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The dangerous effects of climate change are no longer a far-off possibility. Just ask the baby sea turtles.
From the very second sea turtles are born they are in a fight for survival. After they dig their way to sand’s surface they must beware of every predator and every obstacle in their path to the cool ocean waters. In fact, only an estimated one in 1,000 sea turtles survive into adulthood. And now it appears humans have caused one more obstacle for these tiny creatures, even before they hatch.
Climate change, according to Oceana, is causing a significant increase in temperatures on beaches across the globe, including those along the Florida coast. The scorching sand has become so hot that it can literally cook a turtle embryo buried beneath the surface as it develops.
"In some places the nests are getting so hot that there’s no survival," marine biologist Kristin Mazzarella of Mote Marine Lab in Sarasota, Florida, told Oceana. "The eggs don't hatch."
Jeanette Wyneken, a sea turtle biologist at Florida Atlantic University, further explained that the loggerhead, green and leatherback turtle populations used to thrive in the area. As she noted to Oceana, on average, somewhere between 78% to 81% of the eggs laid in the area eventually hatched, but in 2015 that number sharply dropped to just 58%. In 2016 it plummeted even further, with only 38% of the eggs hatching.
"We’re seeing more dead eggs," Wyneken said. "And when we do get turtles hatching they’re often heat stressed: They may hatch and crawl to the water, but then die."
But the climate-related issues don’t stop there. As Quartz reported, the rising temperatures also have the unique ability to determine the sex of sea turtles and other reptiles. The warmer the temperatures the more females the nest will produce.
"Sea turtle sex is determined by incubation temperature and individuals lack external sex-based traits until sexual maturity," a 2015 study published in PLOS ONE said. The study found that females have begun to outnumber males by nearly four to one, Quartz noted.
In fact, without behavioral or phenomenological shifts, "climate change scenarios indicate that the problem of near complete feminization for certain rookeries of different sea turtle species could occur within the next ten to fifteen years or years," the study concluded.
To help combat the rising temperatures scientists have resorted to shading and even watering the sands around nests. In a 2015 study that followed the effects of climate mitigation on turtles in Playa Grande, Costa Rica, scientists found that “shading had the largest impact on sand temperature, followed by watering and depth." For now, Oceana said, manual cooling of sands is just a "band aid" rather than solution to the earth’s rapidly increasing climate issues. | <urn:uuid:b03e1b70-9e48-4c98-9aa0-4d22b3b0fce2> | {
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Blood Capillaries vs Lymph Capillaries
Blood capillaries mainly help to feed the tissues. Lymph capillaries help absorb the excess fluid from the tissue.
Capillary tube means the tube with small internal diameter. The blood vessels also have capillaries. The Artery which is the tube that carries the blood from the heart divides into branches (small artery, arterioles). When it divides in to very tiny tubes it forms capillary network. Then from the capillaries, the small veins arise. These small veins join and form the large veins. The vein is the tube which carries blood towards the heart.
Capillaries are very small in internal diameter and have very thin tube wall also. So the exchange of the substance will be easy at capillary level. That means the oxygen and glucose carried by the blood from the artery are delivered to the tissues by capillaries and at the same time they receive the waste products from the tissue. Usually tissue wastes are carbon di-oxide and the products from the cells.
Blood capillaries may leak fluid from the capillary bed. However small amount will be re absorbed in to the capillaries or venules (small veins)
Lymph capillaries, as the name indicates are filled with lymph, a fluid containing white cells, chiefly lymphocytes. The lymph capillaries diameter is larger than the blood capillaries. And lymph capillaries will absorb the fluid which leak from the blood capillaries in to the tissue space. Unlike the blood capillaries, lymph capillaries do not leak the fluid from it.
Obstruction to the lymphatic will results in oedema (swelling). Decrease in protein levels in the blood, or kidney failure or heart failure results in more fluid leaking in to the tissue. This will be observed in the legs (ankle oedema) and around the eye (peri orbital oedema)
In summary capillaries are small tubes; small in diameter. Blood capillaries mainly help to feed the tissues. Lymph capillaries help absorb the excess fluid from the tissue. | <urn:uuid:2fac17c7-ebab-4046-8e7d-fbfefbc2cf4b> | {
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"Mankind's single greatest waste of time and energy"
(No, not a PhD.)
In 300 BC, a new plow was developed in China. It required the effort of only one oxen, where before several were needed for the same work. It had a heavier design, but overall reduced the necessary effort.
The stunning thing is that other parts of the world, and in particular Europe, did not use this better design until the 17th century AD. When it arrived, the adoption of this type of plow was important for Europe’s agricultural revolution.
Although the invention seems obvious and all necessary materials had been around for a long time, people did not come up with it. Maybe technological progress isn’t really as linear and inevitable as it seems in retrospect?
I found this in “1491” by Charles C. Mann. He uses this example of the Europeans failure to invent or adopt the Chinese plow to put into perspective that the Maya’s used the wheel for toys, but not to grind maize or to carry burdens. Mann takes this from Robert Temple’s “The Genius of China” and expanding on Mann’s original citation we find (with added emphasis):
“Of all the advantages which China had for centuries over the rest of the world, the greatest was perhaps the superiority of its plows. Nothing underlines the backwardness of the West more than the fact that for thousands of years, millions of human beings plowed the earth in a manner which was so inefficient, so wasteful of effort, and so utterly exhausting that this deficiency of plowing may rank as mankind’s single greatest waste of time and energy.” (p17)
“For farmers, this was like going from the bow and arrow to the gun.” (p19)
“The increased friction meant that huge multiple teams of oxen were required, whereas Chinese plowmen could make do with a single ox, and rarely more than two. Europeans had to pool their resources, and waste valuable time and money in getting hold of six to eight oxen to plow the simplest field. […] It is no exaggeration to say that China was in the position of America or Western Europe today, and Europe was in the position of, say, Morocco.” (p20)
The following would be interesting to study:
One could first look at why people didn’t adopt the better plow much sooner. Maybe we have records on which cities or regions adopted this plow first. Do places, that adopted first, differ? I might expect larger urban places with more diverse populations that traded heavily to adopt this innovation first. This paper leads me to think that “openness to disruption” might have helped.
And there could be occasions when the arrival of the new technology could be treated as a “quasi-experiment”. Can we see the effects of new technology in action? How did output, wages and profits react?
Apparently it was the Dutch who first brought the plow back from China and then brought it to England as Dutch laborers working there. And from there it next went to America and France. And then:
“By the 1770s it was the cheapest and best plow available. […] There was no single more important element in the European agricultural revolution.” (p20) | <urn:uuid:38d77a9e-f06f-4c24-9fd6-71856777d10f> | {
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|Click here to view the item|
|Title:||Father Groppi and demonstrators|
Father James Groppi (1930-) and school desegregation demonstrators marching in Milwaukee holding signs that read "Stop School Segregation."
The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata.
|Subjects:||Groppi, James, 1930- | Clergy--Wisconsin--Milwaukee | Religion and politics--Wisconsin--Milwaukee | Catholic Church--Clergy--Wisconsin--Milwaukee--Political activity | Signs and signboards--Wisconsin--Milwaukee | African American civil rights workers--Wisconsin--Milwaukee | Civil rights demonstrations--Wisconsin--Milwaukee | Protest marches--Wisconsin--Milwaukee | School integration--Wisconsin--Milwaukee | Milwaukee (Wis.) | Milwaukee County (Wis.)|
|Collection:||Wisconsin Historical Images|
|Institution:||Wisconsin Historical Society|
|Contributors:||Wisconsin Historical Society|
|Online Publisher:||[Madison, Wis.] : Wisconsin Historical Society|
Barbee, Lloyd A. papers, 1933-1982, Wisconsin Historical Society, Madison, Wisconsin
|Rights and Usage:|
This image is issued by the Wisconsin Historical Society. Use of the image requires written permission from the staff of the Division of Library-Archives. It may not be sold or redistributed, copied or distributed as a photograph, electronic file, or any other media. The image should not be significantly altered through conventional or electronic means. Images altered beyond standard cropping and resizing require further negotiation with a staff member. The user is responsible for all issues of copyright.
Please Credit: Wisconsin Historical Society.
Consult the bibliographic data provided with each individual image, concluding your citation with the phrase " Online facsimile at: http://www.wisconsinhistory.org/turningpoints/search.asp?id=855
Forms part of the Wisconsin Historical Images collection (Wisconsin Historical Society)
|Persistent Link to Item:||http://www.wisconsinhistory.org/whi/fullRecord.asp?id=1925| | <urn:uuid:dd6f78eb-98ef-49fa-a601-da00d1abe49e> | {
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Autism and the Environment
- Discovery Strategy
- Scientific Workshop: Exploring the Environmental Causes of Autism and Other Learning Disabilities
The goal of the Autism and Learning Disabilities Discovery and Prevention Project, launched in May 2010, is to discover environmental causes of autism and other learning disabilities and to turn these scientific discoveries into evidence-based strategies for autism prevention.
One in six American children is afflicted with a developmental disability. In most cases, these disabilities affect the brain and nervous system. The most common are autism, learning disabilities, attention deficit hyperactivity disorder, dyslexia, sensory deficits, and cerebral palsy. Treatment of these disorders is difficult. They place great burdens upon families and are very costly to society. Their prevalence is on the rise. Autism now affects one in every 110 children in the United States.
Certain toxic chemicals have been shown to cause developmental disabilities in children. These include lead, PCBs, methyl mercury, and ethanol. Discovery of a specific environmental cause is the key to prevention. For example, discovery of the toxicity of low-level exposure to lead, a discovery in which researchers in our Center were centrally involved, triggered a decision to remove lead from gasoline and paint. These actions have produced a 90% decline in developmental disabilities due to lead. But for far too many developmental disabilities, the causes are not clear. Information on preventable causes is urgently needed.
In the case of autism, genetic causes are clearly implicated. They include gene mutations, deletions, and copy number variants. However, these genetic causes account for only about 25-30% of all cases of autism, and they do not easily explain key clinical and epidemiological features.
It is increasingly clear that environmental exposures also contribute to autism. Indirect evidence for environmental causation comes from studies demonstrating the exquisite sensitivity of the developing brain to toxic exposures in the environment. But the most compelling proof-of-concept evidence comes from studies that specifically link autism to exposures in early pregnancy – thalidomide; misoprostol; valproic acid; and the organophosphate insecticide, chlorpyrifos. While none of these particular chemicals are responsible for current trends in autism, their documented ability to cause autism establishes the principle that toxic exposures in early development can damage the brain to cause autism.
Likelihood is high that there are still other undiscovered environmental causes of autism and other learning disabilities. These undiscovered causes are most likely to be found among 1,200 industrial chemicals that are known to be toxic to the brain in adult humans and laboratory models, but have never been examined for toxicity to the developing brain.
Among these 1,200 chemicals, highest suspicion attaches to those that are:
- Most widely distributed in the environments of children and pregnant women; and
- Most commonly detected in the bodies of Americans in national surveys conducted by the Centers for Disease Control and Prevention.
The following are the steps we will take in 2010 to begin the Autism and Learning Disabilities Discovery and Prevention Project:
- To refine our list of target chemicals, we will convene an international scientific workshop of leading experts in the fields of autism research, brain development, genetics, pediatrics, and neurotoxicology. The goal of the workshop will be to develop a strategy for research and to produce a ranked list of the most highly suspicious chemicals. This workshop is scheduled for Wednesday, December 8, 2010.
- To create a platform for future epidemiological and genetic studies, we are launching the Mount Sinai Cord Blood and Placental Tissue Repository. Collection of maternal blood samples during pregnancy and of cord blood and placental tissue samples at delivery, with subsequent follow up of children and families through this Repository, will enable us to trace connections between prenatal exposures, genetic susceptibilities, and the subsequent development of autism and other learning disabilities. Planning for the Repository is already far advanced, and two pilot grants from CEHC – one to develop epigenetic markers in placental tissue and the other to develop a novel placental biopsy instrument – have contributed importantly to its development. In June 2010, funding to support the next phase of development of the repository was awarded by the Hearst Foundation.
- To screen synthetic chemicals for potential ability to disrupt early brain development and thus increase risk for autism and other learning disabilities, we shall work with the Departments of Psychiatry and Neuroscience at Mount Sinai to develop an experimental model of disordered brain development. Development of this model will itself be a major contribution to science in this area.
- We will partner with the Department of Psychiatry to undertake prospective epidemiological studies of children exposed prenatally to suspicious chemicals. Some of these studies have already been launched with pilot funds provided by CEHC.
- We continue our leadership role in the National Children’s Study (NCS). It is anticipated that approximately 1,000 of the 100,000 children to be enrolled in the NCS will ultimately be diagnosed with autism or Autism Spectrum Disorders (ASD). We are involved in studies to link these diagnoses with genetic and environmental exposures in early life.
We anticipate that the Autism and Learning Disabilities Discovery and Prevention Project will be a multi-year effort. Philanthropic support will enable us to jump–start the project and to begin to collect pilot data that we then plan to use to catalyze major federal funding.
Scientific Workshop: Exploring the Environmental Causes of Autism and Other Learning Disabilities
On Wednesday, December 8, 2010, CEHC will hold a scientific workshop, Exploring the Environmental Causes of Autism and Other Learning Disabilities, at the New York Academy of Medicine. This one-day scientific workshop will bring together nationally and internationally recognized experts in causation of autism and other learning disabilities. Learn more about this symposium.
Please help support our work. | <urn:uuid:09bff295-6ee5-4542-827d-12cf561927e8> | {
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Mattot begins with a discussion of the laws of vows. And the Hatam Sofer (Rabbi Moses Schreiber, 1762-1839 of Hungary), famous as a halachic authority and for his vehement opposition to the Reform movement, makes on its opening verse a comment that sounds like it could have been written last week.
The parshah begins: "Moses spoke to the heads of the Israelite tribes, saying ... ."
The Hatam Sofer asks, "Why is it that this parshah -- which deals with vows, oaths, and 'he shall not break his word' -- is addressed to the heads of the tribes [rather than the usual Children of Israel]?"
His answer? Because the majority of leaders and politicians are quick to make promises, and also quick to go back on them.
I couldn't have said it better myself. Clearly, Kohelet was right when he said, "There is nothing new beneath the sun!" However, the medieval Spanish commentator Ibn Ezra suggests that the section on vows is actually addressed to the leaders of the tribes of Reuben and Gad in order to reinforce their obligation to keep the promises they had made to Moses.
After the war with Midian, Gad and Reuben come to Moses, Eleazar, and the chieftains of the community and say: "The land that the Lord has conquered for the community of Israel is cattle country, and your servants have cattle. It would be a favor to us," they continued, "if this land were given to your servants as a holding; do not move us across the Jordan."
Moses rebukes them, believing they are trying to avoid participating in the coming war of conquest of the Promised Land, and he compares them to the spies whose fear led to the death of the generation of the Exodus in the wilderness. But they explain that this is not their intention.
"We will build here sheepfolds for our flocks and towns for our children. And we will hasten as shock-troops in the van of the Israelites until we have established them in their home. ... We will not return to our homes until every one of the Israelites is in possession of his portion."
Moses agrees: "Build towns for your children and sheepfolds for your flocks, but do what you have promised."
Also Quite Subtle
And here we learn that while the Torah is often quite heavy-handed when making a point --plagues, serpents, fire from heaven and the like -- it can also be quite subtle.
The Tanhuma, as cited by Rashi, notes that Moses had reason to suspect the motives of Reuben and Gad because their initial appeal seemed to be concerned primarily with wealth and material possessions.
They speak initially about their cattle and the importance of good grazing land, and after Moses rebukes them they say, "We will build here sheepfolds for our flocks and towns for our children."
Rashi explains: "They showed more concern for their own money than their sons and daughters, as they placed their cattle before their little ones.
Moses said to them, "Do not do so. Put first things first and secondary things second. First, build cities for your little ones, and afterwards folds for your sheep."
Moses' message -- reversing the order of their words -- was subtle, but Gad and Reuben received it loud and clear. How do we know?
Because they responded to Moses: "Your servants will do as my lord commands. Our children, our wives, our flocks and all our other livestock will stay behind in the towns of Gilead while your servants cross over ... to engage in battle."
It took some doing, but now they had their priorities straight.
After all, nobody ever said on his deathbed, "I wish I'd spent more time at the office."
Rabbi Joyce Newmark is a resident of Teaneck, N.J. She was a former religious leader of congregations in Leonia and Lancaster, Pa. | <urn:uuid:0b906600-6f3b-4514-81e5-16aebfc8d978> | {
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Information Technology & People
Purpose – To develop a testable model for girls’ career choices in technology fields based on past research and hypotheses about the future of the information technology (IT) workforce.
Design/Methodology/Approach – Review and assimilation of literature from education, psychology, sociology, computer science, IT, and business in a model that identifies factors that can potentially influence a girl’s choice towards or against IT careers. The factors are categorized into social factors (family, peers, and media), structural factors (computer use, teacher/counselor influence, same sex versus coeducational schools), and individual differences. The impact of culture on these various factors is also explored.
Findings – The model indicates that parents, particularly fathers, are the key influencers of girls’ choice of IT careers. Teachers and counselors provide little or no career direction. Hypotheses propose that early access to computers may reduce intimidation with technology and that same-sex education may serve to reduce career bias against IT.
Research Limitations/Implications – While the model is multidisciplinary, much of research from which it draws is five to eight years old. Patterns of career choices, availability of technology, increased independence of women and girls, offshore/nearshore outsourcings of IT jobs are just some of the factors that may be insufficiently addressed in this study.
Practical Implications – A “Recommendations” section provides some practical steps to increase the involvement of girls in IT-related careers and activities at an early age. The article identifies cultural research as a limitation and ways to address this.
Originality/value – The paper is an assimilation of literature from diverse fields and provides a testable model for research on gender and IT. | <urn:uuid:40891e57-b8cd-46d2-a6d4-19b1ba415f91> | {
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The Creation Wiki is now operating on a new and improved server.
From CreationWiki, the encyclopedia of creation science
Teleology is the position that there is design, purpose, directive principle, or finality in the works and processes of nature, and the philosophical study of that purpose. Teleology is from the Greek word telos which means the end or goal of a thing.
Teleology stands in contrast to philosophical naturalism, and both ask questions separate from the questions of science. While science investigates natural laws and phenomena, philosophical naturalism and teleology address and investigate the existence or non-existence of an organizing principle behind those natural laws and phenonema. Philosophical naturalism asserts that there are no such principles. Teleology asserts that there are.
For example, the view of philosophical naturalism is that man sees because he has eyes. Teleology, on the other hand, holds both that man sees because he has eyes and has eyes so that he can see. As Aristotle wrote in support of teleology, "Nature adapts the organ to the function, and not the function to the organ" (De partib., animal., IV, xii, 694b; 13). Lucretius replied in support of philosophical naturalism: "Nothing in the body is made in order that we may use it. What happens to exist is the cause of its use." (De nat. rerum, IV, 833; cf. 822-56)
Contemporary creationists have taken a more subtle approach to the question of teleology. Giuseppe Sermonti wrote:
|“||What, then, is the answer to our question 'Is there a purpose in Nature?' To be sure, an answer to this kind of question is not something that can come out of a conference in which each participant is expected to represent and maintain his position. There were several different answers and reference has been made to these above. Meanwhile, what is important is that the question was put forth in scientific circles, and the fact that it was put forth in the heart of Europe which is itself seeking a connection, a meaning, a purpose. When all is said and done, what else is purpose if not a self-questioning as to where one is going – what else, if not the posing of a question to oneself that expects a reply? ||”|
In the view of Giuseppe and many other creationists, scientists should neither make dogmatic assertions about purpose nor deny the possibility of its existence. Instead, the project of science should above all be seeking to understand the purpose of the universe by fearlessly asking the hardest questions.
Teleology and the philosophy of science
While teleology and philosophical naturalism ask different questions than those asked by science, they play an extremely important role in the philosophy of science. For if one begins with the philosophical belief that there is no design or purpose in the universe, then one naturally concludes that creation science is nonsense, before evaluating its facts and conclusions, because it seeks purpose where none exists. If, on the other hand, one begins with the philosophical belief that there is design or purpose in the universe, then one may naturally conclude that creationism is true, even without considering the alternative of evolution.
Both of these philosophical assumptions are dangerous to the progress of science, because they both eliminate a realm of possibilities before even evaluating the evidence. A philosophical naturalist cannot even permit creationism as a possibility, because he has already assumed that there is no design or purpose in the universe. The same traps lay open to creationists who start with the assumption that God created the universe in a particular way, without even-handedly evaluating the evidence.
For that reason, a sophisticated philosophy of science must be initially neutral on the question of teleology and philosophical naturalism. It must allow for the possibility of design and the possibility of naturalistic explanations. Once both possibilities are allowed, then the scientific evidence can and should lead to the correct position.
Many creationists, of course, believe that the evidence for creation is so overwhelming as to be absolutely obvious to an open mind. As the Apostle Paul wrote in Romans;
For since the creation of the world God's invisible qualities—his eternal power and divine nature—have been clearly seen, being understood from what has been made, so that men are without excuse. Romans 1:19
Classical Greek teleology
|“||Imagine not being able to distinguish the real cause from that without which the cause would not be able to act as a cause. It is what the majority appear to do, like people groping in the dark; they call it a cause, thus giving it a name that does not belong to it. That is why one man surrounds the earth with a vortex to make the heavens keep it in place, another makes the air support it like a wide lid. As for their capacity of being in the best place they could possibly be put, this they do not look for, nor do they believe it to have any divine force, but they believe that they will some time discover a stronger and more immortal Atlas to hold everything together more, and they do not believe that the truly good and "binding" binds and holds them together. (Plato, Phaedo 99bc)||”|
Thus, it is argued, those who attempt to explain nature in terms of nature alone are forced to deny the ultimate binding Good in the universe, and hope that they will someday discover a "stronger and more immortal Atlas" to hold their universe together.
Similarly, Aristotle argued that it is error to attempt to reduce all things to mere necessity, because such thinking neglects the purpose, order, and final cause that causes the apparent necessity. He wrote:
|“||Democritus, however, neglecting the final cause, reduces to necessity all the operations of nature. Now they are necessary, it is true, but yet they are for a final cause and for the sake of what is best in each case. Thus nothing prevents the teeth from being formed and being shed in this way; but it is not on account of these causes but on account of the end; these are causes in the sense of being the moving and efficient instruments and the material. …to say that necessity is the cause is much as if we should think that the water has been drawn off from a dropsical patient on account of the lancet alone, not on account of health, for the sake of which the lancet made the incision. (Aristotle, Generation of Animals V.8, 789a8-b15)||”|
In Aristotelian-Thomistic philosophy the traditional term for teleology is final cause and deals with purpose built into nature, built into matter as its very nature. Final cause is contrasted with efficient cause. Efficient causes generate things, so that if you were to throw a tennis ball to the ground, the action of your arm forcing the tennis ball down is the efficient cause. There is another level of cause however, and the final cause or purpose for doing so is different from the efficient cause. For instance, the final cause may have been you being able to prepare yourself to serve first to an opponent to then begin a tennis match.
Extrinsic and intrinsic finality
Teleology depends on the concept of a final cause or purpose inherent in all beings. There are two types of such causes, intrinsic finality and extrinsic finality.
- Extrinsic finality consists of a being realizing a purpose outside the being realizing it, for the utility and welfare of other beings. For instance, minerals are designed to be used by plants which are in turn designed to be used by animals.
- Intrinsic finality consists of a being realizing a purpose by means of a natural tendency directed toward the perfection of its own nature. In essence, it is what is good for a being. For example, physical masses obey universal gravitational tendencies that did not evolve, but are simply a cosmic given. Similarly, life is intended to behave in certain ways so as to preserve itself from death, disease, and pain.
|“||If I hadn’t been at the store today, I wouldn’t have found that $100 on the ground. God must have intended for me to go to the store so I would find that money.||”|
Such abuses were criticized by Francis Bacon ("De Dignitate et Augmentis Scientiarum," III, iv), Descartes ("Principia Philosophiæ", I, 28; III, 2, 3; "Meditationes", III, IV), and Spinoza (Ethica, I, prop. 36 app.).
Intrinsic finality, while more subtle, provides the basis for the teleological argument for the existence of God, and its modern counterpart, intelligent design. Proponents of teleology argue that it resolves a fundamental defect in philosophical naturalism. They argue that naturalism focuses exclusively on the immediate causes and mechanisms of events, and forgets to look for the reason for their synthesis. Thus, it is argued, if we take a clock apart, we discover in it nothing but springs, wheels, pivots, levers etc. But having explained the mechanism which causes the revolutions of the hands on the dial, is it reasonable to say that the clock was not made to keep time?
- Science with Meaning, Symbol, and Beauty by Giuseppe Sermonti | <urn:uuid:4bb8e696-586e-4c0d-8b53-dfc337b55b36> | {
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||William Falconer's Dictionary of the Marine
Table of Contents
FACTOR to To FALL a-stern
To FALL calm to FETCHING the pump
FID to FIRE-SHIP
FISH to To FLAT-IN
To FLAT-IN FORWARD to FLUSH
FLY of an ensign to FORE-CASTLE
FORE-CAT-HARPINS to FORE-STAY
FORE-TOP to FOTHERING
FOUL to FRESH
To FRESHEN the bawse to FUTTOCK-SHROUDS
FLAGFLAG, (pavilion, Fr. flag, Dutch) a certain banner or standard, by which an admiral is distinguished at sea from the inferior ships of his squadron; also the colours by which one nation is distinguished from another.
The first flag in Great Britain is the royal standard, which is only to be hoisted when the king or queen are aboard the vessel: the second is that of the anchor of hope, which characterises the lord high admiral, or lords commissioners of the admiralty: and the third is the union flag, in which the crosses of St. George and St. Andrew are blended. This last is appropriated to the admiral of the fleet, who is the first military officer under the lord high admiral.
When a flag is displayed from the flag-staff on the main-mail, the officer distinguished thereby is known to be an admiral; when from the fore-mast, a vice-admiral; and when from the mizen-mast, a rear admiral.
© Derived from Thomas Cadell's new corrected edition, London: 1780, page 129, 2004
Published by South Seas, using the Web Academic Resource Publisher
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1OO JUDUL PENELITIAN KUALITATIF
1. Improving the Vocabulary Skills by Using Thesaurus for Second grade Students at SMAN 1 Kebumen.
2. Improving the vocabulary skills by using crossword puzzles for grade VII at SMPN 1 Alian Kebumen.
3. Developing Web-Based Reading Materials for Grade VIII at SMPN I Buluspesantren Kebumen.
4. Designing Live Interactive English Radio Programme of Learning English for Senior High School Students in Purworejo.
5. The Effectiveness of Giving Direct Feedback on Speaking to Improve Speaking Ability of the Grade VII Students at SMA Masehi Kebumen.
6. Improving Students’s Vocabulary Mastery Through the Use of Card Games in the first third grade of SMAN 1 Kutowinangun.
7. Improving Reading Skills by Using Newspaper for Second Grade students of SMPN 1 Kebumen.
8. Code-Switching in the English Teaching Learning Process of the First Grade of SMK Batik Sakti Kebumen.
9. Improving Speaking Abillity by Using Interactive English Task at SMPN 5 Kebumen in Academic Year or 2009/2010.
10. Improving student’s Listening Abillity through Drawing, Coloring, and Sticking for Grade Two at SDN I Krakal Kebumen.
11. Problems in Understanding Narrative text among The Tenth Grade Students of SMA Muhammadiyah Kebumen.
12. Efforts to Improve the Speaking Teaching Learning in Second Grade of SMPN 2 Kebumen.
13. Efforts to Improve Student’s Speaking Abillity by Using Communicative Activities in Grade 5 of SDN 1 Kalirancang Kebumen.
14. The Effectiveness of Mid-Kids in Improving Vocabulary Mastery of the Rahayu Kindergarten of Zacky Hanggoro in The Academic Year of 2009/2010
15. The Effect of Letter Tiles to Teach Spelling at SD Bumirejo Kebumen.
16. The Effect of Parent’s Support to the students on the English Learning Activities of SDN 1 Wotbuwono Kebumen.
17. Improving English Reading Skills by Using Story Book for SDK Pamardi Yuana Bhakti.
18. The Effect of Teacher’s Support to the Students on the English Learning Activities of SDN 2 Kebumen.
19. Improving the vocabulary skills by using Dictionary for grade VIII at SMPN 1 Klirong Kebumen.
20. Improving Reading Skills by Using Megazine for Third Grade students of SMPN 1 Gombong Kebumen.
21. The Application of Grammar Practice Activities in Communicative Language Teaching (CLT) Method to Improve The Grammar Ability of The First Year Student at SMU Purworejo.
22. The Influence of Peer Response in Writing Process to Improve Students Writing Ability : A Case Study at The Tenth Grade of United English Forum (UEF).
23. Using Parallel Writing Technique Through Song to Improve The Writing Ability of The Second Semester Student of English Language and Literature Department of English University of Sarjnawiyata Tamansiswa
24. The Application of Dictoyloss Teaching Strategy in Improving The Students English Achievement of The Second Year Students of SMA 2 Gombong.
25. Improving the Reading Comprehension of The Second Semester Students of PIKIH Program of English Department at Sarjanawiyata Tamansiswa University.
26. The Application of Graphic Organizer Method in Improving Reading Comprehension of SMA Pius Bayan, Purworejo.
27. The Use of First Language Acquesition Approach to Teach in Speaking in Improving The Students Proficiency of PIKIH Program UMP.
28. The Effectiveness of Self Assessment Techniques in Improving Students English Speaking Proficiency at PIKIH Program of UIN Jogja.
29. The Effectiveness of English Comp. Program in Increasing The Second Year Student Interest in Learning English of MAN Kebumen.
30. The Effectiveness of Imaginative Reading Materials in Improving Reading Comprehension of The First Year Students of SMP 2 Purwodadi
31. Using Schema Activation Strategy to Increase the Second Year Students Reading Comprehension at SMP Bunda Harapan Bekasi.
32. Developing the Students Ability in Writing Paragraph Through Quick writing at The Two Year Students of MTSN 1Kebumen.
33. The effectiveness of The Aesthetic Realism Method in Improving Reading Skill at The Fifth Class at SD Taman Muda Jetis.
34. Improving The Student Ability in Mastering Vocabulary Trough Word wish Game at The Fourth Year Student of UCY.
35. Improving Students Reading Comprehension Through Reading, Encoding, Annotiating, Pondering (REAP Technique) (A study at The Students of SMA Santa Maria Bekasi.
36. The Effectiveness of Word Analogies in Improving the English Vocabulary Mastery of The Students of SMA 8 Bekasi.
37. Teaching Vocabulary Through Riddles to The First Year Students of SMKI Jogjakarta.
38. The Application of Personal Vocabulary Notes (PVN) Technique to Develop Students Vocabulary at The Second Year Students of SMA Muhammadiyah 7 Pacitan.
39. Developing The Sixth Student Vocabulary Through Human Learning System of SDN 9 Bumirejo, Kebumen.
40. The Effectiveness of Based Problem Learning Strategy in Improving Students Speaking Skill at The Third Year Students of SMK PGRI Kebumen.
41. Application of Exposition Strategy in Improving the Reading Comprehension of The Second Year Students of SMU Pius Jakarta.
42. Improving The Students Ability To Translate Texts Book Through Sentence Component Identivication
43. Using Skills Circuits to Improve The English Vocabulary Achievement of The Second Year Student at The MTsn 2 Plumbon.
44. Using Directed Reading Activity Strategy to Improve The Reading Comprehension of The Second Year Students of SMPN 4 Batang.
45. The Roles of Args Model in Improving Students Motivation in Learning English Study at The Second Year Students of SMA 1 Bandung.
46. Improving The Second Year Students Vocabulary of SMA Bellar Minus Jakarta Selatan by Using Preview in Context.
47. The Use of Guided Writing Procedures in Improving The English Writing Proficiency of The Second Year Student of SMK 3 Piri Yogyakarta.
48. The Effectiveness of English Technique as a Local Content at Elementary School.
49. The Casual Factors of the Third Year Students Difficulty in Learning Speaking at MTsN 1 Ngawi.
50. The Application of Directed Activities Redacted To Text (DADT) Method in Improving The Reading Comprehensions Ability of The Third Year Students of SMP Penabur, Kebumen.
51. The Effectiveness of Using English Song in Improving The Students Ability in Writing An Essay At The First Year of SMA PGRI Purworejo.
52. The Use of Dictoglass to Increase the Students Speaking Achievement At The last Year Students of SMA Masehi Prembun, Kebumen.
53. Study of the Effectiveness of Martessari Method in Kindergarten in Developing Students Skill.
54. Sing Incidental Vocabulary Acquisition Method to Improve Students Vocabulary Mastery at The First Year Students of SMA 3 Kebumen.
55. The Correlation Between The Students Learning Styles And Paragraph Organization Style at The English Education Department of UKDW.
56. Motivating the Students With Disruptine Behavior in Learning English Through Brain Based Learning Method in Grade II at SMAN 5 Kutoarjo.
57. Analyzing the Item Feasibility of English Test Used At SMKN 1 Kebumen.
58. Improving The First Year Students Achievement Through Recitation Techniques At MTs. Model, Kebumen.
59. Reducing Students Anxiety to Speak English through Tense – Free Class Environment (A Study of The Third Year Students of MAN 2 Purworejo.
60. Improving Listening Skills by Using English song for SDN 1 Kutowinanagun.
61. Increasing Reading Skills by Using Fabel for Grade 2 at SDK Pius Gombong.
62. Improving Speaking Skills by using Dailly Conversation by Foreigner for Second Grade Students at SMA 8 Purworejo.
63. Improving Pronounciation fluency by using Oxford Dictionary for Grade XI Students at SMA 3 Bekasi.
64. Increasing English Converstion by using Speaking Club for Hotel Receptionist.\
65. The Effort of Alfa Bank to Improving skills in Teaching English.
66. The Effectiveness of Teacher’s attitude in SMPN 4 Kebumen.
67. The Effectiveness of Unique Reading Materials in Improving Reading Comprehension of The First Year Students of SMA 2 Prembun, Kebumen.
68. Development English Listening Skills for SMK Nawa Bhakti Kebumen by Using BBC Radio.
69. Improving Writing Skills by Write English Letter for Grade Third Studdents at SMA 7 Purworejo.
70. The Effectiveness of reducing Home Work to reduce Students’ Hardness for SMPK Marsudi Luhur Jogja.
71. Development Reading Skills by Using Sending Letter to Foreign Students for Grade 2 students at SMPN 5 Banjarnegara.
72. Improving Listening skills by Listening Foreign Conversation in Malioboro Street for First Semester Students at UST.
73. Development Linguistic Comprehension by Using Special Handout Books for 5 Smester Students at UNY.
74. Increasing Phonetics Comprehension by Using Unique Symbol for 6 for 6 Smester 6 Students at UAD.
75. Improving Reading Skills by Using Megazine for Third Grade students of SMPN 1 Gombong Kebumen.
76. The Application of Vocabulary Practice Activities Method to Improve The Vocabullary Ability of TheSecond Year Student at SMAN 9 Purworejo.
77. Using Song to Improve The Writing Ability of The Second Semester Student of English Language and Literature Department of English at UAD Jogjakarta.
78. The Application of Approach Teaching Strategy in Improving The Students English Achievement of The Second Year Students of SMAN 4 Tegal.
79. Improving the Reading Comprehension of The Second Semester Students by Using Novel maker of English Department at Sarjanawiyata Tamansiswa University.
80. The Application of Poetry Method in Improving Reading Comprehension of SMA Masehi Kuningan.
81. The Use of First Language Acquesition Approach to Teach in Speaking in Improving The Students Exclussive Speech of UMY.
82. The Effectiveness of Self Assessment Techniques in Improving Students English Speaking at Quick Conversation Program of UIN Jogja.
83. The Effectiveness of Alfa Link Dictionary in Increasing Vocabullaryfor The Second Year Student Interest in Learning English of MAN Kebumen.
84. The Effectiveness of Listening Conversation Among Students in Improving Reading Comprehension of The Second Year of SMPN 5 Semarang.
85. Using Activation Strategy to Increase the First Students Reading Comprehension at SMPN 8Depok, Jawa Barat.
86. Developing the Students Ability in Writing Paragraph by using fast writing at The first Year.
87. The effectiveness of The Realism Method in Improving Reading Skill at Thesixth Class at SDN 3 Wonogiri.
88. Improving The Student Ability in Mastering Vocabulary Trough Word Game at The Fifth Year Student of UPY Jogjakarta.
89. Improving Students Reading Comprehension Through Reading study at The Students of SMA Santa Maria Bekasi.
90. Improving the Vocabulary Skills by Using Real Things in School for Second grade Students at SMAN 1Purwokerto.
91. Improving the Grammar skills by using Students’daily activities for grade two at SMAN 1 Pandak, Jogjakarta.
92. Developing Internet Reading Materials for Grade VII at SMPN 3 Kebumen by Using Modem.
93. Designing Live Interactive English TV Programme of Learning English for SMA Penabur, Jakarta Selatan.
94. The Effectiveness of Giving Feedback on Speaking to Improve Speaking Ability of the Grade VII of SMAN 6 Tasikmalaya.
95. Improving Students’s Vocabulary Mastery Through TTS at SMPN 10 Bekasi.
96. Improving Reading Skills by Using English comic for Second Grade students of SMPN 4 Cilacap.
97. Intensive the English Teaching Learning Process of the First Grade of SMK Batik Sakti Kebumen.10 or 2009/2010.
98. Improving student’s Listening Abillity through Drawing, for Grade Two at SDN 3 Seliling Kebumen.
99. Problems in Understanding Analitycal Exposistion text among The Grade three Students of SMA PGRI Kebumen.
100. Efforts to Improve the Writing Teaching Learning in Second Grade of SMM Jogjakarta.
Minggu, 27 Februari 2011
1OO JUDUL PENELITIAN KUALITATIF | <urn:uuid:db212fc4-c28f-48f5-97d4-a0898e8ef158> | {
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Twentieth Microbial Advent Calendar! Can you believe it? Today we have a look at another insect-bacteria symbiosis: the rice weevil. We saw this month that insect often establish symbiosis with bacteria. Symbiotic bacteria can play important roles in the life of insects affecting their reproduction, complementing their diet, increasing their resistance to pathogens or to other external stresses.
Weevils are one of the most diverse and widely distributed insect groups on Earth, they belong to the superfamily Curculionoidea which embraces around 220,000 existing and 62,000 described species. Who knew?! Among this incredible diversity, seven subfamilies have been described to be associated with bacterial symbionts. In those species, the bacteria are housed in organs very similar to the one we saw earlier in the leeches (here). The location is also pictured on the panel on the right. Interestingly, as the bacteria are mainly located in those organs close to the digestive tract they are also located in two subsidiary organs close to the reproductive tract. This secondary location ensures the transfer of the bacteria to the next generation.
The endosymbionts belong to the genus XXX of Gammaproteobacteria which has only been described in the weevils so far. To date, it is still unclear what the benefit is for the weevil to house those bacteria. Studies looking at the bacterial genome found that they were quite reduced, indicating an intimate association which has long coevolved. This is also supported by one stunning characteristic of the weevils, they secrete at least two antimicrobial peptides in order to keep the bacteria in check in their housing. So on one side, we have a bacteria reducing its genome showing intimate evolution and on the other host molecular adaptation showing bacterial taming and still, in some case treating the host with antibiotic did not have a clear deleterious effect.
This is indeed a fascinating system to keep an eye on!
Here you will find a recent paper describing the phylogeny of the bacteria and its distribution and here another one showing the ongoing genome reduction in the endosymbiont. And finally, here you will find the paper describing the fascinating immune response system keeping the symbionts in check! | <urn:uuid:41a47e0f-e55e-4b94-abe4-8b0316a263f2> | {
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Flashcards in Control + Communication Deck (23):
What is the cerebrum?
It is largest part of the brain and it controls your conscious thoughts and activities
What is the cerebellum?
Part of the brain that controls balance and coordinates muscle movements
What is the medulla?
Part of the brain that controls activities we are not consciously aware of like breathing and our heart rate
What are the order of neurons in a reflex arc?
Sensory --> relay --> motor
What are hormones?
Chemical messengers that send messages from one part of the body to another
What is the CNS?
Part of the nervous system made up of the brain and spinal cord
What is a neuron?
A nerve cell
What is a stimulus?
Information from the external environment
What is a receptor?
A cell that can detect a stimulus
What is an effector?
An organ that carries out a response, usually a muscle or a gland
What is a reflex arc?
It is the pathway of three neurons that brings about a rapid, involuntary response
What is a synapse?
The gap between two adjacent neurons
What is the chemical which transmits a nerve impulse across a synapse?
What is the gland that produces and releases a hormone directly into the bloodstream?
An endocrine gland
What is a target cell?
A cell with receptors on its surface that recognise and bind into a specific hormone
What is the storage carbohydrate in animal cells?
What is the organ which produces the hormones, insulin and glucagon?
What is insulin?
A hormone which stimulates cells in the liver to remove glucose from the blood and concert it to glycogen for storage
What is diabetes?
A condition caused by the inability to control blood glucose level
In animals, what are the two types of control?
Nervous and hormonal
What is the function of the nervous system?
It is a communication system that uses electrical impulses to send messages from one part of the body to another
What are the spinal cords protected by? | <urn:uuid:7998082f-6d77-44a8-8b40-e61d947f442a> | {
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Here at Cory Williams, DDS in Wilmington, North Carolina, our team sees far more cases of gum disease than we’d like. It’s a surprisingly common disease, especially when you consider how easy it is to prevent gum disease.
We’re dedicated to helping you avoid the worst oral health problems, and keeping your mouth in great shape. To help you achieve that, we’ve put together this post that details what gum disease it, why it’s so dangerous, and what you can do to stop it.
What is it?
Gum disease is the name for any kind of infection or inflammation in your gums. The most common form of gum disease is gingivitis. This is simply red, inflamed gums that can bleed easily and are often sensitive to the touch.
What does it cause?
Gum disease can cause a myriad of health problems that aren’t just localized to your mouth. Most commonly, though, it causes severe inflammation of your gums, tooth decay, and even tooth loss. The bacteria that cause gum disease can often spread to other parts of your body, potentially infecting you elsewhere.
How do I stop it?
Maintaining a strict oral health routine is the best way to ward off gum disease. Brushing, flossing, and mouthwash use are simple but effective, tools for stopping gum disease.
We don’t want to see you in the office with gum disease-related problems; Dr. Cory Williams would much rather see you every six months for a regular cleaning. If you have any questions, you can get in touch today at 910-763-1072. | <urn:uuid:f830ddc3-e874-4a74-bb97-20b6cd1c66c6> | {
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- Post-impressionism Post`-im*pres"sion*ism, n. (Painting) In the broadest sense, the theory or practice of any of several groups of painters of the early 1900's, or of these groups taken collectively, whose work and theories have in common a tendency to reaction against the scientific and naturalistic character of impressionism and neo-impressionism. In a strict sense the term post-impressionism is used to denote the effort at self-expression, rather than representation, shown in the work of C['e]zanne, Matisse, etc.; but it is more broadly used to include cubism, the theory or practice of a movement in both painting and sculpture which lays stress upon volume as the important attribute of objects and attempts its expression by the use of geometrical figures or solids only; and futurism, a theory or practice which attempts to place the observer within the picture and to represent simultaneously a number of consecutive movements and impressions. In practice these theories and methods of the post-impressionists change with great rapidity and shade into one another, so that a picture may be both cubist and futurist in character. They tend to, and sometimes reach, a condition in which both representation and traditional decoration are entirely abolished and a work of art becomes a purely subjective expression in an arbitrary and personal language. [Webster 1913 Suppl.]
