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How many ways can four letters abcd be arranged such that a always comes before b and c always comes before d?
Total number of ways abcd can be arranged? 4! Half of them a if before b, half b is before a. Similarly, in half, c is before d, and other half, d is before a.
But we can't divide 4! by 2 - because there are some in which b is before a AND d is before c. So what's the answer? | <urn:uuid:8ee0e822-dbcf-4143-b6c7-801f77ecd943> | {
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A Portable Operating System
Some developers weren't surprised that Mac OS X was operating on the x86 platform for two reasons. First, Mac OS X began life as NeXTSTEP in 1989, complete with an extensive suite of object-oriented classes. These classes ultimately became Cocoa and the other intermediate-level frameworks in Mac OS X. In 1993, NeXTSTEP 3.1 was ported to several platforms (Intel, Sparc, HP), where the code achieved a large measure of hardware independence. It has also been extensively field tested, so its classes are known to be stable.
Second, as Figure 2 shows, Mac OS X is a layered OS. The lowest layer, Darwin, consists of an open-source version of the Mach 3.0 kernel, device drivers, and a bevy of Berkeley System Distribution (BSD) interfaces, libraries, and tools. An Intel-based version of Darwin has been maintained over the years, so the lowest layer of Mac OS X that sits next to the hardware was Intel-ready should the need arise. The higher layers of the OS consist of frameworks written in Objective-C and other high-level languages, so porting them was just a matter of recompiling the frameworks and tuning the code. | <urn:uuid:5fac451a-6f69-4fac-a39f-769665bc3053> | {
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The museums of Historic Deerfield comprise 12 period museum houses dating from c1730 to 1872, the Flynt Center of Early New England Life, and the Memorial Libraries. Exhibiting one of the top half-dozen collections of American decorative arts in the U.S., including more than 27,000 objects made or used in America from 1650 to 1900, with special interest in the history, art, and culture of Deerfield and the Connecticut River Valley with significant collections of 18th and 19th-century American furniture; English and Chinese export ceramics,; American silver; and American and English textiles and clothing. The Flynt Center of Early New England Life features changing exhibitions as well as “The Museum’s Attic,” the study/storage of 2,500 choice antiques, and a seminar room for workshops and lectures.
The Memorial Libraries include the 23,000 volumes of the Henry N. Flynt Library of Historic Deerfield (reference works, microfilm and newspapers), as well as the printed books, manuscripts, diaries, ledgers, and related materials of the Pocumtuck Valley Memorial Association Library. The Memorial Libraries are the most comprehensive collection of materials relating to the history and material culture of Deerfield and the Connecticut River Valley. Students, scholars and the public are welcome. | <urn:uuid:16808ad5-79eb-48a5-aa8a-be9656f21f2e> | {
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Presentation on theme: "1 General Overview of Physical Restraint Requirements for Public Education Programs Prepared by the Massachusetts Department of Education for use by Public."— Presentation transcript:
1 General Overview of Physical Restraint Requirements for Public Education Programs Prepared by the Massachusetts Department of Education for use by Public Education Programs in Annual Staff Training.
2 Caution This presentation provides an overview of the regulatory requirements for the use of physical restraint, but does not iterate all of the detail in the regulations. All school staff should read and be familiar with the regulations. Viewing this presentation does not substitute for a careful reading of the full regulatory requirements.
3 Training is IMPORTANT Because A safe school environment is better able to promote effective teaching and learning. Preparing appropriate responses to potentially dangerous circumstances helps to eliminate or minimize negative consequences.
4 Read the Regulations 603 CMR 46.00 -- these regulations apply to all public education programs including school events and school sponsored activities. Lack of knowledge of the law will not protect you or your students from the consequences of inappropriate actions.
5 Key Aspect: Training and Awareness Annually, For ALL staff - Review: –School restraint policy –Methods of prevention of need for physical restraint –Types of restraint and related safety considerations –Administering restraint in accordance with student’s needs/limitations –Required reporting & documentation –Identification of selected staff to serve as information resource to school Regulation 46.03(1 & 2)
6 For Selected Staff: In-Depth Training - Contents Prevention techniques Identifying dangerous behaviors Experience in restraining and being restrained Demonstration of learned skills Recommended 16 hours Regulation 46.03(4)
7 Knowing the terminology: Physical restraint - "The use of bodily force to limit a student’s freedom of movement." Not physical restraint: “Touching or holding a student without the use of force” --- includes physical escort, touching to provide instructional assistance, and other forms of physical contact that do not include the use of force. Regulation 46.02(3)
8 Other terminology: chemical restraint - do not use without physician’s order and parental consent. mechanical restraint - do not use without physician’s order and parental consent. seclusion restraint - “physically confining a student alone in a room or limited space without access to school staff.” Don’t do it. time-out - staff remains accessible. Regulation 46.02(5)
9 Extended Restraint Longer than 20 minutes. Increases the risk of injury. Requires additional written documentation and report to the Department of Education. Regulation 46.02(1)
10 Is restraint good or bad? It depends on how it is used. The definition of physical restraint does not identify negative or positive motives nor does it recognize negative or positive consequences.
