras
No vandal wants an audience while in the midst of doing their dirty work. Installing security cameras in secluded spaces is especially useful. Place the camera in a hard-to-reach location, like behind windows. Keep in mind that vandals can spray paint over the window and furtively carry out their illicit deeds.
Hiding the camera is optimal, as vandals can tamper with devices that are out in the open. Surveillance cameras should be angled so they capture wide expanses and capture the criminal activity from beginning to end. Security cameras are an inexpensive and effective way to monitor a home or business.
An alternative to concealing the camera is to place it in clear view. Even if the trespassers are undeterred by the security cameras or the faces caught on camera appear blurry, the surveillance footage/evidence will be very useful to law enforcement officials.
A further advantage of installing surveillance equipment is that these devices provide a map for how vandals access the property. A miscreant who jumps a fence, for example, can be spotted on camera, prompting home or business owners to install a fence in that specific area and deter future misdeeds.
- Clean Up Fast
A vandal derives satisfaction from having his graffiti artistry seen. When property owners are quick to paint over or clean the graffiti, the miscreants have little motivation to return a second time and cause additional damage. Broken windows, too, that are swiftly repaired are less welcoming to vandals.
- Add Shatter-Resistant Glass
When it comes to lights, having shatter-resistant glass is advantageous. Vandals who prefer to operate under the protection of darkness will try to smash the lights first. Shatter-resistant lights discourage their efforts, and the troublemakers will abandon the property in favor of easier targets.
Windows with break-resistant glass make it difficult for intruders to enter. Doubly effective is keeping the window curtains and blinds closed and turning the lights on. A vandal who cannot see if anyone is home or not will be less inclined to try to find out by breaking and entering.
- Report Crimes
All instances of vandalism, no matter how minor, should be reported to local law enforcement. Once authorities are aware of the extent of vandalism that occurs in a community, they will be prompted to dispatch additional police to patrol the area—which helps thwart illicit activity.
Sometimes putting up protections, like barriers, can encourage vandals who seek an isolated spot in which to carry out their offenses. Home and business owners can work around these issues by combining any of the above protective measures. Ensure a barrier is well-lit, for instance.
- Get Involved
Productive community involvement can discourage opportunistic miscreants. Homeowners may gather in community meetings to discuss vandalism, its costs and viable solutions. Business owners might coordinate with schools or arts organizations to paint murals on exterior building walls and deter graffiti.
Rather than be among the 15 percent of Americans who fall prey to vandalism each year, take steps to protect your home or business. Immediate vandalism cleanup is essential to property protection. ServiceMaster Restoration by Complete provides swift property damage restoration to residential homes and commercial structures.
ServiceMaster Restoration by Complete technicians are experienced in cleaning up all instances of vandalism, from graffiti to eggs. We use powerful cleaning solutions to eliminate all traces of the defacement and return peace of mind to you and the community quickly.
When your property is physically destroyed, ServiceMaster Restoration by Complete specialists will skillfully reconstruct the damaged structure. With advanced equipment and experience in all facets of repairing physical damage, home and business owners can entrust all vandalism repair tasks to us.
For an immediate vandalism cleanup response, call the experienced professionals at ServiceMaster Restoration by Complete. We proudly serve the residential and business communities in Franklin Township, Somerset County and Middlesex County in New Jersey. | <urn:uuid:2826bf96-23a7-43a4-8e38-de374c81b110> | {
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Officially profession, architectsEducation
There are various paths that one can take to become a professional interior designer. All of these paths involve some form of training. Working with a successful professional designer is an informal method of training and has previously been the most common method of education. In many states, however, this path alone cannot lead to licensing as a professional interior designer. Training through an institution such as a college, art or design school or university is a more formal route to professional practice.
In the UK and the U.S, several university degree courses are now available, including those on interior architecture, taking three or four years to complete.
A formal education program, particularly one accredited by or developed with a professional organization of interior designers, can provide training that meets a minimum standard of excellence and therefore gives a student an education of a high standard. There are also university graduate and Ph.d. programs available for those seeking further training in a specific design specialization (i.e. gerontological or healthcare design) or those wishing to teach interior design at the university level. Main article: Interior design education
to work as Interior Designers. This can be seen from the references of Vishwakarma the architect - one of the gods in Indian mythology. Additionally, the sculptures depicting ancient texts and events are seen in palaces built in 17th-century India.
In ancient Egypt, "soul houses" or models of houses were placed in tombs as receptacles for food offerings. From these, it is possible to discern details about the interior design of different residences throughout the different Egyptian dynasties, such as changes in ventilation, porticoes, columns, loggias, windows, and doors.
Throughout the 17th and 18th century and into the early 19th century, interior decoration was the concern of the homemaker or an employed upholsterer or craftsman who would advise on the artistic style for an interior space. Architects would also employ craftsmen or artisans to complete
Interior Design for their Buildings
Commercial interior design and management
In the mid-to-late 19th century, interior design services expanded greatly, as the middle class in industrial countries grew in size and prosperity and began to desire the domestic trappings of wealth to cement their new status. Large furniture firms began to branch out into general interior design and management, offering full house furnishings in a variety of styles. This business model flourished from the mid-century to 1914, when this role was increasingly usurped by independent, often amateur,
Designers. This paved the way for
the emergence of the professional interior design in the mid-20th century
In the 1950s and 1960s, upholsterers began to expand their business remits. They framed their business more broadly and in artistic terms and began to advertise their furnishings to the public. To meet the growing demand for contract interior work on projects such as offices, hotels, and public buildings, these businesses became much larger and more complex, employing builders, joiners, plasterers, textile designers, artists, and furniture designers, as well as engineers and technicians to fulfill the job. Firms began to publish and circulate catalogs with prints for
Different Lavish Styles
to attract the attention of expanding middle classes
Commercial design encompasses a wide range of subspecialties.
Other areas of specialization include amusement and theme park design, museum and exhibition design, exhibit design, event design (including ceremonies, weddings, baby and bridal showers, parties, conventions, and concerts), interior and prop styling, craft styling, food styling, product styling, tablescape design, theatre and performance design, stage and set design, scenic design, and production design for film and television. Beyond those, interior designers, particularly those with graduate education, can specialize in healthcare design, gerontological design, educational facility design, and other areas that require specialized knowledge. Some university programs offer graduate studies in these and other areas. For example, both Cornell University and the University of Florida offer interior design graduate programs in Environment and Behavior Studies... | <urn:uuid:12e62f2e-42ca-4cd5-83d6-75b08675be55> | {
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In 1964, the United States involvement in Vietnam was a much smaller undertaking than it would become just a year later. The total number of U.S. troops in Vietnam in 1964 was 23,000. They were still considered technically advisors to the South Vietnamese Army. Nevertheless, 216 Americans would die in combat that year against the Viet Cong (VC) and the North Vietnamese Army (NVA).
Political chaos and constant regime change severely hampered the South. The Viet Cong communist guerrillas controlled about 40 percent of the countryside. The United States sent Green Berets from Ft. Bragg and they, with CIA assistance, began the Civilian Irregular Defense Group (CIDG).
The original design of CIDG was to prevent the Viet Cong from recruiting the Montagnards (an indigenous mountain people of Vietnam). This was done by, among other measures, building fortified camps that were manned by the Montagnards. Later, though, CIDG’s mission was changed to include the construction of outposts that monitored the major NVA infiltration routes from North Vietnam.
One of these CIDG camps was the camp at Nam Dong. The commander of the U.S. SF troops was Captain Roger Donlon, and the A-Team was A-726 from the 7th Special Forces Group. Nam Dong was situated 32 miles west of Da Nang along the border with Laos. | <urn:uuid:3a89d4ea-6346-49f0-a085-6eff0f2cf1eb> | {
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Unit 1 Red lion Yard, High Street, Colchester, CO1 1DX
Meadows Shopping Centre, Chelmsford
Dichroic glass is glass containing multiple micro-layers of metal oxides which give the glass dichroic optical properties. The invention of dichroic glass is often erroneously attributed to NASA and its contractors, who developed it for use in dichroic filter. Dichroic glass dates back to at least the 4th century AD as seen in the Lycurgus cup.
Multiple ultra-thin layers of different metals (gold, silver), metal oxides (titanium, chromium, aluminium, zirconium, magnesium) and silica are vaporised by an electron beam in a vacuum chamber. The vapour then condenses on the surface of the glass in the form of a crystal structure. This is sometimes followed by a protective layer of quartz crystal. The finished glass can have as many as 30 to 50 layers of these materials yet the thickness of the total coating is approximately 30 to 35 millionths of an inch (about 760 to 890 nm). The coating that is created is very similar to a gemstone and, by careful control of thickness, different colours are obtained.
The history of the emerald is fascinating.. The name emerald is a derivative of an ancient Persian word, coming to us through the corruption of the Latin Smaragdus which really just means 'green gemstone'.
The first emerald mines recorded in history are the famous Cleopatra mines rediscovered in 1818 in Northern Egypt. Cleopatra adored jewellery and she loved the green gem stone above all others and once gave an emerald with her portrait engraved on it to at least one favoured ambassador. These ancient mines were exhausted long ago.
The emerald mines in Colombia have a history somewhat similar to those in Egypt. When the Spaniards conquered the Incas, they saw emeralds in their possession, but even under torture, these never revealed their source. Years later, one mine in the Chivor area in Colombia was discovered quite by accident
Pliny wrote, “nothing is more intense than the green of emerald” and “sight is refreshed and restored by gazing upon this stone”. Following his advise, Roman emperor Nero wore emerald sunglasses to watch the gladiators.
The Moguls of India loved emeralds so much that they inscribed them with sacred texts and wore them as talismans. This led to the flourishing Jaipur cutting industry.
Emerald is said to give a supernatural ability to foretell future events.
A surprising variety of virtues have been ascribed to emerald. Among these, emerald was thought to improve its owner’s memory and eloquence, and was also said to quicken intelligence. In a particular instance of emerald’s use, as a measure against ills, women wearing the stone were believed to be immune from epilepsy.
Fissures and fractures that are characteristic of emerald are traditionally filled with oil to minimize their visual impact. Cleaning emerald with an ultrasonic cleaner can remove or damage the oil, thus making the fissures more visible. This is the same for most detergents as well so if you have an emerald ring remove or cover before washing.
Emerald is the birthstone for May.
In the early 1990s a new type of opal surfaced in Ethiopia which was called Chocolate opal because of the chocolate colour inside the nodule. These opals are found in a round nodular form with in a 3 meter thick layer of welded volcanic ash. Only about 1% of these nodules contain colour. The colours are very striking with red being common and blue quite rare which is the opposite to Australian opals. It has some magnificent patterns and brilliant colours and is called Ethiopian fire opal.
Later opal was found in Gondar which was at first called desert opal but it is from a plateau in the highlands. The main field which is creating a lot of excitement now is from a field called Welo.
This is found in a plateau 2500 to 3299 meters. Only the locals are allowed to mine this field and the government has even supplied basic tools. They work the horizontal level of these steep mountains and unfortunately there have been fatalities due to the rock top collapsing. This field produces a variety of crystals, brown base and even black material. A very small percentage is called gum opal as if you wet your hand the opal sticks to it like gum!
Opals from this field are known as Ethiopian opal from wello.
A large majority of this material is hydrophane as if it is soaked in water the base colour can become clear increasing the play of colour or it can sometimes vanish. When dry this material is very bright. If it gets wet it may take a few weeks to dry out but don’t hurry the process. This is why some cutters cut it dry to prevent this.
Good Ethiopian opals have diverse play of colours from Neon reds, oranges, green, blue, white, yellow, brown and contra luz fire. Ethiopian fire opals are popular as they have striking pattern formations which make each opal so unique
Ethiopian Opals, from North Africa, have only begun to be mined recently. However, anthropologists report that around 4,000 years BC, early man used opals to make tools, which means that Africa mined opals before Australia. | <urn:uuid:9b3342ba-1d52-4fa4-b440-723c6ab351dc> | {
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By: Andrés Barrera González, – PhD in Political Science and Sociology, Profesor Titular at the University Complutense of Madrid.
Edited by: Joaquin Flores
The Rise and Transformation of American Militarism and Imperialism after World War Two
Part I: Europe After World War Two
hroughout the 19th century world affairs were dominated by Europe’s great colonial and imperial powers: Britain, France, Austria-Hungary, Germany, Russia, and the Ottomans on the south-eastern fringes of the continent. Rivalry and competition for the world’s resources between the European ‘great powers’ and colonial metropolises reached a peak at the end of the century. And this was the background setting that brought Europe to war and catastrophe during 1914-18. It was the first act in the dramatic demise of Europe’s world hegemony. The second and final act of the fall of Europe as the axis of global power took place during the 1939-45 war, which again had the continent as its main theatre of operations. World War Two caused unprecedented material destruction, and it took an appalling toll in human life. It also led to the first nuclear holocaust, triggered by the arbitrary decision of the government of the United States to test-drop recently built atomic bombs on the cities of Hiroshima and Nagasaki in August 1945 [i].