The Collaborative International Dictionary of English. 2000. | <urn:uuid:ba18502d-b445-484a-a8e7-cf78111095fd> | {
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Prior to the arrival of Europeans this area was occupied by the Coast Miwok. There was fresh spring water and abundant sea-life for the nearly 200 people in the nearby village of Takau.
From the early 1800s to the 1840s, Bodega Head was used by Russian colonists as a safe harbor in their hunt for sea mammals such as otter, sea lions and seals. The Russians used this location as a source of fresh water and food.
Late In the 1950s, PG&E acquired property from a local rancher to construct what was to be the natlon's first commercially-viable nuclear power plant. Construction of the Atomic Park began in the early 1960s, only to be halted by the efforts of concerned citizens in 1964. The original location of the Atomic Park was dangerously close to the San Andreas Fault, which was the deciding factor to halt construction.
This "Hole in the Head" is actually a 90 foot by 120 foot deep hole dug by PG&E during the initial phase of the power plant construction. The "hoie" is constantly being replenished by
the same fresh water spring that drew both the Native people and early settlers to this location. This area now provides a
safe habitat for a wide variety of birds and wildlife.
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WADDELL, JOHN, physician, superintendent of the New Brunswick Lunatic Asylum; b. 10 March 1810 at Truro, N.S., son of the Reverend John Waddell, Presbyterian minister, and Nancy Blanchard; d. 29 Aug. 1878 at Truro.
John Waddell was educated at the grammar school in Truro and at the Pictou Academy. In 1833 he began to study medicine under Dr David B. Lynds of Truro. He continued his studies in Glasgow and London and on 18 Oct. 1839 received a diploma from the Royal College of Surgeons. In 1840, having spent some time in Paris where he attended lectures given by the leading French scientists, he began a medical practice in Truro. In the same year he married the daughter of his former teacher, Susan Lynds, who died in 1841. He was married again in 1846 to Jane Walker Blanchard of Truro; they had two daughters and a son who died as a child.
In 1849 Dr Waddell was appointed superintendent of the New Brunswick Lunatic Asylum. His appointment was opposed by many who felt that he had no special qualifications for the job and that a native of New Brunswick should have been given the position. Waddell carried out his duties capably and held the position until he retired for reasons of health in 1876. He continually urged that the government spend more on improving the hospital. He visited asylums in Canada and the United States and attempted to introduce the latest methods of treatment. The common practice in many mental hospitals was to confine violent patients in small cells. They were bound with ropes or chains and beaten frequently by keepers who were untrained and had no sympathy for the mentally ill. Facilities in many hospitals were inadequate and the patients were crowded into wards where there was no segregation of the sexes. They were placed in solitary confinement at the least sign of violent behaviour. Waddell tried as much as possible to do away with mechanical restraints and to improve the conditions under which the insane were forced to live by urging the New Brunswick government to provide more spacious accommodation. He was aware of the value of occupational therapy and attempted to provide opportunities for some of the patients to work with their hands, particularly in the gardens of the asylum. He urged that all patients be treated equally regardless of their social status and wanted to build an institution “to which those most loved” could “with confidence” be committed if required.
Waddell was greatly respected throughout the province and his resignation was accepted with regret in 1876. “Probably no man in the province of New Brunswick was better or more generally known than Dr. Waddell, and there are few whose name and works will be held in more grateful remembrance.”
N.B. Museum, James Brown, Journal, 1844–70, sect.C, 26. PANS, Community Records, Truro Township book, 107. Daily Sun (Saint John, N.B.), 30 Aug. 1878. Daily Telegraph (Saint John, N.B.), 30 Aug. 1878. Morning Freeman (Saint John, N.B.), 31 Aug. 1878. Morning News (Saint John, N.B.), 7–31 Dec. 1849, 4 Jan. 1850. New Brunswick Reporter (Fredericton), 14 Dec. 1849. New Brunswick, House of Assembly, Journals, 1850–76; 1881, 172–73. Cyclopædia of Can. biog. (Rose, 1888), 29–30. Dom. ann. reg., 1878, 370. Thomas Miller, Historical and genealogical record of the first settlers of Colchester County (Halifax, 1873), 160–62. C. T. Phillips, “Care of the insane,” Saint John Daily Sun, 27 Feb. 1904. | <urn:uuid:43aaaba8-1565-44e2-9058-369aa52cd6cd> | {
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See biographies by J. R. Alden (1951) and S. W. Patterson (1958).
Lee was born in Cheshire, England, the son of General John Lee and Isabella Bunbury (daughter of Sir Henry Bunbury, 3rd Baronet). He was sent to school in Switzerland and became proficient in several languages. He returned to England in 1746 at the age of fourteen to attend grammar school at Bury St Edmunds. That same year his father, then colonel of the 55th Foot (later renumbered the 44th), purchased a commission for Charles as an ensign in the same regiment.
Lee purchased a captain's commission in the 44th in 1756. The following year he took part in an expedition against the French fortress of Louisbourg, and in 1758 he was wounded in a failed assault on Fort Ticonderoga. After recovering, he took part in the capture of Fort Niagara in 1759 and Montreal in 1760. Lee went back to Europe, transferred to the 103rd Foot as a major, and served as a lieutenant colonel in the Portuguese army, fighting against the Spanish invasion of Portugal (1762). He returned to England in 1763 at the end of the Seven Years' War. His regiment was disbanded and he was retired as a major.
In 1765 he fought in Poland, serving as an aide-de-camp under King Stanislaus II. After many adventures he came home to England. Unable to secure promotion in the British Army, in 1769 he returned to Poland and saw more action, and lost two fingers in a duel in which he killed his opponent. Returning to England once again, he found that he was sympathetic to the American colonists in their quarrel with Britain. He moved to the colonies in 1773 and purchased an estate in Virginia, in an area now part of West Virginia, which he named Prato Rio.
Lee also received various other titles: in 1776, he was named Commander of the so-called Canadian Department, although he never got to serve in this capacity. Instead, he was appointed as the first Commander of the Southern Department. He served in this post for six months, until he was recalled to the main army.
Toward the end of 1776, Lee's animosity for Washington began to show. During the retreat from Forts Washington and Lee, he dawdled with his army, and intensified a letter campaign to convince various Congress members that he should replace Washington as Commander-in-Chief. Around this time, Washington was accidentally given and opened a letter from Lee to a Colonel Reed, in which Lee condemned Washington's leadership and abilities, and blamed Washington entirely for the dire straits of the Army. Though he was the victim of the letter, Washington wasn't angry. He was suspicious and disappointed at both Lee and himself, for he (Washington) was a man that took too much responsibility and not enough credit for himself. He sent the letters to Reed and wrote an accompanying letter apologizing for the mistake. Although his army was supposed to join that of Washington's in Pennsylvania, Lee set a very slow pace. On the night of December 12, Lee and a dozen of his guard inexplicably stopped for the night at White's Tavern in Basking Ridge, New Jersey, some three miles from his main army. The next morning, a British patrol of two dozen mounted soldiers found Lee writing letters in his dressing gown, and they captured him. Among the members of the British patrol was Banastre Tarleton. Lee was eventually recouped by the colonial forces in an exchange for General Richard Prescott.
Lee is most notorious for his actions during the Battle of Monmouth. Washington needed a secondary commander to lead the frontal assault. He unwillingly chose to put Lee in charge as he was the eldest of his generals. Washington ordered him to attack the retreating enemy, but instead, Lee ordered a retreat. He retreated directly into Washington and his troops, who were advancing, and Washington dressed him down publicly. Lee responded with "inappropriate language," was arrested, and shortly thereafter court-martialed. Lee was found guilty, and he was relieved of command for a period of one year.
It is not clear that Lee had made a bad strategic decision: he believed himself outnumbered (He was: British commander Sir Henry Clinton had 10,000 troops to Lee's 5,440.), and that a retreat was reasonable. However he disobeyed his orders, and he publicly expressed disrespect to his Commander-in-Chief. Plus, Washington wanted to test the abilities of his troops that were officially trained for the first time in European tactics by Friedrich Wilhelm Ludolf Gerhard Augustin von Steuben, commonly known as Baron von Steuben.
Lee tried to get Congress to overturn the court-martial's verdict, and when this failed, he resorted to open attacks on Washington's character. Lee's popularity plummeted then. The Colonel John Laurens, an aide to Washington, challenged him to a duel, one in which Lee was wounded in his side. He was released from duty on January 10, 1780. He retired to Philadelphia, Pennsylvania, where he died.
Treachery may have been the reason for Lee's retreat at the Battle of Monmouth. While Lee had been held prisoner by the British General Sir William Howe, 5th Viscount Howe in March, 1777, Lee drafted a plan for British military operations against the Americans. At the time, Lee was under a threat of being tried as a deserter from the British Army, because he hadn't resigned his British commission as Lieutenant-Colonel until several days after he accepted an American commission. The plan in Lee's handwriting was found in the Howe family archives in 1857. | <urn:uuid:0a0446b6-6247-4f9b-a813-7b6ebe652134> | {
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Answer to those who say "I want to live as a Muslim, but I am worried about my family's and my circle's reactions."
Before experiencing the morality of the Qur'an, people live according to some social false rules outside of the criteria that Allah has laid out in the Qur'an. Many false rituals formed in a society that is heedless of religion define the relations of its members with other people.
However, the only guidance for humanity is Allah, His Book and the sunnah of Allah's Messenger (pbuh). Those people who grasp this fact have to leave the period of ignorance behind, abandon all behaviors related to ignorance, and follow only the path revealed in the Qur'an and the Sunnah of the Prophet (pbuh). This surely also applies to one's relations with his or her family and circle.
In some countries, some families may react negatively to family members who want to live by the Qur'an's values. Some families might have severe reactions if their children display even a small amount of interest in religion. Moreover, in order to keep their children away from religion, they distort some religious commands. Trying to draw them back to ignorance, they tell their children that "The rights of the parents upon their children are above anything else," "It is the greatest sin to oppose parents," and similar unfounded assertions. The resulting psychological pressure may well engender feelings of guilt in children who are not well informed about Islam.
However, as is the case with every other issue, the right thing to do is to resort to the Qur'an. In the Qur'an, Allah reveals the ideal attitude that believers must assume toward their parents, as follows:
However, this does not mean that children must fulfill or obey all of their parents' wishes unconditionally. Rather, they are to assume a respectful, measured, tolerant, and kind attitude, and to avoid doing anything that will hurt or bother them. But this does not extend to making concessions in matters concerning Allah's commands and prohibitions. In the latter part of the above verse, Allah defines the limits of this respect and understanding in the following terms:
As explained in the Qur'an if parents say that: "You have to comply with my wish rather than Allah's," which clearly means, "Your deity is not Allah but me," their children should disobey them, for adopting such an attitude means associating partners to Allah, which is forbidden.
However, along with disobeying one's parents if and when they encourage rebellion against Allah, He encourages believers to be kind to them, although they are unbelievers, and to be tolerant toward them in mundane matters:
When discussing one's parents, Allah especially calls upon believers not to ascribe partners to Him and not to serve anyone or anything other than Him. As the verse above also makes clear, believers must not obey their parents if they ask them to return to their old ways; rather, they must remain among those who turn to Allah.
We see in the examples given in the Qur'an that some believers, including the Prophets, were tested through their families or close relatives. Prophet Ibrahim (pbuh), for instance, employed the Qur'an's method of "not obeying yet getting along well" against his father, who called him to the ignorant way of living:
The wives of Prophet Lut (Lot) (pbuh) and Prophet Nuh (pbuh) also became unbelievers, and thus Allah punished them. Allah warned Prophet Nuh (pbuh) that his son was an unbeliever: "Nuh, he is definitely not of your family. He is someone whose action was not righteous. Do not, therefore, ask Me for something about which you have no knowledge." (Surah Hud, 46)
While fulfilling his duty of communicating Islam's message, our Prophet (pbuh) also faced the severe reactions of his close relatives, reactions that extended to the point of hostility. His uncle Abu Lahab, who had a great aversion toward and grudge against our Prophet (pbuh), made propaganda against him and in their foolishness tried to impede his efforts by placing various difficulties and hardships in his path. Indeed, Allah devoted a special chapter in the Qur'an to denouncing this man. During the first years of Islam's spread, many Muslims endured similar reactions and torments from their own families, yet never swerved from the true path. Later, many parents who had been influenced by their children's resoluteness and sincerity embraced Islam.
The relentless commitment of Muslims in this matter stems from the Qur'an's encouragement of rationalism, as opposed to sentimentality. Muslims are kind, humble people full of love. But once Islam's interests are concerned, they show not the slightest emotional sentiment and never swerve from following Allah's guidance. Since their main goal is to earn His good pleasure, they harbor no prejudice or fixed ideas about any issue, person, or thing. What lies at the bottom of sentimentalism is channeling love to the wrong people. Real believers show their love only to Allah and to those with whom He is pleased. Any love nourished by something other than Allah's good pleasure is associating partners with Allah. In the Qur'an, this situation is explained in the following verses:
The Qur'an refers to believers who had to abandon their homes and families in order to fulfill Allah's commands. One of these people was Maryam (Mary) (pbuh), a young and unprotected woman, who trusted only in Allah and took refuge in Him. She abandoned her family and people in order to attain His good pleasure. The Qur'an refers to her in the following terms:
Another example is a group of young people called "the Companions of the Cave." Since their people rebelled against Allah, they abandoned their people and took refuge in a cave. The Qur'an provides the following account:
In brief, new Muslims who have abandoned their former ignorance need to communicate the true path to their parents if they are bereft of the Qur'an's values and try to block their children from earning Allah's good pleasure. If this communication is ineffective, then again they must be treated with courtesy and patience. But if they strive to make a believer associate others to Allah, then the correct attitude is not to obey them. | <urn:uuid:9181854f-7ddf-4eb1-8235-c09bff448d63> | {
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We’re all familiar with it – The Golden Rule: “Do unto others as you would have them do unto you”. This sentiment appears to be universal. It’s golden in its simplicity, that we would treat others as we would like them to treat us. Here are several Golden Rules that span both time and cultures:
The Golden Rules
• Secular: “Do unto others as you would have them do unto you”
• New Testament: “Therefore all things whatsoever ye would that men should do to you, do ye even so to them” (Matthew 7:12)
• Old testament: Thou shalt love thy neighbor as thyself” (Leviticus 19:18)
• Islamic: “No one of you is a believer until he loves for his brother what he loves for himself” (Al-Nawawai, 13)
But, what does the Golden Rule have to with shopping? In a word (okay, two words), a lot. Consumption and ethics can’t be separated. Consumption is a moral matter because it “raises issues of fairness, self versus group interests and immediate versus delayed gratification” (Wilk, 2001).
Let me demonstrate how the decisions we make as consumers reveal a lot about who we are. I call this The Golden Rule Acid test. Psychologist, Clayton Tucker-Ladd, has asked hundreds of college students over the years the following question which I would now like to ask you:
The Golden Rule Acid Test
Is it morally just and fair to be free to have plenty to eat, nice clothes, luxuries, time and money for fun, TV, and comforts, while others in the world are starving, uneducated, and in poor health?
Circle one: Yes No
This question hit me like a ton of bricks. Maybe we all need to step back and reconsider what our spending says about us as human beings. For many of us, it appears that the Golden Rule of Shopping has taken a back seat to our desire for money and Shiny Objects. It’s time we all start practicing checkbook morality.
Consider Shiny Objects as a Christmas gift for someone you love. | <urn:uuid:161f1ec8-1ab4-446b-989f-18572faf3b73> | {
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Minimally Invasive and Weight Loss Surgery
How Effective is Weight Loss Surgery?
The actual weight a patient will lose after the procedure is dependent on several factors. These include:
- Patient's age
- Weight before surgery
- Overall condition of patient's health
- Surgical procedure
- Ability to exercise
- Commitment to maintaining dietary guidelines and other follow-up care
- Motivation of patient and cooperation of their family, friends and associates
In general, weight loss surgery success is defined as achieving loss of 50% or more of excess body weight and maintaining that level for at least five years.
Clinical studies show that, following gastric bypass surgery, most patients lose weight rapidly and continue to do so until 18 to 24 months after the procedure.
- After Gastric Bypass, patients may lose 30 to 50% of their excess weight in the first six months and 68% of excess weight as early as 12 months after surgery.
- Long term studies show that patients can maintain a 50-60% loss of excess weight 10-14 years after surgery.
- Patients with higher initial BMIs, greater than 60, tend to lose more total weight. Patients with lower initial BMIs, 40 to 45, will lose a greater percentage of their excess weight and will more likely come closer to their ideal body weight.
- Patients with Type 2 Diabetes tend to show less overall excess weight loss than patients without Type 2 Diabetes, but in these patients, improvement and resolution of diabetes is our primary concern. | <urn:uuid:642e29be-d287-4f7b-b7cf-6dcd9b6e2931> | {
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OXFORD, England -- The taller a woman is greatly increases her risk of developing one of the 10 cancers that exist today, according to a recent study in The Lancet Journal.
The study followed 1.3 million middle-aged women living in the United Kingdom. After researching for several years, the study found that cancer risk increases about 16 percent for every four inches of a woman’s height, as CNN reports.
Though the study did not investigate exactly what about being tall increases a woman’s cancer risks, the findings were undeniable. The tallest group of women – those 5 feet 9 inches or taller – were 37 percent more likely to develop cancer than the shortest group of women who were 5 feet and shorter. | <urn:uuid:3a39c0e2-170d-42b1-8adf-025259ebbbe9> | {
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On March 11, 2013 the Secretary of the Interior designated the Orozco Murals one of 13 new National Historic Landmarks. National historic landmarks are nationally significant historic places that possess exceptional value or quality in illustrating or interpreting the heritage of the United States. Jose Clemente Orozco was an srtist in-residence at Dartmouth between 1932 and 1934. It was during this time he created The Epic of American Civilization, comprised of 24 individual panels or “scenes” that span approximately 3200 square feet. The Orozco mural is housed in the former reserve corridor of Baker Library now called the Orozco Room. This is a can’t miss treasure when visiting Dartmouth College. Stay at Breakfast on the Connecticut, visit the Orozco exhibit and in your travels don’t forget the Hood Museum. | <urn:uuid:1fc756f8-ac3d-4e02-ba33-d9beff556357> | {
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Buddhist monks spend weeks making intricate designs known as mandala wheels. The wheels are large mosaics made of sand which, in a lesson about the impermanence of life, are destroyed not long after they have been created.
Vienna has its own group that creates temporary works of art, and they work in the medium of pumpkin.
Each of the past 20 years, Roger and Jane Holtorf have put on a display of large, carved pumpkins at Halloween. "We're shooting for 200 carved this year," Holtorf said.
A carved pumpkin, however, will only last for about four days before it begins to get moldy and fall apart. So the Holtorfs and a small army of friends and neighbors carve pumpkins for 12-15 hours a days just before Halloween to get the pumpkins done. "Every year we say, 'we can't top this,'" said Pat Logue, a neighbor who helps carve some of the pumpkins.
Holtorf used to make the Jack-o-Lanterns commonly seen on doorsteps during trick or treating.
About 20 years ago, Holtorf decided he wanted to grow some really big pumpkins. He succeeded. "I'll try to get 150 pumpkins that weigh 100 pounds," said the Vienna resident.
The pumpkin project begins in the spring when Holtorf begins working in his half-acre pumpkin patch. Pumpkins the size he tries to cultivate take a lot of work. Holtorf is constantly weeding and watching out for pests and fungal growths. He also needs to water the patch regularly and hand-pollinate the buds to get the pumpkins to the desired size.
Larger pumpkins equal a larger canvas, which in turn allows for more elaborate designs, Holtorf said. Holtorf estimated that about 10,000 pounds of pumpkins are carved each year.
The project has actually outgrown the pumpkin patch in his yard. "We really hit the limit at about 150," he said. Cox Farms donates more pumpkins to Holtorf to help him fill out the collection.
OVER THE YEARS, Holtorf and his friends have made some of their own tools for carving. At a demonstration at St. Mark's Catholic Church on Vale Road, Logue used tools designed for wood carving, while Holtorf showed off some of the other tools they use.
"A 150-pound pumpkin will have a rind five to six inches thick," Holtorf said. A rind that thick makes it difficult to carve. "What we've taken to is making our own tools."
Holtorf welded a tool that he uses to gut the pumpkins and takes the rind down to a reasonable width. The carvers also started using saw blades mounted on pieces of wood to make some of the precise cuts necessary for the intricate designs. "After 20 years, you find out what works," Holtorf said.
Even using the custom tools, the carving is time consuming. "We've spent 10 hours on one pumpkin," Holtorf said.
The pumpkins carved at the church demonstration did not take nearly that long, but they were able to impress onlookers. "I think they're excellent," said Ciaran Devlin of Oakton. "I would love to be as good as those guys — It's a lot of practice though."
Between growing and carving, Holtorf estimated that he spends 1,000 hours per year on the pumpkins. "It's a lot of fun. It's a boatload of work though," he said.
Holtorf calculated that between the expense of gardening, and the time he and his wife take off of work to carve the annual show costs him $10,000.
Even with a price tag that big, Holtorf does not consider stopping. "We just do it because it's a community thing to do," he said. "It's one of the things you do in life that brings you great joy." | <urn:uuid:0c60df33-56cd-4fb7-9d9e-8927bd5f50f2> | {
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It has been observed that overweight people (read fat and obese) think that there is a magic formula that will help them lose weight. This is due to that fact that most of them do want to lose weight and in the process try every trick in the book that ranges from special diets to work outs. Most of them are unaware of the fact that they need to continuously work on their weight for more than 6 months to see a positive result. Some lack patience and give up the whole process and are back to square one.
The one thing that most of them get wrong is how much to eat and when to eat. One of most important meals of the day is the breakfast.
Have a heavy breakfast
When we get up in the morning, our body is in a starved state as it has spent more than 8 hours without food and water. Bearing this in mind, dietician’s advice people to kick start their day with a glass of water so as to rehydrate the body. Another important fact is that we have a whole day ahead of us due to which we need enough nutrition to keep us going, delay the fatigue and also provide the required nourishments. To meet the demands of a food deprived body, one needs to have a heavy breakfast.
- Studies have shown that people, who have a heavy breakfast, show better mental strength and agility and perform better through the day.
- They do not get tired easily and are able to accomplish more physical tasks during the day than people who have a light breakfast.
- They do not suffer from frequent pangs of hunger as done by other people.
It is important to note that the heavy breakfast must be accompanied by a nutritious lunch and an extremely light dinner. | <urn:uuid:24cc006c-cbb3-4db6-b4d4-6d6ae42a9d13> | {
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Portrait of composer Jean Sibelius (1865-1957), a symbol of Finnish national identity and creator of the famous Finlandia and Tapiola.
Born in 1865, died in 1957, the great national composer of Finland. He studied violin that quickly turned towards composition. He created many works but stopped writing in the 30s, perhaps because his style no longer matched the era. He composed numerous symphonic poems, the famous violin Concerto, seven symphonies andFinlandiawhich evoked rebellion in his country against the powerful Russian neighbour. Sibelius was not a revolutionary. Very influenced by Bruckner, Tchaikovsky and Grieg, his work, which hardly ever left the tonal universe knew how to reach an international audience. The cause of this can be found in his link with Finnish folklore, in his clarity and melodic richness and in the expression of the force of nature that, according to Sibelius, only music can translate. | <urn:uuid:14f1c323-f4e2-4c76-81ea-c4e8c3bf7cb0> | {
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On the arrival of a new boat at its home the skipper's wife, in some of the villages, took a lapful of corn or barley, and sowed it over the boat. In one village, when a new boat was brought home, the skipper descended the moment the prow touched the beach, went for the woman last married in the village, took her arm, and marched her round the boat, no matter how far the water reached.
A horseshoe was nailed to some part of the boat--generally to the mast. A "waith-horse" shoe was most sought after.
The new boat was allowed to take the lead in leaving the harbour or shore the first time the boats of the village put to sea after its arrival. When it was fairly at sea the other boats pushed out as fast as possible; sails were spread to the full, and strong arms were strained in plying the oars to overtake and outstrip the new craft. If it kept a-head, and reached the fishing-ground first, its character was established. When the new boat
returned from the fishing-ground, in some of the villages the owner's wife gave bread and cheese to the men of all the boats that arrived from the fishing-ground after it. It is said that at times the new boat lingered so that most of the boats might reach home before it, and thus as little bread and cheese as possible might have to be given.
A boat, that had been wrecked with the loss of life and cast ashore, was allowed to lie, and go to pieces. A fisherman of the village to which the boat belonged would not have set a foot in it to put to sea, and a board of it would not have been carried away as firewood by any of the inhabitants of the village. The boat was at times sold to a fisherman of another village, repaired, and did service for many a year.
In some of the villages a white stone would not be used as ballast. In others a stone bored by the pholas was rejected. Such a stone bore the name of the "hunger steen."
It was the custom in each village for an aged experienced man to get up in the morning, and examine the sky, and from its appearance prognosticate the weather for the day. If the weather promised to be good, he went the round of the village to awaken the inmates. In doing this great attention was paid to the "first fit." In every village there were more than one to whom was attached the stigma of having an "ill fit." Such were dreaded, and shunned, if possible, in setting out on any business.
There lived two such men in one village. Each knew his neighbour's fame, but he did not know his own. Both had got out of bed one morning to inspect the sky, and to prognosticate the weather, and to arouse the village, if the weather was thought to be favourable for going to sea. Both met, and both took fright, and returned each to his house, and the village lost a day's fishing.
'The boats belonging to two villages were one afternoon during the herring fishing season lying at anchor to the west of the larger village waiting till the time arrived for going to the fishing-ground. One of the boats outside belonged to a man who was reputed to have an "ill fit." When he came to go on
board his boat, he had to step across another boat or two. When he put his foot on the boat nearest the shore he was met with an oath and the words, "Keep aff o ma boat, ye hiv an ill fit." The man drew back quietly, and turned to the master of the next boat, and, addressing him by his "tee name," said, "F------, am sure ye'll lat me our your boat." Permission was readily granted. The boats put to sea. The only herrings brought ashore were in F------'s boat; it was the man with the "ill fit" that gave them.
In many of the villages there were no harbours, and the boats had to be drawn up on the beach. They had to be pushed into the water stern foremost. The prow was always turned seaward in the direction of the sun's course.
A fisherman, on proceeding to sea, if asked where he was going, would have put out with the thought that he would have few or no fish that day, or that some disaster would befall him. He might have returned under fear of being drowned if he went to sea. Sometimes such an answer was given as, "Deel cut oot yer ill tongue." When at sea the words, "minister," "kirk," "swine," "salmon," "trout," "dog," and certain family names, were never pronounced by the inhabitants of some of the villages, each village having an aversion to one or more of the words. When the word "kirk" had to be used, and there was often occasion to do so, from several of the churches being used as land-marks, the word "bell-hoose" or "bell-oose" was substituted. The minister was called "the man wi the black quyte." A minister in a boat at sea was looked upon with much misgiving. 1 He might be another Jonah.
As it was the belief among the agricultural population that cows' milk could be taken away, so among the fishing population it was believed the fish could be taken away. This power of taking away the fish was in the eye, and such as had the power "glowrt the fish oot o the boat" merely by a look.
When it was suspected that the boat had been forespoken, or the fish "glowrt oot o the boat," the boat was put through the halyards. This was done by making a noose or "bicht" on the
halyards large enough to allow the boat to pass through. The halyard with this noose was put over the prow of the boat, and pushed under the keel, and the boat sailed through the noose. The evil was taken off the boat.
It was not lawful in some of the villages to point with the finger to the boats when at sea; if such a thing had to be done, the whole hand had to be used.
On no account must the boats be counted when at sea, neither must any gathering of men or women or children be numbered. Nothing aroused the indignation of a company of fishwomen trudging along the road to sell their fish more than to point towards them with the finger, and begin to number them aloud:--
When a boat was leaving home for another fishing station, as during the herring season, some had the habit of borrowing an article of trifling value from a neighbour, but with the intention of not returning it. The luck of the fishing went along with the article; those who were aware of the fact refused to lend.
In Buckie there are certain family names fishermen will not pronounce. The bann lies particularly heavy on Ross. Coull also bears it, but not to such a degree. The folks of that village speak of "spitting out the bad name." If such a name is mentioned in their bearing they spit, or, in the vernacular, "chiff." One bearing the dreaded name is called a "chifferoot." If there is occasion to speak of one bearing such a name a circumlocution is used, as:--"The man it diz so in so," or "The laad it lives at such and such a place," or the "Tee-name" is used. If possible the men bearing these names of reprobation are not taken as hired men in the boats during the herring-fishing season. Men with the reprobated names, who have been hired before their names were known, have been refused their wages, when the fishing season closed, because the fishing was unsuccessful with the boats in which they sailed, and because the want of success was ascribed to their presence in the boat.
[paragraph continues] Neither would lodgings be rented during the herring season from a man that bore one of the names that were under the bann. "Ye hinna hid sic a fishin this year is ye hid the last," said a woman to the daughter of a famous fisher who had just returned from Peterhead from the herring fishing. "Na, na; faht wye cud we?" was the answer. "Oh faht hinert ye this year mair nor afore?" asked the woman. "Oh faht wye cud we? Ye needna speer faht wye we cudna. We wiz in a 'chiffer-oots' oose; we cudna hae a fushing." The house in which the family lived during the fishing belonged to a man named Ross.
In some of the villages on the east coast of Aberdeenshire it was accounted unlucky to meet one of the name of Whyte when going to sea. Lines would be lost, or the catch of fish would be poor. When a child was being carried to be baptised it was unlucky to meet one who bore the name of Whyte.
It was accounted unlucky to utter the word "sow" or "swine" or "pig," particularly during the time when the line was being baited; it was sure to be lost if any one was unwise enough to speak the banned word. In some of the villages on the coast of Fife, if the word is mentioned in the hearing of a fisherman, he cries out "Cold iron." Even in church the same words are uttered when the clergyman reads the miracle about the Gadarene swinery.
Haddocks were cleaned, split, and put in salt for a short time. They were then hung up in the chimney, over a fire of wood, and smoked or "yellowed." In later times the smoking of the haddocks was done in small houses erected for the purpose. In the early part of summer, when the haddocks are still somewhat lean after spawning, many of them are sun-dried, and go by the name of "speldanes" or "spellans." Much of the skate is prepared by being pressed under heavy stones, and dried in the sun; this forms "blaain skate." Cod, ling, and tusk are split, salted, and sun-dried, and in many parts still carried in creels. The haddocks were carried over the country for sale by the women. The creel was, and is yet, carried on the back by a strap round the shoulders in front. Below the creel is worn a plaid; and the women of different villages have different
coloured plaids. Some have them white, some red with a black cheek, others blue with a black cheek. They left home by a very early hour in companies of tens and scores. As they proceeded, one went off here, and another there, each to supply her own customers. The bulk of them went to the country villages, at which they commonly arrived at an early hour, in time to supply newly cured fish for breakfast. They often beguiled their long way--10, 12, 15, and 20 miles--with song. In the villages the fish was sold for money, but in the country districts they were exchanged for meal, potatoes, sids, turnips, and, even if money were given, something in the way of barter had to be added. The creel was often carried home heavier than it was carried out.
In the outward journey, if the weather was stormy, companies of the women took possession of the houses by the wayside, if the doors had been left unbarred. After the male inmates left for the barn to thresh, it was usual for one of the females of the family to get up, and secure the doors against their entrance. The railway has modified all this.
The greater part of the cod and ling and other larger cured fish was taken by the fishermen in their large boats to the markets in the south of Scotland. On their return they brought mussels for bait, soap, and other family necessaries, and often a quantity of stoneware, of which each house generally possessed a large stock. Sometimes they brought such articles for friends and customers in the country.
Among the fishermen of each village there was a strong contest on New Year's Day which boat should first reach the fishing-ground, "shot" the lines, and draw them, as it was thought that he who first "drew blood" on that day enjoyed more than all ordinary share of the luck of the village during the year. If the weather was such as to prevent the boats from putting to sea, those who had guns were out along the beach long before dawn on the watch for the first living creature they could wound or kill, so that they might have blood shed.
199:1 Choice Notes, p. 60. | <urn:uuid:fff875e9-36be-4d8e-b53f-f614a5c12285> | {
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Preparations for the next version of iOS.
The nutrient Potassium can help with: Anxiety & Stress; Blood Pressure; Brain Function; Cramps; Regulating Electrolytes; Heart & Kidney Disorders; Low Blood Sugar; Metabolism; Muscle Disorders; Muscular Strength; Nervous System; Preventing Stroke; and Water Balance.
iPotassium is one of 10 iNutrient apps based on the USDA National Nutrient Database. The others include:
➤ iCarbs (Carbohydrates)
➤ iCholesterol (Dietary Cholesterol)
➤ iFiber (Fiber)
➤ iKals (Calories)
➤ iProteins (Proteins)
➤ iSatFat (Saturated Fat)
➤ iSodium (Sodium)
➤ iSugars (Sugars)
➤ Vitamin K (Vitamins K1, K1D & K2)
If you are working towards healthy eating, knowing the amount of potassium in the foods available for consumption can be extremely helpful.
The iPotassium app provides information about foods and how they are rated for content of potassium. This is provided as a means to assist in deciding which foods to eat. The food servings are rated from EXTREMELY LOW in potassium all the way up to EXTREMELY HIGH. The following colors help readily identify which is which:
➤ Black = Rated EXTREMELY HIGH in Potassium (> 700 mg)
➤ Dark Red = Rated VERY HIGH in Potassium (501 - 700 mg)
➤ Red = Rated HIGH in Potassium (351 - 500 mg)
➤ Orange = Rated MODERATELY HIGH in Potassium (201 - 350 mg)
➤ Yellow = Rated MODERATE in Potassium (151 - 200 mg)
➤ Light Green = Rated MODERATELY LOW in Potassium (101 - 150 mg)
➤ Green = Rated LOW in Potassium (51 - 100 mg)
➤ Cyan = Rated VERY LOW in Potassium (11 - 50 mg)
➤ White = Rated EXTREMELY LOW in Potassium (0 - 10 mg)
Essentially, the cooler the color, the lower the amount of Potassium, with white being the coolest color and black being the hottest (think burnt).
There are eight tables listing food servings:
➤ All Foods
➤ Fast Foods
➤ Fruits & Vegetables
➤ Meat, Fish & Shellfish
➤ Dairy & Egg
➤ Cereal Grains & Pasta
The All Foods list allows you to search by any word or partial word from all the Food Titles.
Selecting a food in any of the tables will display pertinent information about the selected food serving:
➤ Food Title
➤ Weight (in grams)
➤ Common Measure (serving size for weight)
➤ Potassium Content (in milligrams)
➤ USDA Description
➤ USDA Food Group
➤ USDA Nutrient Database Number
This app now allows users to record their intake of the nutrient (iOS > 4.3 required). The information is maintained for one year and is presented in reverse chronological order grouped by day, so the latest data is presented first in the list. Editing allows for: 1) changing the number of servings; 2) changing the date; and 3) deleting records.
Information is derived from the USDA National Nutrient Database for Standard Reference: Potassium Content of Selected Foods per Common Measure. There are currently over 1,100 different food servings included, searchable using more than 2,500 names (some foods are known by different names or how they are prepared, e.g., "Egg, Scrambled" and "Scrambled Egg"). A few these have as many as six searchable names.
The Potassium Info screen provides access to additional information pages:
➤ What is Potassium?
➤ Benefits of Potassium
➤ Highest Potassium Foods
➤ How to Use this App
➤ Access My Records
➤ New iNutrients App
➤ Important Other Info. (includes allowance to 1) Report a Problem; 2) Ask a Questions; and 3) Make a Suggestion)
If you are experiencing difficulties with the app, please report the problems to the developer directly via [email protected] before giving negative feedback. Some errors during loading are beyond our control. In one instance it was deemed to have occurred because the iPhone was jail-broken. The user was able to get the app functioning properly, but only on a non jail-broken device.
- April 08, 2013 Initial release
- April 21, 2013 New version 3.7
- April 24, 2013 New version 4.0
- July 23, 2013 New version 4.0.1
- August 30, 2013 New version 4.1
- January 02, 2016 Price increase: $1.99 -> $2.99 | <urn:uuid:af9c2914-47b1-4962-829b-7364acf972a1> | {
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England’s squash governing body, England Squash and Racketball, was recently hit by a 20% reduction in its funding by Sport England (another public body) after ‘failing to halt the decline in people playing the sport.’ Along with the reduction, Sport England has demanded “a rapid and immediate improvement in leadership” by ESR which has also been asked to review its “current participation strategy.”
These demands reflect a belief that, if they’re met, the decline in the number of people playing squash in England actually can be halted. Although there isn’t space on this blog to explore the world-view that this belief reflects, one thing is certain. The issue of squash participation in a world of dynamic social change, economic uncertainty and cultural diversity is a complex one. And, to address it successfully, new forms of leadership will need to appear.
To understand why, it’s worth looking at the nature of leadership in complex situations, and at the kind of actions needed if squash is to evolve and occupy the most hospitable socio-economic niches, not just in England but across the world.
The Four Domains of Leadership
Whatever else it is, leadership is about making sense: of social environments and trends; of human behaviour; of cultures; and of situations, current and emergent. Without effective sense-making, it’s not even possible to make effective decisions. And without effective decisions, squash – along with every other sport – can’t respond quickly enough to changes in the complex environments within which it’s competing with other forms of activity.
Fortunately, recent research has led to a deeper understanding of the dynamic nature of social environments. It’s also led to the emergence of some tools which can help people to make sense of the fast-changing situations in which they find themselves, and respond in the most effective way. One of these tools, a sense-making framework created by Welsh researcher Dave Snowden, is shown below.
Snowden’s framework is used in a wide range of contexts by governments and organisations all over the world. Its purpose is to help decision-makers quickly assess dynamic situations and decide the most appropriate courses of action in responding to them. It also helps them to learn how the social groupings and networks around them are changing by monitoring real-time information fed to them by their members.
The framework comprises four ontologies or domains – simple, complicated, complex and chaotic – which can be used to understand and assess current situations. Of course, all of us have different world-views, experience and sensitivities, and so a situation which is complex or chaotic to one decision-maker may appear to be simple to another. With this in mind, it should be obvious that the framework isn’t a static collection of ‘pigeon holes’ for categorising situations or problems; it’s a dynamic tool for leading conversations, seeking consensus and agreeing actions.
When looking at the framework, it’s wise to remember that leadership isn’t just a skills-based capability which is, or even can be, possessed solely by the occupants of certain positions of authority. It’s a state which any individual is capable of attaining, often at times and in circumstances when they most need to – or when others most need them to.
And leadership takes many forms.
1. Feudal / Bureaucratic Leadership (SIMPLE)
In simple situations, we sense that we’re dealing with well-known issues which can be successfully dealt with using well-known methods. These methods are sometime referred to as ‘best practices’ and tend to be straightforward and easy to learn. Everybody agrees about the right courses of action to be taken which are regarded as ‘obvious.’
In simple situations, our beliefs are based on a strong assumption of order and of certainty that specific actions will lead to predictable and consistent outcomes. When we live in simplicity, we tend to categorise or ‘pigeon-hole’ the situations we’re in and then respond to them in tried and tested ways.
Leadership in simplicity rests on ensuring that reliable methods are in place: methods for performing routine activities; for monitoring for complacency (sloppiness); and for detecting early signs that methods need to be changed. This kind of leadership is often referred to as ‘bureaucratic’ or ‘feudal’ leadership, and is suited to the maintenance and improvement of controlled processes operating within stable environments.
To some extent, living in simplicity is rather like living in the past. It feels comfortable, but previously stable environments can suddenly become unstable or can even collapse into chaos. Think ‘global financial crisis.’
2. Oligarchic Leadership (COMPLICATED)
In complicated situations, we sense that we’re dealing with issues which, although not well-understood, can be understood by experts. As with simple situations, we assume that complicated situations are ordered in some way and that we can forecast outcomes. But we also see that the same outcome can arise after taking different courses of action. So, we accept that we’ll have to analyse each situation before we decide how to respond to it in the most appropriate way.
This approach requires systems thinking and typically leads to the development of good practice approaches (also known as methodologies) for analysing similar situations and deciding bespoke courses of action. Depending on the nature of the situation, we typically seek the help of experts to support us in navigating through the different methods and courses of action available to us.
Leadership in complication rests on ensuring that the right people and practices are brought together at the right time to analyse and respond to situations. Courses of action are typically planned and carried out in the form of structured projects with feedback being used to monitor progress and change direction, if necessary. This kind of leadership is detached, yet sensitive to deadlines and any issues and risks arising. It’s often referred to as oligarchic leadership in that power over what courses of action are to be taken rests with a small number of expert-advised people.
Living in complication involves a constant search for what we believe are the right experts. However, there’s a risk in always believing the opinions of experts. As they compete amongst themselves, experts are sometimes prone to believe in their own infallibility, descend into group-think and adhere to outdated and inappropriate approaches.
And in complex or chaotic situations, this can prove disastrous.
3. Patriarchal / Matriarchal Leadership (COMPLEX)
In complex situations, we sense that we’re dealing with unordered scenarios. We don’t understand what’s happening but we sense that it’s possible to find out. We sense or see coherent patterns of behaviour, but they don’t seem to repeat for any length of time. There appear to be constraints in the system, but if we try to impose rules, people break, ignore or circumvent them. What’s more, any evidence we can find to tell us what’s happening supports multiple, contradictory positions.
Leadership in complexity rests on continuously probing social environments for meaningful narrative information using multiple safe to fail experiments. We know that some of these short, sharp probes will provide new insights into what people are thinking and feeling which can be used to support effective decision-making. Other probes won’t.
To support continuous communication with different social groupings, we acquire the habit of routinely asking for, collecting and responding to rapid feedback about what we’re facing and what we’re thinking of doing. This leads us to the creation of human sensor networks using approaches such as the stimulation of social networks using social media. We try to make sure that our networks are as diverse as possible since people of different ages and from different backgrounds tend to give us different perspectives. This helps us to design different kinds of safe to fail probes.
Leadership in complexity tends to be patriarchal or matriarchal in nature as it is heavily dependent on openness, trust and reciprocity. If openness and trust are lost, they are often impossible to regain.
4. Tyrannical / Charismatic Leadership (CHAOS)
In chaotic situations, we sense that we’re dealing with turbulent, unordered scenarios in which it’s impossible to understand what’s happening. We don’t sense or see any repeating patterns of activity and, unlike complex situations, there’s no evidence of any constraints in the system. Everything seems to be in a state of permanent transition. Things that we once took for granted no longer apply.
Leadership in chaos rests on fast, authoritative action. We are in crisis and there’s no time to be reasonable. Decisions have to be made and stuck to; going back on them will risk further turbulence and uncertainty. Yet, as we take action, opportunities to reduce turbulence and to innovate begin to appear like shadows in fog.
Effective preparation for leadership in chaos depends heavily on the presence of pre-existing human sensor networks. Not only can these provide immediate feedback in response to requests for information, they can act as a source of members for crews, groups of conscripts who can be rapidly organised to stabilise specific situations. And, as in complex situations, the more diverse the feedback the better.
Leadership in chaos is, by necessity, tyrannical. The power to direct actions must be seized if it is not already held. Time is of the essence. Some tyrants, of course, are charismatic. However, charisma alone does not guarantee leadership effectiveness.