11 When may physical restraint be necessary? When other, non-physical, interventions have been tried and failed or are judged to be inadequate to the circumstances. AND a student’s behavior poses a threat of IMMINENT, SERIOUS, PHYSICAL HARM to self and/or others Regulation 46.04(1 & 2)
12 Do not use physical restraint When non-physical interventions could be used. As a means of punishment. As a response to property destruction, school disruption, refusal to comply, or verbal threats. Regulation 46.04(3)
13 Proper Administration of Physical Restraint Remember training considerations. Have an adult witness if possible. Use only the amount of force necessary to protect the student or others. Use the safest method. Do not use floor or prone restraints unless you have received in-depth training. Discontinue restraint ASAP. Regulation Section 46.05
14 Safety requirements Make sure student is able to breathe and speak. Monitor physical well-being, monitor respiration. If student experiences physical distress -- release restraint and seek medical assistance immediately. Know students’ medical and psychological limitations and behavior intervention plans. Regulation 46.05(5)
15 Regulations do not prohibit or limit: The right to report a crime. Law enforcement, judicial authorities, or school security personnel from completing their responsibilities. Mandated reporting of neglect or abuse. The use of reasonable force to protect oneself, a student, or others. Regulation 46.04(4)
16 Follow-Up Procedure: Prevention/Learning from the Experience Following every restraint action taken, the circumstances should be discussed with the student, and with others, as appropriate. Ask: “How can we avoid this happening again?” Regulation 46.05(5)(d)
17 Key Reporting Requirements When to Report: Report only restraints over 5 minutes or in any case of an injury (to student or staff). Notify School Administration: Notify school administration as soon as possible, & provide written report by the next school working day. Notify Parents: The principal or director of the program notifies the parent, verbally as soon as possible, and by written report within 3 school working days. Regulation Section 46.06
18 Content of Written Report Who participated in the restraint? Observers? Who was informed and when? When did the restraint occur? (date/time) What was happening before, during, and after the restraint? Describe alternative efforts attempted and the outcomes of those efforts. What behavior prompted the restraint? Describe the restraint. Documentation of any injury to students or staff. Has the school taken, or will it take, any further actions, including disciplinary consequences? Regulation4 6.06(4)
19 Key Data Keeping Aspect: Ongoing Log School district maintains a log of all reported instances of physical restraint in the school. Use the log for review of incidences and consideration of school safety policies and procedures. Regulation 46.06(2)
20 Reporting to the Department of Education Extended restraints (restraints over 20 minutes). Any time there is a serious injury. Send report within 5 school working days of restraint. Include log for 30 day period prior to restraint. Department may determine additional required action. Regulation 46.06(5)
21 Special Circumstances For students with disabilities (w/ IEPs or 504 plans), physical restraint can be used for different reasons (other than danger) if reasons are detailed and part of the IEP or 504 Plan. Certain limits and requirements will still apply. Parents may agree to a waiver of reporting requirements in individual circumstances (not for serious injury and not for extended restraints), but –School cannot require parental consent to waiver –School must detail alternate reporting mechanism. Regulation Section 46.07
Find the Regulations: http://www.doe.mass.edu/lawsregs See 603 CMR 46.00 20 | <urn:uuid:845ae893-6d07-43e8-b55f-9b00e9c3c815> | {
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This book started as a serialization in the magazine Shincho (Shinchosha Publishing Co, Ltd) in January 1965. Masuji Ibuse used historical records and the diaries of survivors to reconstruct the experience of the devastation caused by the atomic bombing of Hiroshima.
Black Rain switches between the time & immediate aftermath of the bombing, covering the timeframe August the 6th to the 15th (1945) via the main protagonist, Shigematsu Shizuma’ s diary entries and the present (several years after).The book opens with Shigematsu’s concerns with his niece, Yasuko and her three failed marriage matches, the reason for which seems to be due to rumours about her health and whether she was exposed to the “Black Rain” fallout from the atomic bomb. In fact Shigematsu compiles a journal with the express aim of proving that she couldn’t have been exposed and thus didn’t have radiation sickness. We soon learn she has.
Although the translator John Bester, posits this book firmly within the tradition of the I-Novel (私小説 Shishōsetsu, Watakushi shōsetsu), the narrator is not Masuji Ibuse, but the primary protagonist Shigematsu, through whom we follow a period of his life as though it were laid out for our inspection – Shigematsu’s original reasoning for his journal is to prove his niece hadn’t come into contact with the black rain. By having Shigematsu write out his journal, Ibuse in a clever move, has used the I- Novel tradition to portray a realistic view of the narrator’s world, allowing us to perceive his life during the moment of the blast and the consequences that followed in the days, months and years after. Ibuse also shows us other viewpoints, by weaving them through Shigematsu’s tale, we learn of other survivors, the hibakusha*, whether family members, neighbours or other characters he meets on his journey and via their tales we learn more about this point, this ground zero that will be forever rooted deep in this nations psyche.
In his notes, John Bester writes
“ Black Rain is a portrait of a group of human beings; of the death of a great city; of a nation crumbling into defeat. It is a picture of the Japanese mind that tells more than many sociological studies. Yet more than this, it is a statement of a philosophy. Although that philosophy in its essence, is neither pessimistic nor optimistic, it seems to me to be life-affirming. Dealing with the grimmest of subjects, the work is not, in the end depressing, for the author is ultimately concerned with life rather than death, and with an overall beauty that transcends ugliness of detail. In that sense, I would suggest, Black Rain is not a “book about the bomb” at all.”This is a fascinating quote and one, that with hindsight, I totally agree with, it wasn’t my original response, I think that was a feeling of being overwhelmed by the sheer horror and yet beauty of this book, of trying to come to terms with moments of absolute hell, and don’t let anyone tell you Hell is all fireworks and fiery extravaganza, it’s not. It’s watching your world disintegrate, a loved one slowly mutate and die and then there were moments of sly humour in the descriptions of the everyday reality, in the tender relationships between the characters. This is a book where nothing and everything happened, where everything changed in an instance, one giant exclamation mark decimated all that was known, and yet life in some form goes on.This is a book that the very idea of screams horror and yet where there is humanity, there is humour- where there is life you’ll find hope.
MASUJI IBUSE was born in Kamo, Hiroshima Prefecture, in 1898. He majored in French at Waseda University and joined the School of Fine Arts to pursue a serious interest in painting. His first story, "Salamander," was published in 1923, when Ibuse was still a student, and by the early 1930s his eloquent use of dialect and his unique prose style had established him as one of the leading figures in the Japanese literary world. In the years since 1938 he has been awarded almost every literary prize in Japan, and on the publication of Black Rain (1966) Ibuse was presented with both the Cultural Medal and Japan's highest literary award, the Noma Prize.
Japanese film director Shohei Imamura adapted the book into a film in 1989. The film moves between Shizuma Shigematsu's journal concerning Hiroshima, following the dropping of the atomic bomb, and the present (1950). Shigematsu and his wife Shigeko are the guardians for their niece Yasuko, charged with finding a husband for her, she has already been declined three times due to concerns over her exposure to the "black rain". As the story progresses, Shigematsu sees more and more fellow hibakusha, with his friends and family succumbing to radiation sickness. With Yasuko's prospects for marriage becoming more and more unlikely, she forms a bond with a poor man named Yuichi, who carves jizo* and suffers a form of post-traumatic stress disorder where he attacks passing motor vehicles as "tanks."
Masuji Ibuse - Authors' Calendar (1898-1993)
*The surviving victims of the atomic bombings of Hiroshima and Nagasaki are called hibakusha (被爆者), a Japanese word that literally translates to "explosion-affected people". Many victims were Japanese who still live in Japan, but several thousand, Japanese and non-Japanese, live abroad in Korea, the United States, Brazil and elsewhere.