As a consequence of the war, most of Europe (including the Soviet Union) was left thoroughly devastated and worn out; which set the ground for the uncontested hegemony of the United States, given that its territory and economy remained untouched by the disasters of the war. Thus Western Europe became fully dependent, and increasingly subordinated to the United States in all fundamental dimensions: economic, political, and military. A turn of events that was reinforced with the establishment of the North Atlantic Treaty Organization in 1949; namely to counter the perceived-stated threat coming from a former war ally, the Soviet Union, unwilling to yield to the emerging world power configuration headed by the United States. The USA, its Western European ‘allies’ stalking along, thus raised the stakes in its confrontation with the Soviet Union, declaring the inauguration of the Cold War.
The Effectiveness of Soviet Interwar Foreign Policy
oviet foreign policy before the Cold War has contradictorily been described as either being pragmatic and realistic or ineffective and idealistic. The true nature of interwar Soviet foreign policy lies somewhere in between both extreme designations. Although the Soviet Union did bungle some foreign policy priorities as a result of ideology, in others it was more pragmatic and realistic. As with any state’s foreign policy, it sought to advance national interests in a complex international environment. Given the preponderant influence of ideology in the Soviet Union at the time, as well as the unstable international environment in which policy was created, the case can be made that Soviet foreign policy was as successful as it could be within the limits placed upon it. Continue reading →
he recent flurry of writing on Russian politics, nationalism and Alexander Dugin shows the contemptible inability of western savants to apprehend any idea beyond the cliche’s of stagnant neo-liberalism. Worse, “Russia specialists” in academia are now tripping over themselves trying to “analyze” Dugin and the Eurasianist idea. Bereft of the vocabulary to understand the concept, they merely apply fashionable labels from western political thought onto Russia in a pathetic and pretentious attempt to show how “dangerous” such ideas are to “European values.” Continue reading →
Interview of Joaquin Flores, CSS, by Maurice Herman (Morris108)
(video below – 15 minutes)
In this interview, Mr. Flores explains why Vladimir Putin was the most appropriate individual to perform the functions required by the Russian state, through the KGB. He delves into psychological profiling, the pertinent biographical background on Putin which helps to substantiate this, and several of the tasks he was assigned. The following is an adapted transcript. Continue reading →
(Teša Tešanović is a journalist, philosopher, and an organizer of the Serbian Radical Party)
We are joined today by Joaquin Flores from the Belgrade based think-tank, the Center for Syncretic Studies. He is the director of the center, which while is clearly ideologically charged in some way, claims to be neither left, center, or right.
They are producing a combination of orthodox and heterodox material. Today we want to learn a little more about the Center itself and also how they are approaching some of the general economic and geostrategic questions of the day, and also about the Kosovo question in Serbia. | <urn:uuid:fb9a984f-c58c-40e5-a32f-57e6543c4ae6> | {
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Since the beginning of the year, I have been working with the students to explore behaviours. When we began the year, we started with books that helped us reinforce the behaviours that were expected within the classroom and at school. While setting these standards and expectations are incredibly important for your classroom management, I felt like we also needed to spend time discussing and exploring the deeper roots of these expectations. I wanted to stress to my students that ‘having feelings, whatever they are; is okay!’ But what is important are ‘the choices we make on how to deal with our feelings’. It is okay to be angry, but it is not okay to take our anger out on our classmates, teacher or objects in the classroom etc., Instead, what can we do to deal with our anger? “We can take a time out!”, “We can go into the quiet tent!”, “We can take a deep breath!”. By pairing emotional education alongside behavioural expectations, students will understand their feelings better while also using the behavioural expectations as a guide to appropriately responding to those emotions.
“The Way I Feel” by Janan Cain, is a great book if you want to cover a variety of different emotions in one lesson/read. While this book in particular does not offer suggestions on how to deal with each of these emotions, it is wonderful for describing each emotion.
I wanted to pair this book with a fun, hands on activity that continued to pursue the identification of different emotions. Obviously I made my way to Pinterest when I came across the blog of The Curious Kindergarten. She had a lesson about emotions and turned to emojis! “BRILLIANT!”- I said to myself! I knew that emojis would be an immediate hit with my students and would instantly hook them on the activity.
I made the play doh on my prep….. well… the first batch. I looked for a “no cook play doh” recipe and found one! Easy enough… Except it turned out resembling cake batter rather than play doh… Panic starting to set in I ran to one of the ECE’s in my classroom. She confirmed that “No…. it’s definitely not suppose to look like that…”.. So we compared recipes. Everything was the same… except- HOT WATER.
- Mix the flour, salt, cream of tartar and oil in a large mixing bowl.
- Add food colouring TO the **boiling water** then into the dry ingredients (colour optional)
- Stir continuously until it becomes a sticky, combined dough.
- Add the glycerine (optional)
I guess the hot water activates some of the components in the ingredients. Once I added the hot water to my NEW batch, it instantly worked. I used yellow food colouring and left out glycerine.
I gave each student their own ball of play doh and each table group had an emoji emotion chart, eyes and gems. The students were tasked with recreating different emojis from the chart and identifying what they were.
It turned out to be a big hit! We went way past our usual allotted time because they were so engaged and focused! The clean up was easy and putting all the gems back into their specific dishes also acted as a great sorting activity 😛
Moving forward, I am going to be focusing on specific feelings that I often see in our classroom. The activities that will accompany these lessons will encourage us as a class to think about how best to handle each of these emotions. What would be a good choice in handling this feeling, and what would be a not so good choice?
Have you tried this kind of activity? How did it go? What story did you read? | <urn:uuid:a7569c07-03ca-4c36-b0b5-18d7d8d8860f> | {
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July 26, 2016
A high-speed motor for satellites
A dizzying 150,000 revolutions per minute: researchers from ETH Zurich (Department of Information Technology and Electrical Engineering) and the ETH spin-off Celeroton have developed an ultra-fast magnetically levitated electric motor for reaction wheels. The high speed of rotation allows intensive miniaturisation of the drive system, making it attractive for use in small satellites.
"Actually, there is nothing particularly new about it," is the modest line taken by Arda Tüysüz, a postdoc at ETH Zurich's Power Electronic Systems Laboratory (PES). "The electronics, the magnetic bearings, understanding of the basic physical principle – it was all there already." However, the engineering skill of the PES researchers is evident in their ability to combine these fundamentals into high-speed motor, which can run 20 times faster than the state of the art, and which is vastly smaller and more energy-efficient. In collaboration with the ETH spin-off Celeroton, Tüysüz and colleagues have developed a new kind of magnetically levitated reaction wheel motor that reaches speeds of more than 150,000 revolutions per minute.
Electrically driven reaction wheels of this kind are used within satellites to change the satellite's attitude. Here, the reaction wheel is connected to an electric motor via a shaft (rotor). As soon as the flywheel driven by this motor rotates in one direction about its own axis, a torque is transmitted to the satellite, which then rotates in the opposite direction and thus a new orientation.
Existing systems have numerous disadvantages
In existing systems, the rotors and reaction wheels are typically mounted on ball bearings that wear down relatively quickly. In order to minimise mechanical wear, motors of this kind are usually operated slower than 6,000 revolutions per minute. They also have to be stored in a hermetically sealed housing in a low-pressure nitrogen atmosphere, in order to avoid oxidisation of the materials and evaporation of the lubricant.
Furthermore, the balls in a ball bearing are not exactly identical, giving rise to forces that together with the imbalance of the rotor transfer microvibrations to the satellite's housing. This reduces the positioning accuracy, which satellites must exhibit in order to allow, for example, laser measurement or inter-satellite communication. In other words, enough reasons for ETH Zurich and Celeroton to design a new, magnetically levitated electric drive system.
A floating motor does not wear out
The development work began a few years ago with a doctoral thesis at PES. An initial demonstration unit was presented by the researchers two years ago at a specialist conference in Japan. More recently, at an international symposium in June this year, they presented an initial prototype of a new kind of motor for small satellites.
This prototype can be operated at up to 150,000 rpm – faster than comparable models in the past, as the rotor floats in a magnetic field. The high rotational speed has allowed the researchers to achieve a marked reduction in the size of the drive system, since it delivers the same angular momentum as a large motor despite its smaller dimensions. This makes it attractive for use in small satellites with sizes on the scale of a shoebox.
"Magnetic support also allows us to avoid the vibrations," says Tüysüz. As the system does not require lubrication, it can be operated in a vacuum, which makes it perfect for use in space. In addition, magnetic support also enables the reaction wheel to rotate softly and smoothly, as there is no frictional resistance when the system starts to move.
European Space Agency interested in the system
"Viewed as a whole, the new system we have developed is complex," says Tüysüz. Sophisticated power electronics are needed to steer and control it. "This ties in perfectly with another core area of the Power Electronic Systems Laboratory's expertise," says the electrical engineer. Tüysüz is currently working on how to further develop and improve the system's control electronics.
The system developed by the ETH researchers and their colleagues at Celerotron is only a prototype that was used to demonstrate the operating principle. The results have been presented on conferences, but the system is not yet commercially available. Nevertheless, initial interest has already been expressed by various parties, chiefly the European Space Agency (ESA).
High-Speed Magnetically Levitated Reaction Wheel Demonstrator. www.pes.ee.ethz.ch/uploads/tx_ … tor_Zwyssig_IPEC.pdf | <urn:uuid:365b360d-9f9c-4941-b5f5-d33181800fb4> | {
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It is Very Easy, Cheap and You Need Only One LDR, Resistor and LED. Here is Circuit Diagram and Schematic To Build Automatic LED Control Using LDR and Arduino Project. In previous guides on LDR, we created light measurement instrument and light meter. However, for Arduino Door Bell like project, to add more logic of sensing day and night, we need LDR like basic sensor. This guide is one foundation base and reference on our site for future complex usage.
Automatic LED Control Using LDR and Arduino
We need the following materials:
- Arduino Uno or similar board
- One LDR
- One LED
- One 22 K Ohm resistor
- Jumper wires
- Optionally multimeter to check voltages at ends
You need to build the circuit like this :
If you do not have 22 K Ohm resistor, you need (10K + 10K + 1K + 1K) Ohm resistor following Ohm’s law taught in high school or adjust potentiometer with multimeter to have 22K Ohm resistance.
This is the piece of code aka sketch :
You can adjust the values of
delay(1000) watching serial monitor of Arduino IDE. | <urn:uuid:417276aa-d05a-4b44-888a-b1e79e14ca15> | {
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I’ve been thinking quite a bit recently about Glynis Cousin’s short introduction to ‘threshold concepts’, an idea developed by Erik Meyer and Ray Land and, although I have reservations about some of the things she argues, I’m finding her central theme quite helpful. She describes a threshold concept as one that is ‘central to the… Continue reading Threshold concepts and the idea of sound to print
When Matthew Syed, former table tennis champion, Times correspondent and author, trained his sights on what it is that makes someone a champion, he tackled the question head-on by dealing with one of our most cherished enigmas: in his superb book Bounce(2010), he asked the question ‘How do you solve a conundrum like Mozart?’ The reason he… Continue reading What do young children learning to read and write have in common with the young Mozart?
The following post is what I intended to get across at the recent researchEd conference and didn’t have time to finish! The post covers some of the important issues raised by John Sweller, Paul Kirschner, John Hattie, Daniel Willingham, David Geary and others in a number of academic pieces published on human cognitive architecture and… Continue reading What human cognitive architecture has to tell us about instructional design in phonics teaching.
For some time now, there have been various accounts of the differences between linguistic phonics and synthetic phonics. Some of the principal differences you can find here on SusanGodland’s excellent website dyslexics.org.uk, but the differences also extend far beyond those adumbrated by Susan into the detail of how linguistic phonics should be taught. And, of… Continue reading Linguistic phonics: a practical example
The latest issue of teach PRIMARY has just come out and there are two articles (at least) of note that are worth a look at. The first, ‘Good education doesn’t change every time there’s a new secretary of state’, is about Belleville Primary School in Wandsworth. According to Jacob Stow, the head teacher John Grove… Continue reading Clear vision, consistency and effortful practice
There was an acknowledgement on kitchen table math yesterday of the huge importance of deliberate practice in teaching. As I wrote in my reply to the posting: ‘I’ve been banging on about Ericsson’s work for ages. Ericsson, Charness, Feltovich and Hoffman produced The Cambridge Handbook of Expertise and Expert Performance in 2006, since which… Continue reading Deliberate practice | <urn:uuid:1dc02637-c399-4ec3-80f1-18bf55a9d23f> | {
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Dr. Jeff on the Art of Teaching Science: ‘Immerse and Guide Students Through a Journey of Exploration’
Dr. Jeff Goldstein is a nationally recognized science educator, and planetary scientist, who has dedicated his career to the public understanding of science and the joys of learning.