The Fifth Dimension and Leadership Dynamics
A closer look at Snowden’s framework reveals a fifth domain. The domain of Disorder separates the other four, snaking like an abyss between them. It represents leadership paralysis and inaction, the state of not sensing which of the other four domains most accurately describes a situation.
The abyss is at its deepest between the Simple and Chaos domains. Simple situations, if not continuously assessed in the light of new knowledge, can suddenly descend into Chaos. Old habits can die hard.
As little time as possible should be spent in the domain of Disorder. Better to cycle through the other four until one is found which feels the closest to current reality.
And that’s the value of Snowden’s framework, along with others which have been developed over recent years. Leadership needs to be felt rather than just done. Different ‘states of reality’ demand different forms of leadership.
And without the ability to sense those states and respond appropriately, leadership cannot survive, let alone serve the evolution of squash.
In the next post, I’ll look at the role of culture in shaping leadership.
“A Leader’s Framework for Decision-making” by David J. Snowden and Mary E. Boone is published in November 2007 issue of The Harvard Business Review.
Thanks to Squash Mad for its post “England Squash suffer budget slash and are threatened with further action unless new objectives are met” on January 25th, 2014.
“The new dynamics of strategy: Sense-making in a complex and complicated world” by Cynthia Kurtz and Dave Snowden is published in the IBM Systems Journal, Volume 42, No 3, 2003. | <urn:uuid:18d5ae3e-291c-4814-b409-0aa0dea9a507> | {
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PTE Read Aloud Practice – Speaking Strategies and Methods
In this type of question, you will see some text on the screen. You have 40 seconds to read the text and first understand it. After that, the microphone will open up. In next 40 seconds, you will have to read out what you are asking on the screen. Let’s start with PTE Read Aloud Practice with answers.
PTE Read Aloud Practice Method
The first 40 seconds are there for you to become familiar with the text. Rehearse it in your mind to identify any difficult words and try to pronounce it.
In the first 30-40 seconds, also identify the places –
- where you are going to take pause
- Which one are you gonna put some stress on
- Where are you going to raise the voice
- Where are you going to lower the voice
All these things are going to determine the kind of score that you get. So you don’t have to read it out like a robot. You have to read it naturally, fluently, the pronunciation has to be correct. In addition, you should be able to identify the pronunciations, commas pauses at the appropriate places and stop at the right places. Essentially being able to convey through your tone and through the way you speak what’s important in the sentence. In other words, you should be able to convey the meaning in place of reading it out.
Now we are going to solve PTE Read Aloud Practice Test Question –
The question appears on the screen and the countdown timer will start for 40 seconds like this.
As soon as that ends, another countdown timer will start for 40 seconds. During that second countdown timer, you should say your response. Record your response for your practice either on your mobile phone or recorder on PC/Laptop.
Here is the sample response –
“Accelerated MBA programs/ are a variation of the two-year programs./ They involve a higher course load/ with more intense class and examination schedules/ and are usually condensed into one year./ They usually have less ‘down time’/ during the program/ and between semesters.”
There are slashes/backslashes between different words. As we say in the initial 40 seconds you have to use that to identify where you need to pause where you need to pause or to raise/lower your voice. Usually, at all commas and full stops, you will pause and when you beginning the sentence raise your tone. For example, when you beginning “they involve”, at that point of time, you will need to raise and when you come towards the end of the sentence then gradually your tone should fall down. Also when you comparing options for example when there are a lot of commas and different options then again after each comma you can raise your voice.
In short, they are the way to identify or they help you to maintain fluency in speech. Some people will get stuck so try to divide the sentences in your mind. You can not put these slashes on your screen. So in your mind try to divide the sentence into the small parts. For example –
1st part – Accelerated MBA programs
2nd part – are a variation of the two-year programs.
3rd part – They involve a higher course load
4th part – with more intense class and examination schedules
5th part – and are usually condensed into one year.
6th part – They usually have less ‘down time’
7th part – during the program
8th part – and between semesters.
In this way, you can solve the Read Aloud section of PTE Exam. Practice saying, meaningful, together in one move.
To stay connected with more PTE Read Aloud Practice Questions, like us on Facebook. | <urn:uuid:e81a3a09-a478-4790-9b4f-6f89d882baf4> | {
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The majority of the Earths biosphere is cold and exposed to temperatures below 5°C throughout the year. Having evolved special mechanisms to overcome the life-endangering influence of low temperatures, psychrophiles, i.e. cold-adapted microorganisms, have successfully colonized these environments. Cold adaptation includes a complex range of structural and functional adaptations at the level of all cellular constituents, and these adaptations render cold-adapted organisms particularly useful for biotechnological applications. This book presents the most recent knowledge of (i) boundary conditions for microbial life in the cold, (ii) microbial diversity in various cold ecosystems, (iii) molecular cold adaptation mechanisms and (iv) the resulting biotechnological perspectives. | <urn:uuid:c31e2820-75e7-4be3-b172-fb5e9e98134c> | {
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There is life in Lake Whillans. For millions of years, this small body of liquid water has lurked hundreds of meters below Antarctica's Ross Ice Shelf, sealed off from the outside world and the scientists who would explore its subglacial depths. Now, in a monumental first, a team of researchers led by Montana State University glaciologist John Priscu has bored a tunnel to Whillans and encountered life, making Priscu and his colleagues the first people in history to discover living organisms in the alien lakes at the bottom of the world.
I say "alien" because Lake Whillans — like the hundreds of other subglacial lakes and waterways entombed beneath Antarctica's assorted ice shelves — is thought to harbor conditions similar to those of Jupiter's moon Europa and Saturn's moon Enceladus. Hundreds of meters below the surface of Earth's southernmost continent, pressures soar to vitality-crushing levels. Nutrient availability is minimal. Sunlight is nonexistent. Antarctica's bygone repositories of liquid water have been isolated from the rest of the world for so long, under conditions so extreme, that evidence of life in any of the continent's subsurface reservoirs would bode well for our chances of discovering life on other worlds — to say nothing of the enormous boon such a discovery would be to biological research here on Earth.
Now, it appears we have that evidence.
"Lake Whillans definitely harbors life," said Priscu in a phone interview with Nature News's Quirin Schiermeier. "It appears that there lies a large wetland ecosystem under Antarctica's ice sheet, with an active microbiology."
Pictured above is the tunnel that Priscu and his colleagues had to drill in order to break through to the lake's surface last month, on the 28th of January. "What they found," writes Schiermeier, "was a body of water just 2 metres or so deep - much shallower than the 10–25 metres seismic surveys had suggested, although Priscu notes that the lake may well have deeper spots."
The team put a camera down the borehole to make sure that the borehole was wide enough for sampling instruments to be deployed and returned safely. It was, and over the next few days, the scientists collected some 30 litres of liquid lake water and eight sediment cores from the lake's bottom, each 60 centimetres long.
What precious stuff they had retrieved soon became clear under the on-site microscope. Both water and sediment contained an array of microbes that did not need sunlight to survive. The scientists counted about 1,000 bacteria per millilitre of lake water - roughly one-tenth the abundance of microbes in the oceans. In Petri dishes, the bacteria show a "really good growth rate", says Priscu.
Photographs like the one featured below, captured by cameras at the bottom of Lake Whillans, can't tell us much of anything about the genetic makeup of these microbes. That being said, the hypothesis that these organisms will represent some heretofore undescribed extremophiles, uniquely suited to their punishing local environment, is not an unreasonable one; and it's a hypothesis which, if confirmed, could make for some very intriguing lines of genetic investigation.
To that end, Priscu says he and his team will have to rely on DNA sequencing and other tests, preliminary rounds of which will take at least a month to perform. Followup studies will surely extend out for years to come.
"What we are all dying to find out now is, of course, ‘who's there' and ‘what's their life style'," he says.
Aren't we all. | <urn:uuid:56284a84-f810-431c-b48c-5fcaf34cb234> | {
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Can we talk?
So far in Ready to Read Reminder, I have reminded you to WRITE, PLAY, READ, and SING and now we get to TALK. Just talk. What could be easier than talking?
I love to talk. Ask anyone who knows me and they'll tell you. I can turn a simple Yes or No answer into a 20 minute monologue on what I saw driving to work this morning. I actually blame Dr. Seuss', And to Think That I Saw it on Mulberry Street, for my keen powers of observation while driving to and from home. You never know when you'll spot a blue elephant pulling a sleigh, with a Rajah, with rubies, perched high on his throne on your daily commute. I live in Evergreen, you know.
I've had this love of talking since I was little. My report cards always came home with this curious addendum, "Barbara likes to visit with neighbors." They were right, I do! The gift of gab can be a wonderful thing!
That's why ECRR (Every Child Ready to Read) highlights TALK as one of their 5 practices designed to promote early literacy in young children.
How does talking with children help them get ready to read? According to The Colorado Libraries for Early Literacy (CLeL), talking with children helps them practice (and eventually master) the following skills:
The more words children hear in conversations during their early childhoods, the larger their vocabulary when they go to school. That big vocabulary helps them recognize words when they see them for the first time in print. They will understand more of what they read and be less frustrated as beginning readers.
The more books children read, and the more adults talk to children about the story, characters, and ideas in books, the more children can make connections between the books they read and their own lives. Children enjoy recognizing themselves in print and that pleasure motivates them to read more and discover more connections.
When adults tell stories to children, either familiar folktales, or family stories, it helps children learn that stories have a specific structure: they have a beginning, middle, and end, they have characters who take action and encounter conflict before resolving a problem. When children understand how stories work, they can carry that framework to their reading, where it can support them as they try to determine the meaning of the text.
Comprehension is such a critical part of successful reading. If you don’t understand what you read, you won’t be motivated to read more. The more children know about the world before they start to read, the more this background knowledge can inform their attempt to decipher what’s on the page. Parents who discuss new information about how and why and when things happen with their children are giving their children an excellent foundation they will build on every day as readers.
We’re used to thinking about Singing as the main practice that books phonological awareness, due to the ways songs stretch out syllables, slow down language, and provide lots of practice with rhyming sounds. But studies show that kids who are immersed in a lot of verbal conversations and a rich oral language environment show gains in their phonological awareness skills, as well. There’s just so much to learn about the sounds of our language, that the more information the brain receives, the better it can start to sort, classify, and understand the way those sounds work.
We know that children need to know three things about letters: the names of the letters, the shapes of the letters, and the sound or sounds that are associated with those letters. Although some children may seem like they absorb this information on their own, most children build what they know about the letters through conversations with their parents and caregivers. Naming letters on signs and billboards, pointing out letter shapes in sidewalk cracks or buildings, and voicing letter sounds while reading alphabet books or playing with blocks are all ways these conversations help make these connections.
A recent study showed that early childhood teachers can make a measurable impact on their childrens’ reading readiness just by adding a few simple activities to their shared reading every week. Teachers were trained to draw their children’s attention to print by simple activities such as pointing to the words in the title of a book, or underlining the words with their fingers as they read, or noticing the difference between uppercase and lowercase letters on the page. Children who received this type of guided reading showed greater achievements than children who didn’t in phonological awareness and letter knowledge skills up to two years later. Simple conversations can make a big difference!
The spoken word is a powerful thing...why just this morning I saw a flock of geese dancing across the road, while the foxes kicked a soccer ball around the field...it was amazing! But wait, wait, wait...there's more....
Photo credit: Ed Yourdon on Flickr
What do you think of when you hear the words Book Club? A group of moms, sitting around someone's coffee table, discussing the latest chick lit? Or maybe a group of teens, sipping Starbucks and waxing prophetically?
Well, here at JCPL , we have our own kind of book club, and KIDS may apply!
Not only do you get to read a great book and share your thoughts about it with other kids, you also get to do a fun activity that relates to the book. Zen gardens, creating your own cartoon, quiz shows, scavenger hunts, and making Rube Goldberg machines are just a few of the things we have done so far. And what kids meeting would be complete without a snack?
Check out what your local library will be doing this month:
Tuesday, October 7th, 4:30-5:30pm
Ages 8 & up
This Month's Book: The Escape by Kathryn Lasky
Monday, October 20th, 4:00-5:00pm
This Month's Book: Wonder by R.J. Palacio
Monday, October 6th, 6:30-7:30pm
Ages 8 & up
This Month's Book: Wait Till Helen Comes: a ghost story by Mary Downing Hahn
Tuesday, October 21st, 4:00-5:00pm
Ages 8 & up
This Month's Book: A Dog Called Homeless by Sarah Lean
Can't make it to a meeting? No worries! Evergreen Library also offers Book Club in a Bag. Book Club in a Bag has 8 titles for a 6 week check out. Each bag is filled with 10 paperback copies, one for each of your friends, a Book Club Promise bookmark for everyone to keep, and a folder with discussion questions, a summary of the book, an author bio, and activities for your book group.
Shipwrecked by Rhoda Blumberg
Please Write in This Book by Mary Amato
The Mysterious Benedict Society by Trenton Lee Stewart
Peter & the Starcatchers by Dave Barry
Charlotte's Web by E.B. White
The Breadwinner Trilogy by Deborah Ellis
Love That Dog by Sharon Creech
Sounder by William H Armstrong
Book Club...it's not just for the BIG kids anymore!
Did you know that many kids hate reading because they lack confidence with pronuncation? A great way to defeat this problem is to expose your child to the written word while listening to it being read aloud. I often recommend that a reluctant reader try checking out a book they are interested in along with the audiobook. Not only does listening to the audiobook while reading along help kids with pronunciation, it will give them the satisfaction of completing a book on their own. But one warning, not all audiobooks are made equal. Sometimes the story can be wonderful but the reader will put even a toddler on pixie sticks to sleep. Sometimes it takes a little trial and error. If you pick out a stinker don't be afraid to put it down. You can also head to your library and ask your librarian for some audiobook recommendations. Here are some of my favorites.
Today is the Fall Equinox! To learn more about this fascinating time of year, try these fun activities out with your little ones:
Snuggle up and read about the Fall Equinox:
Finished reading? Make a leaf mask to celebrate!
Then, strap on your leaf masks and sing the following rhyme with your kids while you twist and twirl around!
(to the tune of Row, Row, Row your Boat)
Leaves, leaves falling down
Falling on the ground.
Red and orange and yellow and brown,
Leaves are falling down.
Happy Fall everyone! :)
September 22nd is Hobbit Day, also know as Bilbo Baggins' birthday. Here are some suggestions on how to celebrate the day:
1. Enjoy second breakfast with some favorite Hobbit recipes.
2. Test your knowledge with some Hobbit trivia.
3. Put on an old pair of socks and glue yarn on top to make your own hairy Hobbit feet.
Want more Hobbit? Check out more hobbit books and movies from the library.
Last but not least, take a look at the trailer for the last chapter in the Hobbit movie series coming this December!
Sing, sing a song
Sing out loud
Sing out strong
Sing of good things not bad
Sing of happy not sad.
Sing, sing a song
Make it simple to last
Your whole life long
Don't worry that it's not
Good enough for anyone
Else to hear
Just sing, sing a song.
I just want to belt this one out! I first heard it on Sesame Street when I was a little girl and I have never forgotten it. From songs on the radio to special songs sung by family members, these are memories that will last a life time.
My grandmother turned 96 this week and there has never been a year when she and I haven't sung Happy Birthday to each other. When I was a baby my mom tells me that I would just laugh and laugh when my grandmother sang, not just polite laughter but, the infectious giggle, full of pure joy. The crazy thing is, my grandmother can't carry a note to save her soul. Psst...Don't tell her! While others were glad she hadn't chosen singing as a profession, I couldn't get enough of her silly songs. The power of music is an incredible thing. That's why ECRR (Every Child Ready to Read) highlights SING as one of their 5 practices designed to promote early literacy in young children.
How does singing with children help them get ready to read? The Colorado Libraries for Early Literacy (CLeL) states that:
Listening to and singing songs is one of the best ways for children to build their phonological awareness skills. Phonological awareness is the ability to hear the smaller sounds in words. This is a critical ability that allows children to sound out words on a page when they start to learn to read.
Because each syllable of every word in a song has its own note, in songs children hear that words can “come apart” in a way that they don't hear when they are listening to an unbroken stream of spoken language. (Chanting rhymes pull apart syllables sometimes, too: Think of how we say “five little mon-keys”.) Most songs and chants for children incorporate rhyming words, which helps children hear that the beginning and ending sounds of a word can be the same or different from other words. When we sing slow songs, children are able to hear words in a drawn-out manner. This can help them learn to distinguish not just syllables and ending sounds, but each individual sound (or phoneme) in a word.
At one point or another, we've all used a rhyme as a mnemonic to help us remember information. (“Thirty days hath September...” or “I before E except after C.”) Songs and chants about shapes or opposites can help children learn to differentiate between objects and ideas. Letter knowledge is, at base, a shape recognition skill, so any rhyme, song, or game that talks about how things are the same and different can help build the skills children will need to identify their letters. And of course, the ABC Song helps them learn their letter names and alphabetical order!
A foundational early literacy skill is understanding that print has meaning--that we use print to learn and do different things, and that print is all around us. Picture books of familiar songs or chants can help children make the connection between the words they know and the squiggles on the page. Books that show the musical notation of a song introduce children to yet another way print can carry meaning.
Many Mother Goose and other classic childhood songs are little stories, and listening to them helps children learn about story structure and sequencing. Even silly songs like “Found a Peanut” or “Little Bunny Foo Foo” have a beginning, a problem in the middle, and a resolution at the end. When children sing these songs, they have the experience of being a storyteller themselves.
Just like picture books, songs have a great selection of vocabulary words, from the obscure (such as “tuffet”) to the merely less common (“In a cavern, in a canyon”). Hearing new words in context helps children build their vocabularies.
In addition, songs have a long tradition of being used as memory boosters! How many of you can still recite all 50 states because of a song you learned in elementary school? Or what about all the great science words in songs like “Why Does the Sun Shine?”
Any time we can help children connect the words they say with the words on the page or around them in the environment, we are reminding them that the words that are important to them can be found in print. When children see that print has value, it increases their motivation to learn to read. When we print out lyrics to favorite songs, or read liner notes from a CD, or point to the words under the music in a songbook, we are engaging children in the connection between singing and reading.
Sing a Song...you won't regret it!
While many in attendance at my storytimes are small, bald (and possibly drooling), I recently had a rather large, hairy visitor at my storytime program: Minnie, our PAWS for Reading dog and her hander, Raylene, stopped in to say hi to the kids and remind everyone that PAWS is starting up again after the summer holiday.
If you'd like to read with Minnie (or our equally adorable male dog, Harvey) they're available from 11am-1pm the first two Saturdays of the month at the Golden Library.
While the dogs are primarily there to read with the kids, I have to say that the staff gets a real kick out of spending a few minutes petting these wiggly woofers each Saturday! Weekends with Harvey and Minnie just seem that much more special. That's the power of the pooch!
Also, if you're working your way back into the storytime habit this September, the new fall schedule is available online or at your local library.
Okay...I have a question for you...WHY?
Why are you writing a blog post about WHY?
Why would anyone want to read a blog post about a little three letter word...WHY?
Because I say so!
Why is a question, that if you have children, you will hear a minimum of one million and one times.
In a life time, you ask?
No. On a good day!
The nice thing is, you don't have to go the Why route alone. You have a lifeline and it's called, your local library.
WHY is what we DO! We have shelves filled to the brim with WHY.
Why is my goldfish orange? Why does my dog pant? Why does my cat purr? Why is the sky blue? Why do we breathe air? Why is your hair turning gray? Why are you looking at me that way?
We can help you get through the difficult WHY stage, painlessly, at the library.
Check out the, Big Book of Why, by John Perritano
Just wait: The bigger the kids, the BIGGER the WHY'S! Why can't I have the car keys? Why can't I wear this? Why don't you like my friends? We even have books for these questions too!
Earlier in the year, our Teen Librarian was struck with an unfortunate bug and needed to stay home from work that day. There was a Tween Time scheduled for that afternoon, and although my specialty area is programming for the 3-and-under set, I bravely agreed to take on the tweens for an hour and a half.
We thought that we had a program activity lined up - but, unfortunately, the bin of program materials did not arrive as scheduled! I have to admit, I was a bit panicked. What on Earth was I going to do with a room full of tweens on such short notice??
Drooling dimpled babies? Terrible two-year old toddlers? No problem!
Then it struck me. I'd use some of the toddler toys to make a super fun program. I'd do....Angry Birds!
I got out the foam blocks, connector toys and beanbags that we usually use at toddler programs. I scrounged up some styrofoam cups. Then I went to the internet and printed out some Angry Birds and Pigs to tape onto the beanbags and cups. Thus, live-action tabletop Angry Birds was born! :)
As luck would have it, I had a feisty group of tween boys at my program that day. They helped tape the Birds to the beanbags and the Pigs to the cups. Then, they took the blocks and got busy building elaborate levels to conquer with their Birds. And at last, it was time to launch!
About 30 seconds later, 15 minutes worth of beautifully-constructed level lay in ruins on the table and floor. And the kids were psyched! They picked everything up and started to build all over again!
An hour and a half of tabletop Angry Birds later, parents stopped by to pick up their happy offspring who had nothing but good things to say about their program experience.
I have to admit, I had a ton of fun with the tweens that day. I'm still terrified of them, naturally, but we did have an awful lot of fun with toddler toys. ;)
"Hush, hush, it's sleepytime for puppies." Read in a whispered voice. My mom could do it the best! Every night for as long as I can remember, my mom read to me and my brother as part of our bedtime routine. Hush, Hush, It's Sleeptime by Peggy Parish, a Little Golden Book, was my FAVORITE! It became just as important to my bedtime routine as brushing my teeth and squirrelling that last drink of water out of my parents. This book was first published in 1968, when I was just taking my first steps, and I still have my WELL loved, original, copy on my bookshelf. Think back to your favorite book as a child...Babar, Curious George, or maybe Madeline. The one book you could never get enough of, the one you had memorized and could "read" yourself. A life long love of reading begins with that one simple story. That's why ECRR (Every Child Ready to Read) highlights READ as one of their 5 practices designed to promote early literacy in young children.
How does reading with your young child help them get ready to read? The Colorado Libraries for Early Literacy (CLeL) states through:
Children who have an awareness of print understand that the markings on the page represent spoken language. They understand that when adults read a book, what they say is based on the words on the page, rather than to the pictures.
Here’s a super story about what it looks like to learn how to “see” print.
Learning letter names, shapes and sounds is a building block to being able to sound out words on a page.
The ability to notice, think about, and work with the individual sounds in spoken words.
The ability to describe things and events and tell stories.
A child's interest in and enjoyment of books. A child with print motivation enjoys being read to, plays with books, pretends to write, and likes trips to the library.
Knowing the names of things.
Looking for a creative way to combine your local libraries summer reading program and fun at home?
"Here's a surefire way to build excitement around the written word. Inspired by book-bingo handouts used by librarians, we designed a treat-packed home version that rewards frequent and wide-ranging reading. Whether your kids are born bookworms or reluctant readers, they'll get a kick out of earning prizes through their bookish pursuits -- and never suspect that they're also boosting their literacy skills." - June/July 2014 issue Family Fun
Check out A Simple Summer Reading Game, Book Bonanza for instructions.
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Definitions for magnetic pole
This page provides all possible meanings and translations of the word magnetic pole
Random House Webster's College Dictionary
the region of a magnet toward which the lines of magnetic induction converge
Category: Electricity and Magnetism
Ref: ( south pole 4 ); ( north pole 4 ).
either of the two points on the earth's surface where the dipping needle of a compass stands vertical, one in the arctic, the other in the antarctic.
Category: Geography (terms)
Origin of magnetic pole:
either of two points where the lines of force of the Earth's magnetic field are vertical
pole, magnetic pole(noun)
one of the two ends of a magnet where the magnetism seems to be concentrated
One of the two ends of a magnet.
One of the two locations on a planet's surface at which the planet's magnetic field lines are vertical.
Out of the north and south pole,south is the magnetic pole.
Find a translation for the magnetic pole definition in other languages:
Select another language:
Discuss these magnetic pole definitions with the community:
Use the citation below to add this definition to your bibliography:
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Historically, the name for a weighing device is scales. It is plural because scales had two clear parts in which one thing was weighed against another. So, they looked like this:
Modern scales don’t involve balancing things in two plates (photo from here):
(b)AmE has changed along with the scales, so that item (b) is usually called a bathroom scale, but scales is still used for the older kind. In BrE and AusE, however, it is still called scales, no matter whether it has two salient parts or not. When Anna Wierzbicka (Semantics: primes and universals) asked Australians why the word is plural, they answered that it was because there are lots of little numbers on the contraption. This seems to be a case of the word leading the thinking about an object. That is, because they say scales instead of scale, some people think about scales as being 'made up' of little numbers because they need to make sense of the fact that this singular object gets a plural name. Wierzbicka also notes that Australian English has shifted from speaking of a pair of scales, to a set of scales (for (b)). There, it looks like the name scales was broadened to cover (b) as well as (a), but when people started to think of numbers (of which there are many) rather than the plates on which measurable bits are put (which come in pairs in (a)-type scales) as the 'plural' part of scales, they shifted to thinking of scales as sets, rather than pairs.
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Death penalty abolitionist for all crimes
Population 2.1 million
Life expectancy 51.6 years
Under-5 mortality (m/f) 70/58 per 1,000
Adult literacy 85 per cent
A long-running treason trial showed no sign of coming to a conclusion. Women and girls faced systemic discrimination and Indigenous communities continued to live in extreme poverty. Mass graves were found in the north of the country.
Government officials from the ruling South West Africa People’s Organization (SWAPO) repeatedly accused the opposition Rally for Democracy and Progress (RDP), a political party founded in late 2007, of promoting tribalism. The RDP was the most significant political challenge to SWAPO since Namibia’s independence in 1990.
"Prisons were overcrowded, juveniles were held together with adult offenders..."
Caprivi treason trial
There was no end in sight for the Caprivi treason trial, which started in 2004 following attacks carried out in the Caprivi Strip in 1999 by a secessionist group, the Caprivi Liberation Army. Most of the 117 people on trial spent their ninth year in detention. By the end of 2008, the prosecution had still not closed its case.
None of the police officers accused of torturing suspects detained in the wake of the Caprivi uprising faced any formal charges or disciplinary action. Three civil claims against the Minister of Home Affairs and the Minister of Defence were settled out of court in October. Derick Ndala, Sylvester Ngalaule and Herbert Mutahane said they had been assaulted, tortured and unlawfully detained after attacks at Katima Mulilo on 2 August 1999.
The UN Committee on the Elimination of Racial Discrimination reiterated its concern that aspects of the customary laws of certain ethnic groups discriminated against women and girls, including laws pertaining to marriage and inheritance. It also expressed concern about discrimination in access to education, as well as the high illiteracy rate among marginalized parts of the population. The Committee was also concerned about the extreme poverty of the Indigenous communities.
Prison conditions fell below international standards. Prisons were overcrowded, juveniles were held together with adult offenders, and inmates lacked access to hygiene products and nutritious food. The prevalence of HIV/AIDS in prisons was estimated to be at least as high as the national rate of 29 per cent. This was attributed to inadequate access to health care, including HIV/AIDS testing and counselling and anti-retroviral treatment. The Namibian Parliament has dismissed several proposals to allow condoms in prisons.
Discovery of mass graves
Mass graves were reportedly discovered in northern Namibia and southern Angola, apparently containing the bodies of people unlawfully killed between 1994 and 2002 by Namibian and Angolan security forces. Suspected supporters of the Angolan armed group the National Union for the Total Independence of Angola (UNITA), were allegedly targeted by the security forces, particularly in the late 1990s and in early 2000.
The existence of the graves was reported in September by the National Society for Human Rights (NSHR). On 1 October, the Minister of Safety and Security said that the government already knew about the graves. A police investigation launched by the government in October was criticized by the NSHR for its alleged lack of independence and failure to include independent forensic experts. | <urn:uuid:4fda6bcb-ed12-451b-bea3-50574fd1107f> | {
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Single sheet, measuring 32 x 20 cm., approx. 160 words. Creased from folding, with short splits at folds. The articles of agreement between Joseph M. Matthews and Bill McNeal state that Matthews "purchased of O-nah ha an Indian woman in the Chickasaw Nation two sections of land... which claims he has located in Township one Range four West on sections fourteen & fifteen...." Matthews paid her $1000 per section. McNeal agreed to pay Matthews $2000 and reserve for him one fourth of the land for his efforts in buying and locating the said lots. On the verso of the deed, Matthews assigns his obligation to Duncan Hill, on June 17, 1837. A further note says Duncan Hill sold to H. Abington one section (#15) for $5000, for which he received $325 for his work, dated July 24, 1837. Item #58444
The Chickasaw Nation was one of the tribes forced west in 1837 as part of the Indian Removal policies of the Jackson administration. The lands in this deed may have been located in their pre-removal territory in Mississippi. | <urn:uuid:6c7b7f3e-8586-4f20-b0c6-a507f30644f4> | {
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Three years ago a book was published about a little known episode and an all-but-forgotten individual in Pekin’s history – an episode that helped confirm Illinois as a free state. The book was among the publications honored at the 2015 annual awards luncheon of the Illinois State Historical Society held April 25, 2015, at the Old State Capitol in Springfield.
Entitled “Nance: Trials of the First Slave Freed by Abraham Lincoln – A True Story of Nance Legins-Costley,” it was written by local historian Carl M. Adams and illustrated by Lani Johnson of Honolulu, Hawaii. Adams, formerly of Pekin, now resides in Stuttgart, Germany, and was unable to attend the awards banquet in Springfield, so he asked his friend Bill Maddox, a retired Pekin police office and former city councilman, to receive the award on his behalf. Maddox is one of Adams’ collaborators and over the years has helped Adams in organizing his research.
Adams has previously published two papers on the same subject: “The First Slave Freed by Abraham Lincoln: A Biographical Sketch of Nance Legins (Cox-Cromwell) Costley (circa 1813-1873),” which appeared in the Autumn 1999 issue of “For the People,” newsletter of the Abraham Lincoln Association; and, “Lincoln’s First Freed Slave: A Review of Bailey v. Cromwell, 1841,” which appeared in The Journal of the Illinois State Historical Society, vol. 101, no. 3/4, Fall-Winter 2008. In contrast to those papers, however, Adams’ 87-page book “Nance” distills the fruit of his many years of historical research, presenting Nance’s story in the form of a biography suitable for a middle-school audience and ideal for a junior high or middle school classroom.
Though Nance’s story is little known today, during and after her own lifetime her struggles to secure her freedom were well known in Pekin, and Nance herself came to be a well regarded member of the community. As this column had previously discussed (Pekin Daily Times, Feb. 11, 2012), Nance obtained her freedom as a result of the Illinois Supreme Court case Bailey v. Cromwell, which Abraham Lincoln argued before Justice Sidney Breese on July 23, 1841. It was the culmination of Nance’s third attempt in Illinois courts to secure her liberty, and it resulted in a declaration that she was a free person because documentation had never been supplied proving her to have been a slave or to have agreed to a contract of indentured servitude. Breese’s ruling is also significant in Illinois history for definitively settling that Illinois was a free state where slavery was illegal.
Another significant aspect of this case is indicated in an 1881 quote from Congressman Isaac Arnold that Adams includes in his book. Arnold wrote, “This was probably the first time he [Lincoln] gave to these grave questions [on slavery] so full and elaborate an investigation … it is not improbable that the study of this case deepened and developed the antislavery convictions of his just and generous mind.”
Pekin’s pioneer historian William H. Bates was also opposed to slavery and deeply admired Lincoln. Bates also knew Nance Legins-Costley, and, five years after Lincoln’s assassination, Bates made sure to include her in his first published history of Pekin, the historical sketch that Bates wrote and included in the 1870-71 Sellers & Bates Pekin City Directory, page 10. There we find a paragraph with the heading, “A Relic of a Past Age”:
“With the arrival of Maj. Cromwell, the head of the company that afterwards purchased the land upon which Pekin is built, came a slave. That slave still lives in Pekin and is now known, as she has been known for nearly half a century, by the citizens of Pekin, as ‘Black Nancy.’ She came here a chattle (sic), with ‘no rights that a white man was bound to respect.’ For more than forty years she has been known here as a ‘negro’ upon whom there was no discount, and her presence and services have been indispensible (sic) on many a select occasion. But she has outlived the era of barbarism, and now, in her still vigorous old age, she sees her race disenthralled; the chains that bound them forever broken, their equality before the law everywhere recognized and her own children enjoying the elective franchise. A chapter in the history of a slave and in the progress of a nation.”
Remarkably, Bates doesn’t mention how Nance obtained her freedom, nor does he mention Lincoln’s role in her story. He doesn’t even tell us her surname. That’s because the details were then well-known to his readers. Later, her case would get a passing mention in the 1949 Pekin Centenary, while the 1974 Pekin Sesquicentennial would provide a more extended treatment of the case. But in none of the standard publications on Pekin history is personal information on Nance included.
“What I did figure out,” Adams said in an email, “was that all the stories of Nance were positive up until the race riots in Chicago in 1918-1919 followed by a rebirth of the Klan in Illinois, and stories of Nance and her family disappeared, before the age of radio and TV.”
Since she had been forgotten and scant information was available in the standard reference works on Pekin’s history, Adams had to scan old census records, court files, coroner’s reports and newspaper articles to reconstruct the story of Nance’s life and the genealogy of her family. He learned that Nance was born about 1813, the daughter of African-American slaves named Randol and Anachy Legins, and that she married a free black named Benjamin Costley. The 1870-71 Pekin City Directory shows Benjamin Costley residing at the southwest corner of Amanda and Somerset up in the northwest corner of Pekin. Perhaps not surprisingly, Ben and Nance’s log cabin was adjacent to the old Bailey Estate, the land of Nance’s last master, David Bailey, one of the principals of the 1841 case in which Nance won her freedom.
In his email, Adams explains the challenge of “writing about the first slave freed by Lincoln, when no one even knows her last name. OK. How does one do that? Genealogy. It is close to impossible to trace the genealogy of a slave. Now what? Trace the genealogy of the people who claimed to own her soul. It took six genealogies minimum to figure out where Nance was and when back to the time of her birth. I did what Woodward and Bernstein did with ‘All the President’s Men’ – follow the money and the paper trail that followed the money, that’s how.”
Telling of how he became interested in Nance’s story and how he eventually came to write his book, Adams said, “In 1994 my wife was diagnosed with cancer. I was unemployed, and in debt and depressed because of all this. To distract my self-pity, I took an interest in Nance and slavery – who could be worse off than they? I tried free-lance writing, but in Greater Peoria, I couldn’t make a living at it. So research on a totally new story about A. Lincoln had to be a part-time, part-time, part-time ‘hobby,’ as my wife called it. That is why it took so long: five years of research packed into a 15-year period.”
“Nance deserves her place in history because of what she did, not what the others did,” Adam said. “At the auction on July 12, 1827, she just said ‘No.’ By indentured servitude law, the indenture was supposed to ‘voluntarily’ agree to a contract to serve. When Nathan Cromwell asked if she would agree to serve him she just said ‘no,’ which led to a long list of consequences and further legal issues in court.
“What makes her historically important was when she managed to get to the Supreme Court twice. In my history fact-check only Dred Scott had managed to do that and he lost. Then I discovered with primary source material that Nance had actually made it to the Supreme Court three times. The third time was never published nor handed down as a court opinion when the judge found out she was a minor just before age 14. This was truly phenomenal, unprecedented and fantastic for that period of history.”
As Ida Tarbell said of Nance in 1902, “She had declared herself to be free.”
Adams’ book may be previewed and purchased on Amazon.com or through the website www.nancebook.com.
Learn more about Pekin and Tazewell County history, read past columns, view slideshows and photo galleries, post comments and suggestions, and keep up to date on the Pekin Public Library’s Local History Room collection at https://fromthehistoryroom.wordpress.com/. | <urn:uuid:feec513d-d169-4d07-b320-3c358b590068> | {
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Students learn about the social and historical context of Willa Cather’s My Antonia and work in groups to explore Cather's commentary on fortitude, hard work, faithfulness, and other values that we associate with pioneer life.
In December 1941, Japanese armed forces launched a massive offensive, attacking targets as far East as Pearl Harbor, Hawaii, and as far West as Burma. This lesson plan will focus on the overall strategies pursued by the Japanese and the Allies in the initial months of World War II in Asia and the Pacific.
The U.S. victory over the Japanese Navy at Midway succeeded in stopping the Axis advance in the Pacific, and by early 1943 the Marines had driven the Japanese from Guadalcanal. This lesson will guide students through the military campaigns of the Pacific theater, tracing the path of the Allied offensives.
This unit on the Japanese poetic form tanka encourages students to explore the structure and content of the form and to arrive at a definition of the tanka’s structure in English. Students will read and analyze the tanka form and compare it to English structures of poetry, and will finally compose their own tankas. | <urn:uuid:6cd5cc83-346a-429c-b57b-7924ea8e123d> | {
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Forums in support of the UN negotiations
Denmark participates in a wide range of informal meetings, at both ministerial and negotiators level, that aim to support the UN climate negotiations. Some of these are organised by the incumbent COP-presidency, e.g. the annual "Pre-COP", which typically takes place a few months before the annual COP (Conference of the Parties to the Climate Convention) meeting, and where a selected group of countries are invited. Denmark has participated in all the recent Pre-COP meetings.
Other actors have also established forums for discussions on climate. Denmark is participating in the following forums amongst others:
Major Economies Forum on Energy and Climate (MEF) was established by the US in 2009 in order to facilitate an informal dialogue on the climate negotiations between major economies across both developed and developing countries. The aim is to create political leadership and discuss key issues in relation to the international climate negotiations. The core participants are the 17 largest economies in the world. In addition to these other countries are invited ad hoc. Denmark has participated with observer status since 2009.
The Cartagena Dialogue is an informal forum for discussions between progressive developed and developing countries that coordinate with a view to reaching ambitious outcomes in the UNFCCC negotiations.
Climate and Clean Air Coalition (CCAC) is a voluntary international initiative established by a group of countries and operated by a secretariat under UNEP. The aim is to reduce the emissions of short lived climate pollutants rapidly and effectively. Short lived climate pollutants do not remain in the atmosphere as long as CO2, but they are important to reduce since many of them have a stronger climate effect than CO2. | <urn:uuid:3ccb74aa-0e7d-4102-9e22-997528eaac73> | {
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band theory, in solid-state physics, theoretical model describing the states of electrons, in solid materials, that can have values of energy only within certain specific ranges. The behaviour of an electron in a solid (and hence its energy) is related to the behaviour of all other particles around it. This is in direct contrast to the behaviour of an electron in free space where it may have any specified energy. The ranges of allowed energies of electrons in a solid are called allowed bands. Certain ranges of energies between two such allowed bands are called forbidden bands—i.e., electrons within the solid may not possess these energies. The band theory accounts for many of the electrical and thermal properties of solids and forms the basis of the technology of solid-state electronics.
The band of energies permitted in a solid is related to the discrete allowed energies—the energy levels—of single, isolated atoms. When the atoms are brought together to form a solid, these discrete energy levels become perturbed through quantum mechanical effects, and the many electrons in the collection of individual atoms occupy a band of levels in the solid called the valence band. Empty states in each single atom also broaden into a band of levels that is normally empty, called the conduction band. Just as electrons at one energy level in an individual atom may transfer to another empty energy level, so electrons in the solid may transfer from one energy level in a given band to another in the same band or in another band, often crossing an intervening gap of forbidden energies. Studies of such changes of energy in solids interacting with photons of light, energetic electrons, X-rays, and the like confirm the general validity of the band theory and provide detailed information about allowed and forbidden energies.
A variety of ranges of allowed and forbidden bands is found in pure elements, alloys, and compounds. Three distinct groups are usually described: metals, insulators, and semiconductors. In metals, forbidden bands do not occur in the energy range of the most energetic (outermost) electrons. Accordingly, metals are good electrical conductors. Insulators have wide forbidden energy gaps that can be crossed only by an electron having an energy of several electron volts. Because electrons cannot move freely in the presence of an applied voltage, insulators are poor conductors. Semiconductors have relatively narrow forbidden gaps—which can be crossed by an electron having an energy of roughly one electron volt—and so are intermediate conductors. | <urn:uuid:89b358ab-cc34-4495-9946-f06b12a60596> | {
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One night two young men from Egulac went down to the river to hunt seals and while they were there it became foggy and calm. Then they heard war-cries, and they thought: "Maybe this is a war-party". They escaped to the shore, and hid behind a log. Now canoes came up, and they heard the noise of paddles, and saw one canoe coming up to them. There were five men in the canoe, and they said:
"What do you think? We wish to take you along. We are going up the river to make war on the people."
One of the young men said,"I have no arrows."
"Arrows are in the canoe," they said.
"I will not go along. I might be killed. My relatives do not know where I have gone. But you," he said, turning to the other, "may go with them."
So one of the young men went, but the other returned home.
And the warriors went on up the river to a town on the other side of Kalama. The people came down to the water and they began to fight, and many were killed. But presently the young man heard one of the warriors say, "Quick, let us go home: that Indian has been hit." Now he thought: "Oh, they are ghosts." He did not feel sick, but they said he had been shot.
So the canoes went back to Egulac and the young man went ashore to his house and made a fire. And he told everybody and said: "Behold I accompanied the ghosts, and we went to fight. Many of our fellows were killed, and many of those who attacked us were killed. They said I was hit, and I did not feel sick."
He told it all, and then he became quiet. When the sun rose he fell down. Something black came out of his mouth. His face became contorted. The people jumped up and cried.
He was dead. | <urn:uuid:374ff7a3-3ea0-425e-a28c-abe88bb5a1fd> | {
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Information about eros and psyche as well as best love stories in classical mythology eros, son of aphrodite palace to mourn her for the rest of their. Aphrodite's connection with love is reflected in the numerous stories about her aphrodite and her son aeneas cronus greek mythology. Venus mythology in greek mythology, aphrodite was the goddess of love she along with her son cupid who were changed into lions for their ingratitude to her. She instructs her son, cupid of all the stories in the greek mythology and why did she win the attention of cupid in the first place the story continues.
The legend of cupid and psyche venus asks her son cupid josephine preston peabody wrote a version for children in her old greek folk stories told anew. Long ago there was a greek king who had three daughters, and the youngest, psyche, was so beautiful that people said she rivaled the goddess of beauty, aphrodite this angered the goddess, who called to her son, eros eros was the god of love who flew about shooting his arrows, hitting innocent. Who is aphrodites mom her son was eros, in roman mythology named cupid aphrodite , the greek goddess of love and beauty share to.
The romans later incorporated her into their pantheon and renamed her venus aphrodite and her son aeneas are cronus greek mythology. In the case of psyche, it was aphrodite's son cupid who released and married the princess the mystery about cupid unfortunately for the young couple, cupid and psyche, aphrodite was not the only one trying to foul things up. Story of cupid is therefore necessarily also the story of his mother each has a counterpart in hellenistic greek mythology, where aphrodite son of aphrodite. Greek mythology - aphrodite essay adonis was the father of her son theme worth discussion as seen throughout greek mythology is that of men and their.
Greek mythology link eros then deserted her, and when their love was discovered the eros who met psyche is the son of aphrodite. There they still hold their place was the son of venus (aphrodite in greek) he was her constant companion the story of cupid and psyche can be found here. The history and story of aphrodite from ancient mythology the short story of aphrodite is a famous myth stories greek gods aphrodite: (cupid), also of. The myth of psyche and eros is a beautiful greek myth goddess aphrodite asked her son mythology is a story realm shared by the real and the imaginative.