*In Japan, Ksitigarbha, known as Jizō, or Ojizō-sama as he is respectfully known, is one of the most loved of all Japanese divinities. His statues are a common sight, especially by roadsides and in graveyards. Traditionally, he is seen as the guardian of children, particularly children who died before their parents.
An interesting fact, Masuji Ibuse is well known amongst Japanese people over 20 years of age, as one of the translators of Hugh Lofting’s (1886–1947) Doctor Dolittle stories, which he worked on with Momoko Ishii. After reading the series Momoko Ishii who was a famous translator & writer of children's book, considered Masuji Ibuse as best suited to the work of translating these books from the original English dialect into Edokko Kotoba (Tokyo dialect). Hearty Thanks to Sumit (@Owl59) for this wonderful piece of trivia. | <urn:uuid:e49dfcc4-2d52-4f60-9c7a-a5d5e7688dea> | {
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Dermatomyositis is not as common as some other diseases that dogs can get, but it is a serious condition that affects the skin and muscles of certain breeds of dogs. Recognition of this disease can aid in early management and therefore keep a dog with dermatomyositis comfortable for a longer period of time.
What Is Dermatomyositis?
Also diagnosed in people, dermatomyositis is considered a hereditary or genetic disease. It is not fully understood but veterinary professionals recognize it as an immune-mediated condition that affects the muscle and skin of dogs. It causes a variety of symptoms, but skin lesions are most commonly seen. Puppies who exhibit symptoms of dermatomyositis seem to be more severely affected than adult dogs that develop it.
Symptoms of Dermatomyositis in Dogs
Most commonly identified by crusted and inflamed lesions on the face or ears, symptoms of dermatomyositis will typically be either skin or muscle issues. Skin lesions can be painful, bleed, and stay on the face or spread all over the body, but the severity of the disease will vary from dog to dog. Owners often initially report seeing sores on the face of their puppies, but signs are often initially ignored or not even noticed. Some puppies will have a decrease in muscle mass, be weak and lethargic, and even have problems swallowing due to a condition known as mega-esophagus. Some dogs with mega-esophagus will need to be fed sitting upright or they will be unable to keep food in their bodies making this symptom difficult to manage. As muscle weakness persists in dogs, facial palsy, stiffness, and difficulty walking will develop.
Adult onset of dermatomyositis is rare so this is primarily a disease of puppies. Symptoms may appear as early as seven weeks of age but are typically seen by the time a puppy is six months of age.
- Lesions resulting in hair loss
- Crusty lesions
- Ulcerated lesions
- Lesions on the face, ears, around the eyes, tip of tail, or pressure points
- Muscle atrophy
Causes of Dermatomyositis
The cause of dermatomyositis is unfortunately not fully understood but it is known that it is a hereditary condition that is passed on from dog to dog in their DNA. There is a definite familial tendency, which means that if a parent dog has dermatomyositis then it will likely be passed on to its offspring. Some research suspects vaccinations, exposure to UV light, and other environmental triggers may even play a role in this auto-immune disease development in dogs. Dermatomyositis has been studied in both humans and dogs for decades and seems to be very similar in the two different species.
Symptomatic treatment is heavily relied on for dogs with dermatomyositis. There is no cure for this inherited disease, so the goal is to simply keep the dog as comfortable as possible for as long as possible. Medications and vitamins used to manage dermatomyositis can get expensive, and at-home care can become labor intensive.
Pentoxifylline, vitamin E, prednisone, azathioprine, and cyclosporine are common options to manage dermatomyositis. Avoiding UV light exposure and activities that can further damage the skin are also important. Other at-home care may include offering assistance with feeding to dogs who have difficulty swallowing and utilizing special shampoos at bath time.
How to Prevent Dermatomyositis
A genetic test is available to test a dog for the risk level of developing dermatomyositis, but this unfortunately cannot help a dog who is at high risk. Selective breeding is the best way to prevent dermatomyositis in predisposed breeds of dogs. Dogs who have been diagnosed with dermatomyositis, along with their first degree relatives, should not be bred in order to lessen the likelihood of passing on the genetics for developing dermatomyositis.
Vaccinations should be discussed with your veterinarian (but not necessarily avoided) to determine what your specific dog needs. Exposure to UV light and extreme environmental changes should also be monitored in case these may be triggers for dermatomyositis to develop in at risk dogs.
What Breeds Are Prone to Dermatomyositis?
In dogs, dermatomyositis seems to be mainly isolated to Collies and Shetland Sheepdogs, but some other breeds have reported similar symptoms. These other potential breeds that may develop dermatomyositis include Chow Chows, Pembroke Welsh Corgis, Lakeland Terriers, German Shepherds, Beaucerons, Kuvasz, and breeds mixed with them.
A skin biopsy is the most commonly used method to diagnose dermatomyositis in dogs. To perform a biopsy, a sample of a skin lesion is taken and evaluated in a laboratory. This skin sample will be examined microscopically. To obtain this biopsy sedation or local anesthesia will most likely be utilized. Other skin diseases, including mange and ringworm, may also be ruled out by performing other tests prior to a skin biopsy. On a rare occasion, a muscle biopsy and a test called an electromyogram may also be performed to diagnose dermatomyositis. | <urn:uuid:4e32b09a-5708-4737-b93f-ef334df0c617> | {
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Sendes vanligvis innen 7-15 dager
For generations, the villages of Ryton, Crawcrook and Greenside shared the same Parish, the same Coal Company and the same Urban District Council. Traditionally picturesque and rural, the area boasted an historic centre and pretty riverside as well as a cluster of colliery communities. Central Ryton supported early commuting via the railway, but most revenues came from the coal trade, which dominated the local economy.Using a series of old images in the Ryton, Crawcrook and Greenside areas, local historian John Boothroyd has worked with members and friends of the Ryton and Greenside Local History Groups to take a new series of pictures in the same location. Use this book as a guide to see how these villages have changed over time and discover some interesting historical facts about the places pictured. | <urn:uuid:ad26a5ee-8866-49ee-98d1-acd843273fe4> | {
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Teaching and Learning Haiku in Community and Classroom: Stories, Challenges, Adventures
Do you teach haiku? In a classroom? An arts foundation? Community education? We want to hear about it. Want some new ideas? A place to vet an old idea before you try it “live”? Community support? How We Haiku — Teaching Stories is a monthly feature wherein we will share the many diverse and interesting ways your bring our favorite genre to your audience. Each month Brad Bennett and Jeannie Martin, co-chairs of The Haiku Foundation Education Committee, will host your stories of how you make haiku come alive for your students, and create an environment where educators can discuss the many challenges faced in bringing a fuller sense of haiku to a culture that knows little more than the stereotypes. Contact us to share your teaching stories, to ask your questions, and to find fellowship with your peers and the rest of the haiku community.