As NCESSE Center Director, he is responsible for overseeing the creation and delivery of national science education initiatives with a focus on earth and space. These include programs for schools, families, and the public; professional development for grade K-12 educators; and exhibitions for museums and science centers. Initiatives are meant to provide a window on the nature of science and the lives of modern-day explorers, with special emphasis on not just what is known about Earth and space but how it has come to be known. Programs embrace a Learning Community Model for science education.
Jeff oversaw the creation of the Center’s national science education initiatives, including the Student Spaceflight Experiments Program (SSEP), which immerses hundreds of students across each participating community in every facet of real research. Since program operations began in 2010, 49,600 students across 110 communities have been fully immersed in real experiment design, 5,090 proposals for microgravity experiments have been received from student teams, 113 experiments have been selected for flight, and 73 have already been flown on the final two Space Shuttle flights and to the International Space Station (ISS) on the SpaceX Dragon vehicle – the first commercial spacecraft to dock with ISS. (Explore the communities participating in SSEP.)
As Director of the Voyage National Program, he led the inter-organizational team that permanently installed the Voyage model Solar System on the National Mall in Washington, DC, in front of the Smithsonian and between the U.S. Capitol and Washington Monument. He is also the author of the storyboards. The exhibition is dedicated to an understanding of Earth’s place in space. The Center is now permanently installing replicas in communities world-wide (see Voyage in DC, Houston, Corpus Christi, and Kansas City.)
Jeff is Director for the Center’s activities supporting NASA’s MESSENGER spacecraft mission to Mercury, which includes establishment of the MESSENGER Educator Fellows, a corps of master science teachers that are providing training for 27,000 teachers on Solar System science and exploration content. He also oversees Journey through the Universe—a national science education initiative that engages entire communities—students, teachers, families, and the public. Since program inception, over 200,000 students have participated in the program.
He also directs the Family Science Night program at the Smithsonian’s National Air and Space Museum, and is the principal speaker. The program has provided a school field trip designed for family learning, after-hours in one of the most visited museums on the planet, for over 50,000 parents, students, and teachers since program inception in 1993.
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Opportunity Gap Business founders need people with curiosity and concern for the world
Opportunity Gap: The Opportunity Gap concerns the arbitrary circumstances in which people are born—such as their race, gender, ethnicity, ZIP code, and socioeconomic status—that determine their opportunities in life.
The Opportunity Gap is not a kid problem, it should concern all of us, not just parents and educationalists. The Opportunity Gap is especially true for those of us who create new ventures.
Entrepreneurs need to have access to a pool of people who have above average curiosity and concern for the world around them. Founders grab opportunities, no matter their social background, but depend upon others who can also contribute beyond their skills.
One of the most significant ways that we can close the Opportunity Gap is by supporting out-of-school learning, especially since, by 6th grade, students living in low-income communities experience 6,000 fewer hours of learning opportunities outside the classroom than their more affluent peers.
Closing the Opportunity Gap
One of the best examples of plans to close the Opportunity Gap is by Thompson Island Outward Bound in Boston, MA—an organization that I support. Called Connections, it’s a multi-year program serving Boston middle schoolers with hands-on field science, integrated with Outward Bound’s unique approach to building leadership, compassion and service—three critical attributes of successful entrepreneurs.
Connections partners with teachers, and brings students for at least 12 days on the island in Boston Harbor, throughout the middle school years, including overnight learning expeditions. Helping to close the opportunity gap, students get instruction and support from an Outward Bound staff member embedded year-round in their school.
Program goals for closing the opportunity gap are to: improve student achievement in math, science and English language arts; develop social/emotional skills to help students succeed in school, their community and in life; increase student interest in professional and vocational careers, including STEM-based industries; develop active and informed citizens who are ready to take responsibility for creating a more sustainable world.
Traits of Founders
New venture founders need themselves to have strong character traits, and so do their teams. Character traits of priority for both venture leaders and teams include: confidence and passion, matched by humility and a willingness to learn; courage and determination; compassion and a socially responsible world view. These are of course not the only traits for successful entrepreneurship, but they are the ones that match what the spirit of the Connections program.
To give you a bit more depth, it could be worth you looking at:
- Behaviors of Successful Founders,
- Founder Team Balance,
- Entrepreneurial Empathy,
- Team Behavior Building,
- Entrepreneurs Change the World for the Benefit of All,
- Systemic Social Enterprise.
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Ready to Find Your Coach? A life coach is a professional who helps you reach a goal or make a change in your life. The definition of a life coach is a professional who helps you reach a goal or make a change in your life. They help you to get out of your head and start taking action in the areas of your life that you wish to change.
R — Relevant or Rewarding. T — Time-bound or Trackable. Further Tips for Setting Your Goals The following broad guidelines will help you to set effective, achievable goals: State each goal as a positive statement — Express your goals positively — "Execute this technique well" is a much better goal than "Don't make this stupid mistake.
If you do this, you'll know exactly when you have achieved the goal, and can take complete satisfaction from having achieved it. Set priorities — When you have several goals, give each a priority. This helps you to avoid feeling overwhelmed by having too many goals, and helps to direct your attention to the most important ones.
Write goals down — This crystallizes them and gives them more force. Keep operational goals small — Keep the low-level goals that you're working towards small and achievable.
If a goal is too large, then it can seem that you are not making progress towards it.
Keeping goals small and incremental gives more opportunities for reward. Set performance goals, not outcome goals — You should take care to set goals over which you have as much control as possible.
It can be quite dispiriting to fail to achieve a personal goal for reasons beyond your control!
|Home - Upgrading Life||After all, would you set out on a major journey with no real idea of your destination?|
In business, these reasons could be bad business environments or unexpected effects of government policy. In sport, they could include poor judging, bad weather, injury, or just plain bad luck. If you base your goals on personal performance, then you can keep control over the achievement of your goals, and draw satisfaction from them.
Set realistic goals — It's important to set goals that you can achieve. All sorts of people for example, employers, parents, media, or society can set unrealistic goals for you. They will often do this in ignorance of your own desires and ambitions. It's also possible to set goals that are too difficult because you might not appreciate either the obstacles in the way, or understand quite how much skill you need to develop to achieve a particular level of performance.
Achieving Goals When you've achieved a goal, take the time to enjoy the satisfaction of having done so. Absorb the implications of the goal achievement, and observe the progress that you've made towards other goals.
If the goal was a significant one, reward yourself appropriately. All of this helps you build the self-confidence you deserve.If you want help in achieving your goals in , don’t miss this course: 5 Days to Your Best Year leslutinsduphoenix.com it is the exact process my friend and mentor, Michael Hyatt, has used along with 15,+ of his students, including me, to reach new goals each year.
I believe that the first step towards setting and achieving personal goals is that you must realize you have to prepare for the future and not wait for it to happen. My life in retrospect has had many changes and twists; it is in a constant state of development.
The process of getting ready to /5(21). This blog documents how Lewy Body Dementia has changed my life. It is a continuation of the previous title; "Sharing my life with Parkinson's and Dementia" because the diagnosis has become more firm.
A goal is an idea of the future or desired result that a person or a group of people envisions, plans and commits to achieve. People endeavor to reach goals within a finite time by setting deadlines.. A goal is roughly similar to a purpose or aim, the anticipated result which guides reaction, or an end, which is an object, either a physical object or an abstract object, that has intrinsic value.
Life Goals List 1 Man, 10 Years, Goals "Where do we go from here?" One evening, just after my friends and I had turned 30, we were sitting around contemplating life, the future, and, what we wanted to accomplish before we left this earth.
I’m so excited to be going to Toronto again next month for the Canadian Personal Finance Conference!. This year’s conference will be November at the Toronto Design Exchange, and I couldn’t be more thrilled to be partnering with my friends at EQ Bank to put this amazing two day event on. | <urn:uuid:f09705c8-f276-42b7-bcbd-63798ea6f49a> | {
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NB: this announcement has been well publicised in the UK, so some of the linked websites are getting a lot of traffic, hence may open slowly for a day or two.
The UK National Archives announced today that it has completed the first stage of the digitisation of the war diaries kept by British Army units during the First World War. Every British Army unit had to keep a daily war diary containing reports on operations, intelligence summaries and other pertinent material. The hard copies of these are held at the NA in series WO 95, but it is now possible to see many of them online, albeit for a fee of £3.36 per diary.
The first stage sees the release of the diaries for the whole war of the seven infantry and three cavalry divisions sent to France and Flanders in 1914. As well as the diaries for the division, its component brigades, infantry battalions, cavalry regiments and supporting artillery, engineer, supply and medical units kept their own diaries. Diaries for units subsequently assigned to one of these divisions are included, not just those that comprised the divisions in 1914.
These diaries are the building blocks of most books written about the British Army in the First World War, going back to the Official Histories. Even books not based on archival research will have used other books that were based on these diaries. Note that these diaries are official military documents kept by unit adjutants. Some media reports seem to assume that they are the private diaries of individual soldiers.
A project called Operation War Diary has also been launched. Volunteers will analyse the pages that have been digitised. According to its website,
Data gathered through Operation War Diary will be used for three main purposes:
to enrich The National Archives’ catalogue descriptions for the unit war diaries,
to present academics with large amounts of accurate data to help them gain a better understanding of how the war was fought
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National Assembly for Wales and the Welsh Government
The National Assembly for Wales and the Welsh Government are two distinct organisations.
The National Assembly is the democratically elected body that represents the people of Wales, makes laws and regulations and holds the Welsh Government to account through its debates and questions to ministers. The sixty Assembly Members are elected every four years and meet in the Senedd building in Cardiff Bay.
The Welsh Government comprises those AMs who are elected by the Assembly as ministers and who form a Cabinet under the leadership of the First Minister. The Cabinet controls the Welsh Civil Service.
The Assembly decides on its priorities and allocates the funds made available to it from
the Treasury. Within its powers, the Assembly develops policy and approves legislation which reflect the needs of the people of Wales.
Wales remains part of the UK and the Secretary of State for Wales and Members of Parliament (MPs) from Welsh constituencies continue to have seats in the Westminster Parliament. Laws passed by Parliament still apply to Wales.
Following a referendum on the National Assembly for Wales’s legislative powers held on 03 March 2011, the people of Wales voted in favour of granting the National Assembly for
Wales further powers for making laws in Wales.
The powers & responsibilities of the Assembly
The Assembly has considerable power to develop and implement policy within a range of areas including:
agriculture, ancient monuments and historic buildings, culture, economic development,
education and training, the environment, Fire and rescue services, Food, health and health services, Highways and transport, housing, local government, Public administration, Social welfare, Sport and recreation, tourism, town and country planning, Water and flood defence and the Welsh language.
How the Assembly works
The essential structures and procedures for the Assembly are laid down in the Government of Wales Act 1998. The more detailed processes are set out in the Assembly Standing Orders.
The Presiding Officer
The Assembly is chaired by the Presiding Officer, who is the equivalent of the Speaker of the House of Commons and who is elected by the whole Assembly. Once elected, the Presiding Officer serves the Assembly impartially. There is also a Deputy Presiding Officer who is elected in the same way.
The role of Committees
Assembly Members from all parties can voice their opinions on how the Assembly operates through Subject Committees, such as Children and Young People Committee, and Health and Social Care Committee. These Subject Committees develop policies and examine what the Assembly does. Assembly Members are elected to serve on these committees. The committee membership reflects the balance of political groups within the Assembly.
The Business Committee is responsible for the organisation of Assembly Business. It is the only Committee whose functions and remit is set out in Standing Orders. Its role is to “facilitate the effective organisation of Assembly proceedings”.
The Presiding Officer chairs the meetings, which are attended by the Leader of the House and a Business Manager from each of the parties represented in the Assembly. The Committee usually meets weekly when the Assembly is in session, to comment on proposals for the organisation of Government business and to determine the organisation of Assembly business in Plenary session.
The Committee may meet publicly on an ad hoc basis, to make recommendations on the general practice and procedure of the Assembly in the conduct of its business, including any proposals for the re-making or revisions of Standing Orders. These meetings are subject to the normal procedures for public meetings and members of the public are welcome to sit in the public gallery to observe them.
Plenary meetings are attended by all Assembly Members and provide one of the key mechanisms for Members to hold the Welsh Government and Assembly Commission to account, make laws for Wales and represent their constituents. Plenary meetings take place in the Siambr, the Assembly’s debating chamber on Tuesdays and Wednesdays in public and are broadcast. The topics discussed in Plenary meetings are organised by the Business Committee and announced on a weekly basis in Plenary. A Plenary Agenda is published for every meeting. Different categories and types of business can be taken in Plenary. These include questions, debates, statements and legislative proceedings.
Questions to government Ministers or Assembly Commissioners may be answered orally or in writing. Ministers from each government department attend Plenary on a rota basis to answer oral questions. The First Minister answers questions every Tuesday. The Presiding Officer or Deputy Presiding Officer, Assembly Commissioners or other AMs with particular responsibilities (e.g. AMs proposing legislation) may also make oral statements.