When he arrives at their meeting place, he finds her bloody shawl and marries her son and analysis of the major greek myths and western mythology. Apollo - aphrodite (venus) - pluto (=hades) - psyche - beautiful woman whom aphrodite came to despise as men were beginning to worship her less in favor of fawning over psyche aphrodite sent her son cupid to make psyche fall in love with the vilest thing imaginable, but instead cupid falls in love with her, and sleeps with her every night. Ever wondered why there is a constellation of two fish with their tails tied together our mythology aphrodite and her son the mythology of pisces.
Aphrodite from the story ancient greek mythology aphrodite and her son eros (cupid) prostitutes considered the goddess of love their patron aphrodite. Aphrodite (known in roman mythology as venus), is the greek goddess of romantic love, sexual passion and beauty she is often accompanied by her son eros (cupid), who shoots arrows into mortal and god alike to inflame their passions there are several varying accounts to her birth. The most beautiful love stories in the ancient greek mythology (cont): adonis and aphrodite her son cupid (eros), who fell in love stories in the ancient.
Homer tells how aphrodite intervened in battle to save her son aeneas, a trojan ally the greek in the place of blood) aphrodite her as their patroness. Greek mythology stories from edith polythemus's eye out and wear sheep skin over their heads while they began to ignore her for psyche venus asked her son. How was aphrodite born in greek mythology this story takes place two generations before zeus what is the importance of aphrodite in greek mythology. Ancient greek gods athena poseidon aphrodite and her son eros were in artemis has a crater on the moon named after her a crater is a hollow place that was. | <urn:uuid:9046df56-135d-4f68-9f6d-3f7eb3c61446> | {
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Modern Lessons On Snobbery From Jane Austen’s Emma
Emma is one of the great classics of English literature. It has many resonances for us today. Not only was there a wonderful film adaptation with Gwyneth Paltrow as the eponymous lead, the hilarious film Clueless with Alicia Silverstone was also an updated version of the story, which goes to show how relevant the story is today.
Different Walks of Life
The main lesson from Emma is for those who are more fortunate than others in their birth or education should not look down on those who aren’t. It seems a basic lesson, but it clearly needs to be said again and again. Though Emma associates with ladies who are from a respectable family but poor, she is cruel to them and makes small jokes with a friend that she thinks the ladies won’t understand. It’s only when Mr. Knightley takes her to task that she realises how badly she had behaved.
Money Doesn’t Buy Class
Nobody could be better described in this way than Mr. Elton and, later in the book, his wife. Mr. Elton tries it on with Emma by sucking up to her protegé, the illegitimate Harriet Smith. Emma thinks Elton is after Harriet and promotes the match. On a carriage ride alone with Mr. Elton Emma realizes that she is the object of his matrimonial schemes and rebuffs him. He is shocked with disgust at the idea that he should marry Harriet, a girl so lowly in birth. He goes away in a huff and marries the first rich woman he finds, who is as insufferable as he is.
Emma credits herself with bringing her former governess and a family friend together at the start of the book, so she goes on to continue matchmaking, with disastrous results. Poor Harriet Smith is led to believe first that Mr. Elton is after her hand in marriage, and then that Mr. Knightley may be interested in her. But it is really the first man in her life, the farmer Robert Martin, who is Harriet’s true love. Emma made Harriet reject him early on as she didn’t think Robert good enough for Harriet. In the end, she comes to realize that he is a good man who will work hard and look after Harriet very well.
Attraction and Jealousy
Emma stops interfering in other people’s lives for a short while when Frank Churchill comes on the scene. Emma is smitten and begins to spend a lot of time with him. Mr. Knightley is jealous of all that time and tries to convince Emma that Frank is shallow. Emma takes delight in being nasty about a rival for Frank’s attention, the returned Jane Fairfax. Emma speculates that Jane had been rebuffed from her position because there was an affair with the man of the house. This is nothing but pure envy of how beautiful, gentle and talented Jane is and is unworthy behavior of Emma. Emma realises this when Jane and Frank marry, and when she herself is happily married, to Mr. Knightley!
Alayne Valentine is a literature student and freelance writer who loves to read and analyze classic novels. She works for www.caderyan.com
Photo Credit: allie™ | <urn:uuid:ebc05f18-f955-47af-b3c4-24f54e81b254> | {
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How Nuclear Energy Plants Work
As with coal, oil, or gas-fueled plants, nuclear power plants use heat and steam to generate power. Nuclear energy is created from the splitting of uranium atoms in a process called fission. Fission releases energy that can be used to make steam, and the steam is used to power a turbine to generate electricity. Watch how nuclear energy is created in the video below.
The Benefits of Nuclear Energy
One great advantage to nuclear power is that it is emission-free energy. Since nuclear power plants use so little fuel, the volume of nuclear waste is much smaller than the volume of waste from fossil fuel power plants. Even though nuclear waste is radioactive, its small volume enables safe removal from our communities.
In addition, the technology to create nuclear energy is readily available and has proven to be a safe and effective way of generating power. Nuclear power is economically competitive with coal, and generally considered much cheaper than oil or natural gas. Nuclear power plants provide high amounts of electrical energy, which help in meeting energy demands while keeping costs low. To learn more about benefits of nuclear, visit Southern Company's website.
Our Nuclear Energy Plants
Georgia Power's nuclear facilities, Plant Hatch and Plant Vogtle, are two of the three nuclear facilities in the Southern Company system. Plant Vogtle was built with the option to expand, and we have recognized that it is time to enlarge the plant to meet Georgia's energy needs.
Plant Vogtle Expansion Project
The two new units being built at Plant Vogtle are the first new nuclear units in the United States in 30 years. The new units will be the first in the U.S. to use the Westinghouse AP1000 advanced pressurized water reactor technology.
At the peak of construction, more than 5,000 workers will be needed on-site to build the units and all of the accompanying facilities. In addition to the construction personnel, Southern Company will hire more than 800 permanent employees to operate and maintain the new units.
Read more about the Plant Vogtle Expansion Project.
Vogtle Units 3 and 4 will be the first new nuclear units built in the U.S. in the last three decades. Learn more about Project Vogtle
Plant Vogtle Job Opportunities
Plant Vogtle is the largest job-producing project in Georgia. At the height of construction, it will employ approximately 5,000 people and, once operational, will offer 800 permanent jobs for Georgians. See Plant Vogtle See Plant Vogtle job opportunities.
Back to Top ↑ | <urn:uuid:3625b1b4-21dd-4c2b-8822-13609913da48> | {
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Learned about an interesting thing in a developmental biology seminar today called the ‘Community Effect’. If you transplant a very small group of cells into a foreign, non-self environment, the cells will lose their identity and assume one identical to that of the surrounding cells. However, if the group of cells that you transplant is large, then they’ll retain their identity.
This is a relatively new finding that has no definitive answers yet – some people suggest that diffusable signalling molecules might be implicated for this, or maybe cell-to-cell surface molecule interactions. Maybe it’s something else. The point is, it has interesting implications for the spread of cancer in mammals, and also metastases, where a blob of cancerous cells detaches from its original site to float around the bloodstream and establish itself somewhere else.
In these days of woefully misused biological metaphors for the Internet, the community effect may create some interesting insights on how communities composed of individuals, not cells, might operate in different online environments. | <urn:uuid:3783e1a7-a8f4-4bc3-9015-465ff4ba35fd> | {
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Currently, more than 4 million people in the United States suffer from Alzheimer’s disease (AD) or other dementias. AD affects 47% of people over the age of 85. In AD, in addition to degenerative changes and atrophy, individual brain cells begin to produce a sticky proteinous substances which swell the interior of the cell (neurofibrillary tangles) and “gum up” the exterior (amyloid plaques). In essence, the brain petrifies. Causes of dementias include hardening of the arteries and mini-strokes. Inflammation is a major contributor to neuronal damage in neuro-degenerative disorders such as AD, Parkinson’s disease, multiple sclerosis (MS), and amyotrophic lateral sclerosis (ALS) (Torreilles F et al. 1999).
lood flow to neural tissue is an important consideration. Nitric oxide, which helps dilate arteries, has been shown to play a specific role in neuro-degeneration (Strijbos 1998).
The historical use of herbal medicines to treat dementia diseases like Alzheimer’s varies according to the different traditions. According to TAM and TCM theories, dementias result from multi-systemic decline and brain destruction due to aging, and thus can be prevented or slowed by maintaining overall health and using tonics. Consequently, our preventive and treatment goals are the reduction of oxidative damage, reduction of cellular toxins and inflammation, and improvement of cerebral circulation and oxygen and glucose transport.
• Neural circulation can be improved with blood moving herbs, especially corydalis rhizome (yan hu suo), which slows the breakdown of choline. (Kim 1999)
• According to studies of the pharmacological properties of gingko leaf, gingkolides exhibit anti-oxidant, neuro-protective and cholinergic
activities relevant to Alzheimer’s disease mechanisms (DeFeudis, 1991).
• In numerous well-controlled clinical studies in Europe and the US, extracts of ginkgo leaf have proven “effective therapy for a wide variety of disturbances of cerebral function, including multi-infarct dementia, early cognitive decline, and mild-to-moderate cases of the more severe types of senile dementia including Alzheimer’s disease (Clostre 1999).
• Tonics that can prevent mental and neurological decline include flaxseed oil, DHA (Docosahexanoic acid from fish oils – more info), guggul gum, rehmannia root, amla fruit, American ginseng root, ginseng root, ashwaghanda root, dang gui root, garlic bulb, gotu kola, guduchi stem, shou wu root, maitake mushroom, milk thistle seed, ganoderma mushroom, shilajatu, and Siberian eleuthero root bark.
• Anti-oxidant protection comes from eating lots of fresh fruits and vegetables, and using herbs like amla fruit, triphala and wheat sprouts.
• Because neurotransmitters and other brain chemicals are formed from amino acids, and digestion declines with age, digestion-strengthening herbs like bromelain or trikatu can be used to ensure proper protein and nutrient assimilation.
Learning Therapy and Alzheimers | <urn:uuid:86442a9c-8b7d-4b7c-b7bf-0d1a7a1f6ce0> | {
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- WHAT IS ECZEMA(DERMATITIS):-
Eczema is a chronic inflammatory condition of skin,characterized by itching,redness and eruptions on the skin.
It is a general term for many types of skin inflammation.
It is more common in infants.
The condition usually resolves by the age of 3 years but may continue into adulthood.
Eczema may affect many areas of skin but it typically appears on arms and behind the knees.
- CAUSES OF ECZEMA:-
Eczema runs in families.Certain genes make some people have extra sensive skin.
An overactive immune system is also the cause.
There is defect in the skin barrier contribute to eczema.
- Triggering Factors
Contact with irritating substances such as woolen and synthetic fabrics and soap.
Heat and sweat
Dietary allergens like milk products,fish,soya
- SYMPTOMS OF ECZEMA:-
-Read to brownish gray colored patches.
-Mild to severe itching especially at night.
-Small,raised bumps which may leak fluid and crust when scratched.
-Thickened,cracked or scaly skin
Patches most often appear on hands and feet,in the front of bend of the elbow,behind the knees,on ankles,wrists,face and upper chest.
TYPES OF ECZEMA:-
1.Atopic Dermatitis-It is a chronic skin disease characterized by itchy,inflamed skin.
Causing factors are;Environmental factors like dust,soap,perfumes.
It tends to run in families and people who develop the condition often have a family history of other allergic conditions such as asthma or hay fever.
2.Contact Dermatitis-It is a localized reaction that includes redness,itching and burning in areas where skin has come into contact with an allergen.
3.Seborrheic Dermatitis-It is characterized by yellowish,oily,scaly patches of skin on the scalp,face and occasionally other parts of body.
Dandruff and “Cradle Cap” in infants are the examples of it.Emotional stress,oily skin,infrequent shampooing and weather conditions may all increase the risk.
4.Nummular Dermatitis-It is characterized by coin shaped patches of irritated skin.Mostly located on arms,back,buttocks and lower legs.
5.Neurodermatitis (Lichen Simplex Chornicus)-It is a chronic skin inflammation caused by scratch itch cycle that begins with a localized itch,becomes intensely irritated when scratched.Women are more commonly affected.
6.Stasis Dermatitis-It is a skin irritation on lower legs.Generally related to circulatory problems (venous insufficiency).Most common in middle-aged and elderly people.
7.Dyshydrotic Dermatitis-It is an irritation of skin on palms and soles,characterized by clear,deep blisters that itch and burn.The cause is unknown.
- DIAGNOSIS OF ECZEMA:-
It is typically diagnosed based on an examination of skin and review of medical history.
Physian may need to take a small scraping from the eczema lesion to examine it under microscope to ruling out fungal infection.
Skin biopsy may be required to rule out certain other condition of skin.
Allergy test may be done to check for irritants and allergens that are the causative factors for eczema.
Patch test is also done for substances that are capable of inducing eczematous reaction especially in case of Contact Dermatitis.
- TREATMENT OF ECZEMA:-
-Corticosteroids creams and ointments
Homeopathic medicines correct the deviated immune process which is the root cause of eczema.
Its extent,severity and further progress can also be controlled by our treatment.
-Use mild soap and moisturizer
-Take warm showers | <urn:uuid:c2eada09-bcc9-4b29-83d3-b3d53859402d> | {
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Today's movement to restore wild places began more than half a century ago in a shack
in rural Wisconsin.
By Kenneth Brower
The Shack sits just above a sandy flood channel of the Wisconsin River, at a fork in the
evolution of Americans' regard for the land. The windows-salvage glass, white-shuttered in
dark, weathered walls-look out on a landscape formed toward the close of the last ice age,
the "Wisconsin," when the sand of the "sand counties" was laid down in
vast alluvial deposits. In one cataclysmic glacial outburst flood--a jökulhlaup,
Icelanders call it--500 feet of sand were heaped up in places in just days, forcing the
river to change course. It was down the broad, redirected stream of the Wisconsin, a few
thousand years later, that much of the North Woods floated as logs.
Just beyond the Shack's woodpile, a low ridge rises, an old glacial moraine forested
now with volunteer maples and transplanted pines. A short distance up the moraine, sunk in
the golden leaf litter of the maples, is a pit lined by rounded stones. This was the
basement of the man Aldo Leopold called "our predecessor the bootlegger, who hated
this farm, skinned it of residual fertility, burned its farmhouse, threw it back into the
lap of the county (with delinquent taxes to boot), and then disappeared among the landless
anonymities of the Great Depression."
The pines growing everywhere on Leopold's 120 acres are living monuments to his
experiments with restoration, symbolic of his ideas on stewardship. The pit of the
bootlegger's basement is symbolic of our landowning ethic before Aldo came.
If the eco of ecology has literary cornerstones, they are Thoreau's Walden, George
Perkins Marsh's Man and Nature, Rachel Carson's Silent Spring, and Leopold's A Sand County
Almanac. The almanac is an epochal, seminal, ageless work. It is Bible still for land
managers, Koran for those of us who work the soil where literature overlaps ecology,
urtext for the ecological restoration movement.
The beginnings of ecological restoration-the first systematic attempt to reassemble
disturbed ecosystems-came in 1934, when the University of Wisconsin at Madison, under
Leopold's leadership, set out to build a collection of native ecological communities on
abandoned farmland. (Leopold's ruined farm, bought the next year as a weekend retreat,
became homework in this endeavor.) First with the help of the Civilian Conservation Corps,
then by enlisting faculty and students, the university's arboretum restored 30 distinct
systems-all the important plant communities native to the upper Midwest.
The restorationists quickly encountered a core problem of restoration: authenticity.
Rehabilitation of land is one thing; recapitulation of ecosystems is another. The American
landscape has been profoundly altered nearly everywhere by man. It is hard to know what
nature intended in any particular place. "To keep every cog and wheel is the first
precaution of intelligent tinkering," Leopold wrote. In land management that rule has
been persistently violated, nature's parts scattered and lost.
The problem of authenticity, once its intractability was acknowledged, seemed to fade a
bit. It dawned on the restorationists, as it dawns on most artists, scientists,
mathematicians, that the end-product of their work-the restored prairie, marsh, or
woodland-was no more important than the process of arriving there. The best way to learn
how a marsh or prairie works, it turns out, is to attempt to restore it. The science of
restoration ecology was born.
Restoration conferences and fairs proliferate now. Practitioners write essays on
restoration as theater, on restoration theory, on restoration aesthetics, politics,
ritual. Where once we had just one model-the University of Wisconsin Arboretum and the
Leopold farm-now we have models everywhere: the 30-year-old experiment at Auroville, an
oasis of millions of trees and sustainable farming in one of the most degraded regions of
India. Nonsuch Island off Bermuda, restored by David Wingate in his successful effort to
save a seabird, the Bermuda petrel. Wangari Maathai's Greenbelt Movement in Kenya, which
has grown from the seven trees she planted in her backyard in 1977 to 20 million.
From the beginning there have been preservationists who have argued that restoration is
premature. All available resources, they believe, should be devoted first to preservation
of authenticity-of wilderness-and restoration can wait till later. Later has arrived. In
the history of the environmental movement, the century or two of the Preservation Era will
prove to be prologue: an introductory chapter, noble but brief. For the duration of human
time on the planet-for whatever piece of eternity we have left here-restoration will be
the great task.
If the meditations of A Sand County Almanac have an epicenter, it is the Shack, a
converted chicken coop where Leopold and his family spent weekends on the farm. In October
of last year, the 50th anniversary of the book's publication, photographer Michael Sewell
and I took up residence. In our week on the place, we followed after Aldo, wandering all
over the Leopold farm and the adjacent Leopold Reserve to view the fruits of his
restoration labor. We found beaver-felled trees above a great marsh. We flushed wild
turkeys from the margins of Levee Road. In the interior "uplands," as the locals
like to call these imperceptible elevations, we surprised white-tailed deer.
The Wisconsin flows past the Leopold farm nearly as dark and tannic as Brazil's Rio
Negro. I followed skunk tracks down the river beach, excavated the torn parchment of
snapping-turtle eggs from little dunes at water's edge. Kneeling in the warm sand of the
last ice age, piecing the shell fragments together like a puzzle, I tried to decide:
hatched or eaten by predators? The Wisconsin is a big river. The great width of it opened
up the sky, and the riverbank was the place for vistas. We saw kingfishers, killdeer,
cormorants. A juvenile bald eagle watched us daily from its favorite snag on the far
One evening we labored, stung by nettles and mosquitos, to set up Sewell's camera blind
on Otter Pond in the great marsh. By morning light, the photographer, peering out, found
the water wall-to-wall in geese. Otter Pond had no otter during Aldo's tenure. The last
specimen of Lutra canadensis was extirpated before he came. Late in the 1980s, the species
recolonized. We found otter runs and otter slides here and there in the great marsh.
Radio-collared wolves now occasionally pass through, too. No one has seen wolves on
Leopold land, but their signals have betrayed them.
If there was a pivotal moment in Aldo Leopold's life, as revealed in Sand County, it
was his shooting of an Arizona wolf: "We reached the old wolf in time to watch a
fierce green fire dying in her eyes. I realized then, and have known ever since, that
there was something new to me in those eyes-something known only to her and to the
That fierce green fire glows again in the sand counties of Wisconsin.
Every evening, a half hour before sunset, I walked to the river to watch the flight of
sandhill cranes. Geese flew by twilight, and shorebirds migrated at night, but cranes, in
commuting from their daytime fields to the roosting beaches where they pass the night,
always seemed to allow themselves plenty of light. They passed overhead in synchronized
duos, threesomes, and squadrons. They honked the chortling, contrapuntal honk of cranes.
"High horns, low horns, silence, and finally a pandemonium of trumpets, rattles,
croaks, and cries," as Leopold wrote. On the far shore of the Wisconsin, still 200
feet above ground, they dropped their long legs in anticipation of landing. For Aldo
Leopold, a musical man, the essence of cranes seems to have been their sound. For me, it
was more visual: that moment at sunset when, high above Earth, their wings began to cup
and the long legs dangled.
In 1935, when Leopold bought his farm, there were only 25 nesting pairs of sandhill
cranes in Wisconsin. More than anything else, Leopold was a population biologist, and the
crane became a special concern. "The ultimate value in these marshes is wildness, and
the crane is wildness incarnate," he wrote. He corresponded with anyone in the state
who knew anything of the bird: the landowner who had a breeding pair on his property, the
Department of Natural Resources employee who had glimpsed one. Leopold was not optimistic.
The "Marshland Elegy" chapter of Sand County ends with an epitaph to the
"Some day, perhaps in the very process of our benefactions, perhaps in the
fullness of geologic time, the last crane will trumpet his farewell and spiral skyward
from the great marsh. High out of the clouds will fall the sound of hunting horns, the
baying of the phantom pack, the tinkle of little bells, and then a silence never to be
broken, unless perchance in some far pasture of the Milky Way."
Today there are 12,000 sandhill cranes in Wisconsin. Nothing would have cheered Leopold
more. Restoration works. On the road to extinction, traffic travels both ways. | <urn:uuid:5508bd8c-90c6-4876-a6de-c84365a164a1> | {
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A Not-So-Traditional Thanksgiving
Part 3: America's Identity
There are obstacles to reconciliation on the Plymouth side as well as the Native American side. One is the Pilgrim Progress procession—a delight to tourists but, with its muskets and halberds, a hated symbol to many Indians, particularly to UAINE. On that subject, the Plymouth Historical Alliance (PHA), the grouping of local historical organizations that organizes the procession, is firm. The Progress represents a "snapshot in time," according to the PHA's Annette Talbot.
Talbot says any decision to "pretty it up," by getting rid of the offending muskets and halberds, would destroy the historical accuracy. "If we are going to modify it, why do it?" she asks. For her part, the Pilgrim Society's Peggy Baker sees the Progress as "the celebration of the survival of a group of people. There is no reason for this to be the only interpretation of history, but it is a legitimate one."
Crisis of Fragmentation
In major respects, the culture war over Plymouth Rock and the Pilgrim Progress and the other historical symbols of the town goes beyond Plymouth—to what historian Jill Lepore calls "the crisis of fragmentation in this country." It raises questions about what kind of nation we want to be, and whether in fact we can ever be one nation at all.
"On the basic civic stage," says Lepore, "it is our obligation to examine our American heritage in all its wonder and brutality. We have to find a way to acknowledge that both cultures—the Native Americans who lost their land and the Europeans who settled here—are constituent of what it is to be an American. We have inherited both those heritages. We can't claim just one."
Sometimes monuments and memorials have the ability to bring those seeming opposites together. One example is the Vietnam Veterans' Memorial in Washington, D. C. In a single place, Lepore argues, the memorial demonstrates our capacity "to embrace history with many sides," to portray both "the moral anguish of a nation and the personal sacrifice and courage of its soldiers."
What Kind of Nation Do We Want to Be?
Could some creative person achieve this in Plymouth—create a landmark of the early European settlement and its brutal underside? Maybe Plymouth is a good place to start, after all. "If Plymouth can't have both a day of Thanksgiving and a Day of Mourning," Lepore says, "then how can we expect America to have both, too?" | <urn:uuid:9ee60e70-117d-4d76-9ab3-4fdf2afddc3d> | {
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Wheat was introduced to the human diet about 9,500 years ago in the Mediterranean region as part of the “Neolithic Revolution,” when humans began to transition from hunting and gathering food to settled agriculture. Today, worldwide wheat production is estimated at 723 million tonnes, and the average U.S. citizen consumes roughly 132 pounds of wheat per year.
Gluten is the main protein complex found in wheat and related grains such as rye and barley, making up about 80% of their total protein content. Gluten is a unique protein in that our bodies do not possess the enzymes necessary to break it down completely (we do break most of it down), allowing fragments of the gluten protein to persist in the small intestine. In susceptible individuals, this can trigger three main forms of gluten reactions: wheat allergy, celiac disease, and non-celiac gluten sensitivity.
Gluten-free diets are clearly recommended for people with celiac disease or for people with gluten sensitivity. Yet, the popularity of gluten-free diets for the treatment of countless other health conditions has exploded in recent years. Sales of gluten-free foods grew 34% to nearly $1 billion over the last five years, and gluten avoidance is commonly advised for both weight loss and chronic conditions.
Yet there is little to no evidence to date supporting the use of a gluten-free diet in facilitating weight loss. In 2013, a group of researchers published the first controlled study investigating the effects of wheat gluten on a mouse model of diet-induced obesity. Their results suggested that gluten exposure was associated with weight gain, but failed to identify mechanisms explaining this link. The current study was conducted by the same group of researchers and aimed to fill this knowledge gap.
Gluten-free diets are well-researched for the treatment of individuals with immune-mediated gluten sensitivities. However, they’ve been increasingly used for numerous other health conditions, such as obesity, despite a relative lack of evidence supporting a link between gluten consumption and weight gain. The current study sought to investigate whether wheat gluten causes weight gain, and explored potential mechanisms.
This study divided 175 eight-week-old male mice into four groups and fed each a different diet for eight weeks: a control-standard diet (CD group), a CD added with 4.5% of wheat gluten (CD-G group), a high-fat diet (HFD group) to induce obesity, and a HFD added with 4.5% of wheat gluten (HFD-G group).
No information on diet composition other than containing gluten or being gluten-free was provided. Typical rodent chow is a largely whole-food based pellet made mostly from soybeans, corn, fish meal, oats, and whey. By contrast, the standard high-fat chow is a semi-purified diet based on sugar, lard, soybean oil, and casein. The high-fat diet is much higher in fat and sugar content than the standard diet.
The diets that had wheat gluten added were modified so that the nutritional composition was identical to their respective control diets, meaning that calorie and protein content remained constant. The mice had free access to food and water throughout the eight-week intervention.
Bodyweight and food consumption were measured weekly. After eight weeks, some of the mice had their oxygen consumption measured via indirect calorimetry to calculate energy expenditure, while others consumed radioactively-labelled gluten to allow for measurement of intestinal absorption and biodistribution throughout the body. All mice were then euthanized to collect blood, liver, and fat tissue for analysis.
The fat tissue collected included brown, subcutaneous, and visceral fat. All three of these types of fat had gene expression analyzed. The brown and subcutaneous fats were evaluated for changes in the expression of genes involved in thermogenesis, such as mitochondrial uncoupling protein 1 (UCP1, depicted in Figure 1) and bone morphogenetic protein 7 (BMP7). The visceral fat was analyzed for inflammatory-related genes such as interleukin 6 (IL-6), tumor necrosis factor (TNF), leptin, and adiponectin, as well as metabolic-related genes such as PPAR-alpha, PPAR-gamma, lipoprotein lipase (LPL), and hormone sensitive lipase (HSL).
Four groups of mice consumed a standard control diet, a standard control diet with 4.5% gluten, a high-fat diet, or a high-fat diet with 4.5% gluten for eight weeks. Measurements relating to energy expenditure, gluten distribution throughout the body, and tissue analysis were made before and at the end of the intervention, while bodyweight and food intake were measured weekly.
As expected, both high-fat diet groups consumed significantly more calories and showed significantly greater weight gain than both standard diet groups. Although gluten had no effect on calorie intake, the authors report that gluten-fed mice showed a significantly greater weight gain of about 20% by week 8 than their non-gluten counterparts. Gluten consumption was also associated with significant increases in visceral and subcutaneous fat tissue (by around 20-25%).
Both gluten diets were associated with a significant reduction in fasted oxygen consumption compared to their respective non-gluten diets. Additionally, both gluten diets were associated with lower energy expenditure, although this difference only reached statistical significance in the high-fat fed groups.
Radioactively-labelled gluten was detected in the stomach and small intestine after one hour. After two hours, the undigested portion of gluten was detected in the lower small intestine (ileum) and early large intestine (cecum), and then exclusively within the large intestine after four and six hours. Gluten peptides were absorbed and detected in the blood, liver, and visceral fat tissue as soon as 30 minutes after ingestion.
Gene expression analyses of brown fat tissue showed a significant reduction of UCP1 and significant increase of PPAR gamma coactivator 1-alpha (PGC1-alpha) in the HFD-G mice compared to the HFD mice. But no differences were found in gene expression in brown fat between the CD and CD-G mice. In subcutaneous fat tissue, UCP1 and BMP7 expression were significantly reduced in both gluten-containing diets compared to their respective non-gluten diets.
Finally, CD-G mice showed a significant increase in IL-6 and a marginally significant increase in TNF within their visceral fat tissue when compared to the CD mice. The HFD-G mice showed significant reductions in adiponectin, PPAR-alpha, PPAR-gamma, and HSL than the HFD mice, with no changes in IL-6 or TNF observed.
Gluten consumption caused increased weight and fat gain and decreased energy expenditure regardless of background diet, although the effects were more pronounced in mice fed a high-fat diet. Additionally, gluten consumption was associated with numerous changes in gene expression and inflammatory and metabolic markers in brown, subcutaneous, and visceral fat tissue. Intact gluten peptides appeared to enter the bloodstream soon after consumption and were detectable within the liver and visceral fat tissue.
This study tells us that some gluten peptides may be able to reach extra-intestinal organs such as visceral fat tissue, although most of the gluten was not absorbed and passed into the colon. The finding of gluten peptides in circulation, the liver, and visceral fat tissue was associated with changes in gene expression that may have promoted fat gain, at least among mice consuming a 4.5% gluten diet. However, more research is needed to identify the precise mechanism of weight gain and changes in gene expression, as it is possible these effects were secondary to immunomodulation rather than direct action of gluten peptides. These findings confirm and extend those of previous research by the same authors.
Unfortunately, the lack of supporting evidence makes it difficult to be confident in the practical relevance of these findings, especially in light of study limitations like the use of mice, the background diet, the dose of gluten, and the timeframe of consumption.
The fact that mice were the study subjects as opposed to humans goes without saying as a study limitation, and further research will be required to see if similar findings are observed in humans. It has been shown that intestinal epithelial cells in tissue samples exposed to gluten exhibit increased intestinal permeability in both patients with celiac disease and healthy controls. This effect is mediated by gluten’s interaction with the protein zonulin that is responsible for regulating the integrity of tight junctions within the intestinal tract. Therefore, it is possible that gluten peptides may appear in circulation in humans after consumption, where it may then travel to extraintestinal tissues and mediate gene expression, as suggested in the current study.
Whether any gene-modifying effects (assuming they occur) would lead to weight gain is controversial. One of the observed changes in gene expression was a down-regulation of UCP-1 in brown fat tissue. Genetically removing UCP-1 has been shown in mice to induce obesity and negate diet-induced thermogenesis, making this a likely candidate to explain the increased fat gain. Although brown fat is found in adult humans, it exists is far lower quantities relative to overall body size than in mice. Accordingly, the degree to which it influences energy balance in humans remains unknown. There are also genetic differences in brown fat gene expression between mice and men, leaving open the possibility that gluten may interact with brown fat differently in humans.
Changes in gene expression were not limited to brown fat, however. Subcutaneous fat showed a reduction in the expression of BMP7, which has been implicated in the creation of brown fat. The process of turning white fat, such as subcutaneous fat, into brown fat is known as “browning” and leads to the creation of “beige” or “brite” (from “brown-in-white”) fat that shows thermogenic activity similar to classical brown fat. Beige fat has been investigated as a potential anti-obesity agent in humans. Accordingly, a reduction in its creation could hypothetically make weight gain easier.
Visceral fat showed disparate reactions to gluten depending on whether the mice were fed a standard diet or a high-fat diet. The standard-fed mice showed increased expression of inflammatory molecules, while the high-fat-fed mice showed reductions in enzymes involved in fat metabolism. The causes of these different responses were not explored in the current study and require further investigation.
The background diet plays a large role in how dietary modifications are handled by the body. Notably, the gluten was contained in each and every food pellet that the mice consumed, meaning they had constant exposure when they ate. How would the results differ if gluten intake was more intermittent? Also, how would the amount of protein, fiber, and other nutrients in the diet influence how gluten affects health? It is well established that fiber promotes a healthy microbiome and strong gut barrier.
How much gluten is required to see a health effect? Gluten consumption at 4.5% of the diet would correspond to an intake of about 60 grams daily, assuming an average intake of three pounds of food by an adult human. Gluten is roughly 80% of the protein in wheat, meaning that someone would need to consume about 75 grams of protein from wheat products daily. This is about 20 slices of whole wheat bread. How a lower and more realistic intake of gluten would affect health is another question that requires further investigation.
Finally, because measurements were made after the intervention, it is unclear whether the changes in gene expression were the cause of the weight gain, or the result of it. The researchers measured bodyweight on a weekly basis, but measured gene expression and respiration only at study start and study end. It would have been more insightful if these latter measurements were made earlier in the study before meaningful differences in weight emerged, to strengthen the evidence suggesting that these changes did indeed cause weight gain, since causes precede effects.
The study under review tells us that mice consuming the equivalent of 20 slices of whole wheat bread daily (in terms of gluten content) had metabolic alterations that promote reduced energy expenditure and increased fat gain, possibly through a direct effect on fat tissue. How this study would play out in humans remains unclear.
Several studies have investigated the influence of a paleolithic type diet comprising lean meat, fruits, vegetables, and nuts, and excluding food types such as dairy, legumes, and cereal grains, on health. Two of these studies have been covered in past issues of the ERD (Issue 8 & Issue 6), both of which showed that a paleo diet was superior to a conventional diet in the treatment of metabolic syndrome and type 2 diabetes. However, positive results from paleo diet studies do not imply that benefits were due to gluten exclusion.
In addition to the numerous paleo diet books and advocates, there are those who specifically place blame on wheat, such as in the books “Wheat Belly” or “Grain Brain.” Although the claims in these publications have been debated in the literature (such as pro-grain arguments here), there doesn’t seem to be a scientific consensus on any of the various issues.
No research outside of the current study author’s lab has investigated mechanisms behind the potential obesogenic effects of gluten consumption. However, a meta-analysis of 45 prospective cohort studies and 21 randomized-controlled trials found that whole-grain consumers were at a lower risk of type 2 diabetes, cardiovascular disease, and weight gain, and whole-grain interventions led to favorable effects on glycemic control and blood lipids. These findings are also supported by the American Society for Nutrition position statement. The majority of this research compares whole grains to refined grains, both of which have the same gluten content. That being said, it’s difficult to pin down the effects of wheat, especially when the majority of evidence is observational in nature and hence subject to many confounders.
Further support for the observational evidence linking whole grains to a reduced weight comes from interventions that prescribe the consumption of whole grains under hypocaloric conditions. Yet, there are many types of whole grains and it is possible that gluten consumption remains low. It could be that a diet low in wheat gluten but high in other whole grains like oats leads to the best outcomes. Further controlled research, especially in humans, can help shed light on this complex topic.
Previous research (mostly observational in nature) has established a link between better health and whole grain consumption, but this may not apply specifically to wheat. Accordingly, perhaps a whole grain diet without wheat gluten is beneficial, although future research will need to investigate how wheat gluten influences health in humans specifically.
How does the wheat variety influence its gluten content?
The earliest cultivated forms of wheat were einkorn and emmer (see Figure 3). Since then, farmers have systematically crossbred wheat for higher yields, adaptation to climate changes, better bread-making characteristics, and improved disease resistance. Today, about 95% of all wheat is bread wheat.
Some research suggests that individuals with celiac disease react to a specific component of gluten called Glia-α9, which is more prevalent in modern wheat varieties compared to their ancestors (owed in part to the lower genetic diversity of modern wheat). In support of this, intestinal cells obtained from celiac disease patients did not show the expected inflammatory and immune response seen with bread wheat when exposed to einkorn wheat. Thus, while both varieties contain gluten, genetic differences in its structure may make ancient wheat varieties less damaging to individuals sensitive to gluten.
This study suggests that wheat gluten (or at least fragments of it) is able to leave the intestinal tract and influence fat metabolism.
However, this study has notable limitations, such as being conducted in mice and using a dose of gluten similar to eating 20 slices of whole wheat bread daily. The connection between gluten and weight gain has not been well investigated, and the current study findings necessitate further research to determine how gluten consumption impacts human health.
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Design for Equity Lab: Advancing an Adaptive Equity-Oriented Pedagogy for STEM in Higher Education
A Peacemaking Project by Judy N.
What is the injustice we are solving?
The United States faces challenges competing in the global economy due to a lack of diverse STEM graduates (U.S. Department of Education, 2017). Simultaneously, universities experience difficulties recruiting and retaining STEM students, especially underrepresented minorities (URM). According to Seymour and Hewitt (1997), 90% of students leaving STEM cited poor teaching as one of their primary concerns. The Higher Education Research Institute found that URM students who aspire to major in STEM as a freshmen have a substantially lower likelihood of completing such a degree within five years than their white and Asian American peers (Hurtado, Eagan, & Chang, 2010). First-year STEM majors are also more likely to withdraw from college than their non-STEM counterparts and are more likely to change fields of study before graduating. Recognizing that faculty teaching can have a direct impact on student engagement and learning in STEM courses (Seymour & Hewitt, 1997), I examine how an adaptive equity-oriented pedagogy (AEP) impacts student achievement, psychosocial outcomes, and retention for all students, especially underrepresented minority (URM) students (Phuong et al., 2017). AEP instructors use ungraded, weekly formative assessments to adjust their teaching to address diverse students’ learning needs (i.e., their strengths, interests, and areas for growth). Preliminary results suggest that, compared to control conditions, UCB students learning through AEP scored, on average, 12% higher on the final and outperformed control groups by a full letter grade in the course (Phuong et al., 2017). Students experiencing AEP demonstrated greater improvements in positive psychosocial outcomes (e.g., motivation, reduced stereotype threat, growth mindset, self-efficacy, inclusion). These effects endured when controlling for GPA and intersectional identities (e.g., race, gender, sexual orientation, income, disability, immigration status). Based on the successes of these studies, further graduate research will allow me to expand randomized control trials (RCTs) with larger samples that examine student outcomes in different sections of STEM courses. This research will contribute a methodology for instructors to evaluate and refine equity-oriented curricula to improve URM students’ success, which directly addresses the U.S Department of Education’s priority of improving STEM teaching and completion rates for URM in universities. With stakeholders, I aim to develop a national model for equity-oriented STEM pedagogy based on the case of UC Berkeley as a large, diverse public university. We will use evidence from rigorous RCTs to assist with faculty member buy-in, a long-standing barrier to education reform. We seek to advance a pedagogy that attracts, supports, and enables URM students to thrive and grow as STEM scholars and professionals. Goal by May 31st: In the next two months, we plan to conduct an experimental pilot study to test the effectiveness of using ipads as a part of the adaptive equity-oriented pedagogy curriculum compared to existing technologies. The study will analyze two groups of students randomly selected into two different conditions. In one condition, a teacher will lead a lesson on statistics with active learning activities that students can work on in groups using an ipad. In the other condition, the same teacher will lead the statistics lesson with active learning strategies using traditional powerpoint slides and worksheets. Researchers will observe student engagement, collaboration, and dialogue during both conditions. Pre- and post-surveys will be given to students before and after the study to assess their knowledge and interests of the content material of the lesson. The purpose of this study is to assess whether the ipad technology produces significant differences in gains for student engagement, collaboration, and learning compared to existing technologies used in the classrooms. If there are statistically significant differences with large effect sizes, then it might be useful to scale the ipad technology in future iterations studying adaptive equity-oriented pedagogy to improve equity in STEM students' learning. References Hurtado, S., Eagan, K., & Chang, M. (2010). Degrees of success: Bachelor’s degree completion rates among initial STEM majors. Higher Education Research Institute at UCLA, January. Phuong, A. E., Nguyen, J. & Marie, D. (2017b). Evaluating an adaptive equity-oriented pedagogy: A study of its impacts in higher education. The Journal of Effective Teaching. 17(2), 5-44. Seymour, E., & Hewitt, N. (1997). Talking About Leaving: Why Undergraduates Leave the Sciences. Westview Press. United States Department of Education. (2017). Science, Technology, Engineering and Math: Education for Global Leadership. U.S Department of Education. Retrieved from https://www.ed.gov/stem.
Our Compassionate Solution:
To solve this injustice of low STEM retention rates among underrepresented students in higher education
we will address the lack of support that faculty have with implementing high-impact inclusive teaching practices
by equipping and supporting instructors with applying adaptive equity-oriented pedagogies that have been shown to improve academic achievement for all students, especially URM students
Our Project Plan:
- gain empathy by collaborating and listening to instructor and student needs
- equip instructors with adaptive equity-oriented pedagogies
- support instructors with applying adaptive equity-oriented pedagogies
- test ipad in pilot studies by May 31st
We will increase my / our compassion by...
working collaboratively with instructors in higher education who are often seen as the problem. We will listen emphatically to instructors' and students' needs to identify optimal ways to help them succeed with improving teaching and learning in STEM classrooms.
How will you show courage?
Common conceptions suggest that higher education instructors are resistant to change, especially since they feel like they are the expert in terms of content knowledge and communicating that content knowledge. I am working against and within a research 1 university that prioritizes research over teaching when promoting and retaining faculty. Therefore, I demonstrate courage by seeking to overcome the organizational constraints of UC Berkeley. I will achieve this goal by researching and advancing a practical solution (i.e., the adaptive equity-oriented pedagogy) that many instructors can implement at a R1 university. Goal by May 31st: In the next two months, we plan to conduct an experimental pilot study to test the effectiveness of using ipads as a part of the adaptive equity-oriented pedagogy curriculum compared to existing technologies. The study will analyze two groups of students randomly selected into two different conditions. In one condition, a teacher will lead a lesson on statistics with active learning activities that students can work on in groups using an ipad. In the other condition, the same teacher will lead the statistics lesson with active learning strategies using traditional powerpoint slides and worksheets. Researchers will observe student engagement, collaboration, and dialogue during both conditions. Pre- and post-surveys will be given to students before and after the study to assess their knowledge and interests of the content material of the lesson. The purpose of this study is to assess whether the ipad technology produces significant differences in gains for student engagement, collaboration, and learning compared to existing technologies used in the classrooms. If there are statistically significant differences with large effect sizes, then it might be useful to scale the ipad technology in future iterations studying adaptive equity-oriented pedagogy to improve equity in STEM students' learning.
How will you collaborate with others?
I will collaborate with instructors each week by collecting student assessment, course feedback form, and observation data. I will collaborate with researchers, instructors, and students to study the effects of AEP ipads and non-ipads interventions on students' academic and psychosocial outcomes.
How will you know you are moving in the right direction? (What are specific ways you can measure your impact?)
We will know if we are moving in the right direction if we achieve our goals. To check on the progress towards our goals, we will analyze our data each week to identify if students are improving their academic achievement. We will follow-up the quantitative analyses with qualitative interviews of students. The purpose of this study is to assess whether the ipad technology produces significant differences in gains for student engagement, collaboration, and learning compared to existing technologies used in the classrooms. If there are statistically significant differences with large effect sizes, then it might be useful to scale the ipad technology in future iterations studying adaptive equity-oriented pedagogy to improve equity in STEM students' learning.
- collect 1) pre-semester and post-semester interviews; 2) weekly student surveys, formative assessments, and observation notes; and 3) midterm and final exams
- weekly research meetings to analyze data and provide reports to inform instructors’ use of adaptive equity-oriented pedagogy
- Use Stata to run statistical analyses (e.g., correlations, t-tests, F-tests, Fisher’s exact test, regressions, effect sizes, chi-square tests, cluster analysis, etc.)
- meet and will continue meeting each week for 6 hours to score, input, and analyze data
- assessing bi-monthly research reports on effective teaching
- collaborate with UC Berkeley to survey students and track their GPA, retention, and pathways in subsequent courses
- use findings to improve campus policies, resourceful services, faculty development, and learning outcomes for over 18,000 UCB STEM students, instructors, and staff.
- test ipad in pilot studies by May 31st
How did the project deepen your team's understanding of the injustice?