“We cannot teach a person directly, we can only facilitate his or her learning.”
— Carl Rogers
We welcome your comments (scroll down to the bottom of the page). And don’t forget about all the other fine education resources the Foundation has to offer.
This month THF Education Committee Chair Brad Bennett shares some thoughts on a challenging situation.
When I teach haiku to elementary school students, I always start with an introduction and then intend to head outside. Outside for close observation, for utilizing all of their senses, for getting at the essence of things, for experiencing nature, for culling the ever changing world for haiku moments . . .
But what if we can’t go outside? What if it’s raining buckets on the day we planned to write outside? Or what if other demands get in the way? Sometimes, real world complications get in the way of our best intentions.
So what do haiku teachers do in order to help their students write haiku when they can’t get outside and they’re stuck in the classroom? Obviously, we can use some of the techniques that we, ourselves, use when we write. We read other people’s haiku and they trigger our own memories of haiku moments. We think of specific times or settings (e.g. a seasonal activity, the first time we experienced something, or our grandparents’ house) in hopes that they will lead us to a haiku moment memory. These are just two of the many techniques we haiku writers use to generate ideas that we, in turn, can use with our students.
I also use techniques with kids that I don’t use myself. For instance, for many years I have been collecting bird feathers on my outdoor walks. I bring my basket of bird feathers into the classroom and encourage my students to remember bird encounters or imagine how that feather came to fall on that particular path. I also bring in a basket of other natural objects that I’ve collected. These rocks, shells, bones, and pieces of coral help kids to remember past experiences or to dive deeply into the details of the objects they choose. Sometimes I ask each kid to pick a nature image from a pile cut from the many calendars I get in the mail, and then write a haiku inspired by that image. This has been one of the most productive techniques I’ve utilized.
These techniques certainly aren’t revolutionary, but they have helped my students create some fine haiku over the years. What do you do when you can’t bring your students outside to write?
— Brad Bennett | <urn:uuid:60cf676a-ccac-4f99-947b-ade83d35d4f0> | {
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History of Scotch Whisky
Then let us toast John Barleycorn,
Each man a glass in hand
And may his great prosperity
Ne'er fail in old Scotland!
It can get cold, rainy and blustery in Scotland, but a wee dram or two (or three) of the Water of Life (Uisge-beatha in Gaelic or aqua vitae in Latin) - Scotch Whisky - will warm your insides very nicely.
Short History of Scotch Whisky:
In all fairness to the Irish, it would seem they did indeed invent whisky - it was merely up to the Scots to perfect it. References to Irish whiskey can be found as early as the 12th century, while the first reference to Scotch whisky is in Scottish records under James IV (who commissioned a good friar to make his whisky in 1494). Business was brisk enough to prompt Cromwell to impose a malt tax during his protectorship in the mid-1600s - not surprisingly, he found the tax extremely difficult to collect.
The name "whisky" (spelled only in Scotland without the "e") evolved from the English mispronunciation of the gaelic uisge (usky). "Scotch" means it was made in Scotland.
Scotch whisky can be made from barley or grain, but the best Scotch whiskies are single malt.
How Single Malt Whisky is Made:
Malt is made by soaking barley until it germinates, then drying it out in a peat furnace. The malt is then fermented with yeast to produce the whisky. Scotch whisky is left to age in wooden casks for years (sometimes as long as 25 years). As soon as it hits the bottle, whisky stops aging, so year of bottling determines the age, not how long the bottle has been sitting in the cupboard.
Single malt Scotch whisky comes from a single distillery, though it may have been blended with several batches from that distillery. Vatted malt whisky may be blended from several malts of different distilleries. "Blended" whisky, though, indicates that malt whisky has been mixed with grain whisky. The quality depends on the proportion of malt to grain.
The majority of Scottish distilleries are located along the Spey river in northeast Scotland, while a smaller group is clustered on the Isle of Islay in the southern Inner Hebrides. Both locations offer Scotch whisky tours, though you'll want to avoid planning a trip for late summer. Since whisky production followed the harvest in times past, many distilleries follow tradition by shutting down during August and picking up again in September.
Scotch whisky purists avoid adding anything but a splash of water to their Scotch, though surely they make an exception during cold season. Here is a recipe for a hot toddy:
Scotch hot toddy: Take a glass and add a spoonful of sugar and a spoonful of honey (Scottish heather honey would be best), add a shot of whisky, and fill the glass with very hot or boiling water. (Don't waste your best single malt Scotch whisky on toddies, use a blend.) | <urn:uuid:cfbbf949-47f6-42c1-b36e-98903ef1bd06> | {
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NOAA awards grant to save endangered sea turtles
Florida scientists and veterinarians studying the causes of sea turtle deaths in the Gulf of Mexico have been awarded $227,793 for the first year of an anticipated three-year, $653,379 project to determine how the red tide toxin, or brevetoxin, affects turtle health.
Endangered sea turtles inhabit areas in the Gulf of Mexico where toxic red tides are caused by algal blooms, leading to sickness and death. Turtle deaths from red tides have spiked in recent years, threatening populations in the Gulf of Mexico. This research will advance treatment and rehabilitation procedures by predicting threatening conditions and allowing more rapid and targeted care by coastal resource managers.
Sarah Milton, Ph.D. professor of biology at Florida Atlantic University, will lead the research team and will be assisted by scientists and veterinarians from Harbor Branch Institute, Mote Marine Laboratory and Florida Fish and Wildlife Research Institute.
“Sea turtles are physically robust animals, often surviving boat strikes or shark attacks, but they have proven to be highly sensitive to pollution, and are good indicators of environmental degradation,” said Milton. “In recent years, red tide events in the Gulf of Mexico have led to hundreds of sea turtle deaths.”
The project was funded through a national competition of the Ecology and Oceanography of Harmful Algal Blooms (ECOHAB) Program run by NOAA’s National Ocean Service/National Centers for Coastal Ocean Science.