Legislative Competence Orders
Legislative Competence Orders (LCOs) grant the National Assembly for Wales greater law-making powers.
LCOs are a new category of legislation, brought about by the Government of Wales Act 2006. They are a type of Order in Council which enables the National Assembly for Wales to acquire the power from the UK Parliament to legislate in a particular area for Wales. Where the National Assembly has legislative competence it can pass Assembly Measures which can do anything that an Act of Parliament can do in relation to Wales.
The LCOs that have been made and are in force are published to the National Assembly website.
Following a referendum on the National Assembly for Wales’s legislative powers held on 03 March 2011, the people of Wales voted in favour of granting the National Assembly for Wales further powers for making laws in Wales.
The National Assembly for Wales will now be able to pass laws on all subjects in the 20 devolved areas without first needing the agreement of the UK Parliament. The result of the referendum does not mean that the Assembly can make laws in more areas than before.
There will no longer be a need for negotiation between the governments of the UK and Wales over what law-making powers should or should not be devolved to the Assembly. The ‘yes’ vote also removes the involvement of Members of the House of Commons and House of Lords in scrutinising proposals to give the Assembly the power to make laws. Instead, the responsibility rests on the Welsh Government and the Members of the National Assembly to decide how to use the Assembly’s law-making powers.
Assembly laws will no longer be called Assembly Measures. Proposed laws will now be called Bills, and enacted laws will be called Acts. The Measures made since 2007 will continue to be called Assembly Measures and will continue to have the same legal effect. What will change is that it will not be possible to make any more Measures and new laws made by the Assembly will be called Acts. Legislative Competence Orders will no longer be necessary, as these were requests to the UK Parliament to allow the Assembly to make laws in new subjects within the 20 devolved areas.
The Welsh Government
The Welsh Government is the executive branch of the devolved government in Wales. It is accountable to the National Assembly for Wales and makes laws for Wales.
Welsh laws are officially known as Assembly Bills. They apply only to Wales and not to other parts of the UK.
The Welsh Government and the National Assembly for Wales were established as separate institutions under the Government of Wales Act 2006. The Government is referred to in that Act as the Welsh Assembly Government, but to prevent confusion about the respective roles & responsibilities of the National Assembly and the Government, the devolved administration became known as the Welsh Government in May 2011.
The Welsh Government consists of the First Minister, usually the leader of the largest party in the National Assembly for Wales; up to twelve ministers and deputy ministers, appointed by the First Minister; and a Counsel General, nominated by the First Minister and approved by the National Assembly.
Welsh Government is elected by the people of Wales to carry out a programme of government. This involves making decisions and ensuring delivery on areas devolved to us on matters that affect people’s daily lives.
The Assembly is able to pass Assembly Bills, following from a yes vote in the referendum on the law making powers of the National Assembly for Wales.This is done by developing and implementing policies, setting up and directing delivery and governance in these key areas, such as local government and the NHS in Wales, making subordinate legislation (e.g. regulations and statutory guidance), and proposing Welsh laws (Assembly Bills).
The Welsh Government and the UK Government both look after different interests in Wales. The Welsh government is responsible for most of the day-to-day issues, for example health, education, agriculture and local government. The UK Government is still responsible for certain public services in Wales, for example, police, prisons and the justice system. Matters such as tax and benefits, defence, national security and foreign affairs are also dealt with by the UK Government.
The Welsh Government may also seek to extend the subjects on which the National Assembly for Wales can pass Assembly Bills. Different types of legislation put forward by the Welsh Government are subject to different procedures which may require scrutiny and approval by the National Assembly for Wales. These areas include education, health, local government, transport, Planning, economic development, social services, culture, Welsh language environment, agriculture and rural affairs.
You can contact the Welsh Government at the following address:
Cardiff CF10 3NQ
English: 0300 060 3300 or 0845 010 3300
Welsh: 0300 0604 400 or 0845 010 4400
You can write to Ministers at:
5th Floor Tŷ Hywel
Cardiff Bay CF99 1NA | <urn:uuid:9f548ff1-855b-45ab-b32c-40373dc1bac5> | {
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- Solar energy is the freely available, renewable source of energy. It is the energy generated from solar radiations harnessed by modern technologies
- Some of the most popular technologies are Photovoltaics, Concentrating Solar Power Passive Solar Heating and Daylighting. In Photovoltaics systems, solar panels are used to impart solar power and further converting it into direct current electricity
- Solar energy is the present and future towards a cleaner mode of generating electricity.
|Base Year||2018||Researched through internet|
Other Key Market Trends
- China was not always secure in the energy sector. In 2003 and 2004, China experienced shortage of energy disturbing it’s industrial output. In 2005, China was the world’s largest and second largest producer of coal and electricity respectively. China was also a major exporter of coal and importer of oil.
- The transportation of coal from coal reserves in northern China to coal consumption areas in coastal China, led to increase in costs of coal.
- Till 2005, the major sources of energy in China, were coal, oil, gas; and among renewable sources were hydro-electric power and biomass. The usage of other renewable sources such as wind and solar were relatively insignificant.
- In 2005, China’s Renewable Energy Law became functional and provided the necessary support with national funds, discounted lending and tax preferences for renewable energy projects. This has promoted the development of wind and solar power in China.
- In 2011, China showed a 400% increase than 2010, generating 2.5GW via Photovoltaics. China was the 3rd PV market in the world.
- China was its best in 2013, stated as the world's biggest market for solar power. Photovoltaic generating capacity being 232% on-year to 12 gigawatts (GW).
- China revised its installation numbers and showed a drop reaching 10,6 GW in 2014.
- According to reports, China now aims to reach 35 GW by 2015 and is hoping to target 100 GW by 2020.
Market Size and Forecast
In 2014, China made a substantial move by installing huge number of photovoltaics, which amounted to more than the whole of Europe. According to a report by IHS, the largest markets will be China, Japan and the United States, while the largest contributors in terms of total growth will be China, the U.S. and India. China presents opportunities to install vast volumes of solar
The largest Concentrated Photovoltaic installations in 2015 are estimated to be approximately 80 to 90 MW in China and Southeast Asia. China’s position as the largest PV market in the world will continue from 2015 to 2017. The government stated the 13th Five-Year Plan (2016-2020) for solar development, which targets 100 GW of accumulative installations by 2020.
The following reasons are notable for the improving scope of Distributed Photovoltaics (DPV) in China from 2015:
- Electricity price of DPV continues to fall incomparison to commercial and industrial electricity prices. Businesses are hence finding generating their own electricity from solar financially reasonable.
- Local governments in China have issued supportive policies in favour of greener electricity consumption and reduction of carbon emissions.
- Business models are being developed and enhanced, to incorporate new varities of solar systems that would be feasible to the end users and meet quality expectations.
Key Market Players
Top Companies in China
Suntech is one of the world’s largest silicon solar panel producer. It is also one of China’s first solar companies. Suntech has reached a 25 million mark in number of solar modules shipped worldwide, a sum of more than 8 GW
China Sunergy (CSUN) is a leading manufacturer of solar cells and modules, and has extensive experience in the photovoltaic industry. CSUN has added a solar module production capacity of 1.2 GW and has sold over 1.4 GW of modules. Yingli Green Energy is among the top solar energy companies.
With its massive solar panel manufacturing rate, it has caused the prices of the solar panels to drop worldwide. Trina Solar is a leader in photovoltaic modules and system integration, with 11GW shipped globally since 2007 | <urn:uuid:6cc15588-9c8a-4ecc-a765-708f4993b3d2> | {
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This is a drawing of the interior of Neptune.
Click on image for full size
The Structure of Neptune's Interior
There is no surface to the giant planets, only a gradual transition from the atmosphere, as depicted in this drawing. Therefore the giant planets do not have strict layers, as the terrestrial planets do.
Ice begins forming in the atmosphere of Neptune and keeps increasing until there is slush, and then solid ice. There is not much difference between the atmosphere and the ocean, unlike the earth, where there seems to be a surface.
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Motions, or currents in the interior of a gas-giant planet such as Neptune may be very different from the motions typical of the Earth's interior. A second idea for the motions in the interior of a gas-giant...more
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This image shows some cirrus clouds, extending for many kilometers across the disc of Neptune. These clouds are somewhat high up, for they can be seen to cast shadows on the lower clouddeck, which is 35...more
This image of Neptune uses false colors to bring out the hazes of smog, which can be seen in red along the limb of Neptune, at the edge of the picture. These hazes of smog are found at very high altitudes,...more | <urn:uuid:e5663a86-b60d-46c1-9cdc-78bb7c27e6df> | {
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Главная > Реферат >Остальные работы
King Lear And Oedipus Rex Essay, Research Paper
Term Essay: Final Draft ENG OA May 19, 2000
The suffering that occurs in both, King Lear and Oedipus Rex, is very similar. Suffering is the act of undergoing an event that is painful or unpleasant. The emotional and physical suffering that the characters in the plays go through are similar. In both plays, emotional suffering is caused by rejection from a family member and by growing madness, experienced by the protagonists, throughout the play. The physical suffering is similar because characters in each play are wounded physically as a form of punishment. Mental strength was built up in the protagonists as a result of the death of their loved ones. Both characters have excessive pride. Pride is an overhigh opinion of oneself. In these cases, the excessive pride causes the characters to suffer because of a drastic downfall.
In the plays, King Lear and Oedipus Rex , both protagonists suffer from rejection by their families. King Lear suffers by the lies that his daughters tell him. Lear wants to hear the words of love from his daughters. If they prove to love him enough, then they will be rewarded one-third of his land and a castle upon his retirement from the crown. His daughter, Goneril, speaks her words of love to him:
Sir, I love you more than words can wield the matter;
Dearer than eye-sight, space, and liberty;
Beyond what can be valu d, rich or rare;
No less than life, with grace, health, beauty, honour;
as much as child e er lov d, or father found;
A love that makes breath poor speech enable;
Beyond all manner of so much I love you.
Goneril s flattering speech is successful in regards to her father. She was rewarded one-third of his land and a castle. She causes emotional suffering to Lear because he believed that Goneril loved him so dearly when in actuality her love was all a hoax. Her speech was said to inherit his assets and then to destroy her father s authority. Goneril s speech has caused suffering to Lear because it was all a lie. Goneril was the first to hurt the feelings of her father by sending Lear s loyal servant, Kent, to the stocks to be punished for defending the King Lear. The sight of Kent in the stocks hurts Lear because his daughter is not showing her love towards him by punishing Kent. If Goneril s love for Lear were genuine, she would not have thrown Kent in the stocks. Goneril would have been happy that Kent stuck up for Lear as her feelings were truly heart-felt. Goneril caused Lear emotional suffering by making him feel rejected by throwing Kent in the stocks.
Regan also made a promising speech to her father.
I am made of that self metal as my sister,
And prize me at her worth. In my true heart
I find she names my very deed of love;
Only she comes too short: that I profess
Myself an enemy to all other joys
Which the most precious square of sense possesses
And find I am alone felicitate
In your dear highness love
Regan also succeeds in persuading her father into giving her one-third of his land and a castle. Regan, like Goneril, wants her father to be stripped of his authority. Regan s acts of evil towards her father are shown throughout the play. Goneril and Regan both take away Lear s knights to make him old and useless. Regan contributes to the emotional suffering of Lear by locking him out of her castle. The fact that Regan and her husband Cornwall locked him out of her castle was bad enough. To add to their devilish plan they locked Lear out in the middle of a storm. Shut your doors, my lord; tis a wild night (Act II Scene IV ll. 308-309) Regan s rejection causes Lear to suffer emotionally and physically because of the lack of love he is receiving from his daughters.
Lear is not only the victim of suffering because he causes it as well. Cordelia suffers when her father disowns her. Cordelia speaks the truth of her love and receives nothing:
Good my lord,
You have begot me, bred me, lov d me: I
Return those duties back as are right fit,
Obey you, love you, and most honour you.
Why have my sisters husbands, if they say
They love you all? Haply, when I shall wed,
That lord whose hand must take my plight shall carry
Half my love with him, half my care and duty:
Sure I shall never marry like my sisters,
To love my father all.
She spoke of the less love between her sisters and herself, but she is the one who stays loyal to her father. Cordelia suffers from rejection because her father disowns her as an inheriting daughter. Lear left his honest daughter out which caused suffering to even himself by the end of the play. Lear suffered emotionally by the death of his most loved daughter, Cordelia. A plague upon you, murders, traitors all! (Act V Scene III ll. 269-274). Lear and Cordelia have both suffered emotionally.
In Oedipus Rex, Oedipus suffers rejection from his birth family when he I left to die upon a mountaintop with his feet shackled together. The fact that his parents left him to die is not the reason of suffering. The revelation of the truth about his parents is what caused him to suffer. An Oracle told Oedipus parents that their child would grow up to murder his father and marry his mother. Oedipus takes the revelation of the truth very harshly the moment he realizes the truth. He insanely feels that he must punish himself by plucking out his eyes. rips from off her dress / the golden brooches she was wearing, / holds them up, and rams them home right / through his eyes. Oedipus suffers greatly. Finding the truth about his parents costs him his sight and sanity. Oedipus suffers emotionally because his parents reject him.