The injustice that my project sought to understand was inequities within undergraduate STEM courses in higher education. With the funds to introduce a new type of technology, we were able to deepen our understanding of whether access to an ipad device can facilitate or hinder underrepresented students’ learning gains within the classroom. Our previous studies have already shown that adaptive equity-oriented pedagogies and active learning strategies helps improve underrepresented students improve by a full letter grade. Our new study exploring a classroom using an ipad showed greater learning gains for students compared to classrooms using paper or laptop materials. The study assessed students’ learning gains and confidence within different technology conditions after an educational intervention about learning statistics. All study participants were randomly assigned to each condition. The conditions included using an ipad, a laptop, and paper. Participants took a pre-test at the beginning of the class and a post-test at the end of the class. This tests assessed students on interactions, an advanced topic in multivariate regression. Our results showed that the ipad gained the most at 100% from pre- to post-test. The paper condition had a learning gain of 40%, while the laptop condition had a gain of 75%. This suggests that learning gains may actually improve with technology and that lack of access to such technology is an injustice to equitable learning opportunities.
How did your community change as a result of your project?
The community of STEM undergraduate teachers and students realized the impact of technology for underrepresented students’ learning opportunities and equity. In particular, the teachers began to organize in professional teaching communities to discuss how to embed digital technologies within their classroom pedagogy to improve equity. Students also realized the benefits of using technology (e.g., easier collaboration such as google documents and software for mathematical calculations). Teachers and students are our primary stakeholders, however higher education leaders are also an important stakeholder within our community. This research is a starting point that the Division of Equity and Inclusion at UC Berkeley has considered for giving grants and programs that provide access to ipads for low-income, minority, and underrepresented students.
How many people were impacted by your project?
Explain how you came up with the number of people impacted by the project?
Since this was a pilot study, we wanted the number of participants to be a reasonable number that is manageable but still offers some power to interpret. We recruited 5 teachers who had a total of 22 students who consented to be a part of the study.
How did your team learn more about the people affected by the injustice?
We learned more about the people affected by the injustice by analyzing the pre- and post-data mentioned in the first question. We also had a pre- and post-survey asking about their confidence with the material. All groups answered the question below regarding confidence about interaction effects before and after the intervention. The response options included (1) not at all confident, (2) slightly confident, (3) neutral, (4) very confident, and (5) completely confident.
What did your team learn?
In the pre-test, 60.9% of students were not at all confident, 21.7% slightly confident, 8.7% neutral, and 8.7% very confident. In the post-test, 22.7% were neutral, 59.1% were very confident, and 18.2% were completely confident. We also observed students during the time they were in the study to note their interactions with peers and the technology.
What challenges did your team overcome?
There were certain challenges in the beginning of the study, such as connecting to wi-fi and using software on the ipad. For example, a group of students were using excel on the ipad but had a learning curve to see how it can efficiently be used on an ipad with a sensitive touchscreen. We had overcome these challenges by connecting to the university wi-fi network. We also adjusted the pilot study agenda by giving time for students to explore and tinker with their technologies.
How have you involved others in designing, carrying out, or expanding this project?
For our pilot study, we engaged in a process of design based teacher action research in which the teachers of the study played an active role in the design, implementation, and analysis. We co-created the study design with the teachers, since they knew their classroom pedagogy the best and how to weave in the ipad technology. The teachers also employed a form of democratic pedagogy which allowed the students’ feedback to play a role in pedagogical decisions. Teachers also helped us implement the research successfully and provide their perspective in analyzing the data results.
What advice would you give to someone starting a peacemaking project?
My advice would be to listen to the needs of the community and make sure your project incorporates community voice. Starting a peacemaking project may seem like a giant and ambitious task, which it is, but it is also not your task alone. Identify all relevant stakeholders and get them involved within your project, so that there is not a singular vision of peace.
Peace First Staff
6 April 2018 19:00
The mini-grant process is also a space for you to get feedback on your peacemaking project. We hope you will use this feedback to further strengthen your project. Please see the feedback on your mini-grant below
Judy, I am really amazed by this project! The depth of thought and research you've invested in your work is incredible, matched only by your compassion for making sure that every student has equitable access to the education they need. Your compassion for those marginalized by the current system, your courage in working within (and maybe even against) a large institution, and your commitment to collaboration with faculty are exciting -- as is your commitment to listening and collecting feedback. Your plan is thorough and appears sound. We are excited to support this work -- please let us know how we can help!
Things to consider (Opportunities to further strengthen the project)
I am honestly at a loss to identify ways this application could by strengthened, Judy -- your work is deeply compassionate, thoughtful, and well-designed! The only thing is that I hope to hear more about your work to make sure that students of all needs and backgrounds are included as part of the design work.
Congratulations and best of luck with your project!
8 March 2018 17:07
Thank you for sharing your project. I am a member of the Peace First team and I’m here to give you feedback on your compassionate insight.
I am very impressed with your level of analysis for this. You have clearly put a lot of effort in to compiling a clear understanding of (and evidence for) your injustice. It is through analysis or experience that we get an understanding of issues and therefore what needs to be done to address them.
You have specified a particular group that are affected by an injustice, you have also identified a root cause of the injustice and you have proposed an approach to tackle it.
It is all very clear and logical - well done!
I’m really looking forward to seeing the outcome.
Peace First Staff
7 March 2018 8:30
Thanks so much for sharing your project. We'll be giving you feedback on your project insight soon, and then you can submit a mini-grant application!
In the meantime, check out some other projects that are working on similar issues:
We encourage folks to connect with people working on similar topics, as networks only strengthen our work--drop by some of these links if you have time and comment on what others are doing, ask questions, and generally get to know people!
Thanks so much for doing this important work. Let us know if you have any questions, and if there are other ways we can support you!
28 February 2018 0:14
28 February 2018 0:06
Peace First Staff
28 June 2018 16:57
I also wanted to add--there are a few questions you may not have seen on the reflection form. Could you fill out those questions so your reflection is complete? Thanks so much!
Congratulations on finishing your peacemaking project! I’m on the Peace First team and wanted to say thank you for your amazing work and for taking time to share about your work.
Below you will find some feedback based on your Reflection, which we hope will help you to celebrate your incredible accomplishment and reflect on how to grow and develop your project in the future:
Wow! I'm so impressed with your tracking and evaluation process. You all have set yourselves up for success by doing such a good and thorough job of work and that's going to really benefit you as you progress your work. Great job!
I also really love how you've been able to connect a lack of technology to a much larger injustices of inequality - very compelling.
Moving forward, I'd love to hear more about how you really collaborate with the people you are helping - are they helping develop some of these programs? What kind of input do they have in this process?
We hope you will stay in touch and keep us up to date as you continue your work to create change! | <urn:uuid:904bb1a8-e64d-43fe-878f-10a334c497ff> | {
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Helping At-Risk Youth Say "No" to Gangs
by Brian Higgins
An NIJ-funded evaluation finds that a revised curriculum and greater attention to teacher training have resulted in an improved program for preventing gang membership and delinquency.
©iStock/Rich Legg, iStock/lukas_zb (see
reuse policy). Image is used for illustrative purposes only and any person depicted is a model.
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The Gang Resistance Education and Training (G.R.E.A.T.) program is teaching kids to avoid gang membership and helping them develop positive relationships with law enforcement, according to a recent national evaluation.
The program is designed to give at-risk youth the skills they need to resist pressure from gangs and avoid joining them. Results from a national evaluation conducted from 1995 to 2001 found that the program reduced several risk factors associated with gang membership and delinquency, but the evaluation found no differences between G.R.E.A.T. and non-G.R.E.A.T. youth in either gang membership or involvement in delinquent behavior.
Based on these findings, the curriculum was rewritten to emphasize classroom participation and skill-building exercises to address known risk factors for gang involvement. The new curriculum was piloted in 2001, with full-scale implementation in 2003. Results from the latest national evaluation show that the program was implemented as intended and that schools received it well. The evaluation also found that the new curriculum resulted in several improved outcomes.
G.R.E.A.T. is a gang and delinquency prevention program taught by law enforcement officers to middle school students across the United States and in several foreign countries. The program aims to help youth:
- Avoid gang membership.
- Avoid violence and criminal activity.
- Develop a positive relationship with law enforcement.
Created in 1991 by Phoenix-area law enforcement agencies, the program quickly spread throughout the United States.
In 2006, NIJ awarded funding to the University of Missouri–St. Louis to conduct a national evaluation of the revised G.R.E.A.T. program. The evaluators surveyed students attending 31 public middle schools in seven cities across the country. In each participating school, classrooms were randomly assigned to be taught or not taught the G.R.E.A.T. curriculum. Based on student responses, the evaluators examined how G.R.E.A.T. students differed from non-G.R.E.A.T. students in terms of delinquent activity and gang involvement. The evaluators also looked at how well the instructors taught the program.
How Well Is G.R.E.A.T. Being Taught?
One key to the success of G.R.E.A.T. is qualified, well-trained instructors teaching the program faithfully to its goals. In school districts that have school resource officers (SROs), the SROs generally teach the G.R.E.A.T. program. In school districts that do not have SROs, law enforcement officers teach the program as part of community relations or on an overtime basis.
Of 33 instructors evaluated, 27 were judged to have taught with average or above average program fidelity. The best instructors provided examples from their own experiences without violating program fidelity.
See "How Teachers Were Evaluated."
In addition to observing G.R.E.A.T. instructors in the classroom, evaluators observed eight G.R.E.A.T. officer trainings over two years, including six 40-hour sessions and two 80-hour sessions. The evaluation concluded that the training provided officers with enough knowledge and skills to teach the program effectively.
The evaluators also surveyed G.R.E.A.T.-trained officers at each study site and interviewed officers teaching the program in 25 of the 31 target schools and their supervisors. Approximately two-thirds of the officers who received surveys responded. Responses indicated that officers believed that G.R.E.A.T. can build partnerships among law enforcement officers, youth, schools and the community and that the lessons meet the program goals and convey the right amount of information. They named the lessons on goal-setting and decision-making among their favorites and the most effective.
Evaluators also surveyed classroom teachers and conducted periodic reviews with school districts to assess how they viewed the program and how it fit into other academic lessons. The school personnel who were surveyed generally supported school-based prevention programs. About four-fifths of survey respondents agreed that these kinds of programs could deter youth from drug use, delinquent behavior and gang involvement and that schools have a responsibility to prevent students from engaging in these behaviors. However, fewer personnel reported that they would like to see more prevention programs in their schools (64 percent), and only 56 percent agreed that classroom teachers should incorporate prevention program lessons into their own teaching curriculum.
The evaluation revealed that G.R.E.A.T. instructors face several challenges, such as needing to shorten or skip lessons because of other school activities. Both the observations of program delivery and the school personnel surveys revealed that some G.R.E.A.T. officers had difficulties with classroom management and showing up to teach when scheduled. The evaluators noted that more attention to these issues in officer training, more participation of classroom teachers in G.R.E.A.T. lessons, and better communication between G.R.E.A.T. officers and teachers might address these deficiencies.
Most classroom teachers did not incorporate G.R.E.A.T. into standard lesson plans or use the associated teacher activities. Reasons given included lack of time, lack of relevance to other lessons, and teachers not knowing that additional G.R.E.A.T. activities were available. Incorporating G.R.E.A.T. in relevant subjects (e.g., health, social studies, language arts) might reinforce both G.R.E.A.T. lessons and standard class material. Improving officer-teacher communication also might help integrate G.R.E.A.T. into schools' curricula.
How Effective Is G.R.E.A.T.?
G.R.E.A.T. Rating on CrimeSolutions.gov
The Gang Resistance and Education Training (G.R.E.A.T.) program is rated as "promising" on CrimeSolutions.gov. Past evaluations show that students who completed the G.R.E.A.T. program were 39 percent less likely to join a gang at the one-year follow-up than students who did not receive the program. G.R.E.A.T. students also reported a more positive opinion of law enforcement officers (statistically significant) and were better able to resist peer pressure, were less self-centered, and expressed less positive attitudes toward gangs than their peers did after one year.
Read the G.R.E.A.T. program rating on CrimeSolutions.gov.
To assess program effectiveness, the evaluators compared survey responses from students in the G.R.E.A.T. classes to control students on 33 potential outcomes, including behavioral outcomes (e.g., gang affiliation, frequency and variety of general delinquency, involvement in illegal activity), and 28 attitudinal measures, including two measures of attitudes toward law enforcement and toward gangs. The questions also assessed key risk and protective factors associated with problem behaviors among youth.
The evaluators administered a pre-test and a one-year follow-up questionnaire to gauge short-term program effects as well as three additional annual surveys to gauge longer-term effects of the program. The evaluators found that statistically significant differences existed between students in the G.R.E.A.T. classes and control students on 14 of 33 outcomes one year after the students completed the G.R.E.A.T. lessons and that smaller but still significant effects on these outcomes continued to exist after four years.
In addition, several skills-building objectives appear to have been met, especially refusal skills. However, no statistically significant differences existed between the two groups of students on self-reported delinquency. These effects were all beneficial but modest. Although the other comparisons between the two groups were not statistically significant, all comparisons indicated more prosocial attitudes and behaviors among the G.R.E.A.T. students. The findings suggest that most of the G.R.E.A.T. program's benefits to high-risk students appear early on and fade over time.
Results of the school personnel survey were less promising: Only about half of the respondents agreed that the G.R.E.A.T. program significantly reduced youth's gang participation in their schools and communities. This finding, however, is not inconsistent with the results of the student surveys. In the study schools, only half of the classes in one grade received the G.R.E.A.T. program. Evaluators noted that in schools in which almost all students, over time, receive G.R.E.A.T. training, one may expect to see less gang involvement.
The Impact of Evaluation
During the first national evaluation, many stakeholders collaborated to look critically at the G.R.E.A.T. program's curriculum and how effectively officers were teaching the information. Their work led them to create, adopt and teach an improved curriculum that engaged students and enabled more of them to avoid gang membership, violence and criminal activity and helped them develop positive relationships with law enforcement officers.
The latest evaluation suggests that expanding the program to more classrooms, working more closely with classroom teachers and informing them about available G.R.E.A.T.-related activities, and integrating the G.R.E.A.T. curriculum into regular classroom lessons would allow G.R.E.A.T. to make an even greater contribution to preventing gang involvement and delinquency.
The two national evaluations and reactions to G.R.E.A.T. from school administrators, teachers, principals, students and law enforcement officers show a program that has learned from being evaluated. The revisions to the curriculum and greater attention to teacher training appear to have resulted in modest improvements to the G.R.E.A.T. program.
NIJ Journal No. 275, posted May 2015
About the Author
Brian Higgins, a writer-editor with Lockheed Martin, recently passed away. He contributed significantly to a body of work produced through the National Criminal Justice Reference Service and available on
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Learn more about G.R.E.A.T. and the two national evaluations of the program. | <urn:uuid:f1d6fe80-d02f-4bb1-afc9-90a58fd841df> | {
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Raising Self-Reliant Children in a Self-Indulgent World: Seven Building Blocks for Developing Capable Young People
by H. Stephen Glenn and Jane Nelsen
Order This Book
This important book goes beyond issues of strictness and leniency to show parents how to develop their children's values of accountability and adherence to responsible, internalized standards of behavior. Children will value the presence of these responsible, self-reliant, and mature traits in themselves.
This book starts with a discussion of the changes from an agrarian society to the current city/surburban society and what impact those changes have had on childrearing practices. The historical perspective of the need for children in our society and current views regarding families not only make sense, they also help us to explain why those practices have led us to try to "do it all" for our children and how that can make a child feel less reliant and self-worthy.
The seven building blocks to raising our children in a self-confident and affirming manner range from simple ideas such as helping them to think about their contributions to effect outcomes, family meetings, and less television to developing the more difficult concepts of self-control, self-discipline and good judgement in children. In addition, there are practical scenarios in each chapter that describe implementing the seven concepts.
Authors H. Stephen Glenn and Jane Nelsen are real people with real answers. Each of them is a parent with many children. They know that parenting in today's self-indulgent society is not easy. As renowned educators whose seminars are attended by over 250,000 annually, they offer a fresh and common-sense approach that has struck a chord in the hearts of parents and teachers everywhere.
Those who think in terms of leniency vs strictness will be disappointed. This book goes beyond those issues to teach children to be responsible and self-reliant - not through fear and intimidation, which are outer-directed concerns (what happens when the disciplinarian is on vacation or asleep?) but through the maturity of feeling accountable to one's commitments (inner-directed behaviour).
Add your comments about this book here. Read what other KidSource OnLine visitors think about this book. | <urn:uuid:feaa13b3-57ba-4fdd-a36b-bfea06aaa8ef> | {
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Python and cobra genes evolved quickly to enable hunting strategies
Snake genes are in high evolutionary gear.
Complete genomes of the Burmese python and king cobra reveal that many snake genes have changed more rapidly than those of other vertebrates, researchers report December 2 in two studies in the Proceedings of the National Academy of Sciences.
The two genomes are the first complete sets of snake genes ever assembled.
Snakes evolved some extreme survival strategies. Cobras and pythons represent some of the most out-there examples, says David Pollock, a coauthor of both studies who is an evolutionary biologist and genomicist at the University of Colorado School of Medicine in Aurora.
Burmese pythons (Python molurus bivittatus) are ambush predators that seldom find meals. When they do, they gorge. Adult pythons can swallow an adult pig whole. Within four days of consuming such a feast, the snake’s organs expand by at least 35 percent, with some even doubling in size. | <urn:uuid:4fbc43b7-36ca-4bd0-bf49-973b0cdc8c1e> | {
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This activity encourages curiosity and reinforces the skill of observation. Our science consultant Fred Stein explains: “At this grade, students are naturally curious. Learning to observe closely and communicate what they notice gives children a basis for asking personally meaningful questions. Once they notice something surprising, they naturally want to know why that happens. However, at this age, children may not express their questions verbally so much as through what they do. One way to help children develop the skill of asking questions is to model asking a question for them. For instance, if you notice that your child repeatedly blows up bubbles bigger and bigger until they pop, you might ask them if they wonder how big a bubble can get.”
What You’ll Need:
- Commercial bubble solution (or 10 parts water to one part dishwashing soap)
- Flashlight (optional)
Here’s How to Do It
Bubble domes are bubbles you blow on a flat surface. When looked at closely, they are full of movement and color.
Pour a thin layer of bubble solution on a plate. Place the end of your straw into the liquid and blow gently until a bubble forms. Keep blowing as you pull the straw up a bit and the bubble will grow. When you are happy with the size, pull the straw out of the bubble and watch it carefully. Your child may prefer moving the bubble with the straw to letting it be because the bubbles are so delightfully wobbly. But if she just watches the bubbles, interesting things appear.
The shape of the bubble stays the same, but the surface of the bubble appears to swirl. Look at any bright reflections on the bubble (such as a window or your flashlight) and you’ll see colors. How many can you find? Just after the colors disappear and the swirling stops, the bubble will pop and you can blow another. If you wet your straw with bubble solution, it won’t pop the bubbles. | <urn:uuid:541b4704-9049-4d03-9eb7-37ce0b3acd28> | {
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At this Web
site you can study how rockets operate at your own pace and
to your own level of interest.
There is a lot of mathematics at this web site, so we
provide background pages on many
The flight of the rocket
involves the interaction of forces,
so we include background pages on the fundamentals of
plays a major role
in the flight of toy rockets and in the generation of thrust
for full scale rockets, so there are background pages devoted to
basic aerodynamics . There are also background
pages on thermodynamics and
gas dynamics because of the role they
play in rocket
Since we will be sending rockets to the
we provide some background information on these destinations in addition
The majority of the information at this web site is presented at
a high school or early college level,
although much of the information can also be used by middle school
students and the general public. Information is provided for
both students and teachers.
The site includes materials that were developed over a ten year span
by several different authors, so the pages do not all
look the same. We have added navigation buttons to
ease movement across and within the work of a given author.
Most of the pages are presented in the
following format: a graphic at the top which the user
can capture and incorporate into their own presentations or class notes;
a text explaining the topic presented in the graphic and including
many hyperlinks to related topics; navigation links at the bottom
to related educational activities, closely related web pages,
and an index of all the pages.
Index of Web Pages,
you are never more
than two clicks away from any other Web page at this site.
Just click on the word "Index" at the bottom of any page, and
then click to a new page from the index.
We have intentionally
organized this site to mirror the unstructured nature of the world
However, if you
prefer a more structured approach, you can also take one of our
Guided Tours through the site. Each tour
provides a sequence of pages dealing with some type or aspect of rockets.
Web pages that include Interactive Java applets are noted in the index.
RocketThrust Simulator, and the
are provided to encourage students to explore science and math.
The programs allow students to design and
fly rockets on their personal computer and can be downloaded
to operate off-line.
are also available at this site.
This site was prepared at the
NASA Glenn Research Center
in support of the
Educational Programs Office
and was funded by the
Exploration Systems Mission Directorate.
Many of the pages at this site were prepared
to support videoconferencing
for teachers and students as provided by the
Digital Learning Network.
Much of the information available in the
Rockets Educator's Guide
publication is available on-line at this site.
We have made every effort to support Section 508 of the
Rehabilitation Act. Many of the pages contain mathematical equations
that have been produced graphically and are too long or complex
to provide in an "ALT" tag. For these pages, we have included the
mathematical equations in the text portion of the web page.
Many pages include Java applets which are not yet totally accessible
for all interpretive software. We are continually monitoring efforts by
SUN Microsystems (producers of Java) to make these applets more accessible,
and will implement improved versions of the applets as the technology
is made available.
- Beginner's Guide Home Page
- Beginner's Guide to Propulsion
- Beginner's Guide to Compressible Aerodynamics
- Beginner's Guide to Wind Tunnels
- Beginner's Guide to Aerodynamics
- Beginner's Guide to Kites
- Free Software | <urn:uuid:640cf6a2-c191-4a76-97d3-80aa8b1b81cc> | {
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The synthesis procedure shown here was adapted by Steve Ng and Chris Johnson
from a procedure developed by S.D. Solomon, M. Bahadory, A.V. Jeyarajasingam,
S.A. Rutkowsky, C. Boritz, and L. Mulfinger, Journal
of Chemical Education, 84, 322-325, (2007).
The formation of silver nanoparticles can be observed
by a change in color since small nanoparticles of silver are yellow. A layer of absorbed
borohydride anions on the surface of the nanoparticles keep the nanoparticles separated.
When sodium cholride (NaCl) is added the nanoparticles aggregate and the suspension turns
cloudy gray. The addition of a small amount of polyvinyl pyrrolidone will prevent aggregation.
Never look directly into a laser
or shine a laser at another person.
Add 30 mL of 0.002M sodium borohydride (NaBH4) to an Erlenmeyer flask.
Add a magnetic stir bar and place the flask in an ice bath on a stir plate. Stir and
cool the liquid for about 20 minutes.
Drip 2 mL of 0.001M silver nitrate (AgNO3) into the stirring NaBH4
solution at approximately 1 drop per second. Stop stirring as soon as all of the AgNO3
The presence of a colloidal suspension can be detected by the reflection
of a laser beam from the particles.
Transfer a small portion of the solution to a test tube. The addition
of a few drops of 1.5 M sodium chloride (NaCl) solution causes the suspension
to turn darker yellow, then gray as the nanoparticles aggregate.
Transfer a small portion of the solution to a test tube. Add a drop
of 0.3% polyvinyl pyrrolidone (PVP). PVP prevents aggregation. Addition
of NaCl solution then has no effect on the color of the suspension.
Add enough solid polyvinyl alcohol (PVA) to give
a 4% solution. To get the PVA to dissolve you will need to SLOWLY add
it to the strirred, hot, silver colloid solution.
Silver nanoparticles color the yellow stained glass in medieval churches. To make "stained glass" decant the mixture into
a mold leaving air bubbles and undissolved PVA in the beaker.
Evaporate in a toaster oven for 30 minutes. Alternatively the solution can be left to evaporate.
Stock Solutions for 8 batches
0.001M AgNO3: Dissolve 0.017 g of AgNO3 into 100 mL distilled
water. This solution can be kept for later usage.
0.002M NaBH4: Dissolve 0.0189 g of NaBH4 into 250 mL distilled
water. This solution must be made fresh before the experiment.
0.3% PVP solution: Dissolve 0.1 g of PVP into 33 mL distilled water. | <urn:uuid:d144a599-c0d9-4b08-9513-9bc117f3dbdb> | {
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One student set the science photography world abuzz when he did the impossible — photographed a single atom suspended in an electric field. The photo of the atom beat out 100 other entries in the 2018 Engineering and Physical Sciences Research Council. The photo was captured with an ordinary camera using long exposure shots.
David Nadlinger, a Ph.D candidate at the University of Oxford, was able to separate a single atom from the rest after he held two electrodes two millimeters apart, according to the Independent.
Nadlinger recalled what motived him to try and obtain the photo. “The idea of being able to see a single atom with the naked eye had struck me as a wonderfully direct and visceral bridge between the minuscule quantum world and our macroscopic reality.”
He made sure all his calculations were correct before trying such a feat. “A back-of-the-envelope calculation showed the numbers to be on my side, and when I set off to the lab with camera and tripods one quiet Sunday afternoon, I was rewarded with this particular picture of a small, pale blue dot.”
Typically, you wouldn’t beat able to capture a single atom on an ordinary camera. The website Quartz explained you have to have a certain amount of blue color that will reflect the light in order to have it show up on a camera.
One of the judges on the panel, Professor Dame Ann Dowling, appreciated the fact that everyone can enjoy the awe-inspired photo.
“Not only do we have really strong, attractive photographs, the stories behind them about the research and why it is being done are inspiring.”
Another judge, Professor Tom Rodden, spoke on how phenomenal the entries that he received were.
“Every year we are stunned by the quality and creativity of the entries into our competition and this year has been no exception,” he said. “They show that our researchers want to tell the world about the beauty of science and engineering.” | <urn:uuid:d0d30463-7240-4ddc-8670-fb328eee364d> | {
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Much of the English language’s notorious complexity can be attributed to its verbal structure, which is only partially rule governed; there are plenty of rules but also plenty of exceptions. Every verb in the English language has five distinct properties: mood, voice, tense, person and number. And there are three separate kinds of mood: indicative, imperative and subjunctive. Dr. L. Kip Wheeler, a professor at Carson-Newman College in Tennessee, states that verb moods "indicate a state of being or reality."
Understanding the Basic Concept of Mood
The term “verb” is frustratingly broad all on its own; it can cover any word that captures an action, occurrence or state of being. It’s common to think of verbs as action words, or words that describe some kind of perceptible movement. Problematically, verbs can also denote mental and emotional states. The mood of a verb designates the manner in which it expresses the action it references. More specifically, a verb’s mood tells the reader if it is used to articulate a factual condition, issue a command or express a doubt or wish. According to the “Chicago Manual of Style,” these three functions correspond to the three kinds of mood: indicative, imperative and subjunctive.
The Indicative Mood
The indicative mood is the clearest of the three types since it is only used to describe or question a factual condition. For example: “Suzy ate the last piece of bread.” This a simple declaration of fact that uses a verb (ate) to describe an action. Another example: “Did Suzy eat the last piece of bread?” In this case, a question is being raised about a factual state of affairs.
The Imperative Mood
The imperative mood is used to issue a command or request of some kind. For example: “Put that knife down!” It’s important to note that the imperative mood is often used to communicate a sentence that has the formal structure of a command but isn’t intended to compel any particular action. Consider this farewell: “Call me later.” Even if this isn’t literally intended as an order, it still counts as an instance of the imperative mood. As the “Chicago Manual of Style” notes, a use of the imperative mood “usually has an understood 'you' as the sentence’s subject.”
The Subjunctive Mood
The subjunctive mood is the most complex of the three types since, instead of depicting a factual condition, it describes an action that is only imagined, conceived or wished for. For example, it is used to communicate wishful thinking: “I wish I could quit my job.” Or it can be used to express a hypothetical situation: “If I were faster, I would become a track star." The subjunctive mood can also be used to dispense an indirect suggestion or request: “You should finish your homework.”
- Chicago Manual of Style, 15th Edition; University of Chicago Press
- Dr. Wheeler's Website: Moods in Verbs
- University of Oregon, Teaching and Learning Center: Verb Mood
- Keith Brofsky/Photodisc/Getty Images | <urn:uuid:eec8611f-ff85-412d-a9b8-c3c79ae50113> | {
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The incidental capture (or by-catch) of dolphins and porpoises in fisheries presents one of the most acute threats to cetaceans in many parts of the world, and has been identified as the most serious threat facing the harbour porpoise.
Worldwide attention has been given to the high mortality of dolphins associated with driftnets and certain purse-seine tuna fisheries in the Eastern Tropical Pacific. Other types of fishing gear also endanger cetaceans but have not received as much publicity.
Data from around the world indicate high numbers of dolphins and porpoises are also killed by gill nets and in mid-water trawl fisheries.
Dolphins and porpoises are not the only cetaceans being harmed by fishing gear. Fishing gear can injure and kill large cetaceans as well - even the powerful sperm whales may become entangled in nets and drown, or starve to death if gear becomes wrapped around or embedded in its mouth.
The UN has banned the use of large-scale (defined as greater than 2.5km) driftnets, and the EU has placed a ban on driftnets of any length. These are partial solutions to a problem that is the leading factor in the mortality of numerous cetacean species. | <urn:uuid:7bb0bf2b-2b0f-4a3a-a68b-05f9b081573b> | {
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It was only a matter of time before green became codified. This spring, the International Code Council (ICC) officially will roll out its International Green Construction Code (IgCC). This “overlay” also contains ASHRAE’s 189.1 green building standard introduced in 2009 by the American Society of Heating, Refrigerating and Air-Conditioning Engineers.
The effort to promote better built, healthier and environmentally friendly buildings took serious hold through prescriptive certification programs such as Energy Star, the U.S. Green Building Council’s (USGBC) Leadership in Energy and Environmental Design (LEED), Green Globes, the National Green Building Standard and others. Progressive communities and states then took the next step by establishing green building standards. New York City’s Green Codes Task Force and the California’s CALGreen (Green Buildings Standard Code) are just two major efforts. Now code bodies have stepped in to offer clarity and direction.
For electrical contractors, getting up to speed on IgCC will be a way to better navigate within projects that use it. The document is a comprehensive collection of agreed-upon sustainable standards set to code language. It addresses any number of efforts within the construction or remodel of a building. The environmentally specific point categories of LEED and related certification programs set the stage for what is addressed in IgCC. Those categories include material and resources, energy and atmosphere, indoor environmental quality, and water efficiency.
“The ICC decided there was a need to provide a green construction code in language that could be easily adoptable,” said Christopher E. Chwedyk, AIA, CSI, and director of The Code Group, a subsidiary of Burnham Nationwide, Chicago. “The IgCC is flexible as it recognizes the differences of municipalities who have their own issues, needs and their own ranking of what they want to tackle first, be it energy conservation, water, usage of power and so on.”
Allan Bilka, R.A., senior staff architect in the ICC’s Chicago district office, shared the evolution of the IgCC.
“ICC first developed energy codes (e.g., IECC), which have played a significant role in achieving building sustainability. At the request of National Association of Home Builders (NAHB), we worked closely with that organization to create green guidelines for the construction of residential single-family homes. That work evolved into the ICC 700 National Green Building Standard. From there, we got to thinking how to similarly address larger residential (three-story or more) and commercial/-industrial buildings. That led to our IgCC green code, which makes some standards, found in energy or mechanical codes more rigorous.”
While green building certification programs have helped inform the IgCC as to what it targets, its approach is fundamentally different.
“In essence, certification programs gave us a road map as we developed a way to bring sustainability into code,” Bilka said. “The IgCC takes green prescriptive measures and makes the majority of them mandatory where rating programs use mostly electives, with a few mandatory prerequisites.
“The IgCC does have 14 electives that planners or building teams could choose from,” he said. “For instance, there is an elective for lighting systems that requires interior lighting efficiency to better (by 10 percent) a requirement in the Energy Conservation Code 505.5. For the most part, IgCC codes are presented as mandatory and implementable if the practice is reasonable to that community.”
“Raising the bar” is another way to look at the IgCC as it allows you to go above and beyond existing building codes.
“It takes green building to the next step,” Chwedyk said.
Part of that next step is the shift to a more performance-based standard.
“Many countries, notably in Europe, are more performance--based rather than prescriptive in their building codes,” Chwedyk said. “Green codes emerging in this country—as they apply to building safety, fire and efficiency—are an entry point to performance mandates. I feel this could have a positive effect on our construction industry.”
Chwedyk recognized that any time you introduce something new, like the IgCC, it might initially be confusing. From the perspective of the electrical contractor (EC), he noted, “The ECs are in good stead by virtue of being up to speed on electrical Code. From a commissioning and maintenance standpoint, green codes may simply offer some things that need to be done differently.”
“Whether electrical contractors are part of the building design process or simply run wire to meet the power needs of the design, IgCC does impact them. It may not be electrical Code, but it is requiring the specifying of higher performing equipment, lighting, energy-efficiency tactics (such as lighting or climate sensors), and so forth. There is certainly more work involved as sustainability and saving money over the life of the building are key goals.” Bilka said.
In reviewing the IgCC, ECs will discover what is directly related or connected to their work in part by simply seeing what association’s standards are included in this new green code document. UL, NAHB’s National Green Building Standard, NEMA, IESNA, DOE’s Energy Star, ASHRAE and ASAE are all cited.
Existing green codes and policies
Any confusion regarding the IgCC code seems likely to lie with states and municipalities that created their own green codes prior to IgCC.
“In California, they have their own mandatory green code,” Bilka said. “When we started to put together the IgCC, we looked in part to what California had done (now CALGreen). I think it can play a role in states and communities that forged ahead with their own green codes. The challenge will be not duplicating codes between these progressive homegrown efforts and what’s in IgCC. The bottom line is most municipalities in the United States will be relying on their local building department to implement green codes. Right off the bat, the IgCC will offer sustainable actions in recognizable code language. It is also a very comprehensive document.
“We created the IgCC in order to provide green build guidance, a code language framework and green code consistency. It isn’t meant to supersede but rather exist alongside green building rating systems, standards and other green codes. Together they promote building sustainability and work to raise the bar.”
In March 2012, the IgCC will be officially available as Version 2.0. Why 2.0? It will be a revision of Version 1.0, which is currently being used in several communities. Version 2.0 will be 291 pages, with a second 119-page section containing ASHRAE 189.1.
“Being aware of code compliance in energy code—mechanical or green—will benefit electrical contractors, making them an even stronger adviser to their clients,” Bilka said. “The more they [ECs] work with complex systems dictated by green code, the more they build their experience and reputation with owners, town officials and the building community.”
The ICC offers IgCC training courses as well as an overview webinar, “Green Building Codes 101: Navigating the Standards, Codes, and Rating Systems.” Information is available at www.iccsafe.org/cs/IGCC.
GAVIN is the owner of Gavo Communications, a marketing services firm serving the construction, landscaping and related design industries. He can be reached at [email protected]. | <urn:uuid:bb94380e-02ba-48d0-8b45-7a87052d1ecd> | {
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Very hot weather can make it harder for you to cool down.
Signs and symptoms of heat-related illness
Muscle cramps may be the first sign of heat-related illness.
Symptoms include: heavy sweating and painful muscle spasms –often in the abdomen, arms, or calves.
What to do:
- Stop activity and move to a cooler location
- Drink water
- Seek medical attention if cramps persist for more than one hour
Heat exhaustion can develop after several days of exposure to high temperatures and inadequate replacement of fluids. Those most prone to heat exhaustion are elderly people, people with high blood pressure, and people working or exercising in a hot environment.
Symptoms include: heavy sweating, headache, weakness, fatigue, dizziness, fainting, nausea or vomiting.
What to do:
- Go to an air-conditioned space. On especially hot days the City opens cooling centers.
- Sip cool, non-alcoholic beverages
- Take a cool shower or bath
- Seek medical attention if symptoms persist for more than one hour
Heat stroke is the most serious heat-related illness. Heat stroke can cause death or permanent disability if emergency treatment is not provided.
Symptoms may include: very high body temperature (above 103°F), red, hot, dry skin (no sweating), confusion, throbbing headache, nausea, unconsciousness.
If you see someone with these symptoms, call 911 immediately—this is a medical emergency.
- People aged 65 years or older. They are less likely to sense and respond to changes in temperature. Many people, particularly older adults, also don’t feel thirsty until they’re already dehydrated. You should check in on older adults to make sure that they are staying cool and hydrated.
- Infants and young children (under age 4). Young children are sensitive to the effects of excessive heat and must rely on their caregivers to stay cool and hydrated.
- People with some chronic medical conditions, like diabetes, cardiovascular disease, and asthma. They are less likely to sense and respond to changes in temperature. Also, they may be taking medications that can contribute to dehydration or interfere with the body’s ability to regulate body temperature. Patients should check with their healthcare provider for more information about how specific chronic conditions and medications may affect them during extreme heat events.
Even people without chronic conditions can be at risk during hot weather. People who are homeless, pregnant, work outdoors, or are athletes should be especially careful to stay hydrated.
Chronic medical conditions
- Diabetes–People with diabetes get dehydrated more quickly. High temperatures can change how your body uses insulin. People with diabetes may need to test their blood sugar more often and adjust their insulin dose and what they eat and drink.
- Cardiovascular disease–People with heart disease may be more vulnerable to heat stroke. Some medicines commonly used to treat high blood pressure, like diuretics (water pills), can worsen dehydration.
- Respiratory diseases, (asthma)–High temperatures can also impact air quality and worsen respiratory conditions, like asthma. Visit AirNow to check air quality ratings each day and plan your activities accordingly. | <urn:uuid:8bd77a08-a5bd-445f-ade3-00637b708804> | {
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This 42-line poem was composed on Good Friday during John Donne’s journey from Warwickshire westward into Wales. The poem contains profound religious insights and a sincere expression of personal penance. Its slightly jogging rhythm (a slightly irregular tetrameter, punctuated by largely end-stopped rhyming couplets) perhaps mimics the gait of the horse Donne rode that day. But any poetic effect like this takes a subordinate role to the intricacies of the poet's religious logic and his own understanding of himself in relation to the Divine.
Donne begins with a metaphor “Let man’s soul be a sphere” (1). He is likening the soul to a “heavenly” sphere—a planet, a moon, or other such body—and the “intelligence” which moves the planet is the soul’s devotion to God. The speaker compares the devotion of a human soul to the force of gravity on a planet rotating around the sun. The gravity of the larger body keeps the planets in orbit; therefore the devotion of human beings to God keeps them on the right path. But, like planets in orbit, human beings can be distracted by things other than their devotion, and those distractions will lead them away from God. “And as the other spheres, by being grown/Subject to foreign motions, lose their own” (3-4). The poet continues the trope by showing how, on this Good Friday, his thoughts are in the east (towards Jerusalem, where Jesus died, or perhaps toward the eastern sky from which God will come on Judgment Day) while he is made to travel to the west. He is travelling when he should be praying. The west-east dichotomy is therefore both literal and metaphorical.
Donne, ever fond of paradoxes, then contrasts how he is looking toward where the sun sets, but Jesus, by rising from the dead, made life eternal (12-13). He finishes this metaphor by averring that sin would have “benighted” all humanity had not Christ died for its redemption (14). After this, however, Donne leaves the cosmological metaphors mostly behind, and the remainder of the poem is concerned more with the idea of looking toward or away from God.
In lines 15-24, Donne exclaims that he is glad he did not have to look on Jesus’ death on a cross (a fitting meditation for a Christian on Good Friday) because he could not have borne it. Donne uses his Scriptural knowledge to show how hard it must have been for anyone to have witnessed it, for Jesus was God, and the book of the Bible Exodus says whoever looks on the face of God must die. But the poet is merely making intellectual connections here; he knows that Jesus was clothed in “flesh” and therefore could have been seen safely by people in his own lifetime (27). But the speaker is deeply impressed with spiritual anguish at imagining the Savior on the cross.
Near the end of the poem, the speaker is thankful that he could not have seen the horrors of the crucifixion: “Though these things, as I ride be from mine eye.” He reflects that they are in his memory, and through that he can look toward God, and God can look toward him (33). This final idea of “looking” is very important to Donne, for he ends the poem by saying that “I turn my back to thee, but to receive/Corrections,” saying that he turns his back to God to be whipped and “corrected” of his faults (37-38). The speaker implores God to “Burn off my rusts, and my deformity” so that he can be made more in Christ’s likeness (40). Only when he is thus cleansed and corrected may the then “turn his face” to God (42). | <urn:uuid:091d6a49-de46-4909-be77-c95a820c9592> | {
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Famous Water Fountains of Rome
A Roman piazza, a baroque fountain spilling sprays of water over the ancient stones and a beautiful girl on the back of Vespa speeding through the square. It's an iconic view of the city captured on postcards, in movies and in travel snapshots, made possible thanks to ancient Roman city planners and civic-minded Renaissance popes. A network of aqueducts brought water to ancient Rome. They were rebuilt by 16th- and 17th-century popes who punctuated them with literally hundreds of fountains, both to serve a practical purpose--delivery of drinking water--and to offer numerous pleasing views for visitors and Romans alike.
Fontana dei Quattro Fiumi
The oval Piazza Navona, once an ancient racing track, is home to several grand fountains; the most famous was designed by the master Gian Lorenzo Bernini, 17th century painter, sculptor, and architect in the Baroque style. The Fontana dei Quattro Fiumi, the Fountain of the Four Rivers, is topped by a obelisk from a Roman temple to Egyptian gods, decorated with hieroglyphs celebrating the emperor Domitian's rise to power in 81 A.D. The four rivers symbolized by allegorical figures are the Danube, the Ganges, the Rio Plata and the Nile. The veiled head of the Nile symbolized the then-unknown source of the great river.
Fontana del Tritone
Another notable Bernini masterpiece stands in Piazza Barberini near the the Palazzo Barberini, now an art museum but once one of the homes of the powerful family of the same name. The Fontana del Tritone, the Fountain of Triton, depicts the ancient god, with the upper body and head of a man and the tail of a fish, drinking from a large conch shell as water spurts into the air. Triton sits atop a giant conch shell, supported by dolphins whose tails are decorated with the famous symbol of the Barberini--honey bees.
Fontana delle Tartarughe
One of Rome's most whimsical fountains depicts young boys standing atop dolphins as they playfully push little tortoises into the upper bowl of the fountain. The Fontana delle Tartarughe, or Fountain of the Tortoises, located in Piazza Mattei in Trastevere, was built by another of Rome's great fountain designers, Giacomo della Porta, at the end of the 16th century. In 1658, Bernini added the tortoises--a charming touch that enhances this neighborhood fountain in one of Rome's oldest quarters.
Fontana del Facchino
Like London's Hyde Park, famed for its soapbox speakers, some of Rome's fountains became centers for the exercise of free speech. Much as on a community billboard, citizens posted "pasquinades"--political lampoons that usually targeted city leaders--around the fountains. One of the pasquinade fountains is the Fontana del Facchino, the Fountain of the Porter, which depicts a man carrying a wine cask as water flows out of the bunghole. This small fountain is on narrow side street, the Via Lata off the busy Via del Corso.
Fontana di Trevi
The most famous Roman fountain of all is memorialized in both legend and the movies. The image of the statuesque Anita Ekberg inviting Marcello Mastroianni into the pool of the Trevi Fountain in Fellini's 1960 "La Dolce Vita" is one of the most memorable in the history of the movies. The site for the fountain in the Piazza Trevi was chosen by Bernini, but the actual fountain was not built until the mid-18th century, when Nicola Salvi won a papal competition for the commission. In modern times, it is a popular legend that visitors who toss a coin over their shoulder into the fountain will return to Rome--a custom popularized in the 1954 movie "Three Coins in a Fountain." This practice, engaged in by thousands of tourists, helps to fund a supermarket for Rome's poor.