NOAA’s mission is to understand and predict changes in the Earth's environment, from the depths of the ocean to the surface of the sun, and to conserve and manage our coastal and marine resources. Join us on Facebook, Twitter and our other social media channels.
Posted: November 23, 2011 | <urn:uuid:d0a4107d-dffa-4f35-bd02-856c71fd265c> | {
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US Pharm. 2014;39(3):56-60.
ABSTRACT: Migraines are common in the pediatric population, but they are often overlooked or misdiagnosed. Children can exhibit a variable array of symptoms that are atypical of the symptoms that occur with adult migraines. Nonpharmacologic strategies, such as rest and sleep, are the preferred therapies for mild-to-moderate migraines in children. Numerous classes of drugs are available to treat acute migraine attacks. Prophylactic therapy is recommended for children whose migraines are frequent and severe. Pharmacists can provide guidance on product selection and counsel parents and adolescents on the proper use, dosing, and side effects of medications in order to maximize the effectiveness of these treatments.
Migraines are chronic headaches that occur in individuals of all ages. Symptoms associated with migraine can vary in severity and duration, making it difficult for the patient to identify the appropriate treatment. In children, the identification of migraines can be particularly problematic, since symptoms can present in a variety of ways that differ considerably from those occurring in adults with migraines. Children may have difficulty expressing the location and extent of the pain caused by the migraine. Over time, a clearer understanding of migraine etiology has developed, and parents are now better equipped to care for their child’s chronic disorder. It is common for parents whose child is in pain to try nonprescription treatments before seeking professional support. Pharmacists, as the most accessible health specialists, have a unique opportunity to assist parents by identifying possible migraine indicators and assisting in the formulation of a suitable treatment plan for the child.
Migraine occurs frequently in the pediatric population. Prevalence differs among age groups, but increases with age. The prevalence of migraines in children aged 2 to 7 years is 3%; prevalence in those aged 7 to 11 years is 4% to 11%; and that in individuals aged 11 to 21 years is 8% to 23%. Migraine onset typically occurs at an earlier age in boys than in girls, at 7.2 years and 10.9 years, respectively. At the onset of puberty, girls are three times more likely than boys to have migraines. It is estimated that about one-fourth of children suffering from migraines will no longer have symptoms at age 25 years.1
Headaches, one of the top five health problems in children, rank third in emergency room visits.1 The prevalence of migraine has been increasing recently, owing in part to improved diagnostic procedures.2,3 With the rising prevalence in the pediatric population comes a growing concern about the physical pain and psychological effects experienced by children, especially when the migraines go untreated.
The basic mechanism behind migraine involves profound sympathetic nervous system activation and subsequent overcompensation, with dilation of extracranial and intracranial arteries.4 The pain associated with migraine can be attributed to the magnitude of arterial dilation. Migraines can be triggered by a variety of environmental, psychological, and physiological factors (TABLE 1). Environmental triggers, examples of which include lighting, strong odors, high altitude, and quick changes in ambient temperature, may be the most easily addressed and modified. Psychological triggers, while important catalysts, may be more difficult to avoid. Depression, stress, and anxiety are all factors that can incur headaches. Lastly, physiological triggers also can contribute to migraines, but are often overlooked. These include fatigue, travel, illness, lack of sleep, and skipping a meal.5
CLINICAL PRESENTATION AND DIAGNOSIS
The diagnosis of migraine in children is difficult because of the variability of symptoms children may exhibit during an attack. In general, migraines are characterized by severe, pulsating headaches located in the temple area. Migraines in younger children manifest in a bilateral fashion, concentrated in the frontal or temporal regions. In contrast, older children usually exhibit unilateral headaches located in the temporal area. Migraines in all pediatric age groups can occur with or without aura; however, migraine with aura presents in only 20% of children.5
There are several indicators of aura, although children often have difficulty identifying and expressing the sensations they feel during these occurrences. The most common type of aura in children is visual aura, which has been described as the appearance of zigzag lines, size distortion, blurry vision, black dots, and kaleidoscopic color patterns. Other types of aura include dizziness, attention deficit, confusion, one-sided body weakness, loss of coordination, and agitation. The aura typically appears 30 minutes before the headache begins and lasts up to 20 minutes.5
Migraine headaches in children typically last less than 4 hours, but can range anywhere from 10 minutes to 72 hours.2,5 Following the throbbing headache, the child may experience either a boost of energy or a bout of exhaustion that can last up to several days.
Migraine symptoms in children include nausea, vomiting, abdominal cramps, sleep disorders, hypersomnia, and sensitivity to light and sound. Sleep disturbances due to migraine can decrease total sleep time, delay sleep onset, increase nighttime awakenings, and heighten daytime sleepiness (P <.0001).6 Frequently, parents do not realize that a child is experiencing a migraine because the wide variety of symptoms makes it difficult to recognize that they signal a migraine attack. Consequently, migraines often go unnoticed and untreated, with a direct effect on a child’s quality of life.
In studies using the Pediatric Migraine Disability Assessment questionnaire, quality-of-life scores in children with migraines were comparable to those in children with cancer or rheumatoid conditions.7 Children with migraines had higher social and physical operational levels than children with cancer and other conditions, but lower emotional and school-functioning levels.7 The unpredictability of migraines, which can interrupt a child’s school schedule, may contribute to the self-reports of lower school-functioning levels.
The diagnosis of migraine in children is accomplished primarily by obtaining a patient’s medical history and performing a physical examination while applying clinical judgment. Clinical judgment also plays a role in determining the necessity of additional laboratory evaluations, such as imaging studies. Radiologic tests are not typically performed unless the patient has head trauma, a history of seizures, or substantial instability of headaches.5
Migraine classification is contingent upon the frequency of attacks and the symptoms present. Migraines can be identified as either acute or chronic. Migraines occurring up to 14 times a month are categorized as acute episodic, whereas those occurring 15 or more times a month are considered chronic. Chronic migraines generally persist for three consecutive months and account for approximately 60% of migraine cases.5
Some types of migraine present differently from typical migraines. Migraine-associated cyclic vomiting syndrome includes abdominal pain, nausea, retching, photophobia, phonophobia, and headache.5 Cyclic vomiting, which may resolve by adulthood, can cause severe fluid and electrolyte imbalances and warrants vigorous treatment.