In King Lear, as part of emotional suffering in the play, Lear experiences madness growing within him as he ages. His madness begins to grow as the play develops. It begins in the first scene where he denies Cordelia because she does not please him with words of exaggerated love. As King Lear, Lear was used to getting everything he wanted, but when he wanted to hear flattering words from his favorite daughter, he was devastated when she refused:
I lov d her most, and thought to set my rest
On her kind nursery. Hence, and avoid my sight!
So be my grave my peace, as here I give
Lear s madness is shown because of the refusal. Thou hast her, France; let her be thine, for we / Have no such daughter, nor shall ever see / That face of hers again, therefore be gone (Act I Scene I ll. 262-266) Lear then encounters Oswald. Oswald acts rudely towards him and causes him to become furious with Oswald. My lady s father my lord s knave: you whoreson / dog! you slave! you cur! (Act I Scene IV ll. 78-79)
The next outburst of madness occurs on his adventure outdoors. At this point Lear is aware that his mind is going through a difficult time and he tries to tame himself. O, let me not be mad, not mad, sweet heaven! / Keep me in temper: I would not be mad. Upon Lear s arrival at Gloucester s castle he once again acts through madness. This madness occurs when he sees Kent in the stocks. Lear is angry because he does not understand why his daughter would throw Kent in the stocks for defending him.
O, how this mother swells up toward my heart!
Hysterica passio, down, thou climbing sorrow,
Thy element s below.
It is not hard to see that the sight of Kent in the stocks frustrates King Lear because he repeats himself every time he speaks hoping to get an answer. Who put my man I the stocks? , Who stock d my servant? , How came my man I the stocks? (Act II Scene IV ll. 181) These events all take place in chronological order. Each situation is more serious than the other.
Oedipus also experiences suffering when he finds the truth of his heritage. He found out that he did in fact kill his father and marry his mother. The truth drove him not only to madness, but to insanity. He could be called insane because he wanted to punish himself for his actions so badly that he plucked out his own eyes.
And as this dirge went up so did his hands
to strike his founts of sight, not once but
And all the while his eyeballs gushed
in bloody dew upon his beard . . . no, not
The reason he had for plucking out his eyes was so that he can no longer see his mistakes, but he can feel them. Seeing has already caused him too much pain. Oedipus suffers physically by emotional stress.
Wicked, wicked eyes he gasps,
you shall not see me nor my shame-
not see my present crime
Go dark, for all time blind
for what you never should have seen, and
to those this hear has cried to see
Oedipus suffered greatly by madness when the truth of his heritage comes out. His punishment is the work of a truly insane person. Oedipus suffered emotionally because of his heritage.
In these plays, both emotional and physical suffering occur. Physical suffering occurs in King Lear when Gloucester gets his eyes plucked out as a form of punishment. Gloucester remained loyal to Lear by not giving any information of the king to Regan and Goneril. I am tied to the stake, and I must stand the course. (Act III Scene VII ll. 53-54) As a result of his loyalty, Cornwall plucked out his eyes: See t shalt thou never. Fellows, hold the chair. ? Upon these eyes of thine I ll set my foot. (Act III Scene VII ll. 77-78) This event cause Gloucester to suffer physically because he will live the rest of his life with no sight.
In Oedipus Rex there is also an incident of physical suffering where eyes are ripped out as a form of punishment. In this case, Oedipus stabs his own eyes out because he is so devastated that he married his mother and killed his father. He suffers physically because he is informed of his birth parent s identity:
Lost! Ah lost! At last it s blazing clear.
Light of my eyes, good-bye my final gaze!
My birth all sprung revealed from those it
myself entwined with those I never could;
and I the killer of those I never would.
The devastation causes the physical suffering in Oedipus Rex, but it is similar to King Lear because eyes are plucked in both plays as a form of punishment.
Another form of physical suffering in the two plays is death. In King Lear Cordelia dies. She is murdered by the order of Edmund. Edmund s dying words seems to uncover the plot. He tells Albany and Kent that Cordelia was to be hanged in prison. Lear enters with her dead body in his arms:
Howl, howl, howl, howl! You are men of stones:
Had I your tongues and eyes, I d use them so
That heaven s vaults should crack. She s gone forever.
I know when one is dead, and when one lives;
She s dead as earth. Lend me a looking-glass;
If that her breath will mist or stain the stone,
Why, then she lives.
The physical death of Cordelia s hanging in prison caused emotional suffering to Lear. Lear s emotional suffering was overcome when he killed the man that hanged his beloved daughter:
A plague upon you, murderers, traitors all!
I might have sav d her; now she s gone for ever!
Cordelia! Cordelia! Stay awhile. Ha!
What is t thou sayst? Her voice was ever soft,
Gentle and low, an excellent thing an a woman.
I kill d the slave that was a hanging thee.
The justification that Lear felt by the vengeance of his daughter set him free of emotional disturbance. Lear s suffering faded as he died a happy man.
In Oedipus Rex the physical suffering of Jocasta s death brings Oedipus to a peak of emotional stability. He finds his wife and mother hanging in a room after the truth of the Oracle s story was revealed. And there we saw her hanging, twisted, tangled (Oedipus p.73) The death of Oedipus beloved mother and wife caused emotional suffering until he plucked out his eyes. He plucked out his eyes so that he would not be able to see his upcoming mistakes. The physical suffering of Jocasta s death helped Oedipus out emotionally.
Suffering in the plays, King Lear and Oedipus Rex, is very similar in ways of emotional suffering along with physical suffering. The emotional suffering consisted of family rejection and madness of the protagonist. The physical suffering was the plucking out of eyes and also the deaths of the protagonist s loved ones. The physical suffering of the characters hurt them right away, but when they had time to realize what had happened they learn and become more aware of ways to better themselves in the future.
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Published on Jan 26, 2016
My objective was to build a new type of flying machine using hovering technology.
The materials needed to fulfill my prodject are 2 mm by 6 mm balsa-wood strip, 30-gauge emameled copper magnet-wire, Aluminum foil, 1 tube "Super Glue" or "Krazy Glue" brand cyanoacrylate adhesive, Sewing thread, 1 hobby knife, 1 25,000 volt generator, a DC power supply, and Scotch brand tape roll.
In my results, I had to build to different Lifters. The first one just shock back in forth. The second lifter, lifted off the ground and flew all over the place, but I tied it down to the board securlly. The more precise I was in my measerments, the more it flew.
In the conclusion, I was right, a kid can build a new type of flying machine using hovering technology, called Ion Wind. But it would be a lot more difficult to build one big e3nough for a human to ride on it.
This project is to find a non-fossil fuel way of transportation.
Science Fair Project done By Samuel H. Bashor | <urn:uuid:e774cdaf-d755-4443-9ede-d29125e3a86d> | {
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From 3M Health Information Systems
September is Sepsis Awareness Month
September 13 is World Sepsis Day and the whole month of September is filled with campaigns designed to help both the public and healthcare facilities recognize sepsis symptoms and seek help faster. I once thought that sepsis was diagnosed by a positive blood culture. Now I know that belief is overly simplistic. Sepsis is defined as life-threatening organ dysfunction caused by a dysregulated host response to infection. The body begins to shut down with responses beyond the immune system.
- Sepsis affects 27 to 30 million people each year.
- Sepsis kills 7 to 9 million people annually – one death every 3.5 seconds.
- One-third of survivors have increased risk of death the following year.
- One-sixth of survivors experience cognitive impairment or severe physical disability.
At the American Association of Clinical Chemistry (AACC) annual meeting this past August, there were eight sessions updating laboratorians on usage of lactate and procalcitonin measurements in the first critical hours upon presentation to the emergency room. Some workshops included agreements between the ER and the laboratory to provide rapid turnaround times on both collection and report completion. Within one hour the blood cultures are drawn prior to starting antibiotics. The risk of death from sepsis increases by as much as 8 percent for every hour treatment is delayed. Admission to the ICU will enable monitoring as fluids are pushed and tissue perfusion is watched. As many as 80 percent of sepsis deaths could be prevented with rapid diagnosis and treatment.
Current guidelines involve source control intervention as soon as possible. If shock is refractory to fluids, initiate vasopressor therapy with mean arterial pressure (MAP) target >= 65 mmHG (norepinephrine as first line; vasopressin or epinephrine can be added if necessary).
Some of us recall a fellow informaticist who died of untreated septic shock. Eileen came from Singapore to the January 2012 San Antonio Health Level 7 (HL7) meeting. An expert informaticist in her thirties, recently married and on track to attain leadership status in the Singapore Ministry of Health, she had run a half-marathon two weeks before the meeting. She left Singapore feeling healthy and well, but arrived in San Antonio with low grade fever, nausea and vomiting. On the second day of the meeting, Eileen collapsed in the hallway of the hotel. Unconscious, she was transported to the closest ER, in a 300-bed community hospital.
She was in the ER for five hours. They did lab tests and a complete history and physical exam, but they were thinking of exotic tropical diseases due to her recent travel and home country. Admitted to a regular medical ward, she went into cardiac arrest and was resuscitated. They moved her to the ICU, but Eileen never regained consciousness and developed full body edema and renal failure. Her cause of death was Group A Streptococcus sepsis. Her sepsis went unrecognized even with classic symptoms (fever, nausea, vomiting, hypotension, high lactic acid, abnormal white count).
The clinicians were not bad, they just didn’t apply all the knowledge they held. When trying to make a diagnosis, it is important to focus on the most likely possibilities first. As the saying goes, “when you hear hoof beats, think of horses not zebras.” There are sepsis decision support algorithms and protocols that can be implemented. A recent article in the Journal of the American Medical Association found the 2013 implementation of sepsis regulations in New York State significantly reduced sepsis mortality rates, from 26.3 percent to 22 percent, compared to four states without regulation implementation. Evidence-based medicine would not only mean greater survival with early detection, but also follow up with strategies to watch survivors for cognitive impairment or physical deterioration after discharge. Another article found that sepsis accounts for more 30-day readmissions (and is more costly) than chronic obstructive pulmonary disease (COPD), pneumonia, heart attacks and heart failure, all of which are tracked by Center for Medicare & Medicaid Services.
For the sake of your loved ones, know the physical signs of sepsis and when to seek help. Remember that it’s about “TIME”:
- T – Temperature. Higher or lower than normal
- I – Infection. May have signs of respiratory or urinary tract infection
- M – Mental decline. Are they confused, sleepy, hard to wake up
- E – Extremely ill. Severe pain, discomfort, or a feeling of impending doom
Be sure to state at the beginning of a call for help for your loved one that you are concerned about sepsis. Get the clinician and staff to invoke protocols quickly. We wish you and your families wellness.
Pam Banning, healthcare data analyst with 3M Health Information Systems.
New York’s mandate JAMA. 2019;322(3):240-250. doi:10.1001/jama.2019.9021
CMS readmission tracking JAMA. 2017;317(5):530-531. doi:10.1001/jama.2016.20468 | <urn:uuid:60f78151-3e34-4c30-9ed1-5df03ccfe023> | {
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Is the teaching of beginning reading so mysterious and complicated that we still do not know for sure how to proceed? Such is the conclusion of Robert C. Aukerman after he reviewed 165 different approaches to beginning reading. He says that he suspects that some of the 165 different approaches may be more effective than others, but at this time we cannot know which ones, because it appears “next to impossible” to apply “adequate research techniques” to the evaluation of reading methods. He says that until we can understand and apply the psychology of learning to the methods of research, we must be content with our “primitive means” and go ahead and do “the best we can.” He gives one note of optimism: “We certainly can do better than we are doing at present.”1
That we “can do better than we are doing at present” seems to be an understatement, considering the growing numbers of Americans who cannot read or write properly. “Today, a staggering 23 million Americans—1 in 5 adults—lack the reading and writing abilities needed to handle the minimal demands of daily living. An additional 30 million are only marginally capable of being productive workers…. Demographers say the number of illiterates is steadily mounting, swelled by 1 million school dropouts a year.”2 The National Assessment of Education Progress survey published in 1976 says that in 1975, 35 percent of the nation’s fourth graders, 37 of the eighth graders, and 23 percent of the twelfth graders could not read.3 The Adult Performance Level study of 1975 shows that only “46.1 percent of the population between 18 and 65 were fully proficient and fluent readers. As you can see, the illiterates plus the slow readers are now a majority of the U.S. population.”4
Considering these statistics, there can be little doubt that our schools need to do a better job of teaching reading. But Professor Aukerman’s conclusions about what one must do in order to try to do better must be extremely disheartening to those who do not know the “secret” of teaching reading. He says that a “surprising number of ‘others’ have entered the field of reading from such areas as business, linguistics, speech, hearing, sociology, technology, languages, homemaking, television, psychology, physical therapy, audio-visual materials, programming, statistics, medicine, and optometry,” and that we would do well to heed what all of them have to say. He thinks that it is necessary that we have knowledge of all of the new approaches, and that “each new approach deserves a chance to prove itself under reasonable research conditions and in normal classroom environments.” We must make “every effort to explore the good in each approach and give each a chance to prove itself in our own hands.” If we do otherwise, we “may be rejecting the very messiah for whom we have so long been watching and waiting.”5 Earlier, in his introduction, Professor Aukerman set the stage for his reviews by saying that any findings presented in his book “as evidence that one approach to beginning reading is superior to another, or that any approach is effectual as a means of helping children learn to read are, at best, educated guesses.”6 These are discouraging words, if true. Aukerman’s conclusions indicate that even if one were able to personally experiment with all known approaches to reading and listen to the ideas of experts from every field imaginable, one still would be able only to guess at how to go about teaching reading.