- rome trevi fountain image by TEMISTOCLE LUCARELLI from Fotolia.com | <urn:uuid:732d4267-80cb-4749-8b45-d90cc9d923b4> | {
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Thursday, April 24, 2014
I have written about Anzac Day before here, but so many new picture books have been published since then that will help teachers and families share the significance of this day that I felt I should update my list. The new books probably have been initiated by publishers in readiness for next year, the 100th Anzac Day, but never the less many of them are memorable. A few weeks ago at a CBC event a publisher had the dummy for another book that is about to come out. I can't remember the title, author or illustrator, but the story made me cry. A young man goes off to war and is killed. His injured mate brings his coat home to his wife and as you can imagine she is shattered. I will find sharing this one very hard, but I have just read Lightning and another one about a horse that was in the battlefields and the two about dogs and I can see the students reading them and being moved by the love between the soldiers and their animals. See the list here on Pinterest and if you want an annotated list look here at Momo's list.
Monday, April 14, 2014
World Voice Day celebrates the importance of the human voice. Imagine having no voice. The only time I wish for that is on some wet days at school when the class is stuck inside at lunchtime and are using outside voices. Getting the right voice for the right occasion can be so important. Every teacher has some management gimmick to ensure that her students know what is appropriate. Reading stories which promote discussion of the 'right' voice may also help. Here are some suggestions:
• Willow's Whispers by Lana Button and Tania Howells tells the story of a a shy and softly spoken girl called Willow and
how she resourcefully overcomes her school troubles.
• Too Loud Lily by Sofie Laguna and Kerry Argent tells the story of Lily who is too loud at home and school, but she finally discovers she needs to be loud in the school play.
• Loudmouth Louis by Anne Fine. This is a short novel suitable for serialising to young children. It is about Louis, a boy who never stops talking. He announces that he is going to be silent if people sponsor him in order to raise money for a new school library. Louis surprises himself, discovering that he actually likes listening to others.
• My Mouth is a Volcano by Julia Cook. This too is about a boy named Louis who never stops talking. He interrupts all the time and says exactly what he is thinking.
• Giraffe's Big Night by Carrie and David Grant. Giraffe is an opera singer about to embark on a performance. When she wakes that morning she finds that she is hoarse. How will she sing? This story shows children how precious and precarious a voice can be. | <urn:uuid:75ba3971-cc85-473e-8881-abeb4ce6ea98> | {
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At a glance, writing analytical essays may seem easy. All you have to do right after getting assigned with a topic is to analyze the given topic, make a stand, look for an evidence, conclude everything you have written, and you’re done! But for those who have written a lot of analytical essays in their lives, writing one may not be as easy as writing other types of essays such as narrative essays and descriptive essays.
With this type of essay, you have to analyze every nook and corner of the topic given to you. It might sound intimidating, but don’t let the thought terrify you because there is definitely a way you can write analytical essays without breaking a sweat. Here are some tips that can help you in producing a good analytical essay:
1. Always make sure you create a thesis statement that is strong enough to set up your argument and continue it up until the body of the essay down to the conclusion. In short, the rest of the parts of your essay.
2. Always narrow down the focus of your analytical essay so that you can have a smooth transition from one paragraph to another and that your essay won’t get overwhelmed with all the points you are trying to fit in your composition.
3. Always remember that you are writing an analytical essay so you should keep on arguing and defending your opinion on the topic you are writing about.
4. But always make sure that your arguments are grounded on facts.
5.Yes, you are told to base your argument on a factual statement but simply stating a fact doesn’t automatically make the readers believe its validity. You have to provide any valid evidence to support everything you have written. Also, be specific with your evidence; do not provide a vague one. Always remember to cite your sources.
6. When analyzing an article or a literary essay work, you have to look at every nook and cranny in order to find something you can refute about. Check the author’s thesis statement, his arguments, the evidence used, the central theme, and others. In this way, you will not run out of ideas on what you should be arguing about.
7. If you are writing an analytical essay about a literary work, do not bother storytelling. You are going to analyze and argue with your readers and not give bedtime stories. Just provide a brief synopsis, select a few memorable line or mention a crucial scene to intensify your claim, interpret and explain its relevance to your claim, and you’re good to go.
8. Follow a structure for your analytical essay that is organized and logical. This will give you direction in writing, as well as your readers when the read your work. Also in this manner, it can solidify and strengthen your analysis.
9. Comment; don’t summarize. You are not told to write a narrative where you can somehow get a chance to fully elaborate the literary piece of work you are told to write an analytical essay about.
10. Always begin with a plan. You can make an outline if those kinds of guides are effective for you. Remind yourself of what Benjamin Franklin had once said: “If you fail to plan, you plan to fail”. | <urn:uuid:9ad11ef6-1efa-4aee-a81b-c3db79f1dc44> | {
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The frilled shark has been around awhile. Fossils date back at least 80 million years, largely unchanged. So imagine the surprise when said fossil was found swimming and thriving off the coast of Portugal.
This almost literal “living fossil” was discovered off the Algarve coast by researchers who were working on a European Union project in the area, the BBC reported. The aim of the project was to “minimize unwanted catches in commercial fishing,” the researchers told SIC Noticisas TV, as the BBC noted. but the team unknowingly unearthed one of the rarest and most ancient animals on the planet.
Read about it here! | <urn:uuid:4ab424ef-13f2-4c78-a1c8-cdb9ff2aa72e> | {
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Indirect Positive Effects of Ethers Use
The use of ethers also entails positive indirect effects, arising from the dilution of other, less desirable, gasoline pool components—such as olefins, aromatics, sulfur, and benzene levels.
The extent of MTBE’s air quality benefits depends on various parameters, such as the percentage of blended MTBE, the presence of catalyst devices, the type and age of engine and the driving cycle. Nevertheless, there is general agreement in the industrial and scientific communities on broad values, as reported in the chart below.
- Carbon monoxide: CO emission is reduced on average by at least the same percentage as MTBE content in gasoline.
- Unburned hydrocarbons: For each 1 or 2% of MTBE, there is a 1% reduction in total HC emissions.
- Particulate matter: It is estimated that each 1% of MTBE results in a 2 to 3% PM emission reduction.
- Ozone: MTBE generates about half the ozone compared with iso/alkylates and one-tenth that of aromatics.
- Benzene: It is estimated that, for each 1% of MTBE, there is an equivalent percentage reduction in benzene emissions, both evaporative and exhaust.
- Olefins: MTBE displays low vapour pressure and low volatility compared to olefins. Converting olefins to MTBE in the refinery removes some of the most reactive and volatile components from the gasoline pool.
- Lead: MTBE is an effective substitute for lead, a toxic compound that has been phased out in most parts of the world.
Moreover, as an example of the potential air quality benefits of MTBE, the following significant reductions of pollutants have been achieved through the use of reformulated gasoline containing 10-15% MTBE, compared to conventional gasoline:
- 20-25 % less carbon monoxide
- 10-15% less unburned hydrocarbons
- About 30% less particulate matter
- 20-30% less benzene
- 5% less nitrogen oxides
- 15% less evaporative emissions
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Photos and videos are an essential part of journalism, as they add credibility and depth to a story. However, what happens when what you see with your own two eyes is no longer the truth?
With deep fakes, that’s a reality, as faces can be pasted onto other faces. Just like Snapchat’s face-swap, except that, if executed well, the change isn’t perceptible. Deep fakes are videos that have been altered, usually by superimposing another person’s face onto a body in the video.
Machine learning techniques can be fed lots of data, such as pictures of a person’s face, and once it has enough information, it can create a completely new image of the same person’s face. Using this technique, called a generative adversarial network (GAN), new text, audio, or images can be generated from a given data set.
The presence of deep fakes can potentially lead to a complete downfall in the public’s trust in media. With the widespread use of Photoshop, people learned to be wary of photos they see. However, no one has ever doubted the credibility of video and audio in quite the same way. Once deep fakes enter the picture, videos will also lose credibility.
These networks were primarily used by those researching artificial intelligence until a Reddit user with the screen name “DeepFakes” used the technique to post altered pornographic videos. He showed it a set of pictures of a celebrity and was able to insert the celebrity’s face onto the women in the videos. The entire subreddit r/deepfakes was eventually shut down, but after 90,000 users had joined the community.
The Reddit user had also developed an app called “FakeApp,” which allowed anyone to create their own deep fake. Anyone would be able to use deep fakes and exploit them, making a person say or do something that he/she never did.
There are still limitations in deep fake technology. The data set needed to teach the computer is very large –around 300-2000 images. Though celebrities and people who have many photos online are in danger, not everyone is at risk. However, with the rate of technological advancement, it may not be long until convincing deep fakes begin to create fake news or spread hoaxes.
Professor Craig Duff, a professor at the Medill School of Journalism in charge of video and broadcast specialization for graduate students, believes that a future with widespread deep fakes is a threat to journalism.
“If you already believe, as President Trump appears to believe, that the mainstream media is ‘fake news,’, then you will be inclined to disbelieve any video that comes from legitimate news sources,” Duff said. ”That could be a terrible blow to video journalism.”
What is being done about this national security threat in response, several states as well as Congress, are considering drafting legislation against audio and video that have been altered through the use of AI, and the Pentagon is also looking into the technology. Independent researchers are trying to train computers to recognize visual inconsistencies in order to detect deep fake videos.
According to Professor Russell Walker of the Kellogg School of Management, it is up to us to develop solutions that safeguard our beliefs and fight the war against disinformation.
“Deep fakes are a major threat to our belief and evidence systems, to which visual evidence is central,” Walker said. “The problem is born of our technological capabilities, and that is where we need to look for tools that will enable us to evaluate authenticity and believability of photos, video and audio. Unraveling this will be challenging yet necessary for preserving our codified way of considering visual evidence.” | <urn:uuid:aabfeb57-ed64-46f6-b95b-be12b0e4a0a0> | {
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One of the mysteries of the English language finally explained.
1A member of a group of peoples living in or near the Naga Hills of Burma (Myanmar) and northeastern India.
- ‘Many Nagas are said now to speak broken Assamese and Hindi.’
- ‘The Nagas lived in mountainous north-east India on the Myanmar border.’
- ‘He also said ‘eighty per cent of the Nagas supported the peace process today‘.’
- ‘We have seen it in India in the agreement between the Government and the Nagas.’
- ‘With capable leadership and without missionary support, the Nagas and other tribal groups have produced outstanding leaders who helped indigenize the Christian gospel in a positive way.’
2Any of the Tibeto-Burman languages of the Naga.
- ‘This seemed to gain some attention, as a few snarling words in Naga accompanied a warrior struggling out of bed, sword in hand.’
Relating to the Naga or their language.
- ‘The talks with Naga elders may be fraught with tension but attempts are being made by both sides to keep the dialogue going.’
- ‘The Naga tribesmen I manage to speak to refuse to guide me.’
- ‘The typical Naga embroidery has been used on the long jackets that are embellished with leather straps and more sequence.’
- ‘While music may have always been part of Naga life, the state has recently witnessed a sudden growth of pop bands and folk music groups.’
- ‘From the color of their sarongs and the way they wear their machetes in a shoulder scabbard, I know they are Naga tribesmen.’
Perhaps from Sanskrit nagna ‘naked’ or naga ‘mountain’.
(in Indian mythology) a member of a semidivine race, part human and part cobra in form, associated with water and sometimes with mystical initiation.
- ‘Thus, the nagas, who in Buddhist mythology protected Buddha before his enlightenment by shooting down lightning bolts aimed at him, guard the sacred temple.’
- ‘The naga turned and smiled, his golden-reptilian eyes locking with his.’
- ‘His canvasses have lustrous Buddhas, among nagas, dragons, animals and birds.’
- ‘Specially pertinent to this period is the image of Buddha seated on the mythological, multi-headed serpent or naga.’
From Sanskrit nāga ‘serpent’.
(in some Hindu sects) a naked wandering ascetic, in particular one belonging to a sect whose members carry arms and serve as mercenaries.
- ‘The totally naked sadus are called nagas, and they are the most militant of the sect.’
- ‘Buddha not only gave the teachings in human language but in the language of the gods and the nagas.’
- ‘The textiles of Indonesia have, across time, also incorporated and integrated Hindu's symbols such as the Garuda, the naga, the lotus, the elephant, the ‘mandala diagrams’ and so on.’
- ‘Beyond that, there are devas, nagas, higher categories of devas such as Brahma or Shiva, and so on.’
From Hindi nāgā ‘naked’.
In this article we explore how to impress employers with a spot-on CV. | <urn:uuid:048ca66c-4871-438b-a986-b0aea67420b6> | {
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Located at approximately 4000 ft in the central Washington Cascades, Stampede Pass is a rarity: a full National Weather Service station at high altitude that has been around since late 1943. It provides a rare, continuous record of how the higher-altitude climate over our region has changed during the past 65 years. And it has been a key station supporting local weather prediction and has helped guide general aviation flights across the Cascades.
|Stampede Pass Weather Station during the summer (the primary instruments are elevated for obvious reasons0|
|A view of Stampede Pass station during winter around 1990|
|Stampede Pass is located near the red A.|
Until the mid 1990s, Stampede Pass was manned (or womened!), allowing high-quality manual observations. I used to enjoy skiing up there with some students and visiting the warm, cozy residence/station. Then it was automated to save money, fortunately, with the gold-standard ASOS equipment.
So why is it important to save Stampede Pass weather station?
First, because it is the only long-period, high-elevation weather station in our region. If we are interested in knowing how our mountain climate has changed over a long period of time, it is critical to maintain high level stations like Stampede. If you are interested in determining the impacts of greenhouse warming, you really need observation sites like Stampede. An important point is that Stampede Pass has stayed rural without nearby development over the years--few observing stations have this invaluable aspect. I have used data from that station in my own research to understand trends in freezing level and snowpack.
Second, Stampede Pass provides a critical service for aviation. Not only does it have a full array of surface observations, but its instruments include a ceilometer that tell the height of cloud base. Many general aviation aircraft cross the Cascades over Stampede Pass, and those folks (particularly those without instrument rating), need the know where the cloud base is.
Some of you may remember that the NWS terminated the Stampede Pass weather station for a year back in 1989...again to save money. Several private aircraft crashed in the Cascades during that year, and the hue and cry by local meteorologists, the aviation community, TV weathercasters like Jeff Renner, Steve Pool and Harry Wappler, and others led to the reinstatement of the station.
Third, Snoqualmie Pass is already heavily instrumented with data from Washington DOT, ski areas, and NW Avalanche stations. Snoqualmie Pass is not only 1000 ft lower than Stampede, and the air moving through this narrow gap is not representative of the air flow crossing the Cascades.
|Local Terrain around the Stamped Pass Weather Station (green diamond)|
I am not the only local meteorologist worried about the proposed termination. For example, Dr. Nick Bond, Washington State Climatologist, and the office's chief meteorologist (Karen Bumbaco) have recently written a letter (here) that speaks against this move.
Both local meteorologists and residents should provide their feedback to the National Weather Service about this proposal if we are to have any hope in saving this station. It is ironic that our nation could afford to build and man this station in 1943, during a major war, but we can't maintain this critical facility today when our nation is so much wealthier and the need for a permanent resident is gone.
Please express your opinions to the area manager at the Seattle forecast office: Dr. Brad Colman ([email protected]). | <urn:uuid:43f78c06-3a1d-4f98-a129-baf782387570> | {
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We’re a little popcorn mad at the moment. My almost 3 year old has recently discovered the fun of making & eating popcorn from our air popper. A lot safer (but probably not as exciting) as the pot & oil my dad used to use! As kids, we used to stand around the stove, trying to catch the pieces flying out of the pot!
When I saw this writing prompt idea from ‘Apples to Appliqué’ on Pinterest, the red & white popcorn box immediately caught my eye!
I thought it would make a fun maths activity.
I had some popcorn boxes that I had bought from Woolworths. I found them near the party supplies, in case you were interested!
I filled the popcorn boxes with crumpled up pieces of yellow and white paper. I didn’t bother to make popcorn shapes but that would be cute if you had the time!
On the white paper (plain popcorn) I wrote numbers, on the yellow (buttered popcorn) I wrote math symbols (+ – x ). I didn’t include the division symbol because it would’ve made the activity too complicated! Depending on your class year level, you can choose larger or smaller numbers, and the types of symbols, to suit the students’ abilities.
You could also enlist the help of the students to write on the pieces of paper. That would make it a lot easier to create enough boxes for each group or pair. Store the popcorn pieces on ziplock bags for later use.
Students can then choose 2 pieces of white popcorn and 1 piece of yellow. They write the equation and answer in their books. Some students may only do 5 questions in the set time, others may complete 20! | <urn:uuid:8aea46b7-bada-40f3-8b0c-48fb6bd3a9d7> | {
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Today the United States switched from daylight savings time to standard time. Europe has already done so, as Lars Christensen noted in a recent post. Lars used the occasion, as I will, to bring up Milton Friedman's analogy between daylight savings time and floating exchange rates in Friedman's essay "The Case for Flexible Exchange Rates" (written in 1950 and published in 1953). Lars used the analogy to discuss nominal GDP targeting. I will use it to discuss its original subject. Friedman contends that instead of changing schedules in the summertime, it is easier for everybody to change the time and keep the same nominal schedules as before. Similarly, he contends that instead of changing many nominal prices, it is easier to change the nominal exchange rate and keep nominal prices the same.
It is unclear whether daylight savings time actually has much benefit. In countries that have it, though, people only change their clocks twice a year. What would it be like if they had to change their clocks twice each minute, which is how fast exchange rates sometimes change? I am aware of no free banking system that has ever had a floating exchange rate as a permanent feature rather than as a temporary expedient. Of course, that was in a context where fixed or pegged exchange rates were almost universally viewed as the norm. Things might be different were free banking to return today. I remain skeptical, though. | <urn:uuid:3df063de-3d1f-49b8-851d-ea7012e77ee8> | {
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Acid reflux medications that either neutralize gastric acid or suppress their secretion are a fundamental part of treating GERD. But, like any medications, their use does not come without risks. It is important to understand the pros and cons of using acid reducing drugs in the treatment of GERD.
Pros – acid reflux medications
Acid reducing medications control heartburn when used appropriately.
In mild GERD (Stage 1), heartburn occurs rarely and sometimes predictably with a known trigger meal or food. In these patients, acid neutralizers used intermittently whenever heartburn occurs or to prevent heartburn when a person knows by experience that the meal they are going to eat has a high chance of precipitating heartburn is adequate to maintain a good quality of life.
Learn more: The progressive stages of GERD
In patients with moderate GERD (Stage 2) where damage to the LES is greater and heartburn is more frequent and less predictable, it becomes increasingly difficult to control symptoms adequately with a simple acid neutralizer taken on demand. An acid suppressive drug becomes necessary. The addition of an H2 receptor antagonist, used in the short term to supplement the neutralizer or used alone, is often effective in controlling symptoms and allowing injuries to the lining of the esophagus to heal.
As GERD severity increases (to Stage 3), heartburn occurs frequently and without predictability. Intermittent use of acid neutralizers and H2 receptor antagonists no longer provide adequate symptom control to maintain a reasonable quality of life. For these patients, long-term acid suppressive treatment is necessary, usually with the strongest agents, proton pump inhibitors (PPIs). PPIs are very effective in controlling heartburn over time, but they do not act immediately (like the acid neutralizers) or quickly (like the H2 receptor antagonists). It takes up to 48 hours for PPIs to block the acid secreting mechanism in the stomach cells.
Suppression of acid limits damage that occurs during reflux.
Less acidic refluxed material injures the esophagus less than more acidic refluxed material. Erosions do not occur with the same frequency as long as acid reflux medications are taken in sufficient dosage to control acid throughout the day.
Acid-suppressive drugs allow injury to the lining of the esophagus to heal.
If erosions are present, these drugs allow them to heal. Because a patient with acute erosions is more likely to have pain during reflux, healing of erosions can make a short course (e.g. two weeks) of acid suppressive drug treatment effective in healing erosions and decreasing the probability of pain when reflux occurs. Acid neutralizers are less effective in healing erosions. Because erosions usually signify more severe reflux disease, PPIs are the most reliable acid suppressive agents if the objective is to heal erosions and can be used safely for a short period of time.
Misunderstandings about acid reflux medications
Acid reflux medications do not address the cause of GERD.
LES damage, which is the basic cause of GERD, is permanent and not reversed by any of these drugs, even the most powerful PPIs used at maximum dosage for a long time.
Learn more: What causes heartburn? The role of the LES
Reflux episodes continue to occur in patients who are taking acid suppressive medications.
Neither the number nor duration of reflux episodes is decreased by use of these drugs, even in maximum dosage. As such, the lining of the esophagus continues to be exposed to all the contents of gastric juice except acid, including pepsin and bile.
The symptom of regurgitation is usually not well controlled by suppression of acid with drugs.
Regurgitation commonly signifies severe LES damage and is not prevented by medications. Because reflux episodes are not decreased by acid reflux medications, reflux into the esophagus or mouth will likely continue. The taste of material entering the mouth may be less acidic and different.
Acid-suppressive medications do not prevent the complications associated with columnar epithelium in the esophagus.
Normally the esophagus is lined with squamous epithelium. When squamous epithelium is injured by reflux, it frequently undergoes transformation (metaplasia) into a different type of epithelium known as columnar epithelium. This columnar epithelium is more resistant to acid-induced damage and less pain sensitive that squamous epithelium. The initial columnar epithelium that forms is benign and not associated with cancer risk. However, in some patients, a second change, known as intestinal metaplasia, occurs in the columnar epithelium. This is Barrett’s esophagus, which has an increased risk of cancer.
These cellular changes are the result of molecules in the refluxed gastric juice bombarding the esophagus. Even when symptoms are well controlled by acid suppressive drugs, these molecules continue their assault on the lining of the esophagus. As a result, Barrett’s esophagus and cancer can occur even in a patient with symptoms that controlled by acid suppressive medications. In fact, recent studies have shown that cancer is more common in patients who are on long-term continuous PPI therapy (compared to intermittent use or no PPIs) and in patients whose symptoms are well controlled (rather than poorly controlled).
Over the past four decades, while PPIs have dramatically reduced injury-associated changes such as ulcers and strictures, the incidence of Barrett’s esophagus and esophageal cancer have dramatically increased. This begs the question as to whether acid reflux medications, while beneficial to the squamous lining of the esophagus, has a negative effect on the GERD-induced columnar epithelium, driving it to Barrett’s esophagus and cancer. In my opinion, the medical community has not performed the studies necessary to address this critical question seriously.
Learn more: Inside your esophagus: The damage caused by GERD
All acid suppressive drugs have side effects.
These side effects are not significant when the drugs are acid neutralizers or when stronger drugs are used intermittently. However, when PPIs are used long term and on a continuous basis, there are significant side effects. These are largely based on the fact that normal gastric acid has been suppressed. All the normal functions that acid performs in gastric juice can be expected to decrease. These normal functions include facilitating absorption of some food items and acting as an antibacterial barrier. Some of the health risks associated with daily, long-term use of PPIs are noted below with links to the supporting articles or research:
- Increase is clostridium difficile infections (C difficile) – FDA warning
- Malabsorption of magnesium – FDA warning
- Malabsorption of calcium (broken bone concern) – FDA warning
- Increased risk of pneumonia – estimated 30% increase in risk
- Increased risk of heart attacks – estimated 20% risk increase
- Increased risk of chronic kidney disease – estimated 28% risk increase
- Increased risk of kidney failure – estimated at 98% risk increase
- Increased risk of dementia – estimated 42% to 52% risk increase
- Increased risk of campylobacter enteritis – estimated 370% risk increase.
- Increased risk of e.coli infection – estimated at 300% risk increase.
- Increased risk of stroke – estimate at between 30% and 94% for high dose users.
- Increased risk of hospitalization for infectious gastroenteritis – estimated at 70% more risk.
The use of acid reflux medications should be regarded as relatively innocuous if acid neutralizers are used or when any drug is used intermittently (i.e. used for no longer than two weeks). When PPIs are used in the longer term, care must be exercised to ensure that the positives (controlling symptoms, healing and preventing injury) outweigh the negatives (significant side effects and health risks, the failure to prevent Barrett’s esophagus and cancer, and cost). The use of these powerful drugs should be carefully assessed and considered with full knowledge of the benefits and risks. | <urn:uuid:2834e48b-e652-4bf0-8efb-bfabcd497adc> | {
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Summer Adds Up to Fun
June 11, 2012 ~
Summertime and math activities may not always go hand in hand, but with a little creativity, you can make math fun for your family and keep young minds fresh even while on vacation.
There are educational organizations everywhere working to make math more interesting for students. Check out Lure of the Labyrinth, an elaborate game for students in grades 6-8 that helps them think like mathematicians in a fun, fantasy environment. The game, designed by researchers at Massachusetts Institute of Technology (MIT), uses problem-solving questions to help students hone their math skills. In the game, students have the chance to win tablet computers.
There are also hundreds of apps and online games that can make math fun. A simple search of your phone’s app store can reveal the perfect game for your children.
On the Road
If you haven’t heard, there’s a new museum coming to New York City — the Museum of Mathematics—where children can see and touch math concepts and watch them come to life. The museum, filled with interactive exhibits, is slated to open in fall 2012.
Luckily, before it settles down in New York, the museum is bringing some of its exhibits to cities throughout the United States with a moving installation: the Math Midway. You can visit the Math Midway website to see where it’s going next!
At Home and Around Town
The easiest and most affordable way to make math fun is to apply it to things your children already enjoy doing at home. Water games are a staple of any summer vacation, and you can make them educational. Have your children fill up water balloons with different amounts of water, keeping track of the measurements. Bring the game outside where you can measure which balloon made the biggest splash!
When snack time rolls around, use it as an opportunity to practice fractions with younger learners. As you cut up fruit and veggies, have your child keep track of the halves, quarters or eighths. If you’re baking or cooking, have your child help with measurements. A shopping excursion is always an opportunity to teach children about money and keeping track of it. Give them money for a trip to the arcade or mall and challenge them to keep a budget.
Math is a part of everyday life, and you can point out ‘math moments’ as they come up to show your children what a huge part it plays in life. Children may see math as something that belongs in the classroom; show them that it’s here to stay, and do it in a fun way. | <urn:uuid:cc89ef2e-88af-40a7-b292-d9475b948729> | {
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As an immigrant, one initially experiences multiple barriers: language differences, cultural shock, limited career path, and sometimes, most importantly, is access to health care.
Over a hundred years ago, Dr. Booker T. Washington proposed the idea of observing a week in April to focus on minority health. When Dr. Washington started this idea in 1915, the call was for schools, health departments and businesses of influential organizations to promote health care equality to close the gap of disparity among the African- American population.
Since then, various other race and ethnic groups have experienced their own difficulties, disparities, and inequalities. Based on Modern Medicine Network statistics, Hispanic populations suffer a greater risk of cervical cancer, a higher chance of diabetes and obesity, and more frequent hospitalizations from asthma, even for little children. South Pacific Islanders have an increase in occurrences of breast, gastric, ovarian, and lung cancers, leukemia and non-Hodgkin’s lymphoma. African American populations have higher incidences of hypertension, obesity and cardiovascular disease, all of which seemed to be tied together since one is a risk factor to another.
Again, these disparities of higher incidents of diseases in specific populations seem to have a common thread: a lack of preventative health care. As said before, limited access to health care appears to be the main driving-force creating the disparity between different groups of populations. Fixing the system of limited health care for some seems like a goal that cannot be won. That may be true in some sense. We may not be able to solve the larger disparity, but we can change our own personal situations and families first. This starts the ripple effect of improving our community and beyond.
In honor of continuing the desire of Dr. Washington and in promoting the health of minority ethnic groups, the Department of Health and Human Services has proposed this year to improve our health by increasing physical activities.
Obesity, cardiovascular disease and even cancer seem to all have a common prevention – Let’s Get Moving!
Not the kind of moving where we move out of this changing Michigan weather, but increasing our physical activities. There are many barriers to improving our physical activities such as working long hours at a job causing fatigue, depression causing a lack of motivation, chronic illness or joint pain causing a fear of pain to move. Of course, weather plays a huge factor by giving us an unfriendly winter when even something as simple as walking becomes difficult and unpleasant.
However, unless it seems like an impossible battle to fight, it wouldn’t be called fighting at all. So, let’s fight. Let’s fight for our health and our bodies. Let’s fight for our ethnicity and culture. Dr. Washington spoke of his people and all people: “Without health and long life, all else fails.”
So, let’s start moving just a little more than before, whether it is merely parking further away when shopping so that you have to walk a bit longer, taking the stairs instead of elevators, or going on a walk around the yard with your kids. It starts small, but it has the potential to grow big if we fight for it.
Studies reported in the Journal of American Physician Assistant show that even just 150 minutes of exercise a week can reduce mortality and morbidities especially after someone has gone through cancer. That means a person who has experienced cancer, and now exercises, will be less likely to have the cancer return.
That is only 30 minutes of exercise five times per week. 30 minutes can go by very fast especially if you are having fun with your exercise buddy. This can be another opportunity to develop deeper friendships or get to know your neighbors better. Meanwhile, if you have any questions, your health care providers will be more than happy to discuss your own tailored regime of exercise and physical activities that would benefit you. It is a dream for a health care provider to hear, “I want to fight for my health with physical activity.”
As an immigrant myself who has known the hardships of health care; I can honestly say that is my dream. My name is Soomin Han and I am a Physician Assistant practicing family/internal medicine at Family Health Care. My goal is to have my patients and my community know that I care and I am their biggest cheerleader in fighting for their health. | <urn:uuid:75ae37eb-d00b-4382-b7e1-b78207170045> | {
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Us: an introduction to the Forest Service
Fire & Aviation Management Program
The first forest reserves were establish in 1891 and were initially under the management of the Department of Interior's General Land Office, but the first foresters worked for the Bureau of Forestry in Department of Agriculture. In 1905, President Roosevelt transferred the forest reserves to the jurisdiction of the Department of Agriculture. Today, the Bureau of Forestry is the USDA Forest Service, although it is still funded under the Interior Appropriations bills passed by Congress each year. The forest reserves grew in time, and today's National Forests encompass 191 million acres.
In the 19th and early 20th century, there was little organized response for wildfires in forests and rangelands. Many fires had devastating results, such as the Peshtigo Fire in 1871 which burned more than 3.5 million acres in Wisconsin and Michigan and resulted in 1,500 deaths. In 1902, the Yacolt Fire in the southwestern Washington burned about a million acres and cost 38 lives. The "Big Blowup" in 1910 burned nearly 3 million acres in the northern Rockies. During this time, fires were primarily fought on federal, state and private lands by Forest Service personnel and area residents. This was mostly hand-to-hand combat with wildfire, using wet burlap bags, axes, and water buckets to try and stop the advancing flames.
As large fires occurred across the United States, State and local governments began to act. After the severe wildfires in Montana and Idaho in 1910, more emphasis was placed on telephone communications and fire patrols. State Fire Warden positions were established, especially in the west, and legislation such as the Weeks Law in 1911 and the Clarke-McNary Act in 1924 enhanced the Federal-State fire suppression partnership. These programs grew into the Forest Service's State and Private Forestry division, of which Fire and Aviation Management is a part. In 1944, Congress increased the scope of the Clarke-McNary Act to create an emphasis on fire prevention.
Fire research began in 1899, after Forest Service Chief Gifford Pinchot authorized a study on the history of forest fires to better understand the damage. Fire research evolved from this early request into today's sophisticated analysis of fuels, combustion, weather and safety.
The role of fire management has changed a great deal with the times. In 1935, the Forest Service had a "10 a.m." policy which stipulated that a fire was to be contained and controlled by 10 a.m. following the report of a fire, for, failing that goal, control by 10 a.m. the next day and so on. Today fire is recognized as an important component of healthy ecosystems. The policy of fire suppression on every fire has transitioned to suppression or, where appropriate, fire use to achieve resource objectives.
Firefighting took to the air shortly after World War I as the Forest Service used aircraft to patrol for wildfires. Smokejumpers came on the scene to fight their first fire in 1940. In 1956, the first practical drops of water and chemicals onto wildfires began, and helicopters began to assist with firefighting in the 1950's.
Changing social issues in the last one hundred years have shown the need for continued fire prevention messages from Smokey, but also a shift to more fire use projects and smoke management studies . Concepts such as defensible space, especially in the urban interface, have become a focal point as more homes and communities are built in or adjacent to public lands. Interagency cooperation with the advent of the National Fire Plan in fuels reduction, community assistance, and an increasingly diverse workforce continue to challenge Forest Service Fire and Aviation Management. We have reached out to assist state and local fire departments throughout the United States, and cooperate with other countries and commonwealths throughout the world.
In the new millennium, the Forest Service Fire and Aviation Management Program has become the premier leader in wildland fire management, operations, and research. In today's rapidly changing world of communications and technology, Forest Service Fire and Aviation Management is on the cutting edge with aviation technology, computer simulated fire management programs and sophisticated resource tracking systems.
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Sinônimos de poison: Poisonous plants
aconiteany of various N temperate plants of the ranunculaceous genus Aconitum, such as monkshood and wolfsbane, many of which are poisonous amanitaany of various saprotrophic agaricaceous fungi constituting the genus Amanita, having white gills and a broken membranous ring (volva) around the stalk. The genus includes several highly poisonous species, such as death cap, destroying angel, and fly agaric baneberryany ranunculaceous plant of the genus Actaea, esp A. spicata, which has small white flowers and red or white poisonous berries belladonnaeither of two alkaloid drugs, atropine or hyoscyamine, obtained from the leaves and roots of the deadly nightshade black bryonya climbing herbaceous Eurasian plant, Tamus communis, having small greenish flowers and poisonous red berries: family Dioscoreaceae black nightshadea poisonous solanaceous plant, Solanum nigrum, a common weed in cultivated land, having small white flowers with backward-curved petals and black berry-like fruits castor-oil planta tall euphorbiaceous Indian plant, Ricinus communis, cultivated in tropical regions for ornament and for its poisonous seeds, from which castor oil is extracted cowbaneany of several N temperate poisonous umbelliferous marsh plants of the genus Cicuta, esp C. virosa, having clusters of small white flowers coyotillodeadly nightshadea poisonous Eurasian solanaceous plant, Atropa belladonna, having dull purple bell-shaped flowers and small very poisonous black berries death camassdeath cap or angeldestroying angeldieffenbachiaany plant of the tropical American evergreen perennial genus Dieffenbachia, some species of which are grown as pot plants for their handsome variegated foliage. The plants are poisonous and the sap is extremely acrid: family Araceae dog's mercuryergota disease of cereals and other grasses caused by ascomycete fungi of the genus Claviceps, esp C. purpurea, in which the seeds or grain of the plants are replaced by the spore-containing bodies (sclerotia) of the fungus fly agaricfoxgloveany Eurasian scrophulariaceous plant of the genus Digitalis, esp D. purpurea, having spikes of purple or white thimble-like flowers. The soft wrinkled leaves are a source of digitalis hemlockan umbelliferous poisonous Eurasian plant, Conium maculatum, having finely divided leaves, spotted stems, and small white flowers henbanea poisonous solanaceous European plant, Hyoscyamus niger, with sticky hairy leaves and funnel-shaped greenish flowers: yields the drug hyoscyamine Indian liquoricea woody leguminous climbing plant, Abrus precatorius, native to tropical Asia and naturalized elsewhere, having scarlet black-spotted poisonous seeds, used as beads, and roots used as a substitute for liquorice laburnumany leguminous tree or shrub of the Eurasian genus Laburnum, having clusters of yellow drooping flowers: all parts of the plant are poisonous liberty caplocoweedany of several perennial leguminous plants of the genera Oxytropis and Astragalus, found in western parts of North America, containing neurotoxins which cause loco disease in horses, cattle, and sheep manchineelmonkshoodany of several poisonous N temperate plants of the ranunculaceous genus Aconitum, esp A. napellus, that have hooded blue-purple flowers mountain laurelNoogoora burrnux vomicaoleanderpoison dogwood or elderany of various unrelated plants, such as box elder and marsh elder poison ivypoison oakeither of two North American anacardiaceous shrubs, Rhus toxicodendron or R. diversiloba, that are related to the poison ivy and cause a similar rash poison sumachpokeweed, pokeberry, or pokeroota tall North American plant, Phytolacca americana, that has small white flowers, juicy purple berries, and a poisonous purple root used medicinally: family Phytolaccaceae sassy, sasswood, or sassy woodstaggerbushstavesacrea Eurasian ranunculaceous plant, Delphinium staphisagria, having purple flowers and poisonous seeds thorn applea poisonous solanaceous plant, Datura stramonium, of the N hemisphere, having white funnel-shaped flowers and spiny capsule fruits tutuupasthe sap of this tree, used as an arrow poison water hemlockany of a genus (Cicuta) of perennial plants of the umbel family, with compound umbels of small white flowers and intensely poisonous, tuberous roots, found in the Northern Hemisphere in moist places wolfsbane or wolf's-baneany of several poisonous N temperate plants of the ranunculaceous genus Aconitum, esp A. lycoctonum, which has yellow hoodlike flowers woody nightshadea scrambling woody Eurasian solanaceous plant, Solanum dulcamara, having purple flowers with recurved petals and a protruding cone of yellow anthers and producing poisonous red berry-like fruits ▷ See poison
Copyright © 2016 by HarperCollins Publishers. All rights reserved.
Lista de Palavras poison: Poisonous plants do Collins Listas de Palavras em Inglês | <urn:uuid:394aeb2b-73a4-4061-b9ce-f9f6a34a7c37> | {
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05.08.2018 New Testament: John 1.47
To read the Bible in a year, read John 1.29–51 on May 8, In the year of our Lord 2018
By Don Ruhl
Philip discovered that Jesus of Nazareth was the One whom Moses and the prophets spoke. Therefore, Philip went to his friend Nathanael to tell him of the discovery,
Jesus saw Nathanael coming toward Him, and said of him, “Behold, an Israelite indeed, in whom is no deceit!” (John 1.47).
Imagine Jesus saying that about you to your friends! Since we know who Jesus is, that would make us feel wonderful! Just continue to do as He says, and He shall call you a good and faithful servant.
- Is there deceit in you?
- Has anyone accused you of being deceitful? | <urn:uuid:02d450ea-a7b0-4ded-83bb-f73785c36275> | {
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Sacred Name Bible
Sacred Name Bibles are Bible translations that consistently use Hebraic forms of God's personal name, instead of its English language translation, in both the Old and New Testaments. Some Bible versions, such as the Jerusalem Bible, employ the name Yahweh, a transliteration of Hebrew YHWH, in the English text of the Old Testament, where traditional English versions have LORD.
None of the Sacred Name Bibles are published by mainstream publishers. Instead, most are published by the same group that produced the translation. Some are available for download on the Web. Very few of these Bibles have been noted or reviewed by scholars outside the Sacred Name Movement.
YHWH occurs in the Hebrew Bible, and also within the Greek text in a few manuscripts of the Greek translation found at Qumran among the Dead Sea Scrolls. It does not occur in early manuscripts of the Greek New Testament. Although the Greek forms Iao and Iave do occur in magical inscriptions in the Hellenistic Jewish texts of Philo, Josephus and the New Testament use the word Kyrios ("Lord") when citing verses where YHWH occurs in the Hebrew.
For centuries, Bible translators around the world did not transliterate or copy the tetragrammaton in their translations. For example, English Bible translators (Christian and Jewish) used LORD to represent it. Many authorities on Bible translation have explicitly called for translating it with a vernacular word or phrase that would be locally meaningful. The Catholic Church has formally called for translating the tetragrammaton into other languages rather than attempting to preserve the sounds of the Hebrew.
A few other Bible translators, with varying theological motivations, have taken a different approach to translating the tetragrammaton. In the 1800s–1900s at least three English translations contained a variation of YHWH. Two of these translations comprised only a portion of the New Testament. They did not restore YHWH throughout the body of the New Testament.
In the twentieth century, the first translation to employ full transliteration of the tetragrammaton was the Rotherham's Emphasized Bible, but only in the Old Testament. Angelo Traina's translation, The New Testament of our Messiah and Saviour Yahshua in 1950 also used it throughout, and The Holy Name Bible containing the Holy Name Version of the Old and New Testaments in 1963 was the first to systematically use a Hebrew form for sacred names throughout the Old and New Testament, becoming the first complete Sacred Name Bible.
The Jerusalem Bible in 1966 and over a dozen other translations in the years since used "Yahweh" for YHWH in the Old Testament.
Some translators of Sacred Name Bibles hold to the view that the New Testament, or significant portions of it, were originally written in a Semitic language, Hebrew or Aramaic, from which the Greek text is a translation. This view is colloquially known as "Aramaic primacy", and is also taken by some academics, such as Matthew Black. Therefore, translators of Sacred Name Bibles consider it appropriate to use Semitic names in their translations of the New Testament, which they regard as intended for use by all people, not just Jews.
Although no early manuscripts of the New Testament contain these names, some rabbinical translations of Matthew did use the tetragrammaton in part of the Hebrew New Testament. Sidney Jellicoe in The Septuagint and Modern Study (Oxford, 1968) states that the name YHWH appeared in Greek Old Testament texts written for Jews by Jews, often in the Paleo-Hebrew alphabet to indicate that it was not to be pronounced, or in Aramaic, or using the four Greek letters PIPI (Π Ι Π Ι) that physically imitate the appearance of Hebrew יהוה, YHWH), and that Kyrios was a Christian introduction. Bible scholars and translators such as Eusebius and Jerome (translator of the Latin Vulgate) consulted the Hexapla, but did not attempt to preserve sacred names in Semitic forms. Justin Martyr (second century) argued that YHWH is not a personal name, writing of the "namelessness of God".
George Lamsa, the translator of The Holy Bible from Ancient Eastern Manuscripts: Containing the Old and New Testaments (1957) believed the New Testament was originally written in a Semitic language, not clearly differentiating between Syriac and Aramaic. However, despite his adherence to a Semitic original of the New Testament, Lamsa translated using the English word "Lord" instead of a Hebraic form of the divine name.
Accuracy or popularity
Sacred Name Bibles are not used frequently within Christianity, or Judaism. Only a few translations replace Jesus with Semitic forms such as Yeshua or Yahshua. Most English Bible translations translate the tetragrammaton with LORD where it occurs in the Old Testament rather than use a transliteration into English. This pattern is followed in languages around the world, as translators have translated sacred names without preserving the Hebraic forms, often preferring local names for the creator or highest deity, conceptualizing accuracy as semantic rather than phonetic.
The limited number and popularity of Sacred Name Bible translations suggests that phonetic accuracy is not considered to be of major importance by Bible translators or the public. The translator Joseph Bryant Rotherham lamented not making his work into a Sacred Name Bible by using the more accurate name Yahweh in his translation (pp. 20 – 26), though he also said, "I trust that in a popular version like the present my choice will be understood even by those who may be slow to pardon it." (p. xxi).
Transliterated Sacred Name Bibles
These Bibles systematically transliterate the tetragrammaton (usually as Yahweh) in both the Old and New Testaments, as well as a Semitic form of the name of Jesus such as Yahshua or Yeshua. They consider the names of both God the Father, and God the Son, to be sacred.