There are also several less common categories of migraine. Acute confusional migraine occurs after head trauma and includes periods of amnesia, confusion, and dysphagia. This type of migraine usually lasts only a few hours, but children may experience persistent episodes.5 Acephalgic migraine is classified as aura without the headache. These visual disturbances occur more frequently in girls and commonly include a family history of migraine.5
Certain types of migraine do not present with a headache. Abdominal migraine occurs in 1% to 4% of children, with onset at approximately age 7 to 12 years.8 This type of migraine, which is more common in girls, consists of acute episodes of abdominal pain followed by severe periumbilical pain that lasts for an hour or more. Abdominal migraines are often overlooked or misdiagnosed by parents, since the child does not usually experience headache as part of the migraine.
For children with occasional mild migraines, nonpharmacologic treatment strategies are preferred and offer the advantage of avoiding side effects. These methods include sleep, biofeedback, relaxation techniques, and avoidance of all types of triggers (TABLE 1). Sleep and rest are simple, effective ways to alleviate the pain of acute migraine headaches. The child should have a quiet, dark, and cool environment in which to lie down and sleep.9
Relaxation techniques such as self-hypnosis and abdominal breathing exercises are helpful for aborting headaches. Thermal biofeedback, another alternative to medication therapy, involves raising the temperature of a body part, such as a finger, with confirmation from a thermometer.9 These methods are believed to impede the preliminary sympathetic activation that begins the migraine process.4 Additionally, the autonomic system is “trained” to be less reactive.4
Research has suggested that nonpharmacologic treatment can be effective in children, although results vary from person to person.4,9 These strategies can be implemented before or in combination with medication therapy.
Although nonpharmacologic methods can help reduce migraine frequency, medication still may be necessary to alleviate discomfort. The two main treatment approaches are symptomatic (abortive) therapy (TABLE 2) and prophylactic therapy. Because a number of drugs are off-label for use in treating migraines in children and adolescents and their safety and efficacy have not been established, most dosages listed in TABLE 2 are based on recommendations found in the literature. There is not clear agreement on which drugs and dosages should be used in this population.
Symptomatic treatment centers on providing rapid relief. The mainstay of treatment for acute migraine involves the use of analgesics, anti-inflammatories, and antiemetics.
Nonprescription Treatment: Nonprescription medications such as ibuprofen and acetaminophen are commonly used as first-line treatment since they are proven safe and generally effective in the treatment of headache. Ibuprofen, the analgesic of choice, is effective in many children, including those with episodic or chronic tension-type headaches, and it has been found to be more effective than acetaminophen for treating migraine. Acetaminophen is usually recommended for children with episodic or chronic tension-type headaches. Naproxen sodium is another nonprescription anti-inflammatory medication that has been shown to be effective for acute treatment of migraine, although safety and efficacy in children and adolescents have not been established. Safety is always a concern, especially with medication use in young children.2 Aspirin is not commonly used to treat migraines in children because it has been associated with Reye syndrome when given to those with viral infections.3
The pharmacist should counsel the parent or patient that excessive use of prescription and nonprescription analgesics can cause rebound headaches. To prevent rebound headaches, treatment should be limited to the lowest dosage and the minimum frequency that will provide effective relief.10 Parents should also be advised that if the headache does not subside or is unbearable, medical attention should be sought.
Prescription Treatment: If insufficient relief is obtained from nonprescription therapies, prescription medication may be required. Several classes of prescription drugs are used for children with migraines: 5-hydroxytryptamine 1 (5-HT1) agonists (triptans), dopamine antagonists, and dihydroergotamine.
Triptans are serotonin agonists that specifically target migraines. They are considered safe and effective, although the FDA has not yet identified exact safe and effective dosages for children under the age of 12. Clinical trials indicate that almotriptan 12.5 mg is an optimal dosage and is more effective than placebo for acute migraine relief. Rizatriptan may be used for acute treatment of migraines, with evidence supporting its effectiveness in children aged 6 years and older. Rizatriptan appears to be well tolerated in children and displays adverse effects that are similar to those in adults. Currently, however, almotriptan is the only triptan FDA-approved to treat pediatric migraine (in patients aged 12 years and older). The main adverse effects with oral triptan use are nausea, fatigue, drowsiness, and dry mouth.3
Triptans are available in other formulations, such as oral disintegrating tablets and nasal sprays. These formulations may be useful if treatment with oral agents is not feasible owing to nausea, risk of choking, or difficulty swallowing. Sumatriptan nasal spray has been found effective for treatment of moderate-to-severe migraines and has the advantage of a quicker onset of action compared with oral tablets.11 Taste alteration is the most common side effect reported for nasal sumatriptan.3 In one study, sumatriptan nasal spray was effective in children and adolescents who experienced multiple headaches.11 Parents and adolescents should be counseled to avoid using triptans for more than six headaches per month.11
Dihydroergotamine is usually reserved for patients who have already failed other treatments. Although the FDA-approved dosage is limited to a second dose in 1 hour, children should experience an improvement in migraine symptoms after about five doses, and the regimen should be continued until the headache dissipates, up to a maximum of 20 doses.3 The harsh side-effect profile of dihydroergotamines (i.e., nausea, vomiting, hypertension, anxiety) can be problematic for many children and adolescents, however.3
In addition to headache, nausea and vomiting are often associated with migraines. Dopamine antagonists have demonstrated efficacy in treating migraine-associated nausea and vomiting in the pediatric population. Two of the most common dopamine antagonists used for migraines are metoclopramide and prochlorperazine. Prochlorperazine is more effective than metoclopramide in reducing nausea and vomiting in acute migraine.3 Extrapyramidal side effects, such as involuntary movements, uncontrollable speech, and severe restlessness, are the main concerns with dopamine antagonists.
Children who experience frequent migraines (>3 per month) or severe, persistent migraine attacks (especially >2 hours in duration) and have failed to respond to abortive therapy are candidates for prophylactic therapy, the goal of which is to lessen the frequency and severity of the headaches.5 This is accomplished by having the child take a prophylactic medication daily without regard to migraine manifestations. Although several classes of medications are used for prophylactic treatment, there are currently no first-line agents preferred. Therapy is selected after the comorbidities and adverse-effect profiles of potential treatments have been considered. The only three medications found to be more effective than placebo in reducing episodic migraines are propranolol, trazodone, and topiramate.12,13 Other medications used for prophylactic treatment include clonidine, amitriptyline (especially for migraine associated with anxiety, depression, and sleep disorders), cyproheptadine, divalproex sodium (although weight gain in adolescents can affect adherence), metoprolol, and magnesium oxide.13 Cyproheptadine is a safe first-line agent for children younger than 10 years.