But is this pessimism justified? Let us first point out that although Aukerman refers to 165 approaches, most of those approaches generally fit into one of two basic approaches to beginning reading: the whole word approach or the phonics approach. Within these two systems there are, of course, variations which may be difficult to evaluate, but the central elements of these two approaches not only can be evaluated but already have been. It is unconscionable and silly to pretend that we still do not know which of these two basic approaches is superior. The earlier whole-word (look-and-say or sight-reading) method has been thoroughly discredited and shown to be the major cause of the reading problems in America today (see the overwhelming evidence in the books by Blumenfeld, Chall, Flesch, and Terman and Walcutt listed at the end of this article). But now we have a modified whole-word approach that came into being after Rudolph Flesch and others made such a strong case for phonics. The whole-word establishment decided to camouflage their old approach to make it appear that they are now teaching phonics. In reality they are not. According to Aukerman, they are including some strands of phonics, but the phonics elements are only casually related to the whole-word approach which they still use.7 Flesch says, “In contrast to the phonics-first texts, which teach all of phonics; look-and-say materials teach only a small part…. By now I estimate that on the average they offer 20 to 25 percent of the phonic inventory….”8
This new whole-word approach has, among other things, been called “gradual phonics” because it spreads its few phonics elements out over several years. True phonics, in contrast, has been called “intensive phonics” because it teaches all of the main sound-symbol relationships intensively from the very beginning of reading instruction. Because of the “slick” promotion of this new method, many people may not realize that the method is still the whole-word (look-and-say or sight-reading) method. They may believe that since it has some phonics in it, it may now be all right. The intent of this article is to show why the whole-word (gradual-phonics) method should be scrapped, and intensive phonics put in its place.
- The whole-word (gradual-phonics) method cannot be an efficient method of teaching beginning reading because the main assumption upon which the entire system depends is erroneous. This method is predicated on the belief that a reader perceives new words as wholes (i.e., as shapes or outlines).9 The devotees of this method assume that because adult readers see words as wholes and do not always have to analyze the parts, a beginning reader must learn new words as wholes. Walcutt, Lamport, and McCracken dispute that assumption.
Rapid adult readers can register whole phrases or short sentences at a glimpse because, and only because, they have perfect images of the words already stored in their brains…. But the adult reader sees all the letters (never a mere shape or outline) because he has learned the words as left-to-right sequences of letters, and he understands them that way. Now he sees them as “whole-word units.” But he did not learn them that way.10
In 1844, Samuel Stillman Greene wrote an excellent essay refuting the whole-word approach, which at that time was being vigorously advocated by Horace Mann. Mr. Mann, attempting to prove that printed words should be learned as whole objects, gave this example: “When we wish to give to a child the idea of a new animal, we do not present successively the different parts of it—an eye, an ear, the nose, the mouth, the body, or a leg; but we present the whole animal, as one object.”11 Professor Greene showed the flaws in Mann’s thinking with this reply:
…The illustration drawn from the animal, or a tree which is more commonly given, fails, we think, to meet all that is required in teaching a child to read. Grant, that he does not, in learning to distinguish a tree from a rock, or any other dissimilar object, form his idea of it by inspecting the parts separately, and then by combining trunk, bark, branches, twigs, leaves, and blossoms. In learning to read, however, he is to distinguish between objects which resemble each other, and in many instances, very closely, as in the case of the words, hand, band; now, mow; form, from; and scores of others. To make the illustration good, it would be necessary to place the child in a forest, containing some seventy thousand trees, made up of various genera, species, and varieties, among which were found many to be distinguished only by the slightest differences. Or, if it will suit the case any better, let him be placed in a grove, containing seven hundred trees, having, as before, strong resemblances; if, then, this general survey of each of them, as a whole object, will enable him to distinguishthem rapidly from each other, whatever may be their size, or the order in which he may cast his eyes upon them, we will acknowledge the aptness of the illustration.12
The reader can easily see how Greene’s analogy applies to the perception of words. One can tell the difference between a word written on a page and a fly walking across the page without examining the parts of either one: he can perceive each of them as wholes. But one can reliably and consistently distinguish one word from another only by being able to recognize the parts that make up each word.
Now, here is one final proof that we do not perceive words as wholes when learning to read. Everyone knows that our language is an alphabetic language; that is, the written words are made up of symbols that represent the sounds of audible words. If we can determine how we perceive audible words (whether as wholes or as individual sounds), we should be able to infer that we perceive written words (which represent the audible words) in the same way. After all, in both instances the brain is doing the same work of translation: in the first instance through the ear; in the second, through the eye. Recent scientific studies give conclusive answers to this question.
Workers at the Haskins Laboratories in New Haven, the Massachusetts Institute of Technology, Sweden’s Royal Institute of Technology and elsewhere have shown that the speech signal is a complex of acoustic units; brief segments bounded by momentary pauses or peaks in intensity….
Experimental results confirm that in the perception of speech we are ordinarily aware of discrete phonemic categories rather than of the continuous variation in each acoustic parameter: we perceive speech categorically….
…categorization occurs because a child is born with perceptual mechanisms that are tuned to the properties of speech. These mechanisms yield the forerunners of the phonemic categories that later will enable the child unthinkingly to convert the variable signal of speech into a series of phonemes and thence into words and meanings.13
There you have it. A human being perceives speech signals as separate sounds, and then converts the series of sounds into words.He does not perceive audible words as wholes. It should be clear that it would indeed be strange and unnatural if we do not perceive the written symbols of words in the same way that we perceive the audible sounds. Thus a system that makes children try to read by perceiving words as wholes must be viewed as grossly unnatural and pernicious.
- The intensive-phonics method has been proved successful everywhere it has been used. Many experienced teachers and administrators testify to its effectiveness. Mary L. Burkhardt, director of the Department of Reading (K-12), City School District Rochester, New York, tells about the tremendous results achieved when she got rid of the look-say and eclectic (combination phonics and sight-reading) programs and replaced them with intensive phonics programs.
When I entered the district in 1966, the student population was 40,000 (40 percent minority). Now it is 35,000 (57 percent minority). I am sure that you have often heard it said that the percentage of children who are minority influences the degree of reading failure in a given school or district. Reality is that whether children are “advantaged” or “disadvantaged,” black or white, rich or poor, does not have anything to do with how successfully children learn to read. Based on my professional experiences, such statements are only excuses for not teaching children to read….
…At that time, only look-say and eclectic programs (not phonics-first) were used in the school…. In spite of the teachers’ hard work and the children’s readiness and willingness to learn, children were having trouble learning to read. In fact, remedial readers were being generated in my school faster than I could remediate them.
Five years later (after replacing the old reading programs with three phonics-first programs). Rochester’s students are readers. Our students’ average reading performance is above grade level at grade one and at grade level in grades 2 through 6 as measured by the Metropolitan Reading Achievement Test. Please note that this test measures reading comprehension. This is a dramatic change from only five years ago when one of the major topics of conversation was the number of non-readers in our schools. Today, students automatically decode logically, systematically, and successfully. This enables them to use their energy to read for meaning and understanding, which of course is the ultimate purpose and joy of reading.14
At a teachers’ conference one year in Miami, Florida, I overheard a principal of a Christian school discussing reading with a friend who taught in another Christian school. The principal commented that students could not learn to read in kindergarten because they were not ready yet. The teacher replied, “How can you say that? I have taught five-year-old kindergarten for five years, and every year all of my students learn to read.” That pretty well ended the discussion. What could the principal say in view of such success? (The teacher, of course, was using an intensive-phonics program.)
I recently talked with the curriculum director of a large Christian day school about the effectiveness of their intensive-phonics program. She replied, “Our system simply does not produce any non-readers.”
Kathryn Diehl, author of Johnny Still Can’t Read—But You Can Teach Him at Home, says this:
I have seen enough excellent teachers of phonics systems in action to be in awe of them. They teach class after class in which no child reads below grade level, and the classes average two or three years above grade level. They have never seen a “dyslexic” child, nor produced a “learning disabled” or non-reader…. The one thing the sight-word advocates have never been able to prove is that children don’t learn to read with intensive phonics. They can’t prove it, because the evidence is over whelming that children can and do learn to read when properly taught with a good phonics system.15
[Note: There are of course dyslexic children, but not many. My first-grade teacher, with whom I talked recently, told me that in her forty-three years of teaching reading she had had no more than five dyslexics.]
If anyone doubts these personal experience stories, all he has to do to confirm their verity is to go to a school where intensive phonics is taught and ask to observe the children reading material they have never seen before.
- Rigorous research shows that intensive phonics is superior to gradual phonics. In 1965, Dr. Louis Gurren of New York University and Ann Hughes of the Reading Reform Foundation published a review of research which presented twenty-two comparisons between intensive phonics groups and gradual-phonics groups. Of the twenty-two comparisons, nineteen favored intensive phonics, three favored neither method, and none favored gradual phonics. Considering all the talk about meaning and comprehension by the gradual-phonics advocates, it is especially interesting that sixteen comparisons favored the intensive-phonics group as to comprehension and not one favored the gradual-phonics group. Gurren and Hughes’s overall conclusions are these:
- Rigorous controlled research clearly favors intensive teaching of all the main sound-symbol relationships, both vowel and consonant, from the start of formal reading instruction.
- Such teaching benefits comprehension as well as vocabulary and spelling.
- Phonetic groups are usually superior in grades 3 and above.16
In 1974, Dr. Robert Dykstra of the University of Minnesota published the results of his research concerning the best way to teach beginning reading. Here are his conclusions:
Reviewing the research comparing (1) phonic and look-say instructional programs, (2) intrinsic and systematic approaches to helping children learn the code, and (3) code-emphasis and meaning-emphasis basal programs leads to the conclusion that children get off to a faster start in reading if they are given early direct systematic instruction in the alphabetic code. The evidence clearly demonstrates that children who receive early intensive instruction in phonics develop superior word recognition skills in the early stages of reading and tend to maintain their superiority at least through the third grade. These same pupils tend to do somewhat better than pupils enrolled in meaning emphasis (delayed gradual phonics) programs in reading comprehension at the end of the first grade…. There is no evidence to justify the assertion that early instruction in the code brings about decreased reading speed. We can summarize the results of sixty years of research dealing with beginning reading instruction by stating that early systematic instruction in phonics provides the child with the skills necessary to become an independent reader at an earlier age than is likely if phonics instruction is delayed and less systematic. As a consequence of his early success in “learning to read,” the child can more quickly go about the job of “reading to learn.”17
In 1967, Dr. Jeanne S. Chall, director of the Reading Laboratory and professor of education at Harvard University, published Learning to Read: The Great Debate, which has since become a classic study on the best way to teach beginning reading. In 1983, she published an updated edition of the book, detailing the research from 1967-1981. In the 1983 edition, she says that the latest research even more strongly supports the conclusions she reached in 1967.18 Here are those conclusions:
My review of the research from the laboratory, the classroom, and the clinic points to the need for a correction in beginning reading instructional methods. Most school children in the United States are taught to read by what I have termed a meaning-emphasis method [gradual phonics]. Yet the research from 1912 to 1965 indicated that a code-emphasis method—i.e., one that views beginning reading as essentially different from mature reading and emphasizes learning of the printed code for the spoken language—produces better results, at least up to the point where sufficient evidence seems to be available, the end of the third grade.
The results are better, not only in terms of the mechanical aspects of literacy alone, as was once supposed, but also in terms of the ultimate goals of reading instruction-comprehension and possibly even speed of reading. The long existing fear that an initial code emphasis produces readers who do not read for meaning or with enjoyment is unfounded. On the contrary, the evidence indicates that better results in terms of reading for meaning are achieved with the programs that emphasize code at the start than with the programs that stress meaning at the beginning.19
- The whole-word (gradual-phonics) method is an ideal tool for those who are using the educational system for purposes other than that of achieving excellence in education. The proponents of gradual phonics constantly emphasize what they call “reading for meaning” or “thought-getting.” One might think that they are referring to the getting of precise meaning from the words on the printed page. Such is not usually the case. Walcutt, Lamport, and McCracken give insight on this subject in their review of a section of Edmund Burke Huey’s The Psychology and Pedagogy of Reading (1908). Huey’s “two assumptions were (1) that the meaning of a printed page was not exactly represented by its words and (2) that a good reader could get at the ideas without necessarily knowing or recognizing the words.”20 Huey says that it is all right if a “child substitutes words of his own for some that are on the page, provided that these express the meaning…. ”He stresses that we need to get away from the notion.