- The New Testament of our Messiah and Saviour Yahshua (1950)
- Holy Name Bible (1963)
- Restoration of Original Sacred Name Bible (1970)
- The Sacred Scriptures Bethel Edition (1981)
- The Book of Yahweh: The Holy Scriptures (1987)
- Sacred Scriptures, Family of Yah Edition (2000)
- The Holy Bible – Urim-Thummim Version (2001)
- The Word of Yahweh (2003)
- Hebraic Roots Bible (2009, 2012)
- The Restoration Study Bible (2011)
- Names of God Bible (2011, 2014)
Tetragrammaton Sacred Name Bibles
These Sacred Name Bibles use the tetragrammaton without vowels. They follow this practice in both the Old and New Testaments (though some translations are not complete).
- The Scriptures (ISR) Version (1993, 1998, 2009)
- Hebraic-Roots Version (2001, 2004)
- Restoration Scriptures: True Name Edition (2004)
- Zikarown Say'fer Memorial Scroll (2004)
- Sacred Name King James Bible (2005)
- The Seventh Millennium Version (2007)
- The Aramaic English New Testament (2008)
- HalleluYah Scriptures (2009, 2015)
- Abrahamic Faith Nazarene Hebraic Study Scriptures (2010)
- The Restored Name King James Version (2012?)
- Shem Qadosh Version (2014)
- His Name Tanakh (In Progress)
- Neno La Yahweh Swahili version (2014)
Limited Sacred Name Bibles
Some translations use a form of "Jehovah" or "Yahweh" only sporadically:
- The Complete Bible: An American Translation by John Merlin Powis Smith (1939), e.g. Exodus 3:15, 6:3, 17:15
- Holman Christian Standard Bible (2004, 2010), the Tetragrammaton is transliterated "Yahweh" in 495 places in its 2010 revision [654 times in the 2009 edition]. In Psalm 29:1, 2 Chron. 30:8, Isaiah 24:5, and Jeremiah 26:9 it translates the Tetragrammaton once as "Yahweh" and once as LORD. In 2 Chronicles 14:11, it translates the Tetragrammaton three times as LORD and once as "Yahweh". In Job 1:21, it translates the Tetragrammaton twice as LORD and one as "Yahweh". In Psalm 135, it translates the Tetragrammaton 14 times as Yahweh and twice as LORD.
- The Emphatic Diaglott (1864), a translation of the New Testament by Benjamin Wilson, the name Jehovah appears eighteen times.
- King James Version (1611), renders Jehovah in Exodus 6:3, Psalm 83:18, Isaiah 12:2, Isaiah 26:4, and three times in compound place names at Genesis 22:14, Exodus 17:15 and Judges 6:24.
- Webster's Bible Translation (1833), by Noah Webster, a revision of the King James Bible, contains the form Jehovah in all cases where it appears in the original King James Version, as well as another seven times in Isaiah 51:21, Jeremiah 16:21; 23:6; 32:18; 33:16, Amos 5:8, and Micah 4:13.
- The English Revised Version (1885), renders the Tetragrammaton as Jehovah where it appears in the King James Version, and another eight times in Exodus 6:2,6–8, Psalm 68:20, Isaiah 49:14, Jeremiah 16:21, and Habakkuk 3:19.
- Amplified Bible (1954, 1987), generally uses LORD, but translates Exodus 6:3 as: "I appeared to Abraham, to Isaac, and to Jacob as God Almighty [El- Shaddai], but by My name the LORD [Yahweh—the redemptive name of God] I did not make Myself known to them [in acts and great miracles]."
- New English Bible (NT 1961, OT 1970), published by Oxford University Press uses Jehovah in Exodus 3:15 and 6:3, and in four place names at Genesis 22:14, Exodus 17:15, Judges 6:24 and Ezekiel 48:35.
- New Living Translation (1996, 2004), produced by Tyndale House Publishers as a successor to the Living Bible, generally uses LORD, but uses Yahweh in Exodus 3:15 and 6:3.
- Bible in Basic English (1949, 1964), uses "Yahweh" eight times, including Exodus 6:2–3.
- The American King James Version (1999) by Michael Engelbrite renders Jehovah in all the places where it appears in the original King James Version.
A few translations use either "Yahweh" or "Jehovah" in the Old and New Testaments, but are not generally considered Sacred Name Bibles:
- New World Translation (1961, 1984, 2013) , uses ”Jehovah” or variations thereof 7216 times.
- The Original Aramaic Bible in Plain English (2010) by David Bauscher, a self-published English translation of the New Testament, from the Aramaic of the Peshitta New Testament with a translation of the ancient Aramaic Peshitta version of Psalms & Proverbs, contains the word "JEHOVAH" over 200 times in the New Testament, where the Peshitta itself does not.
- Divine Name King James Bible (2011) - Uses JEHOVAH 6,973 times throughout the OT, and LORD with Jehovah in parentheses 128 times in the NT.
These versions use either "Yahweh" or "Jehovah" only in the Old Testament:
- Young's Literal Translation (1862) - Uses Jehovah.
- The Darby Bible (1890) - Uses Jehovah. Plus Jehovah appears in many NT footnotes.
- American Standard Version (1901) - Uses Jehovah.
- Rotherham's Emphasized Bible (1902) - Uses Yahweh.
- Jerusalem Bible (1966) - Uses Yahweh.
- Living Bible (1971) - Uses Jehovah 500 times.
- The Bible in Living English (1972) - Uses Jehovah.
- Green's Literal Translation (1985) - Uses Jehovah.
- New Jerusalem Bible (1985) - Uses Yahweh.
- The Recovery Version (1999) - Uses Jehovah. - Plus Jehovah appears in many NT footnotes.
- World English Bible (2000) - Uses Yahweh.
- A Voice in the Wilderness (VW Edition) (2003, 2006, 2008) - Uses Jehovah.
- Lexham English Bible (2011) - Uses Yahweh.
- Julia E. Smith Bible (1876) Uses Jehovah
- An Indonesian translation produced by the Sacred Name Movement, Kitab Suci, uses Hebraic forms of sacred names in the Old and New Testaments (Soesilo 2001:416), based on Shellabear's translation.
- A French translation, by André Chouraqui, uses Hebraic forms in the Old and New Testaments.
- The Spanish language Reina-Valera Bible and most of its subsequent revisions uses the Sacred Name in the Old Testament as "Jehová" starting in Genesis 2:4, with the notable exception of the Reina Valera Contemporánea, a 2011 revision which replaces "Jehová" (Spanish for Jehovah) with "El Señor" (Spanish for The Lord).
- In the Philippines, the Magandang Balita Biblia–Tagalog Popular Version uses Yahweh.
- Peter Unseth Sacred Name Bible translations in English: a fast-growing phenomenon. The Bible Translator 62.3: 185.
- Rhodes R. The Complete Guide to Bible Translations: How They Were Developed 2009 p206 "Unlike most other translations today, the New Jerusalem Bible renders the Old Testament name for God, YHWH, as "Yahweh," just as the Jerusalem Bible did. In place of "Lord of hosts" is "Yahweh Sabaoth"
- Unseth, Peter. 2011. Sacred Name Bible translations in English: a fast-growing phenomenon. The Bible Translator 62.3: 190.
- Review of The Scriptures
- Aland, K. Text of the New Testament
- David Moomo. 2005. Translating YHWH into African languages. Scriptura 88: 151–60.
- Ernst R. Wendland. 1992. yhwh- The Case For Chauta 'Great-[God]-of-the-Bow'. The Bible Translator. 43.4: 430–438.
- Helmut Rosin. 1956. The Lord Is God: The Translation of the Divine Names and the Missionary Calling of the Church. Amsterdam: Netherlands Bible Society.
- "In accordance with immemorial tradition which indeed is already evident in the above-mentioned 'Septuagint' version, the name of almighty God, expressed by the sacred Hebrew tetragrammaton (YHWH) and rendered in Latin by the word Dominus, is to be rendered in any vernacular by a word of equivalent meaning." Liturgiam authenticam, fifth instruction on vernacular translation of the Roman liturgy, Issue 5, section 41c. Congregatio de Cultu Divino et Disciplina Sacramentorum. 2001. ISBN 1-57455-428-X.
- Black, Matthew. "An Aramaic Approach to the Gospels and Acts". Oxford Clarendon 1967.
- Cross F.L "Oxford Dictionary of the Christian Church". London: Oxford University Press, 1961
- The Sacred Name 2002: 89ff
- Peter M. Head Christology and the Synoptic problem: an argument for Markan priority p161 "Jellicoe summarises: LXX texts, written by Jews for Jews, retained the Divine Name in Hebrew Letters (palaeo-Hebrew or "
- Justin Martyr, Hortatory Address, ch. 21
- David Moomo. 2005. Translating YHWH into African languages. Scriptura 88:151–160.
- Sacred Scriptures Bethel Edition Bible. Preface, V. "No translation has accurately restored the Name Yahweh to the New Testament text where it undoubtedly appeared when the apostolic authors produced their works, nor is there a translation that has faithfully restored the Saviour's true Name, Yahshua the Messiah, to the text of the Bible", Jacob O. Meyer
- Restoration of Original Sacred Name Bible.
- BibleCollectors.org review
- Hebraic Roots Bible by Esposito.
- published by Yahweh's Restoration Ministry and using the King James Version. Available online at The Restoration Study Bible
- edited by Ann Spangler and published by Baker Publishing Group. Names of God, accessed 12 December 2015. The core text uses the God's Word translation. The print edition has divine names printed in brown and includes a commentary. The text is available at BibleGateway.com.
- Blog review by Richard Shields, The Names of God Bible (GW), accessed 12 December 2015, reports that this version has been praised for its "attention to detail", but the translation only presents "the most significant names and titles of God" in their original forms and therefore some 'names of God' are not treated in the same way: for example, Mighty One (Avir) which appears in Psalms 132:2 and 132:5 and a total of 23 times (most referring to God) in the Old Testament is not highlighted.
- e.g. Robert M. Bowman, Jr., J. Ed Komoszewski, Darrell L. Bock Putting Jesus in His Place: The Case for the Deity of Christ c2007 p158 "best known for advocating this is theory, of course, the Jehovah's Witnesses , whose New World Translation "restores" ... New Testament 237 times.9 Other "sacred name" groups (such as the Assemblies of Yahweh) make a similar claim "
- New World Translation
- Chouraqui's French translation online
- Magandang Balita Biblia, copyright Philippine Bible Society 1980. ISBN 971-29-0102-5
- Bivin, David. 1991a. "Jehovah"—A Christian Misunderstanding. Jerusalem Perspective Vol. 4.6: 5,6.
- Bivin, David. 1991b. The Fallacy of Sacred Name Bibles. Jerusalem Perspective Vol. 4.6: 7,12.
- Daams, Nico. 2011. Translating YHWH 'Elohim. The Bible Translator 62.4: 226–235.
- King, Phil. 2014. Perspectives on translating YHWH in Papua New Guinea. The Bible Translator 65.2:185–204.
- Neufeld, Don. 1962. An examination of the claims of the Sacred Name Movement (concluded). The Ministry 35.11: 13–16, 36.
- Moomo, David. 2005. Translating יהוה (YHWH) into African languages. Scriptura 88 pp. 151–160.
- Pritz, Ray. 1991. The Divine Name in the Hebrew New Testament. Jerusalem Perspective, Vol. 4:2 10–12.
- Rösel, Martin. 2007. The Reading and Translation of the Divine Name in the Masoretic Tradition and the Greek Pentateuch. Journal for the Study of the Old Testament 31.4: 411–428.
- Smith, Mark S. 2010. God in Translation: Deities in Cross-Cultural Discourse in the Biblical World. Grand Rapids: Eerdmans Publishing.
- Soesilo, Daud. 2001. Translating the Names of God: recent experience from Indonesia and Malaysia. The Bible Translator 52.4:414–423.
- The Sacred Name YHWH: A Scriptural Study, (3rd ed). 2002. Garden Grove, CA: Qadesh La Yahweh Press.
- The Scriptures 1993, 1998, 2009. Northriding, South Africa: Institute for Scripture Research.
- Trimm, James (translator) 2005. The Hebraic-Roots Version Scriptures. Institute for Scripture Research (publisher).
- Unseth, Peter. 2011. Sacred Name Bible translations in English: a fast-growing phenomenon. The Bible Translator 62.3: 185–194. | <urn:uuid:ddac5405-5a85-4ef5-b50b-f7653fb4ba33> | {
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To mention walleye is to think "northern climes." Millions of tourism dollars have traditionally flowed to the northern tier of states where walleye is king. However, in the last four decades, the traditional lines of walleye fishing have slipped southward. Missouri, Arkansas, Kentucky and Tennessee have produced the four largest walleye on record, all over 21 pounds. Tennessee holds the big fish title with a whopping 25 pounder caught from Old Hickory Lake in 1960.
Needless to say walleye of those proportions developed a following. If you, too, want to have a shot an an enormous "moon eyes," go South.
Long time walleye fisherman and guide Mike Jones of Alton, Missouri catches big walleye on the lower Current River. "Big walleye are smart fish," Jones said. "I catch most of my bigger 'eyes at night using large minnows."
Successful stocking programs by southern conservation agencies have led to successful fisheries. Once fishermen have conquered their initial shock and tasted the delectable white flesh of walleye, trying to intentionally catch more "moon-eyes" presents the first of many challenges in the paths of these newborn walleye aficionados.
Understanding walleye biology key
To catch southern walleye consistently, you must understand their biology and habitat requirements. Walleye feed almost exclusively under low light periods, at dawn and dusk. Structure, including rocks, timber, and the edge of weed lines provide favorite hangouts. Here they feed on crayfish and leeches. Baitfish, usually found in deeper water, is also primary food source.
Walleye require highly oxygenated water and prefer moderately clear water with a moderate pH level. Temperatures from 68-to-73-degrees are perfect, but walleye can tolerate levels from 32-to-86 degrees, which has contributed markedly to their survival rates in southern reservoirs.
Walleye Tactics Vary
|Walleye grow much faster in southern environments, and many walleye experts predict the next world record walleye will come from south of the Mason-Dixon Line. Photo courtesy of Kentucky Fish and Wildlife|
Talk to locals. When approaching a new lake, talk to tackle store owners. They can eliminate unproductive waters for you quickly.
Target points and tops of flats. Reservoir walleye are highly mobile. Target the ends of main lake points and the tops of large flats. Step one is to locate schools of fish, which most often hang around structure. If you do not find fish on traditional structure, check nearby locations. For example if you catch fish in 18 feet of water on one point, search for them at the same depths on other points.
Fish the weeds. Walleye love weeds. Check for fish suspended over massive weed beds, or just off the weed beds at the same depth. The water depth at the outside edge of weed beds is the key to finding nearby fish.
Be flexible. Walleye move on and off structure in response to bait fish movements, weather changes and fishing pressure. Fish the structure you find on your electronics. However, if the fish are not on traditional structure, use a locator to find suspended fish either above or off to the sides of the structure.
Zigzag your boat. Zigzagging your boat back and forth across the structure is the preferred method to find suspended fish. In deep water, walleye seek out submerged islands, humps and underwater points. Zebra mussels have invaded many waterways. Their beds have in turn become favorite walleye hangouts.
Trolling is standard. Trolling is the standard method for taking suspended walleye. Your bait stays in the strike zone longer and unproductive areas can be quickly eliminated. Spinner rigs work well for methodically fishing a school of walleye.
Match the Hatch
|Crayfish colored crankbaits are good prospecting lures for walleye.|
Imitate baitfish. Walleye eat a lot of baitfish. Matching the size of available forage pays big dividends. Try these baits, available at Bass Pro Shops:
- Shad Rap
- Storm Thunder Stick
- Lucky craft Pointer Minnows
- Wiggle Warts
- Bass Pro Shops Lazer Eye Crankbaits
Adding a pinch of night crawler to the trebles on these baits often gives walleye exactly what they want.
Use correct colors. Dark, crawdad patterns work well in deep water. Chartreuse should be used in the deepest, dark water and the lighter colors and metallics work best in clear waters. Trolling a variety of crankbait colors together allows you to prospect various depths until fish are found. Then it is simply a matter of modifying your rigs with the right colors and depths.
Two facts to remember:
- Walleye cruise weed edges and sometimes suspend near structure to feed on schools of baitfish in deeper water.
- During low light periods, walleye move into shallow water where they feed heavily. Dawn, dusk, and after dark are the peak of walleye feeding periods. They utilize their name sake eyes to take advantage of forage fish that cannot see so well in low light conditions.
Go south for bigger and better walleyes. And for that real down home adventure, add some hominy grits and mint juleps! | <urn:uuid:9e9ec4e1-d5a7-4497-982f-1a361b328ce9> | {
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Crosby-style fife made by George and Frederick Cloos
(open side-blown flutes with fingerholes)
A fife // is a small, high-pitched, transverse flute, that is similar to the piccolo, but louder and shriller due to its narrower bore. The fife originated in medieval Europe and is often used in military and marching bands. Someone who plays the fife is called a fifer. The word fife comes from the German Pfeife, or pipe, which comes from the Latin word pipare.
The fife is a simple instrument usually consisting of a tube with 6 finger holes, and diatonically tuned. Some have 10 or 11 holes for added chromatics. The fife also has an embouchure hole, across which the player blows, and a cork or plug inside the tube just above the embouchure hole. Some nineteenth-century fifes had a key pressed by the little finger of the right hand in place of a seventh finger hole.
Fifes are made mostly of wood: grenadilla, rosewood, mopane, pink ivory, cocobolo, boxwood and other dense woods are superior; maple and persimmon are inferior but often used. Some Caribbean music makes use of bamboo fifes.
Military and marching fifes have metal reinforcing bands around the ends to protect them from damage. These bands are called ferrules. Fifes used in less strenuous conditions sometimes have a lathe-turned, knob-like decoration at the ends for similar reasons. Some fifes are entirely made of metal or plastic. Some modern fifes are of two-piece construction with a sliding tuning joint similar to some recorders.
Key and range
The names of different varieties of fife follow the conventions of a) defining the key in which a transposing instrument sounds as the major key whose tonic is the lowest pitch producible by that instrument without fingering or other manipulation and then b) naming different subtypes of a given transposing instrument after the respective keys in which those subtypes sound. (Note that these conventions are specific to transposing instruments. By contrast, for example, although the trombone and the tuba each produce a B-flat when played at their lowest harmonic position with the slide not extended or with no valves depressed, respectively, the trombone's music parts are not transposed, and the tuba's music parts are transposed only across octaves, such that the note sounded by a tuba bears the same name as the note read by the tubist.)
- The standard fife is an A-flat transposing instrument, meaning that prevailing scoring conventions dictate that the C position on a fife-part staff should correspond to a concert A-flat. Unlike the A-flat clarinet, which sounds a major third below written, the standard fife sounds a minor sixth above written (the equivalent of a major-third drop followed by an octave increase).
- The typical marching fife is a B-flat transposing instrument, likewise sounding above written (in this case a minor seventh above written), with the effect that to yield a concert C a scorer must write and a marching fifer must read the D-natural below that C.
- Fifes pitched (i.e., constructed so as to sound) in the keys of D and of C are also common.
- Fifes in various other keys are sometimes played in musical ensembles.
A common convention specific to fife music and contradictory to those above is for fife music to be written in the key of D regardless of the key in which the fife in question sounds. The general effect is to define sounded notes in terms of scale degree, as with a movable-do system, and then to express any pitch having a given scale degree in the context of a given musical piece, regardless of that pitch's absolute value, in terms of a staff position defined as corresponding to that scale degree. The more specific effect is to treat fife subtypes sounding in different keys as comparable to transposing-instrument subtypes (e.g., of clarinet) sounding in those keys except that the tonic of the key in which a given fife sounds is set as corresponding to D rather than C, such that the written key signature for fife music played in a given concert key would have two fewer sharps or two more flats than would the written key signature used in music written for other transposing-instrument subtypes sounding in the same key.
Like the Irish flute and the tinwhistle, the fife is a six-hole simple system flute. These flutes are unable to play all chromatic pitches, while many of the chromatic pitches they can play are grossly out of tune. This tuning irregularity is part of the unique sound of the fife. Because of these restrictions on available notes, the common six-hole fife is for practical purposes capable of playing in only the written keys of G (concert E-flat) major, D (concert B-flat) major, A (concert F) major, and those keys' relative minors.
An experienced fife player can play 3 full octaves although the fingering patterns necessary for playing in the third octave can be daunting to a beginner. Marching bands typically play only in the second and third octave since these are the loudest and most penetrating.
In folk music
The fife was one of the most important musical instruments in America's Colonial period, even more widespread than the violin or piano. The fife can still be heard in some Appalachian folk music, playing lively dance tunes. American slaves adopted fifes in their musical traditions, which derived from African music. The tradition developed into fife and drum blues, a genre, that continued throughout the 20th century, but died out. One of the most famous artists in the tradition was Othar Turner, a musician from Mississippi, who played Blues on homemade cane fifes.
There remains an active and enthusiastic group, primarily in the northeastern United States, that continues to play fife and drum music in a folk tradition, that has gone on since just after the American Civil War. The center of this activity is in eastern Connecticut. There is a loose federation of corps, though not a governing body, called The Company of Fifers and Drummers, which maintains a headquarters and museum in Ivoryton, Connecticut.
Fife alone, or fife and drum, is also used in numerous European countries, especially in the South of France (Occitania): Languedoc and the county of Nice, and in Northern Ireland, where it is played as an accompaniment to the lambeg drum.
In northeast Brazil, on the rural lands, people use a bamboo fife named Brazilian Fife (in Brazil it is called Pife Nordestino or just Pife, and pronounces like Peef). This fife is a mix of Native American flute traditions with European fife traditions. The groups, that use this instrument, use only flute and percussive elements in their music, in a profusion of Native American, African and European traditions.
In military music
See also *The Fife Museum
When played in its upper register, the fife is loud and piercing, yet also extremely small and portable. According to some[which?] reports, a band of fifes and drums can be heard up to 3 miles (4.8 km) away over artillery fire. Because of these qualities, European armies from the Renaissance on found it useful for signaling on the battlefield. Armies from Switzerland and southern Germany are known to have used the fife (German: Soldatenpfeife) as early as the 15th century. Swiss and German mercenaries were hired by monarchs throughout Western Europe, and they spread the practice of military fifing. The fife was a standard instrument in European infantries by the 16th century.
During the 17th and 18th centuries, the protocols of the fifes and drums became intricately associated with infantry regiments only. They were never used as signaling instruments by the cavalry or artillery, which used trumpets, kettle drums or both. Each company in an infantry regiment was assigned two fifers and two drummers. When the battalion (5 companies) or regiment (10 companies) was formed up on parade or for movement en masse, these musicians would be detached from the companies to form a "band". This is how the term band first came to refer to a group of musicians. In their individual companies, the signaling duties included orders to fire, retreat, advance, and so forth. By the 18th century, the military use of the fife was regulated by armies throughout Europe and its colonies. The rank of Fife Major was introduced, a noncommissioned officer responsible for the regiment's fifers, just as a Drum Major was responsible for the drummers. Books of military regulations included standard fife calls to be used in battle or at camp. During the American Revolutionary War, the British and Americans used the so-called Scotch and English Duties, specified melodies associated with various military duties. American martial music was influenced by that of the British military throughout the late 18th and early 19th centuries.
By the early 19th century, warfare was changing and fifes were no longer practical as combat signaling devices, being gradually replaced by the infantry bugle. They were still used as signaling (as opposed to musical) instruments by American units during the Civil War, but were gradually phased out by the 1880s. A similar evolution occurred in the British Army. The US Marines were the last American units to drop fifers from their rolls. However, the British have an unbroken tradition of using fife and drum corps attached to their regiments, with whom they still parade regularly. Germany also continued an unbroken tradition of fife and drum corps until the end of World War II. They were integral to the regular German Army, Air Force and Navy, and not merely part of the Hitler Jugend and the Nazi Party organizations. Bands of fifes and drums were regularly at the head of regimental parades and ceremonies of the infantry regiments, military schools and naval and air bases.
Today the fife's military legacy can still be seen in marching bands, for example in English, Welsh and Irish military units and in the pipes and drums of Scottish regiments. There are fife and drum corps in Switzerland, and the United States "Old Guard" has a ceremonial one. British fife and drum bands play at ceremonies such as the Trooping of the Colour. Amateur historical reenactment groups and dedicated civil bands sometimes feature fife and drum corps sporting period military costumes from the Revolutionary War, the War of 1812, the Mexican War or the American Civil War.
Military fife and drum bands can be heard in Germany, where they are part of the Bundeswehr. The Bundeswehr Central Band and Bundeswehr Headquarters Band have fifes and drums, as do the bands attached to the Bundeswehr Military Music Service in the German Army, German Navy and the Luftwaffe.
The Chilean Army and Chilean Navy have dedicated fife, drum and bugle bands attached to the main military bands. They are seen especially at the annual parades on May 21 and September 18 and 19. This tradition is now adopted by various Chilean elementary and secondary schools and colleges, both public and private, which frequently appear at public events.
The Russian Army places fifes and drums at the front of major military parades such as those on Red Square in Moscow. In Argentina, only the Tambor de Tacuari military band of the Regiment of Patricians has fifers, in accordance with an 1809 military regulation of the Viceroy of Buenos Aires, which allowed every militia unit in Buenos Aires to have a drummer and two fifers. The Spanish Royal Guard also has fifers, who wear the 18th-19th century uniforms of the Guardias de Corps, and the Spanish Army's 1st King's Immemorial Infantry Regiment of AHQ also has a dedicated fife and drum unit.
The modern era of fifing in America began in about 1880, with the popularizing of civilian fife and drum corps in a musical tradition that has come to be known as Ancient fife and drum (or simply Ancient). The rise of these corps led to a demand for fifes that were superior in intonation and better suited for group playing than those used during the Civil War. This call was answered by the Cloos Company of Brooklyn, New York, and their Crosby Model fife. These fifes were one piece, cylindrical bore instruments with six irregularly sized and placed tone-holes. Compared to fifes made before this time, Cloos fifes were easier to play, better tuned, and produced a much louder sound.
After the death of Cloos Company founder George Cloos in 1910, the company continued to make fifes under the aegis of his son Frederick until it was bought out by Penzel-Mueller in 1946. Penzel-Mueller continued to make Cloos fifes for another six years after the buyout. The Cloos fife was, and continues to be, a highly respected and sought-after instrument among fife players.
In 1958, a new model fife designed by fifer John McDonagh was manufactured in Germany. This model was used by the three corps affiliated with him: The New York Regimentals Fife and Drum Band, St. Benedict's Fife and Drum Corps and St. Anselm's Sr. Fife and Drum Crops. All were located in the Bronx, New York. These fifes were not otherwise available to the public. A short time later a second generation of model evolved, specifically labeled the McDonagh Model and made by Roy Seaman, a music repairman whom John befriended in Manhattan. This model quickly came into popularity. These fifes were mass-produced for sale to the entire fife and drum community. They were two-piece instruments with a dual conical bore – the foot joint tapered down from the joint to about an inch before terminus, where the bore cone reversed itself and opened up again slightly. They used the popular flute and piccolo designs of the 1830s, where "cone" flutes were the rage and most common. The cone flutes had fallen out of favor to the cylindrical flutes designed by Boehm, though fifes and piccolos remained popular among folk music performers.
As would be expected, these fifes were notably more internally in tune than most previous fifes, since the designs of the 1830s fell from favor, and had the added value of being tunable with each other (by sliding the joint or the head cork). In addition, they gave the player greater dynamic control and could be played even louder than traditional fifes, the result of the lower cone in the bore. At first, only six hole (Model J) fifes were made, but by 1960, McDonagh designed and Seaman manufactured a 10-hole (Model L). Two of the holes were used by RH2 – covering only one of the two produced F natural. Some players found this quite difficult, so eventually (c. 1970s), an 11 hole model was introduced, the Model M, with both the original double RH2 holes and an RH thumb hole to choose from for the F natural. These were actually ideas derived from several makers of the days of the 19th century, including Giorgi, even though there was no need for F natural in traditional fife music.
Around this time, Roy Seaman had been deeply involved in the making of piccolos under his name, the body style of which resembled the McDonagh Model fife. Roy decided to retire from actively manufacturing fifes and sold the operation of making McDonagh fifes to an apprentice, Larry Trout. Operating on his own, Trout soon chose to mark the fife with his own "fish" symbol, which replaced the script mark of Roy Seaman's name. In time, the quality of the instrument eventually suffered and other models of fifes began to emerge in the United States.
McDonagh had stayed uninvolved from active fife and drum performance, teaching and composition for many years. As new generations of fifers emerged, John remained reclusive to himself and a few close friends, preferring to stay in his apartment in mid-town Manhattan. That began to change in 1988 and John began to meet privately at his home with some former fifing colleagues and a few newer players. John also renewed his collaborative friendship with Roy Seaman, who was now living in Arizona.
In 1997, John McDonagh, along with a newly formed fife study group, decided that the time had come to make changes to the original 1960 ten-hole fife. A new manufacturer, Wilson Woods, with critical oversight from Roy Seaman once again, produced the new fife, designated the Regimental Model. Along with this new fife, a number of fingering changes were suggested to take full advantage of the improved design. For a number of years, both Larry Trout and Wilson Woods made McDonagh fifes jointly—Trout the fish-marked familiar McDonagh Model and Wilson the Regimental Model.Eventually, both men discontinued making fifes as of 2003.
Most recently, The Cooperman Company, founded by drummer Pat Cooperman, is a Vermont-based maker of museum store trinkets as well as fifes and drums for the Ancient and reenacting communities, took over the manufacture of McDonagh fifes. Cooperman had ventured himself into the concert-fifemaking world in about 1985 with his own version of a two-piece fife, as well as an acoustically correct one-piece version, through the assistance of a few key players. Though the fifes played and sold well, they had not reached the popularity of the McDonagh.
The early 1990s saw the emergence of The Healy Flute Company as a major player in fife manufacture. Skip Healy is a champion fife player and well-known Irish fluter from Rhode Island. His fifes are two-piece, six or ten hole instruments with a Boehm style bore (cylindrical foot and truncated parabolic head) and huge tone holes. Tuning is even further refined than on the McDonagh. The Healy also offers a bit more dynamic control than the McDonagh, though perhaps a bit less volume when pushed to the extreme.
Ferrary, Model F, and Peeler
Simultaneously with the emergence of the McDonagh fife, a maker named Ed Ferrary assumed the mantle of the now-defunct Cloos company, producing traditional 6-hole cylindrical fifes. For those who continue to play traditional fifes, the Ferrary became the fife of choice. After Mr. Ferrary's death, his tooling and equipment were purchased for Ed Bednarz of Warehouse Point, Connecticut, who markets his fifes through outside sellers, including fellow Lancraft fifer Ed Boyle of Philadelphia and the well-known Ancient sutler, Leo Brennan of Madison, Connecticut. Bednarz brands his fifes with the name "Model F". In October 2000, another Connecticut maker established "Peeler Fifes" in Moodus, Connecticut, producing a Ferrarry-style instrument as well as several other, more historically-oriented models copied from original early instruments.
The year 1961 saw the founding of The Cooperman Fife and Drum by Patrick Cooperman. Cooperman fifes continued the Cloos style with variations. Significant among these was the pitch configuration which, unfortunately, resulted in an instrument that was out of tune with just about every other fife used by the Ancients, so much so that the pitch configuration had to be reconfigured after only a few years. The company continues to make an inexpensive plastic fife much used by beginners (of note, it was a fife student, unhappy with the poor performance of a Cooperman plastic fife, who provided the impetus behind the establishment of Peeler Fifes). By 1975, Cooperman had retired from his previous full-time job and dedicated himself completely to making traditional fifes, drums and drumsticks for the Ancient community. The Cooperman Company has remained in operation under the control of other family members since Patrick's death in 1995 and in 2006 removed from the CT Valley Shore to Vermont, where it continues to make a variety of inexpensive items for the museum-store market, wooden food storage boxes, and several fife models, including a McDonagh-style model featuring a Cooperman-designed pitch pattern.
Other manufacturers of Ancient fifes include Ralph Sweet of Enfield, Connecticut, whose Cloos model fifes most closely resemble the original instrument. His son, Walt D. Sweet, has established his own manufactory. The one- and two-piece fifes produced there rival both the revised McDonagh fife and the Healy fife for intonation, pitch, and ease of playing.
One might purchase plastic fifes from either Yamaha and Angel, but these fifes are in the key of C and include a left-hand thumb hole to aid in playing in tune. Books are published on playing this fife through Just Flutes and Choral Seas Press.
Historical re-enactor preferences
There is a body of non-Ancients, the historical re-enactors, who choose to portray a specific period of military history. The re-enactors find that the traditional fifes – Ferrary, Model F, Peeler, and to a lesser extent Sweet fifes—much suited to their historical requirements while simultaneously allowing their fifers to play together without the discordance that can result when using instruments from multiple manufacturers. Those who play competitively usually choose McDonagh or Healy fifes, corresponding with a vaguely geographical delineation (New York, New Jersey and western Connecticut groups are more likely to choose McDonagh fifes while competitors in central-to-eastern Connecticut tend towards the Healys). The notable exception to this "rule" is the fife line of the Yalesville Ancient Fife and Drum Corps, who continue to use the six-hole, straight-bore metal fifes manufactured by Patrick Caccavale in Kensington, Connecticut from 1945 until his death in 1982.
- "band". Online Etymology Dictionary
- Brown, Howard Mayer, and Frank, Jaap, et al. "Fife". The New Grove Dictionary of Music and Musicians, ed. Stanley Sadie, Vol. 8. NY: Oxford University Press, 2001.
|Wikisource has the text of the 1911 Encyclopædia Britannica article Fife (military flute).|
- The Fife Museum
- Digitised copy of Compleat tutor for the fife: Containing the best & easiest instructions to learn that instrument, with a collection of celebrated march's & airs perform'd in the Guards & other regiments & c published by Charles & Samuel Thompson, 1765, from National Library of Scotland. JPEG, PDF, XML versions.
- The Virginia State Garrison Fifes and Drums, a history of the development of the Virginia State Garrison Regiment fifes and drums and their representation today
- Fife traditional music in the county of Nice (France)
- Fife fingering guide
- Ulster Scots and Scots Irish Fifing Music
- The Company of Fifers and Drummers, organization of corps and individuals who perpetuate the Ancient (U.S.) fife and drum tradition
- Military Music in American and European Traditions, Heilbrunn Timeline of Art History, The Metropolitan Museum of Art
- The Plymouth Fife and Drum Corps | <urn:uuid:d96f77c3-b2cb-4383-b8e9-9e06885bdc55> | {
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Cambridge, MA: (2013) TERC, Inc.
A sound education in the fundamentals of biology is increasingly important for all citizens of the 21st century (Kress and Barrett 2001). Issues ranging from environmental change to medical genetics require a populace that understands not just "biology facts," but also the nature of biological investigation and evidence, and the evolutionary basis that underlies the entire field. Many crucial developments in our world cannot be well understood without some facility with the kind of reasoning about complex, variable, and hierarchical systems that are typical of biology. Biology education also plays an important "gatekeeper" role for the sciences. After "general science" (which often includes a life science component), biology is the discipline that the highest proportion of 17-year-olds have taken, and thus may be the final science many students encounter (NAEP 1999).
Practical engagement with problems that possess these living characteristics is an indispensable ingredient in the development of this kind of reasoning and understanding. Laboratory experiences have been seen as essential parts of high-quality biology education since the 19th century (Lurie, 1988; Deboer, 1991; Janovy, 2003), as a way to convey biology content, and to help students understand how biology is done. However, the actual contribution of laboratories to student learning remains actively open to question (NRC, 2006). A recent groundbreaking study, America's Lab Report (National Research Council [NRC] 2006), has identified significant "frontiers of ignorance" awaiting attention; their findings echo those of an earlier survey of the role of laboratory experiences in science by Lazarowitz and Tamir (1994). For example, at the outset of the review, America's Lab Report listed several learning goals which high school laboratory experiences are assumed to further. However, the NRC survey of the US research literature left the authors asking such basic questions as "What are the specific learning outcomes of laboratory experiences? What are the teaching and learning processes by which laboratory experiences contribute to particular learning outcomes for diverse learners and different populations of students? What kinds of curriculum can support teachers and students in progress toward these learning outcomes?" (p. 10). Furthermore, the NRC study limited its research to high school, expressly leaving aside the question of earlier grade levels, and the progression from elementary school to college.
Finally, and most important for our purposes, the NRC study does not explore any of these questions from the point of view of particular disciplinary content. While some studies of high school biology lab experiences are referenced in their work, the authors did not, even within the chosen limitations of their study, set out to systematically review the literature on the life sciences. Thus, some of the unique characteristics of the biological sciences have not been used in a consideration of the goals, value, and growth of understanding in biology during students' biology education careers.
This paper reports results from a study, funded by the National Science Foundation , which examined the nature of published research on life-science laboratory experiences in the English-language, peer-reviewed research literature. The study sought to understand the extent to which the research literature addressed i) student learning about the characteristics of living systems, ii) the growth of students’ biological reasoning with respect to “biological distinctives” (evolution, complexity, dual causation, populational thinking, and variability) (Mayr 1982, 2004; Sterelnyi and Griffiths, 1999), and iii) novel or standard lab activities.
We examined research methodology, biological subject matter addressed, and materials and methods used in the lab. We sought to establish some estimate of the degree of student inquiry that the lab allowed. This paper will focus on our findings on: i) the size and basic characteristics of the corpus, ii) the biological domain addressed, iii) the degree of inquiry, pedagogical design and activity structure of the lab experiences studied, and, iv) student outcomes measured in the studies reported. | <urn:uuid:41de6e05-238c-4491-a964-6d2fdcfb2a6b> | {
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Migraine headache affects many people and a number of different preventative strategies should be considered, states an article in CMAJ (Canadian Medical Association Journal). The article, a primer for physicians, outlines various treatments and approaches for migraine headaches.
Migraine headache is a common, disabling condition. When migraine headaches become frequent, therapy can be challenging. Preventative therapy for migraines remains one of the more difficult aspects, as while there are valid randomized controlled trials to aid decision making, no drug is completely effective, and most have side effects.
Medications used for migraine can be divided into two broad categories: symptomatic or acute medications to treat individual migraine attacks, or preventative medications which are used to reduce headache frequency. Symptomatic migraine therapy alone, although helpful for many patients, is not adequate treatment for all. Patients with frequent migraine attacks may still have pain despite treating symptoms, and when symptomatic medications are used too often, they can increase headache frequency and may lead to medication overuse headache.
Physicians need to educate patients about migraine triggers and lifestyle factors. Common headache triggers include caffeine withdrawal, alcohol, sunlight, menstruation and changes in barometric pressure. Lifestyle factors such as stress, erratic sleep and work schedules, skipping meals, and obesity are associated with increased migraine attacks.
Overuse of symptomatic headache medications is considered by headache specialists to make migraine therapy less effective, and stopping medication overuse is recommended to improve the chance of success when initiating physician prescribed therapy.
When preventative therapy is initiated, 1 of 3 outcomes can be anticipated. Patients may show improvement, with 50% or more a reduction in headache frequency which can be assessed using a headache diary. People may develop side effects such as nausea or weight gain, or the drug may be ineffective in some individuals.
An adequate trial of medication takes 8 to 12 weeks, and more than one medication may need to be tried. There is little evidence about how long successful migraine treatment should be continued but recent studies suggest that most patients relapse to some extent after stopping medication.
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Salaam and Greetings of Peace:
“I was a hidden treasure and wanted to be known.” This is the beginning of probably the most famous hadith qudsi, or extra-Qur’anic Word of God, ḥadiṯs-e kanz-e maḵf. Its more correct translation might be as follows:
“I was a Treasure unknown then I desired to be known so I created a creation to which I made Myself known; then they knew Me.”
Tradition says that it is the divine response to the Prophet David’s query, when he asked about the purpose of creation. These are not the words of the Prophet Muhammad (SAW), and no chain of transmission is known for this hadith, whether sound or weak, as Ibn Taymiyya and others state. But the meaning is true and is inferred from Q51:56:
“I created the Jinn and humankind only that they may worship Me!” meaning “that they may know Me” as the Prophet’s (SAW) cousin Ibn Abbas explained it.
Since human beings were created in His image (as self-aware consciousnesses evolved in a physical body), all human beings are also hidden treasures to each other. And all have this deep desire to be known. So, all of us create our own little worlds, each according to his or her capabilities of love, talents, and gifts. Of course it is a limited and ephemeral world, not comparable with Almighty Allah’s creation, but part of our nature nonetheless :)
- Edited and adapted from a post on Br. Fahad’s Freelance blog. | <urn:uuid:fcba837b-a791-4b0f-8cb9-99dc9669af21> | {
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General culture for Phalaenopsis Orchids, including Doritis, and Doritaenopsis.
Phalaenopsis, the moth orchid, is one of the best orchids for growing in the home, and is also a favorite with greenhouse growers.
A full size Phalaenopsis can very possibly be in bloom for 6 to 8 months out of the year; producing two or more complete spikes per year. When the last flower has wilted, the spike can be cut back to about a half inch above the node just below the first flower scar (a node is the bump on the spike). A lateral flower spike will usually form from the node just below the cut.
LIGHT: Phalaenopsis prefer moderate levels of light, with NO direct sun. They do best in an east or west window that gets very early or late sun but without direct sun the rest of the day. They can also be grown in a south facing window if shaded or kept back from the window or under artificial light, or a north facing window that is open to the sky and gets very bright light.
TEMPERATURE: Temperatures should usually be above 60 °F at night, and range between 75 and 85 °F or more during the day. Temperatures higher than 90 °F can be tolerated, but humidity and air flow must be increased. Night temperatures 10 to 15 degrees lower than day temperatures are desirable for several weeks in the fall in order to initiate flower spikes.
WATER: Because Phals have no major water-storage organs other than their leaves, they must never completely dry out. Plants should be thoroughly watered and not watered again until nearly dry through the pot. This can be every other day during a hot summer, or once ever couple weeks during a cool winter. Water only in the morning, so that the leaves are dry by nightfall, and do not let water sit in the crown of the plant (where the leave meet in the middle).
HUMIDlTY: The recommended humidity for Phals is between 50% and 80%. In the home, set the plants on a humidity tray and mist the leaves in the morning (when you remember to!).
FERTILIZER: Fertilizer should be applied on a regular schedule, especially in warm weather when plants are growing. Weekly applications of Dyna-Gro ’Grow’ is appropriate in warm, humid conditions. When flowering is desired switch to Dyna-Gro ‘Bloom’ formula. Fertilize at 1/4 strength with every watering; and flush with clean water every 4th or 5th watering.
POTTING: Phalaenopsis plants must be potted a well-draining mix, such as medium coconut husk mix. Potting in coconut husk is usually done every 3 to 5 years in the spring. Plants potted in fir bark mix should be repotted every 1 to 3 years; in sphagnum, every year! Root rot occurs if plants are left in a soggy, or broken down medium (sometimes indicated by dull, floppy leaves).
Email is the best way to reach me! [email protected] | <urn:uuid:76b4634c-3720-441d-8a6d-c6e2764fd19e> | {
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Drug Resistance In Disease Microbials Biology Essay
What doesnt kill them makes them stronger. Drug resistance is the reduced effectiveness of a particular drug to a particular disease. Drug resistance comes in various forms with the most common of resistance occurring in microbial infections and in cancers. This essay will highlight upon the causes of resistance to antimicrobial drugs and anticancer drugs, in particular chemotherapeutic agents. Some examples of conditions where drug resistance occurs is in: HIV virus, staphylococcal infections, tuberculosis, influenza, gonorrhoea, Candida infection and malaria. In cancer therapy, chemotherapeutic agents are the most common group of drugs to which resistance occurs. (1)
Resistance to the use of a particular drug primarily occurs as a result of a change or evolution of a particular organism or cell. In the case of antimicrobial resistance it would be the evolution of bacteria, and in the case of anticancer resistance, it would be the evolution of cancerous cells that become resistance towards a particular drug. The extent to which resistance occurs varies widely in many individuals and is specific in various organisms.