Since nonprescription drugs may be the starting point for pharmacologic treatment, pharmacists must be knowledgeable about the causes of and treatments for migraine in children. Pharmacists can educate parents and caregivers about key migraine triggers and advise avoidance of patient-specific indicators. This process may help reduce the frequency of migraine attacks in children. Pharmacists can also provide guidance on product selection and counsel parents and adolescents on the proper use, dosing, and side effects of nonprescription medications in order to maximize treatment effectiveness. This includes information on rebound headaches. When a patient receives prescription therapy, the pharmacist should monitor the patient’s pattern of medication use to ensure adequate symptom control without overuse of the medication. Lastly, it is important for pharmacists to counsel parents and patients on possible adverse reactions and assist in getting the medication changed if the side effects are unbearable. TABLE 3 lists resources for migraine in children.
Many treatments are available for children who suffer from migraines. It is common for children to experience the pain of a migraine without being able to express the symptoms clearly. Parents may have trouble interpreting their child’s symptoms, since the symptoms can differ from those for typical adult migraines and may mimic other childhood disorders. A variety of nonprescription and prescription medications are available for treatment. Pharmacists have the opportunity to ensure that children receive not only effective treatment, but also safe treatment that can be adjusted based upon disease progression or regression.
1. Eiland LS, Hunt MO. The use of triptans for pediatric migraines. Paediatr Drugs. 2010;12:379-389.
2. Rosenblum RK, Fisher PG. A guide to children with acute and chronic headaches. J Pediatr Health Care. 2001;15:229-235.
3. O’Brien HL, Kabbouche MA, Hershey AD. Treatment of acute migraine in the pediatric population. Curr Treat Options Neurol. 2010;12:178-185.
4. Borins M. Biofeedback, relaxation techniques and attitudinal changes in adolescents with migraines: a feasibility study. Can Fam Physician. 1987;33:417-421.
5. Mack KJ. Episodic and chronic migraine in children. Semin Neurol. 2006;26:223-231.
6. Esposito M, Roccella M, Parisi L, et al. Hypersomnia in children affected by migraine without aura: a questionnaire-based case-control study. Neuropsychiatr Dis Treat. 2013;3:289-294.
7. Powers SW, Patton SR, Hommel KA, Hershey AD. Quality of life in childhood migraines: clinical impact and comparison to other chronic illnesses. Pediatrics. 2003;112:e1-e5.
8. Popovich DM, Schentrup DM, McAlhany AL. Recognizing and diagnosing abdominal migraines. J Pediatr Health Care. 2010;24:372-377.
9. Baumann RJ. Behavioral treatment of migraine in children and adolescents. Paediatr Drugs. 2002;4:555-561.
10. Cleveland Clinic. Rebound headaches. http://my.clevelandclinic.org/disorders/headaches/hic_rebound_headaches.aspx. Accessed January 17, 2014.
11. Hershey AD, Powers SW, LeCates S, Bentti AL. Effectiveness of nasal sumatriptan in 5- to 12-year-old children. Headache. 2001;41:693-697.
12. El-Chammas K, Keyes J, Thompson N, et al. Pharmacologic treatment of pediatric headaches: a meta-analysis. JAMA Pediatr. 2013;167:250-258.
13. Agency for Healthcare Research and Quality. Migraine in children: preventive pharmacologic treatments. Executive summary. Comparative Effectiveness Review. June 2013. AHRQ Publication No. 13-EHC065-EF.
To comment on this article, contact [email protected]. | <urn:uuid:fd086fc1-2605-4b4a-b0db-b2f51f68010b> | {
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The North Atlantic right whale is already one of the most endangered whales on the planet. There are only 500 of them left, and with 17 unprecedented deaths recorded in 2017, scientists believe their numbers are declining. Now, a dangerous bill known as the SEA Act could soon undermine important protections and make it easier to harass—and potentially kill—marine mammals and other marine species.
The SEA Act could soon reach the floor of the U.S. House of Representatives. If it passes, the bill would gut core provisions of the Marine Mammal Protection Act (MMPA) and fast‐track seismic airgun surveys and other activities in the ocean that can harm marine mammals. This is a serious threat to vulnerable species like the North Atlantic right whale.
Your help is needed now to protect our wildlife and wild places in a moment of crisis. Together, we must oppose this effort to weaken our environmental safeguards and remove protections for wildlife in order to expedite a push for oil and gas exploitation. Tell your legislators today: Vote ‘”NO” on the SEA Act. | <urn:uuid:ae080dc4-e3ed-4023-887c-f1c3d4ada35e> | {
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Mathematics of Cartography
Library Home || Full Table of Contents || Suggest a Link || Library Help
|A map is a set of points, lines, and areas all defined both by position with reference to a coordinate system and by non-spatial attributes. These pages discuss how maps are used, give examples of different kinds of maps, and cover map history and math topics - lines, points, areas, coordinates, etc., in particular scale, coordinate systems, and projection. Also Problems, Resources, Careers in mapmaking, Teachers' Notes, and References.|
|Levels:||Elementary, Middle School (6-8), High School (9-12)|
|Resource Types:||Lesson Plans and Activities|
|Math Topics:||Ratio/Proportion, Geometry, Coordinate Plane Geometry, History and Biography, Graphing of Functions, Geography|
|Math Ed Topics:||Interdisciplinary/Thematic Studies|
© 1994- The Math Forum at NCTM. All rights reserved. | <urn:uuid:c96f54ad-9f78-41e1-b6f2-f8251260dd36> | {
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Images have always been used as aids in presenting historical narratives. They enliven texts, preserve memory, and incite emotional reactions. But how often have images alone told a substantive story? Daniel J. Staley of Heidelberg College attempts to convey how visual culture itself can provide a historical narrative without being supplemental to written accounts.
As Staley argues, placing certain images within a sequential order can create a meaningful and expressive account of history. Images should no longer be limited to complementing textbooks and museum exhibits. Staley believes that images, when arranged in an appropriate design, can stand alone as serious historical narratives. He terms this visual arrangement “sequential art,” illustrated through his own example of German history. Just as written narratives are told by arranging patterns of evidence into a structural format, so too can images be arranged to express an equally compelling narrative.