That to read is to say just what is on the page, instead of to think, each in his own way, the meaning that the page suggests.…It may even be necessary, if the reader is to really tell what the page suggests, to tell it in words that are somewhat variant; for reading is always of the nature of translation and, to be truthful, must be free…and until the insidious thought of reading as word-pronouncing is well worked out of our heads, it is well to place the emphasis strongly where it really belongs, on reading as thought-getting, independently of expression [i.e., the individual words].21
Huey’s theories are still influencing the whole-word advocates today. Professor Frank Smith, the “apostle of psycholinguistics,” is an example. He says that “meaning is not something that a reader or listener gets from language, but something that is brought tolanguage…. When we identify meaning in text, it is not necessary to identify individual words.”22
Not all of the whole-word (gradual-phonics) advocates will think that the quotations from Huey and Smith describe what they are trying to do when teaching reading for meaning: they may believe they are teaching the students to get meaning from the page. But the whole-word method itself necessitates the situations that the two men describe. For example, when a child who does not know phonics comes to a word he has not learned, he is encouraged to try to guess from the context what the word may be. When he does this, it is said that he “brings meaning to the page.” If he comes reasonably close to the meaning, he is to be commended, even though he may not have chosen the exact word on the page. This business of guessing at what “the page suggests” is indeed just what Professor Kenneth Goodman, senior author of the Scott, Foresman readers, calls it: “a psycholinguistic guessing game.” Goodman is the one who, in an interview with the New York Times, said that if a student substituted the word pony for the word horse he should not be corrected. “The child clearly understands the meaning,” he said. “This is what reading is all about.”23 Obviously, then, whenever the initial emphasis is placed upon meaning instead of upon identifying the exact words that are on the page, a student is implicitly learning that individual words are not important.
Individual words may not be important to “progressive” educators (for whom excellence in education has never been a goal), but the emphasis upon individual words has always been of paramount importance to Christian educators, who believe in the verbal inspiration of the Scriptures and in quality education. Orthodox Christians believe that God gave every word of Scripture, not just the thoughts. David Chilton, writing for the Institute of Christian Economics, reminds us that
one major difference between orthodox Christianity and paganism is the fact that Christianity is a linguistic religion: it stresses doctrine, content, the importance of linguistic communication; in short, the primacy of the Word. The Bible is a revelation in words, and calls for an intelligible …response…. 24
Christians therefore who are training young people to respond to Jesus’ command to “live by every word that proceedeth out of the mouth of God” (Matt. 4:4) should reject a system of reading that trains students to guess at words and to be content with approximate meanings.
Mario Pei in The Story of Language makes an incisive observation that reveals one of the reasons the “progressive” educators detest phonics and “book learning.”
When a written form is achieved, the result is generally greater stability in the spoken tongue. Many languages of primitive groups are unwritten and consequently highly fluctuating, with many dialects, a rapid rate of change, and an undetermined standardform. Similar high variability in the spoken language is to be observed in tongues like Chinese, in which the written symbol for the thought rather than for the sound still persists. An ideographic system of writing places little restraint upon the spoken language. A phonetic system constricts the spoken tongue into a mold, forces the speakers, to a certain extent, to follow the traditional orthography, rather than their own whimsical bent, and gives the rise to “correct” and “incorrect” forms of speech which, were the spoken language unrestrained by a written form, would be equally “correct” variants…. 25 (Emphasis added.)
If one uses the whole-word method, which treats phonetic words as if they were ideographs, one can get away from stability, from standards, from restraint, from traditional pronunciation, from traditional spelling, and from correct and incorrect forms of speech. Such freedom is delightful to the “progressives,” but not to Christians who see the importance of standards in all areas of life and thus are striving for excellence in education.
Samuel L. Blumenfeld in his book NEA: Trojan Horse in American Education makes it very clear why the whole-word method is not suitable for use by anyone whose goal is excellence in education. He contends that the progressive educators, who “got rid of traditional phonics and replaced it with the whole-word, look-say methods and text-books,” did so knowing that the whole-word method would lower the literacy rate in America. They wanted the literacy rate lowered because they knew that low literacy would make it easier for them to reach their goal of making America into a socialist society.26 Blumenfeld traces this subversion back to John Dewey.
To Dewy, the greatest enemy of socialism was the private consciousness that seeks knowledge in order to exercise its own individual judgment…. High literacy gave the individual the means to seek knowledge independently. To Dewey it created and sustained the individual system which was detrimental to the social spirit needed to build a socialist society.…What better way to undermine this independent individualism than by denying it the necessary tool for its development: high literacy…. Thus the goal was to produce inferior readers with inferior intelligence dependent on a socialist elite for guidance, wisdom, and control.27
It should be evident now that if one wishes to teach his students that individual words are not important, that freedom from standards is desirable, and that low literacy is acceptable because it promotes the goals of socialism, he should use the whole-word (gradual-phonics) approach. But if one wishes to promote high literacy, excellence in education, and individual responsibility, he should use the intensive-phonics approach.
At this time, some educators are recognizing the failure of the whole-word method and are trying to switch to intensive-phonics programs, but it is estimated by Rudolph Flesch and others that approximately 85 percent of America’s schools are still using the whole-word (gradual-phonics) method, many of them mistakenly thinking that they are teaching phonics. Further progress may be made in the public schools, but those attempting to change reading methods will have to overcome the fierce resistance of the liberal educational establishment in order to do so.
The situation in Christian schools is much better. Excellent intensive-phonics programs are available, and most Christian schools across the country are using them. Unfortunately, a few Christian educators have accepted uncritically the abortive system put forward by progressive educators. The Christian must be wary of every theory that comes from humanistic thought and must not accept anything that is contrary to Scripture and the purposes of Christian education. He must remember that if the rudiments (first principles) are wrong the methods that take their rise therefrom must of necessity be suspect. Colossians 2:8 says to “beware lest any man spoil you through philosophy and vain deceit, after the tradition of men, after the rudiments of the world.”
Samuel Blumenfeld in The Victims of “Dick and Jane” makes a discerning comment concerning the reading programs in private schools.
Most private schools, particularly the religious ones, where Biblical literacy is central, teach reading via phonics. But since many private schools recruit their teachers from the same pool of poorly trained professionals and use many of the same textbooks and materials found in the public schools, their academic standards may reflect more of the general culture than one might expect…. The quality of a private school’s reading program therefore really depends on the knowledge its trustees and principal may have of the literacy problem and its causes. It is this knowledge that can make the difference between a mediocre school and a superior school.28
Considering Blumenfeld’s statement and the information presented in this article, a suggestion seems to be in order. Examine your present system of teaching reading. If it is a gradual phonics (whole-word, look-say, sight-reading, eclectic) approach, get rid of it and replace it with a program that teaches phonics intensively from the beginning of reading instruction. Remember, all the religious teaching in the world cannot make up for the damage done by the use of wrong methods.
Abeka's six step approach to phonics works.SHOP PHONICS
For Further Reading
Blumenfeld, Samuel L. NEA: Trojan Horse in American Education. Boise, Idaho: Paradigm Co., 1984.
. The New Illiterates—And How You Can Keep Your Child from Becoming One. New Rochelle, N.Y.: Arlington House, 1973.
Chall, Jeanne. Learning to Read: The Great Debate. Updated ed. New York: McGraw- Hill Co., 1983.
Flesch, Rudolph. Why Johnny Can’t Read—And What You Can Do about It. New York: Harper and Brothers, 1955.
. Why Johnny Still Can’t Read: A New Look at the Scandals of Our Schools. Foreword by Mary L. Burkhardt. New York: Harper and Row, 1981.
Gurren, Louise and Hughes, Ann. “Intensive Phonics vs. Gradual Phonics in Beginning Reading: A Review.” The Journal of Educational Research 58 (April 1965):339- 347.
Terman, Sibyl, and Walcutt, Charles C. Reading: Chaos and Cure. New York: McGraw- Hill Co., 1958.
1Robert C. Aukerman, Approaches to Beginning Reading, 2nd ed. (New York: John Wiley and Sons, 1984), p.604. 2Stanley N. Wellborn, “Ahead: A Nation of Illiterates?” U.S. News and World Report, 17 May 1982, p. 53. 3Rudolph Flesch, Why Johnny Still Can’t Read: A New Look at the Scandal of Our Schools, with a Foreword by Mary C. Burkhardt (New York: Haper and Row, 1981), p. 62. 4Ibid., p. 63. 5Aukerman, Approaches to Beginning Reading, pp. 7, 606, 608. 6Ibid., p. 6. 7Ibid., pp. 322-23 8Flesch, Why Johhny Still Can’t Read, pp. 72, 75. 9Charles C. Walcutt, Joan Lamport, and Glenn McCraken, Teaching Reading: A Phonic/Linguistic Approach to Developmental Reading (New York: Macmillian Publishing Co., 1974), p. 30. 10Ibid., pp. 31-32. 11Samuel L. Blumenfeld, The New Illiterates—And How You Can Keep Your Child from Becoming One (New Rochelle, N.Y.: Arlington House, 1973), p. 340. 12Ibid., pp. 341-42. 13Peter D. Eimas, “The Perception of Speech in Early Infancy,” Scientific American, January 1985, pp. 46, 48-49. 14Mary L. Burkhardt, Foreword to Why Johnny Still Can’t Read, by Rudolph Flesch, pp. xiv-xv, xix-xx. 15Kathyrn Diehl and G. K. Hodenfield, Johnny Still Can’t Read—But You Teach Him at Home (New York: Cal Industries, 1979), pp. iii, 46. 16Louise Gurren and Ann Hughes, “Intensive Phonics vs. Gradual Phonics in Beginning Reading: A Review,” The Journal of Educational Research 58 (April 1965):339, 341, 344. 17Walcutt, Lamport, and McCracken, Teaching Reading, p. 397. 18Jeanne S. Chall, Learning to Read: The Great Debate, updated ed. (New York: McGraw-Hill Book Co., 1983), p. 43. 19Ibid., p. 307. 20Walcutt, Lamport, and McCracken, Teaching Reading, p. 28. 21Ibid., pp. 28-29. 22Frank Smith, Reading Without Nonsense (New York: Teachers College Press, 1979), pp. 9, 117, quoted in Flesch, Why Johnny Still Can’t Read, p. 26. 23Flesch, Why Johnny Still Can’t Read, p. 26. 24David Chilton, review of Fire in the Minds of Men, by James H. Billington, Preface 11, 1984, p. 3. 25Mario Pei, The Story of Language (Philadelphia: J.B. Lippincott Co., 1965), p. 90. 26Samuel L. Blumenfeld, NEA: Trojan Horse in American Education (Boise, Idaho: Paradigm Co., 1984), pp. 95, 104-107, 120. 27Ibid., pp. 104-107. 28Samuel L. Blumenfeld, The Victims of “Dick and Jane” (New Rochelle, N.Y.: America’s Future, 1982), p. 21; reprint from Reason, October 1982. | <urn:uuid:252d2716-989b-432a-948d-206755a8ce7e> | {
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In working with adults on the autism spectrum over the years, I have noticed a prominent theme that I will refer to as AMGS, which stands for Anxiety - Meltdown - Guilt - Self-punishment. This is a cycle that many adults with Asperger's [or high functioning autism] have experienced since childhood. In a nutshell, the cycle starts with anxiety, which in turn leads to a meltdown, which then leads to the individual feeling guilty for acting-out his or her anxiety in the form of anger and/or rage, and ends up with the person punishing himself or herself due to repeated relationship failures that result from this destructive cycle.
Let's look at each of the steps in the cycle:
Unfortunately, it is very common for adults with Asperger’s to experience more than their fair share of stress – and to make matters worse – many of these people also lack the ability to manage their stress effectively.
Individuals with Asperger's are particularly prone to anxiety disorders as a consequence of the social demands made upon them. Any social contact can generate anxiety as to how to start, maintain, and end the activity or conversation. Changes to daily routine can exacerbate the anxiety, as can certain sensory experiences.
Many of my clients have reported feeling anxious for no apparent reason at all. Some of these individuals tend to take life too seriously, take others' behavior and comments to personally, and generally consider themselves to be “worrywarts” (i.e., chronically worrying that something bad will happen, or something good won't happen).
As this anxiety, whatever its cause, builds up and builds up, eventually the dam breaks so to speak, usually over something very small. It's the straw that breaks the camel's back. This is called a meltdown.