With reference to drug resistance towards antimicrobial agents, the resistance is based on a number of factors grouped into two categories. These are Natural pressures and pressures made according to the way in which they are used in public healthcare (societal pressures). Natural pressures are the primary cause of resistance development and the causes are related to the properties of the organisms. Some natural pressures include – selective pressures, mutations and gene transfer. Societal pressures which are usually secondary causes include: the excessive use of antimicrobials, the insufficient control on drug prescribing, inadequate compliance with treatment regimens, prescribing incorrect doses, the lack of the control of infections, and the increase in ease of human travelling (2). This essay concentrates in particular to drug resistance in both antimicrobial and anticancer agents.
The resistance to antimicrobials had been since the discovery of the first antibiotics. In 1928 a Scottish scientist – Sir Alexander flemming was working with the staphylococcus bacteria and noticed by chance the inhibition of the staphylococci bacterial growth on an agar plate which was assumed to be contaminated by a type of mould growing on a lab plate. This substance was later isolated by Chain and Floery and was named as penicillin and was an antibiotic, it came into use in 1946 and now it is a widely antibiotic and has many derivatives. (3) Over the decades there has been the discovery and development of many antimicrobial agents, but due to the evolution of microbes and disease, many have lost their effectiveness. This proves to be a great problem in healthcare.
Microbes are living organisms, their aim like any other organism is to reproduce and thrive, microbes are very good at this due to their ability to grow fast and reproduce very quickly and efficiently effectively increase their population number within a small amount of time in a certain environment. Microbes include – bacteria (e.g. staph), viruses (e.g. influenza), fungi (e.g. Candida Alba) and parasites with the most known one being malaria. (4) In human medicine antimicrobials act towards killing microbes and inhibiting the proliferation of microbes. Antimicrobial drug resistance occurs when microbes have the ability to grow in the presence of the agent which in normal situations would result in the death or limit the growth of that microbe. (5)
There are many risk factors involved in the development of antimicrobial resistance. The main reason behind the development of drug resistance comes down to the evolution of microbes. In particular these can be classed into the biological causes of drug resistance. Microbe growth can be inhibited by antimicrobials in some circumstances due to variation some microbes carry resistant genes which allow them to survive in the presence of antimicrobials, as a result these variations lead to the survival and thus the profiliferation of the resistant microbes, leading to complete drug resistance if these strains were to be acquired, this is illustrating in figure 1. (6)
Another form of natural resistance can be due to mutations. Since microbes develop every few hours, they have the advantage to evolve rapidly unlike other organisms; as a result of this mutations are more likely to occur. Microbes can also adapt rapidly to new environmental conditions. In the presence of antimicrobials there is pressure involving the ability to survive this can lead to the mutations, these mutations essentially lead to the development of different antimicrobial strains that are not affected by a particular anti microbial agents. (6)
Microbes also have the ability to transfer genes across to one another whilst dividing; this means genes which lead to the development of resistance can also be exchanged thus leading to antimicrobial resistance. (6)
The way in which antimicrobials are used can aid the development of resistance, some examples of patterns involving inappropriate usage include, the prescribing of inappropriate antimicrobial, if a particular antimicrobial is not the most effective drug for use the chances of drug resistance development is higher. The inappropriate prescribing is also down to the inadequate diagnosis which results from the diagnosis made from insufficient information. The wide use in hospital care also contributes to antimicrobial resistance, there is also some evidence showing that the use of antimicrobials in agriculture is also influencing resistance. (6)
One category of antimicrobials is antibiotics; antibacterial resistance is common and problematic, intrinsic resistance is where the bacterial species lacks the receptor for the antibiotics action or is impermeable to the drug. The main problem involves acquired drug resistance. This occurs when a species that was previously treatable by a certain antibiotic but now no longer is affected by it. ( 7 last years lecture notes)
The examples of ways in which acquired drug resistance can occur in bacterial cells are shown in figure 2.
Metabolic bypass is where the elements required by a bacterial cell are replaced, and other cascade pathways are undergone in order to gain what the cell required, this is essentially a form of adaptation. One example is in resistance of the drug trimethoprim which blocks a certain metabolic pathway involving folic acid, however certain plasmids within the cell can provide for alternative enzymes which are important for this metabolic process thus resisting the effects of the drug and bypassing the initial reaction. Bacterial cells can increase the production of the target site, as a result the antibiotic is used up faster, an example of this is in the overproduction of penicillin – binding protein 4 can increase beta-lactam resistance in staphylococcus aureus cells by mopping up the antibiotic. They can also adapt leading to the reduced uptake causing less damage to the bacterial cell, for example mutations involving changes in the outer membranes of gram – negative species can prevent the uptake of beta-lactams, aminoglyocises and tetracycline’s. Efflux is the removal of a cellular component out of the cell; in terms of resistance this would mean pumping out the antibiotic that enters the cytoplasm as much as possible. For example s aureus has many efflux pumps for macrolides and fluoroquinolones. An alteration in structure of the target is another mechanism of adaptation in the development of drug resistance, lastly bacteria also have the ability to destroy the antibiotic by enzymes, and for example resistance to beta-lactams is facilitated by the secretion of beta-lactamases enzymes, which cleave the beta – lactam ring. This is common in many bacterial species. (7 last years lecture notes)
One common example of bacteria which has become resistant to antibacterial exposure is the MRSA also known as Methicillin – resistance staphylococcus aureus. Originally staphylococcus aureus bacterium was discovered in the 1880’s, it is one of the most dangerous kinds of bacteria due to its ability to cause various degree of damage to the human body and due to the difficulty of treating infections cause by this bacteria it poses a major risk to those acquiring the bacteria. S. aureus typical lives on the skin and can be passed on easily usually by skin to skin contact. Symptoms to a S. aureus infection include superficial lesions, infections of the hairfolicle, acne and sties amongst other more serious effects. (8- S.Aureus book) with the discovery of penicillin, the treatment of these infections became successful. Due to the misuse and overuse of anbiotics there was the development of the natural evolution of new strains. In the 1950’s staphylococcus aureus developed a resistant strain towards Pencillin, as a results a new form of penicillin was introduced to treat infections caused by this particular strain and counteract the increasing problem of penicillin resistant staphylococcus aureus. In 1961 however it was found that a new staphylococcus aureus strain could resist Methicillin, now known as MRSA. MRSA is resistant to the whole class of antibiotics known as beta-lactams. (9 national institute) (9)
Another type of drug resistance strain is the vancomycin resistant enterococci also known as VRE and are strains of the bacterium enterococci. Enterococci are gram positive facultative anaerobic cocci and are commonly found in the human digestive tract of the human body, the female genital tract and skin. Urinary tract infections are the most common infections caused by the entr=ococci bacteria with the most severe of infections being endocarditic. (10 – entorciiclo book) This particular resistant strain of drug was discovered in the 1985. It is known that the mechanism of resistance is due to the alteration of the structure of the cell membrane of the bacterium. (11 national institute)
To highlight drug resistance from parasite, one important health challenge faced today is the resistance of malaria towards antimalarials. Today this is a worldwide problem. According to the world health organisation (WHO) 36 % of the global population live in areas where there is a risk of malaria transmission. Malaria is a very diverse condition and varies widely across different parts of the world and this is partly the challenge of treating the various strains of the parasite. Antimalarial drug resistance has been defined as being of a malarial strain to survive and multiply despite the administration and absorption of a drug in doses equal to or higher than those usually recommended but within the tolerance of the subject (48-13). The reason for malaria resistance is due to mutations which occur in the parasite, these mutations lead to the development of new strains that become less responsive to a specific antimarial or a specific group of antimalarials. In order for resistance to a drug to occur some drugs require single point mutations however some drugs require multiple mutations. (51-14). the three classes of drug where resistance has already occurred are chloroquine, the antifolate combination drug and atovaquone. The way in which chloroquinine resistance occurred was due to the development of the increased capacity of the parasite to efflux the chloroquinine, as a result therapeutic levels required for the inhibition of haemoglobin polymerisation couldn’t be reached and treatment would fail (52-15). The antifolate combinations of drugs have also developed resistance due to the specific gene mutations encoding for resistance to the enzymes: dihydrofolate reductase (DHFR) and dihydropteroate synthase (DHPS) (48-16). The drug atovaquone acts through the inhibition of the electron transport at the cytochrome bc1 complex (56-17), since it was initially used alone there was a greater chance of resistance to develop, and this occurred; however is it still used in combination with a drug called proquanilin in malrone. (35-18). (19 references within pdf)
In cancers drug resistance is a phenomenon whereby malignant tumours loose their responses to therapeutic agents; it is recognised as being the major obstacle to be overcome during the systemic therapy of cancers. (20 Random book). A cancer can be defined as a diseases caused by changes in a cells expression of genes whereby the process of proliferation exceeds that which is required for normal cell functioning. One particular branch of resistance in cancer is chemotherapy resistance. Chemotherapy resistance occurs when cancers which initially were responding to therapy and suddenly begin to grow, and the effects of a chemotherapy agent wear away, in situation like this the regimen usually would need changing. The common ways that cancer cells are able to become resistance include; increased efflux of drugs, a common problem is when there is the aquration of multiple drug resistance. The anticancer agent can also be deactivated by particular enzyme within the cell. Through evolution there would be the reduced drug permeability of the drug to enter the cell or by the change in binding sites, (21wikipedia). Due to the development of drug resistance, drug therapy is usually given in combination.
Multiple drug resistance arises out of structural and function changes of cancerous cells, particularly in the cell membranes, metabolic processes within the cytoplasm or the cell organelles or nucleus. Multiple drug resistance is a general term given to a group of modification, over expression or amplicfations of molecules that affect the cellular pathways, some of these modifications include: p-glycoprotein over expression. P – Glycoprotein also known as permeability glycoprotein is involved in the transport of various substrates across the membrane. It is part of a group of proteins called the ATP – binding cassette transporters (ABC). ABC transporters are also over expressed. Protein Kinase C is a family of enzymes involved in the controlling of the function of other proteins and in tumour cells it is known to be activated more by tumour promoter phobol ester and can phosphorylate potent activators of transcription leading to and increased expression of oncogenes promoting cancer progression. In MDR it is know that Protein Kinase C is over expressed (22 pkc wiki). Tubulin mutation occurs, tubulin are targets for anticancer drugs like taxol, tesetaxel, vinblastine and vincristine. Episomes are particles of the genes of a certain cell which are present in the cell cytoplasm, in MDR it is known that episomes are amplified. The formation of double minute chromosomes. Altered cellular calcium levels. Topoisomerase II mutation and altered reduction – oxidation, and the over expression of cytoplasmic 22-K DA sorcin. (23 book)
Cisplatin is a common chemotherapeutic drug and is known to be highly effective in the treatment of various types of carcinomas; it however has unfortunately encountered drug resistance. The common ways in which cisplatin is known to acquire resistance from cancer cells are, the decrease in intracellular concentration of cisplatin due to the decrease in uptake, in order for cisplatin to work it chloride atoms are substituted by water molecules on uptake into the cell due to the differences in the concentrations of these ions, this from is the active form of the drug and can be taken up into the nucleus, the uptake of the drug into the cell is known to be either by passive diffusion and active transport, in resistance the active uptake of the drug is reduced. The other mechanism by which resistance occurs is that within a cancer cell cisplatin can interact with a variety of other molecules including the two examples of sulphur containing molecules: metallothionein and glutathione, subsequently as a result of this interaction it can be removed from the cell. Metallothionein is able to detoxify heavy metal ions in the cell; in this case the metal ion would be platinum. Glutationine is also involved I nthe detoxifation. G can bind to platinum forming complexes which can then be eliminated fro the cell. A final contributor to cisplatin resistance is an increase in the ability of the cell to be able to remove cisplatin – DNA adducts. (24, 25, 26 chem. Cases – 2 refs and journal – 1 ref)
Overall drug resistance has been described as the single most common reason for discontinuation of a drug therapy. (Chemcases 27)2. Resistance costs money, livelihoods and lives and threatens to undermine the effectiveness of health delivery programmes (WHO 28). According to antimicrobial treatment, many diseases caused by microbes are becoming difficult to treat because of antimicrobial resistance. The mechanisms of resistance towards antimicrobial agents have been highlighted upon in this essay. The commonest examples of antimicrobial resistant organisms and infections include: HIV virus, staphylococcal infection, tuberculosis, influenza, gonorrhoea, Candida infection and malaria. According to the world health organisation antimicrobial resistance is a global health concern, speicallfaclly because resistance kills, it hampers the control of infectious diseases, it increases the cost of healthcare, it threatens health security and damages trade and economics amongst many others (WHO from above 1). Some of the solutions towards combating antimicrobial resistance are to: surveillance of antimicrobial use, avoid using antibody unnecessarily, reduce the doses and counsel patients to complete dose courses. To use specific antibodies to treat the infections (narrow spectrum). To improve infection control in hospital (prevention). Discovery and development of new antimicrobials and vaccines. (WHO 29)
In cancer treatment involving primary chemotherapy where the use of a chemotherapeutic agent is the main treatment for a cancer, the chances of drug resistance occurring is the highest. Today this is combacted by using a combination of chemotherapy whereby two or more drugs are used providing the don’t carry any dangerous interactions so the chances of cancer destruction is higher and resistance development is low.
If you are the original writer of this essay and no longer wish to have the essay published on the UK Essays website then please click on the link below to request removal: | <urn:uuid:3f4472d2-1199-41bd-826b-d76ae4b9a14c> | {
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Lewis W. Hine was a pioneer of social documentary photography. His most sustained and influential body of work consists of over 5,000 photographs made between 1906 and 1918 for the NATIONAL CHILD LABOROMMITTEE (NCLC) publicizing the prevalence and harshness of CHILD LABOR in the United States. Born and raised in Oshkosh, Wisconsin, Hine first took up photography around 1903 as an extension of his work as a teacher at the Ethical Culture School in New York City. A Progressive educator, he soon came to embrace the camera as a tool of "social uplift" a generation before the social-activist photographers and filmmakers of the 1930s coined the term documentary.
In 1904, Hine began taking photographs on Ellis Island, portraying, in a dignified and sympathetic fashion, a representative sampling of the great influx of immigrants from eastern and southern Europe. These images, made under difficult circumstances with bulky, primitive equipment, presented a powerful, humanist argument for open immigration at a time when nativist sentiment against the foreign-born was on the rise.
Hine's work for the NCLC took him to thirty-one states and the District of Columbia. He photographed from Maine to Texas, in the Plains states and the Far West, documenting children of all ages engaged in wage labor as textile workers, telegraph messengers, street vendors, newsboys, mine workers, glass workers, oyster shuckers, shrimp pickers, sardine packers, cigar makers, cigarette rollers, garment workers, lacemakers, and agricultural laborers. Hine's photographs were accompanied by meticulous field notes detailing the relevant sociological data: names and ages of the children, time and place of employment, hours worked, wages earned, length of employment, working conditions, and family circumstances.
As an impassioned middle-class reformer, he sought to convince an enfranchised liberal audience, by way of incontrovertible empirical evidence, of the harmful effects of child labor. At the time, both business leaders and working-class parents defended the social efficacy and economic necessity of child labor. Hine's photographs originally appeared on posters and in newspapers, bulletins, and periodicals advocating national legislation that would abolish most forms of commercial child labor and mandate a public-school education for all working-class children. However, despite compulsory education laws in most states, such policies were not enacted until the 1930s.
Hine worked mostly with a hand-held, wooden box camera, producing 4" × 5" and 5" × 7" glass-plate and film negatives from which he most often made contact prints, although enlargements were also common. Hine continued to make sociologically informed photographs for the remainder of his career, working for the American Red Cross in Europe during World War I and for the Survey, an early journal of social work. In 1930 he made a notable series of photographs documenting the construction of the Empire State Building. In this later phase of his career, Hine sought to portray in idealized terms what he came to see as the inherent dignity and heroic stature of the American worker and craftsperson.
As a freelance photographer without an independent income, Hine's work necessarily reflected the agendas of the clients for whom he worked. Just as Hine's NCLC photographs reflected the politics of that organization, so his 1933 photographs of the Shelton Looms, commissioned by its owner, represented the interests of management. That being said, Hine's child labor photographs were the result of a particularly fruitful and serendipitous conjunction of a talented and dedicated photographer with a well-organized and highly motivated social movement. Collectively, these images constitute an invaluable resource in the study of early-twentieth-century, working-class children in the United States. They have also served as a model and inspiration for documentary photographers.
Aperture. 1977. America and Lewis Hine: Photographs 1904−1940. Millerton, NY: Aperture.
"Lewis Hine." 1992. History of Photography 16 (summer): 87−104.
Rosler, Martha. 1989. "In, Around, and Afterthoughts (On Documentary Photography)." In The Contest of Meaning: Critical Histories of Photography, ed. Richard Bolton. Cambridge, MA: MIT Press.
Seixas, Peter. 1987. "Lewis Hine: From 'Social' to 'Interpretive' Photographer." American Quarterly 39, no. 3: 381–409.
Stange, Maren. 1989. Symbols of Ideal Life: Social Documentary Photography in America, 1890−1950. Cambridge, UK: Cambridge University Press.
Trattner, Walter I. 1970. Crusade for the Children: A History of the National Child Labor Committee and Child Labor Reform in America. Chicago: Quadrangle Books. | <urn:uuid:51ea10b9-37f9-4c69-92a0-3de0a517099c> | {
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Flashcards in Lecture 10: Mammalian Respiratory System Deck (22):
Intake of molecular oxygen from the environment and the discharge of carbon dioxide
How does gas exchange occur?
Diffusion across the respiratory surface
What does the area of the respiratory system relate to?
The size of an organism and its metabolic demands. Endotherms have extensively branched and folded respiratory surfaces
What are some ways the host protects its respiratory surfaces?
Hairs, mucus, cilia, continued movement, angular branching, reduced surface tension and coughing and sneezing
Where are the lungs located?
The thoracic cavity
What functions as the voice box?
Cartilage bands in the larynx
What is the order of the respiratory system?
Larynx, trachea, bronchi, bronchioles and alveoli
How do mammals ventilate their lungs?
By negative pressure breathing
Describe the process of breathing
Breath in: Increased lung volume reduces air pressure and air flows in. Breath out: Muscles relax, decreased lung volume increases air pressure and air is forced out.
What is Boyle's law?
The pressure of a gas is inversely proportional to the volume.
Explain Boyle's law
As the volume of lungs increase, pressure decreases. As the volume decreases, pressure increases.
What is the volume of a breath at rest called?
What is the maximum tidal volume?
The air that remains in the lungs after exhalation.
What part of the brain sets the basic breathing rhythm?
The Medulla Oblongata
What is the equation for CO2 diffusing from the blood to the CSF (Cerebrospinal fluid) affecting pH?
CO2 + H2O --> H2CO3 --> H+ + HCO3-
In a mixture of gases, the pressure exerted by each gas is independent of the pressure exerted by others.
Why does blood in the right side of the heart have a lower partial pressure than in the alveoli?
So oxygen in the layer of fluid coating the alveoli xan diffuse into the blood
What direction does CO2 diffuse compared to blood to the alveoli?
It diffuses in the opposite direction to blood to the alveoli
How many subunits does haemoglobin have?
What lies in the centre of the haemoglobin?
A haem group and iron atom | <urn:uuid:cb9d9eb7-4b67-45f7-b8d5-7aa59dca9a73> | {
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Merrimack professor getting in on the ground level of designing infrastructure
Kaklamanos plans to rely on an unprecedented library of recorded data on ground motion and a plethora of mathematical models to study how rocks and soil react to earthquakes.
“The goal is, by using this large data of ground motion and range of models, is to draw significant relevant conclusions of response models performance and how they can be improved,” Kaklamanos said. “It will help us fundamentally understand the limitations of these models and how they can be improved.”
Soil and rock behave in vastly different ways during an earthquake so it’s something builders need to take into account when designing buildings and infrastructure. Even in New England.
“If these models are used effectively, then it can influence how infrastructure is designed,” he said.
Kaklamanos uses a homemade video featuring a bowl of Jell-O to demonstrate how the ground behaves during an earthquake. In the video he shakes the bowl to show how the earth moves in an earthquake. “In this analogy, the bowl behaves like rock, whereas the Jell-O is like the soil which shakes a lot more,” Kaklamanos said.
Most of the data Kaklamanos is using for his research was collected in Japan, which has the best seismic information in the world. Kaklamanos is collaborating with Brendon Bradley at the University of Canterbury in Christ Church, New Zealand on the project. They started preliminary work on the project last summer, before the grant was awarded.
Earthquakes hold a special fascination for Kaklamanos. He was a freshman at Tufts University when an underwater earthquake registering a 9.3 on the Richter scale caused a tsunami that crashed into the island of Sumatra in the Indian Ocean about 160 miles away and killed more than 150,000 people Dec. 26, 2004.
Kaklamanos was amazed by the power and the next semester took a course in earthquake engineering. He found his niche in geotechnical engineering studying rock and soil and their interaction with manmade structures so they can withstand earthquakes.
“That whole field sparked my interest,” he said. “The human aspect of it is really rewarding.”
It’s a young field with interdisciplinary elements, including geotechnical, structural, statistical and mechanical disciplines. All of that tied together saves lives, he said.
Much of what engineers know about designing infrastructures and buildings to withstand earthquakes was developed in recent decades.
Even the idea of plate tectonics has only been accepted in the last half century, Kaklamanos said.
“It excites me – the rate of progress we’ve had in the last 50 years,” Kaklamanos said. “We can continue in the future.” | <urn:uuid:ec03cd7d-9c53-4a9d-b87f-aae23d5d9503> | {
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A Stormy Sun
Every 11 years or so, the Sun throws itself a little party. It starts spewing out even more energy than usual, and dolls itself up with sun spots and solar flares. This is called its "solar maximum" and it will hit in the fall of 2013. Increased solar activity can have all kinds of effects on Earth, including messed up weather, failure of electrical grids, and on the bright side, dazzling Northern lights displays. But don't worry: NASA thinks this year's maximum will be subdued compared to others. Perhaps the Sun just needs to rest up a little more before it throws itself a real rager. | <urn:uuid:1eb85f60-bc19-45d4-96cb-fdff355bc9ea> | {
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The "Great Debate" in climatology these days focuses on the
differences between two temperature records: surface and
satellite. The problem is this: Thermometer readings from across
the planet's surface are warming at a greater rate than
satellite temperature measurements of the lower atmosphere, or
troposphere. That difference is probably real and not a result
of errors in the data sets, since the satellite record is a
measure of the temperature of the overlying atmosphere and not
the surface. Meteorologists call the difference between the
surface readings and those from the overlying atmosphere the
"lapse rate," a term that refers to the rate at which
temperature declines with height.
Figure 1 shows the details of the two records, which Gabriele
Hegerl and John Wallace carefully examined in the latest issue
of the Journal of Climate.
The top panel is the satellite record (which began in 1979) of
global temperatures (departures from the average) with the
independent weather balloon record superimposed. Note the close
correspondence between these two records during the overlapping
period. The middle panel, which is a plot of global mean
temperatures at the surface, depicts a larger temperature
increase. To calculate the "lapse rate" (bottom panel), we
subtract the middle panel from the top panel. The result?
Declining lapse rates from 1964 to 1980 and increasing lapse
rates thereafter. One of Hegerl and Wallace's goals was to
determine the cause of that trend.
1. Global satellite-measured lower atmospheric temperature (top,
with weather-balloon measurements superimposed), global mean
surface temperature, and lapse rate, 1964–2000.
The latter period of increasing lapse rates during the era of
satellite data is particularly interesting. When the spatial
lapse rate patterns are computed (Figure 2), it's obvious that
the biggest differences are present over the tropics. In other
words, over the low latitudes, the surface is warming faster
than the atmosphere.
2. Satellite-measured lower atmospheric temperature trend (top),
surface temperature trend (middle), and the difference between
the two (lapse rate) 1979–2000.
The authors attempt to account for this pattern by comparing it
to El Niño/La Niña influences and other atmospheric stability
factors that arise because warm air masses tend to reside over
land and cold air masses are found preferentially over oceans.
Yet even after accounting for these issues, the trends in lapse
So the data were then run through a climate model, in both a
control run and with changes in greenhouse gases and aerosols.
Although the climate model could simulate the shorter-term,
month-to-month changes in lapse rate well, it did not get the
decadal scale changes right. The model had a much tighter
coupling between the surface and the overlying atmosphere than
is observed in nature.
The bottom line is that no one seems to know why these
differences in temperature trends exist. Given that, it's
unlikely a climate model would somehow magically figure it out.
Indeed it didn't. There seems to be a lapse in our
understanding of heat transfer between the surface and the
atmosphere. And until we figure out that fundamental issue,
climate models will continue to give us the wrong answers.
G.C., and J.M. Wallace, 2002. Influence of patterns of climate
variability on the difference between satellite and surface
temperature trends, Journal
of Climate, 17, 2412–2428. | <urn:uuid:d5d16370-f8dd-45d8-b019-ed760d0508af> | {
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• urchin •
êr-chin • Hear it!
Part of Speech: Noun
Meaning: 1. A brat, a scamp, a guttersnipe, a mischievous youngster. 2. A raggedly dressed child. 3. A sea hedgehog.
Notes: Generally speaking, urchin is a lexical orphan, though an appropriately derived adjective urchinly has been tried in the past. Urchiness "female urchin" has been used at least once, but since abandoned for good reason. Urchinness "the quality of urchins" is permitted by English grammar, but few have had the nerve to use it. It has been used only on the Web so far as we know.
In Play: The first sense of urchin is "brat", a mischievous youngster: "The little urchins at my daughter Juanita's birthday party thought my swag lamp was a piñata and beat it to smithereens." The second sense is a dirty child, perhaps in raggedy clothing. An expectable response from any mother at seeing her children come in the house dirty would be, "How did you little urchins get so filthy?"
Word History: In Middle English today's Good Word was urchone "hedgehog" from Old French herichon (Modern French hérisson). Classical Latin ericius "hedgehog" came to be herichon in Old French from unattested Vulgar (Street) Latin erecio(n), derived from Classical Latin ericius + -on, a diminutive suffix. Horror comes from Latin horrere "to bristle or tremble with fear", and Latin hirsutus "rough, shaggy, bristly" was borrowed as English hirsute "hairy". Both Latin words were derived from the same PIE root as ericius. Hircine "pertaining to goats" is another word from the same source, borrowed from Latin hircinus, an adjective based on hircus "billy goat", probably because goats are shaggy. (We thank Rob Towart now for recommending today's prickly Good Word.)
Come visit our website at <http://www.alphadictionary.com> for more Good Words and other language resources! | <urn:uuid:e521a70f-f613-418a-9550-e7c1f344023e> | {
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Before a person ends up in a psychologist’s office, a lot of important work has already occurred. People don’t usually just wake up one morning and decide that they ought to go talk to a psychologist or a therapist. Deciding to seek professional help takes courage and willingness to take a personal risk.
Many times a family member, friend, boss, or spouse has played an important role in getting a person to obtain professional help. Talking to someone about a difficult problem and suggesting that they see a therapist is, at best, a tricky business. It isn’t surprising that these conversations sometimes don’t go very well. So how do you bring something like that up?
Talking to someone about an eating disorder, like anorexia nervosa or bulimia, is probably one of the more difficult conversations to have. Eating disorders continue to be a major concern in America, as people struggle to find a balance between increasing rates of obesity, developing a positive body image, and maintaining a healthy lifestyle. Friends and family often are the first to develop concern that a loved one has an eating disorder.
One thing that makes talking to someone about an eating disorder so difficult is that the issue of control is a significant part of most eating disorders. Eating disorders typically develop during adolescence, when issues of control and developing independence are front and center. Encouraging, or insisting, that your teenager see a counselor about an eating disorder often triggers strong resistance and a struggle over control. And, if you are not careful, the harder you push the more resistance you encounter. Finding the right balance is a lot like walking a tightrope.
So, how do you walk the tightrope successfully, and talk to someone about something like an eating disorder? These tips might help you get off on the right foot.
First, try to think of the initial conversation as a starting point, not an ending point. It may help to keep in mind a time when someone brought up something to you that you didn’t want to change, at least initially. Maybe when someone brought it up you told them to get lost. Or worse! Perhaps you became very defensive. But, chances are that you thought about what was said. And, with any luck, sometime soon you were able to continue the conversation.
A second tip is to learn more about eating disorders and treatment options before you talk. Having an understanding of the behaviors, feelings, and treatment options for eating disorders will help you to feel more confident and supportive. Good information sources include the American Psychological Association’s help center (www.apa.org
), the National Institute of Mental Health (www.nimh.org
) and the National Eating Disorders Association (www.nationaleatingdisorders.org
A third tip is to express your concerns without focusing solely on the eating behavior. Avoid statements like “you are putting on weight” or “you are getting too thin.” Rather, focus on your own experience and impressions. Something like: “I’m worried about you.” may be a good starting point. Asking the person if he or she or has considered that something is wrong is generally a helpful question which begins to build a dialogue. People with eating disorders have usually given the issue a great deal of private thought. If you bring up the issue, you may not have to say all that much. Asking questions and then carefully listening is often the best way to show support.
Finally, don’t be afraid to take a break if things are highly stressful. Remember, control is usually an important issue in eating disorders. Insisting that a difficult conversation be finished “here and now” can often lead to a control battle. Coming back to the conversation in a supportive way shows your commitment and willingness to have some give and take.
Most people that I have worked with in treatment can recall the details of what led up to them seeking help, including people that were supportive and encouraging. In hindsight they often acknowledge that they were resistant, stubborn or downright rude to people who were trying to help. More often than not, they make a point of going back and saying thank you. | <urn:uuid:b7d9d24a-01c0-4af8-a29d-b77a5347bc71> | {
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October 26, 2011 | Reviewed by Bill Gates
Few innovations in the last 100 years have had as much impact on the way we live as the diesel engine and the gas turbine. In "Prime Movers of Globalization" Vaclav Smil tells the story of their incremental innovation and sweeping influence on society.I’ve flown hundreds of times on airplanes and watched huge container ships enter Seattle’s busy seaport without ever giving much thought to the powerful jet and diesel engines that make the movement of people and cargo by air and sea an everyday occurrence.
Vaclav Smil, on the other hand, has written an entire book about the development and impact of gas turbines and diesel engines. Prime Movers of Globalization is another remarkable book by Smil, a professor at the University of Manitoba and a prolific author who takes an interdisciplinary approach to writing about important topics in the fields of energy, the environment, population, food production, and technical innovation.
As a history buff, I appreciate books that give you a sense of the people behind important inventions and the sweeping impact they have had on society. Often – as in the case of the diesel engine and the gas turbine – incremental advances obscure the profound impact of technology. In Prime Movers, Smil focuses in on a slice of 20th century technological innovation and shows the phenomenal impact it has had on international trade and travel.
To put the significance of the diesel engine and the gas turbine in perspective, Smil points out that until coal-powered steam engines came along a few hundred years ago, animals and human muscle were the “prime movers” of manufacturing, and wind and sails the prime movers of international travel and trade. The steam engine was an important underpinning of the industrial revolution. But its impact pales in comparison to the diesel engine and the gas turbine.
Today, the diesel engine powers virtually all of the ships that ply the oceans with bulk commodities such as grain and oil, and finished products like cars and consumer electronics. It also is the power source for most freight trains and large trucks. The gas turbine powers more than 18,000 jets that carry millions of people and billions of tons of cargo around the world daily.
Although there were a lot of people tinkering with engines at the turn of the 19th century, Rudolph Diesel is generally credited with inventing the diesel engine. Diesel didn’t live to see the widespread adoption of his invention. Heavily criticized for his ideas and despairing that they would ever be fully realized, Diesel apparently committed suicide in 1913 by jumping over the side of a steamer ship. Ironically, it soon became obvious that the diesel engine was by far the most efficient, reliable, powerful, and low-maintenance power source for ocean-going vessels, locomotives, large trucks, and heavy-construction equipment.
Building on advances in turbines in the first half of the 20th century, the U.S. and Germany both began testing gas-powered turbine engines in military aircraft during World War II. That led to the introduction of commercial jet service in the 1950s, with gas turbines quickly replacing propeller-driven engines because of their greater power, efficiency, and performance.
But it was the launch of the first wide-bodied jet – the Boeing 747 – in 1970 that really made gas turbines a prime mover. I’ve ridden on 747s many times and have always been impressed – especially during takeoff – by their size. But I didn’t realize what an important role they’ve played in fostering international trade and travel by reducing the cost of flying and making it possible to ship goods around the world overnight.
In fact, Smil says, today’s prime movers have reduced the cost of shipping so much that “distance to the market has been largely eliminated” as a factor in siting manufacturing facilities, sourcing imported materials, or pursing new export markets. Another important development was the containerization of cargo so it can be quickly loaded on and off ships, trains, and trucks. This one advance cut the delivery time of many shipments by more than 95 percent....MOREPreviously:
October 7, 2011
Vaclav Smil: "Why Jobs Is No Edison" (AAPL)
April 20, 2011
Vaclav Smil: "In energy matters, what goes around, comes around—but perhaps should go away"
Serious Thinking on Energy: An Interview With Dr. Vaclav Smil
Smil is one of the heavyweights in the cogitating-about-energy biz....July 2010
A Major Piece: "Why the tech revolution isn’t a template for an energy revolution"
We've been following Mr. Smil for a while. Some interesting links after the headline story, from the Financial Times' Energy Source...June 2010
Energy: "The man who’s tutoring Bill Gates … "
In Energy Innovation, Everything New Is Old Again | <urn:uuid:fe285b43-4ecc-4e56-baee-34ceb24d919f> | {
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After the Civil War, Senate activity shifted from individuals to groups of members formed into committees. This gave tremendous power to important committee chairmen. By 1900, four senators known as the "Senate Four" dominated the most important Senate committees: Nelson Aldrich of Rhode Island (Finance); William Allison of Iowa (Appropriations); John C. Spooner of Wisconsin (Rules); and Orville Platt of Connecticut (Judiciary).
These close friends met regularly to share information and plan strategy. As one newspaper reporter wrote, "These four men can block and defeat anything that the president or the House may desire." Their links to special interests, and their resistance to policies favored by President Theodore Roosevelt, provoked public concerns that led to calls for reform, including a constitutional amendment for direct election of senators.
“These four men can block and defeat anything that the president or the House may desire.”
— A newspaper reporter of the time, February 19, 1903 | <urn:uuid:7b9a218d-0ac8-4889-9e13-d55871fc53c2> | {
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Early works by Niklaus Manuel Deutsch, the son of an apothecary from the Piedmont, are known beginning in 1507. He probably trained as a stained-glass painter, but subsequently, without further training, worked in the most varied artistic fields. In 1509 he married Katharina Frisching, the daughter of a city councilman in Bern. In 1510 he was elected to that city's Great Council. From 1516 to 1522, he took part as a Bernese mercenary in the Habsburg campaigns against France in northern Italy. At that time, he met Urs Graf. In 1518-1520 he worked on the wings of the 'St Anne Altar' in Bern's Dominican Church and the depiction of the Dance of Death on the facade of the Franciscan Church, for which he composed his own verses. After 1520 his artistic activity was supplanted by his efforts as writer and politician on behalf of the Reformation. In 1523 he became the bailiff of Erlach. Niklaus Manuel Deutsch, the Basel native Urs Graf, and Hans Leu from Zurich are considered the most important Swiss artists from the early Reformation period. In addition to religious and mythological subjects, his draughtsmanly oeuvre is dominated by depictions of female figures, especially witches. | <urn:uuid:411087cf-f43a-4063-9823-2c45fcf240f1> | {
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From Alaska to Mexico—and all along the B.C. coast—an iconic animal is disappearing. For reasons that remain baffling to scientists, starfish are dying by the millions, in the grips of a mysterious wasting disease that dissolves their bodies into goo. “I’d do beach walks along a 50-m stretch of shoreline, and count 500 or 1,000 of them,” says Chris Harley, a marine ecologist at the University of British Columbia who’s been monitoring sea stars (as scientists call them) for nearly two decades at sites around Vancouver, West Vancouver and White Rock. Revisiting one of these sites recently, he found a single sea star.
The Vancouver Aquarium, which has been tracking the outbreak of sea-star wasting syndrome, warns that the B.C. creatures are experiencing a “mass mortality event,” with some species like the big sunflower stars (which Harley calls “glorious things the size of manhole covers”) particularly affected. On June 4, an Oregon State University (OSU) team warned of an “epidemic of historic magnitude” that threatens to wipe out the state’s entire population of purple ochre sea stars: in the intertidal zone, which is covered by water at high tide and uncovered at low, between 30 to 50 per cent of the species has the disease. “We have no clue what’s causing this,” admitted OSU marine biologist Bruce Menge, not to mention how long it will go on. Sick sea stars appear deflated, like they’re “rotting away,” says Pete Raimondi of the University of California at Santa Cruz. “They start to curl up, and then jettison their arms,” Harley explains. “The arms crawl away from the body.” Depending on the hardiness of the species, the star can last up to a few weeks, or die within a day or two. Raimondi says some sea stars simply rot in place, leaving a ghostly imprint built out of bacteria and nothing more. “It’s very creepy looking.”
This epidemic of sea-star wasting syndrome caught scientists’ attention last spring, with massive die-offs reported near Vancouver and Seattle. Sea-star wasting events have been reported in the past, says Raimondi, but nothing like this. The last two big wasting incidents, in 1983-84 and 1997-98, were during El Niño years, when ocean waters were particularly warm. “Wasting is often an attribute of warm water,” which can compromise a sea star’s delicate skin, he explains. “This time, it wasn’t associated with El Niño, and we first saw it north, in Canada and Washington. Then it started spreading south.” Early in the outbreak, a dive team from the Seattle Aquarium was sent under a nearby pier to collect samples. “When they first went down, they saw a small proportion of the sea stars were diseased and dying,” says aquarium veterinarian Lesanna Lahner. Two weeks later, more were affected. “A week later, all the sea stars were dead.”
More science stories by Kate Lunau:
Everything from Fukushima radiation to pollution has been blamed for the deaths. Scientists are beginning to unravel the cause, which seems to be bacterial, viral, or possibly both. “We think it’s a two-step process,” Raimondi says: an initial attack from a bacteria or virus that suppresses the animal’s immune system, and then a secondary infection that takes hold. The role of climate change, if any, isn’t yet clear, he adds; nor do scientists know for sure whether the pathogen is native to the West Coast or an exotic invader.
According to Lahner, a team at Cornell University (which collaborates with the aquarium) is cataloguing bacteria and viruses from sick and healthy sea stars. “We’ve never even looked at what bacteria and viruses are normal in sea stars,” she says, partly because these animals aren’t “of commercial importance.” Even so, sea stars are often called a keystone predator, one that holds their surrounding ecosystem together: they feed on mussels, and without them, mussels would crowd out other species. “Sea stars are the lions of the Serengeti,” Harley says. “If you take them out, it completely changes what the ecosystem looks like.”
With the sea-star epidemic expected to worsen, at least in the short term, scientists can’t work fast enough to understand the mysterious wasting disease. “This is one of the largest wildlife die-offs that we know of,” Lahner says. “It’s a signal in the ecosystem that something’s not right.” | <urn:uuid:0cc4ed6b-b130-4fd0-bc89-0646114afbf9> | {
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INDIRA PARASWATI, ROSA (2010) EFEK EKSTRAK DAUN BUNGA BUGANG (Clerodendrum calamitosum L.) SEBAGAI LARVASIDA TERHADAP LARVA Anopheles Sp. Other thesis, University of Muhammadiyah Malang.
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Anopheles sp. is biological vector of various diseases especially Malaria and Filariasis (Wuchereria bancrofti dan Brugia Malayi). Larva control has been done by phisycal, chemical, biological methode. Chemical insectiside can cause enviromental damage, harmful to human health and resistance to some mosquitos now. For that reason, alternative larvacide is needed. Some of the bioactive substance of bugang leaves (Clerodendrum calamitosum L.) suspected toxic to Anopheles larvaes were alkaloid, saponin, and flavonoida. The purpose of this experiment was to investigate the larvasidal effect of bugang leaves extract againts Anopheles sp. larvaes. Extraction of bugang leaves was done in Chemical Laboratory University of Muhammadiyah Malang on December 2009. The research was done in Insectiside Test Laboratory Disease Reservoir Vector Research Centre Salatiga, Centre Java on January 2010. This experiment was true experimentpost test only control group design and was repeated four times. The dosages used were 5.000, 10.000, 20.000, 40.000, 80.000, 160.000 ppm and aquadest(control). The tests were done by using plastic glasses with diameter 7 cm and observed at 1, 2, 4, 8, 16 and 24 hours respectively. Concentration of 160.000 ppm showed the most effective insecticide potency up to 97% at the 24 hours. Probit analyzis showed the LD 50 and LD 90 for each observed time. The conclusion was bugang leaves extract have insecticide potency against Anopheles sp. larvaes on each extract concentration. Further studies should be done to examine the toxic dosage of bugang leaves extract for human.
|Item Type:||Thesis (Other)|
|Subjects:||R Medicine > R Medicine (General)|
|Divisions:||Faculty of Medicine > Department of Medical Education|
|Depositing User:||Rayi Tegar Pamungkas|
|Date Deposited:||27 Apr 2012 03:16|
|Last Modified:||27 Apr 2012 03:16|
Actions (login required) | <urn:uuid:5a3b2df2-eefd-43dd-a4ef-d2ac59d4a8b3> | {
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post by Bill Gardner
Arnold Kling and Nick Schulz argue that the growth in US inequality derives from two factors:
- Technology that allows a few very able persons to achieve extraordinary things (think Sergey Brin), and
- Defective families and assortative mating based on ability that result in large groups of people at the bottom who lack the talent to produce much of value.
These are important causes of inequality. Kling and Schulz would do something about these things if they could, they really would, but
there may be less that government can do than one might hope. Research from Heckman suggests that education is a relatively feeble remedy for the effects of family background (although Heckman believes that early intervention, in preschool or even before, shows promise). In order to make a dramatic impact on inequality, government would have to do something about the fundamental causes: technology and marriage patterns. However, putting a brake on technological progress seems hardly feasible or desirable. And forcing people to select mates at random rather than on the basis of similar backgrounds and tastes seems similarly unlikely. As much as inequality may be a problem, no real solution is in sight.
OMG, if the only alternatives are freezing technological progress or making people marry random partners (on second thought, this is the best explanation for my first marriage, and the kids turned out great anyway), then I guess there really is nothing to be done.
Or maybe we could try the following:
- We could give every mother good prenatal care, and institute programs to reduce premature delivery.
- We could provide every child with universal, high-quality preschool education. Please, read Heckman for yourself. He isn't saying that early interventions "show promise." He's saying that "Early interventions promote schooling, reduce crime, foster workplace productivity, and reduce teenage pregnancy."
- We could reform our criminal justice system. The US has 751 persons in prison per 100,000 population. Canada has 117. England's rate is 151; Germany's is 88; and Japan's is 63. Mexico has 204. The global median is 125. Are Americans really six times as violent and criminal as the rest of the world? The burden of US incarceration falls on the poor and above all on people of color. It destroys families. But it could be fixed.
America could do these things and it would still have considerable inequality. But these are solutions that would help and, contrary to Kling and Schulz, they are in plain sight. | <urn:uuid:a7f350b8-1f43-4ec6-b431-18dd2889b67f> | {
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