Under severe enough stress, any normally calm and collected individual may become “out-of-control” – even to the point of violence. But Asperger's individuals experience repeated meltdowns in which tension mounts until there is an explosive release.
The adult version of a meltdown may include any of the following:
- yelling and screaming
- walking out on your spouse or partner
- threatening others
- talking to yourself
- road rage
- quitting your job
- pacing back and forth
- domestic abuse
- banging your head
- angry outbursts that involve throwing or breaking objects
- aggressive behavior in which the individual reacts grossly out of proportion to the circumstance
The meltdown is not always directed at others. Asperger's adults who experience meltdowns are also at significantly increased risk of harming themselves, either with intentional injuries or suicide attempts. Those who are also addicted to drugs or alcohol have a greatest risk of harming themselves.
Asperger's adults who experience meltdowns are often perceived by others as “always being angry.” Other complications may include job loss, school suspension, divorce, auto accidents, and even incarceration.
Rage may be a common reaction experienced when coming to terms with problems in employment, relationships, friendships and other areas in life affected by autism spectrum disorders. There is often an “on-off” quality to this rage, where the person may be calm minutes later after a meltdown, while people around are stunned and may feel hurt. Neurotypical spouses (i.e., people not on the autism spectrum) often struggle to understand these meltdowns, with resentment and bitterness often building up over time. In some cases, the Asperger's individual may not acknowledge he has trouble with rage, and will blame others for provoking him. This can create a lot of conflict in a marriage.
There are hundreds of examples of how meltdowns can play out, but for the sake of this discussion, we will use the following example throughout:
The Asperger’s individual has had a rough day at work, but was able to maintain his composure for the most part. But, when he arrives home, his wife makes a comment that hits him wrong for some reason, and he explodes. In other words, he takes his stressful day out on his wife, unintentionally!
If this particular scenario plays itself out numerous times over the months or years, the Asperger's individual may come to believe that he is a victim of his emotions -- in this case, work-related stress expressed in the form of misplaced anger toward his wife and other family members. But, not only does he feel like a victim of circumstances, he also feels an element of guilt and remorse for hurting the people that he loves. He may have tried numerous times to avoid repeating this scenario, but to no avail, because he still has work-related stress, and has not figured out a way to deal with this stress in a functional, non-destructive way.
On the mild end of the continuum, the adult in meltdown may simply say some things that are overly critical and disrespectful, thus ultimately destroying the relationship with the other party (or parties) in many cases. On the more extreme end of the continuum, the adult in meltdown may attack others and their possessions, causing bodily injury and property damage. In both examples, the adult often later feels remorse, regret or embarrassment.
As a result of repeated social failures (in our example, numerous negative encounters with his wife), the Asperger's individual may come to the conclusion that he doesn't deserve love, compassion, or a peaceful lifestyle. Thus, he may do destructive things to punish himself. For example, beating up on himself with negative self-talk, drinking or drug use, overeating, isolation, and possibly even separation or divorce.
The use of self-punishment to reduce feelings of guilt has been well documented in many studies. Guilt is suppose to be a "pro-social emotion," (i.e., functions to preserve important relationships). But, many Asperger's individuals who experience repeated exposure to the AMGS cycle have "unresolved guilt," which prevents them from enjoying life and thriving emotionally.
Self-punishment tends to serve a dual purpose: (1) it relieves internal feelings of guilt, and (2) it impacts how others perceive us. By engaging in self-punishment or costly apologies, the Asperger's individual demonstrates that he is willing to harm himself in some way to “even the score” with those he has wronged, thereby restoring his reputation as a "fair person."
And now we go full circle. The AMGS cycle can feel like being stuck in a perpetual nightmare if it continues long enough. Months – or even years – of experiencing a plethora of negative emotions (e.g., stress, frustration, anger, rage, guilt, etc.) can make relationships so problematic that the better option becomes living alone and avoiding human contact as much as possible. But, unfortunately, ALL of us are social creatures by nature. Thus, living a life of solitude carries its own element of anxiety. People need other people.
==> Living With Aspergers: Help for Couples
==> Skype Counseling for Struggling Couples Affected by Asperger's and HFA
• Anonymous said… I have the meltdowns but not necessarily anxiety...
• Anonymous said… I thought it was part of my Aspergers that I never feel guilt for anything, no matter how badly I behave.
• Anonymous said… Meltdowns and guilt, I always seem to blame myself. I always say it must be great being other people because it is never their fault.
• Anonymous said… My son has done this I have worried it could turn into self harming at some point if he forces himself not to act out his anger..by trying to conform... at some point that emotion has to exit him somewhere and I have worried he'll turn it inwards on himself
• Anonymous said… So true! This is the best explanation I've seen yet.
• Anonymous said… Stress, anxiety, meltdowns, but not only anger meltdowns, depression meltdowns too 😬 😬
• Anonymous said… tell me about it! Especially when the meltdown's to do with sexual needs and horrid NT women getting the man you'd die for.
• Anonymous said… This is definitely my son, how do we break the cycle though?
• Anonymous said… This is so my daughter. How do we help them??
• Anonymous said… VERY true!!!!!!
• Anonymous said… Yes I live alone as much as anyone can with 7 dogs and 2 cats and I love it. At 60 I realise that just because they tell you you should be social, doesn't mean its true. Soon as other folks enter the scenario, the chaos starts.
• Anonymous said… Yes, I relate to this rotation
• Does anyone have any resources to share in how to break this cycle or give the person tools to self regulate?
• Parenting Aspergers Children - Support Group RE: "How to break the cycle..." -- The core issue here is "anxiety." If that can be circumvented, then the cycle never starts. Here are some ideas: http://www.adultaspergerschat.com/.../anxiety-reduction...
Please post your comment below… | <urn:uuid:58870369-dd39-4293-bb17-2903824e54d1> | {
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Not only from an environmental standpoint, but also to improve rumen function and performance of the cow, it is important to mitigate methane production.
Methane, a product of rumen fermentation which is eructated by the ruminant, can result in a loss equivalent to 8-10% of the energy intake of the animal which could otherwise be utilised for productive purposes. The following is a review of the feeding strategies that can be adopted to achieve these targets, along with the points to consider when choosing a given strategy.
A study was conducted to examine the effect of hay-to-concentrate ratios at the same crude protein content (12%) of diet on methane production in goats. The five levels of hay-to-concentrate ratios were 90 to 10 (H90), 75 to 25 (H75), 60 to 40 (H60). 45 to 55 (H45), and 30 to 70 (H30), which approximately met maintenance energy requirements. Methane production per unit DM intake increased with a rise in the ratio of concentrate intake to hay intake until H45. However, the ratios of methane energy loss to ME intake were similar. These results imply that if ME intake of goats is at a maintenance energy level, daily methane production is not influenced by the hay-to-concentrate ratio. In another study, lactating cows were fed one of the three levels of roughage to concentrate ratios: 70 to 30 (R70), 50 to 50 (R50), or 30 to 70 (R30). High concentrate diet reduced both methane production per unit DM intake and the ratio of methane energy loss to ME intake compared with low concentrate diet. Therefore, in lactating cows, it is important to increase the ratio of concentrate to total diet in order to reduce daily methane production
Photo: Henk Riswick
CP content of diets
Shown in Table 1 is the effect of crude protein (CP) content on methane production in goats fed a maintenance energy level diet. The four levels of CP content were 4% (CP4). 7% (CP7). 9% (CP9), and 12% (CP12). Methane production per unit DM intake and the ratio of methane energy loss to ME intake increased with the rise in CP content of diets from CP4 to CP9. However, the difference between CP9 diet and CP12 diet was not clear. These tendencies also agreed with the results in dry cows. However, when animals were fed sufficient CP above the maintenance energy level, daily methane production was negatively related to daily CP intake
The addition of fat to the ruminant rations appears to be an efficient and easy way of reducing methane production and hence alleviating the negative effects of methane on energy efficiency, rumen fermentation, and animal performance. The effect of fats on methane production may, however, vary depending on the fat source (Table 2), and may be attributed to the bio-hydrogenation of unsaturated fatty acids in the rumen, promotion of propionic acid production, and prevention of protozoa activity.
Potential role of the seaweeds
Seaweeds such as Ulva sp., Gigartina sp., and G. vermiculophylla are used at the Atlantic and Mediterranean coasts as feed sources for livestock during periods of feed scarcity. This is due to their richness in organic minerals, complex carbohydrates, proteins, lipids, vitamins, volatile compounds, pigments, and bioactive substances with broad biological activities. Additionally, they effectively reduce rumen methane production without any detrimental effect on the other rumen fermentation parameters (Table 3). The effect of seaweeds may, however, vary depending on the substrate used. That is, the first two species (Ulva sp. and Gigartina sp.) are more effective in reducing methane production when used with grass hay at 25%, while the third (G. vermiculophylla) is effective only when used with corn silage at the same rate.
Herbs and herbal extract
Herbs and herbal extracts such as neem (Azadirachta indica), garlic (Allium sativum), ginger (Zingiber officinale), kadukka (Terminalia chebula) and Amla (Emblica officinalis) contain secondary metabolites such as lignin, tannins, terpenoids, volatile essential oils, alkaloids, etc. They have anti-microbial activity and inhibit rumen microbial growth in a very specific way and hence can be used for selective amelioration of rumen fermentation especially methanogenesis. Moreover, herbs or their extracts are unlikely to produce any residual effects in the animal products as they are organic and have been used for centuries by the human race without adverse effects.
Enzymes, such as cellulase and hemicellulase, are currently used in ruminant diets. When properly formulated, enzymes can improve fibre digestibility and animal productivity. Enzymes that improve fibre digestibility typically lower the acetate-to-propionate ratio in the rumen, ultimately reducing methane production.
Microbial feed additives and probiotics
The use of acetogenic bacteria as microbial feed additives along with some anti-methanogenic compound may be effective in methane inhibition. Probiotics such as yeast cultures are used to stimulate bacterial activity in the rumen. The probiotics have been shown to stabilize rumen pH, increase propionate levels and decrease the amount of acetate, methane, and ammonia production.
Ionophores such as monensin and lasalocid, are generally used as feed additives in order to improve the efficiency of digestion in ruminants. These ionophore antibiotics are carboxylic polyether compounds produced by various strains of Streptomyces, e.g. Monensin by S. cinnamonensis and lasalocid by S. lasoliensis. Monensin is moderately active against gram-positive bacteria, certain mycobacteria, and coccidian, while lasalocid is specifically active against hydrogen-producing bacteria and results in higher propionate production which in turn is related to low methane production.
Several nutritional strategies have been studied and developed to mitigate enteric methane. The choice of which one to adopt should be based on its capacity to reduce methane emissions associated with the economic viability and animal performance.
• An increasing proportion of the hay to concentrate ratio will mitigate methane production and hence improve livestock productivity but at the same time is too costly for ruminant feed. Proper chopping of the roughage material may provide an alternative solution when the supply of concentrate is limited.
• Another thing that needs to be considered in selecting the appropriate method to reduce methane emissions, is its effect on the livestock as an entire system rather than only the rumen fermentation. For example, it is unwise to reduce methane production by reducing the supply of protein, the case in which there will be negative effects on livestock productivity and health.
• Fat supplement is an interesting option but animals will reject the diet if it is too high in fat due to its inconvenient smell.
• Seaweeds have a great potential in reducing methane production, but the substrate to be used with them should be considered. Some of these weeds can be effective when used with silage, while others are effective only when used with hay.
• Enzymes and microbial additives are effective means of mitigating methane production in the rumen.
• Ionophore antibiotics are also effective in reducing methane but the banning of such products is important to consider.
References are available from the author upon request. | <urn:uuid:c3080890-22d0-47b4-92ca-32c13cff611c> | {
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Gravity and the environment build motor function in the brain, which in turn develops strength in muscles that help in maintaining more effective reflexes and responses to other environmental stimuli. In humans 40% of all sensory information enters the brain via the nerve fibers that travel through the area of the temporal mandibular joint. In quadrupeds, much of this is still true, however, the amount may be greater as their use of auditory, and olfactory information is greater than that in humans. So, while much of the sensory information that enters the brain originates via the face, head and neck, much of it comes from the sense of touch. In humans, most touch sensory organs are concentrated in our fingertips. In horses and dogs, sensory nerves are in the heel and frog region of the hoof of the horse and in the digital pads of the dog. This sensory information helps to shape the motor cortex and develop learned behavior in terms of ambulation, movement and gait. This information is key to the most important job of the brain, and the most important sensory input to the brain: defying gravity. Maintaining normal balance against gravity depends upon a lot of input, much of which comes from and involves the foot. In domestic horses this is dependent upon normal hoof care. This can be altered by unbalanced hoof trimming, peripheral loading devices, and poor blood flow. If your dog’s toe nails make noise they are too long.
To see how to properly trim dog nails and horse hoofs take a look at these brochures. | <urn:uuid:5df1a5d3-9c4d-48c1-abcf-a35bc0aeee2a> | {
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