The key to “reading” sequential art is in the interpretation of the arrangement. Staley argues that sequential art only works when visual connections between images are discernible. The act of filling in the space (or “gutter”) between two images is called “closure.” Closure allows the viewer to interpret the connection between two images, establishing the context of the images within a storyline. Staley compares this to the transitional sentence between two paragraphs in a written account. If the two images are placed in a different sequence, the narrative changes.
So, does Staley’s visual representation of German history hit the mark? As mentioned in the article (or written supplement, as is stated), Staley’s visual concept would not suffice if each image were isolated, just as a written essay would not suffice with a single paragraph. His ordering of images presents a narrative that begins with Nazi Germany and concludes with efforts to revive the nation during the period of postwar reconstruction. He uses not just historic photographs but drawings and advertisements. Going through this visual narrative before reading the written supplement, I immediately understood the connection between the images as modes of transportation (trains, planes and automobiles!) and how these are represented within each image (comfort, mass transport, safety, speed, economic resurgence, etc). But how effectively does sequential art serve as historical narrative?
Questions to consider include: How prompted do you think professional historians will be to jump on the “sequential art” bandwagon? How effectively do images tell a story without the supplement of text? What happens to a visual narrative if certain images have been doctored? Do the images in Staley’s visual representation of German history speak “a thousand words?” And if so, what exactly is his “visual thesis?”
And finally, who can translate German??
Being a Public History student, I understand the importance of visual culture in telling history. Pictures do truly speak a thousand words. But for me, sequential art is not an equally viable alternative to written narratives. This should not undermine the importance of images – they are highly effective when engaging the historical imagination. But images cannot always speak for themselves, even within a visual sequence. Though, perhaps the merit in sequential art is in its nature to stimulate debate, as well as its endorsement for historical interpretation. What are your thoughts? | <urn:uuid:98246cfe-bfbd-43da-8b46-ee972a3cb4f6> | {
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Obesity in Adolescents
Transcript of Obesity in Adolescents
increases to the extent that it may effect the
persons health and life expectancy!
-by 2015 approximately 2.3 billion adults [over the age of 15+] will be overweight and 700 million will be obese.
-Has been a problem for decades Being obese can have many physical and physicological effects on the person;
- not being able to play sport for a long time
- potential bullying
- lower ego
- self confidence issues! OBESITY in Adolecents The Effects What are the health issues? DEATH! But before that... Are you Obese? -BMI, body mass index is used to measure obesity.
-calculated by a person's weight divided by the square of the height i.e. (kg/m2)
-a teenager who has a BMI of 28 or higher is considered obese -The cause of obesity is when a person consumes more calories then he or she burns.
-usually caused by over eating
-lack of physical activity
-Illness Simple activities like playing sports can drastically change your lifestyle and health.
-Another way to help prevent obesity is
by drinking plenty of water (cleans the body)
-8 glasses a day
-avoiding junk foods.
-do not get rid of 3 meals a day
watch what you feed your kids. tHIS IMAGE DEPICTS A HUMAN SKELETON WITH THE EXCESS FAT AROUND IT; GIVING YOU AN IDEA OF THE PROBLEMS OBESE PEOPLE HAVE TO PUT UP WITH! Being obese
can lead to
an early death -Being Obese is not only about their image
-Obesity can lead to a series of health conditions such as:
-Coronary heart disease
-Type 2 diabetes
-Liver and Gallbladder disease
-Sleep apnoea and respiratory problems Here is a website that is able
to do BMI tests for adolescents
as well as adults!
http://kidshealth.org/teen/food_fitness/dieting/bmi.html What causes obesity? Preventing Obesity Our action plan is to make a brochure to let parents be aware of their children's health issue; if they are obese.
families that have lost loved ones
advertise via brochure
The brochure will let parents know what is obesity?, the weight suitable for their children, preventing obesity, what causes obesity, facts and figures to what is happening in Australia and their children’s health issues. | <urn:uuid:b09ad527-f43c-431a-81b0-852b9c4a60eb> | {
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fpgasm creates bare-metal FPGA designs without Verilog or VHDL. Traditionally, FPGAs are built using proprietary Verilog or VHDL language implementations provided by the vendor. fpgasm is to Verilog and VHDL as assembly language is to C++. It takes you all the way to the netlist, and is not just a translator to Verilog. Because of that, the total "make" time to a working fpga is seconds, not minutes. With fewer than ten reserved words, fpgasm syntax can be mastered in a few minutes. With FPGA assembler, you can focus on understanding the FPGA substrate and how your design should map onto it (instead of figuring out large and complicated tools). | <urn:uuid:8dbecd15-9088-4400-aa6b-1ea3ed090696> | {
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New material traps gases from nuclear fuel better and uses less energy than currently available options
When nuclear fuel gets recycled, the process releases radioactive krypton and xenon gases. Naturally occurring uranium in rock contaminates basements with the related gas radon. A new porous material called CC3 effectively traps these gases, and research appearing July 20 in Nature Materials shows how: by breathing enough to let the gases in but not out.
The CC3 material could be helpful in removing unwanted or hazardous radioactive elements from nuclear fuel or air in buildings and also in recycling useful elements from the nuclear fuel cycle. CC3 is much more selective in trapping these gases compared to other experimental materials. Also, CC3 will likely use less energy to recover elements than conventional treatments, according to the authors.
The team made up of scientists at the University of Liverpool in the U.K., the Department of Energy's Pacific Northwest National Laboratory, Newcastle University in the U.K., and Aix-Marseille Universite in France performed simulations and laboratory experiments to determine how -- and how well -- CC3 might separate these gases from exhaust or waste.
"Xenon, krypton and radon are noble gases, which are chemically inert. That makes it difficult to find materials that can trap them," said coauthor Praveen Thallapally of PNNL. "So we were happily surprised at how easily CC3 removed them from the gas stream."
Noble gases are rare in the atmosphere but some such as radon come in radioactive forms and can contribute to cancer. Others such as xenon are useful industrial gases in commercial lighting, medical imaging and anesthesia.
The conventional way to remove xenon from the air or recover it from nuclear fuel involves cooling the air far below where water freezes. Such cryogenic separations are energy intensive and expensive. Researchers have been exploring materials called metal-organic frameworks, also known as MOFs, that could potentially trap xenon and krypton without having to use cryogenics. Although a leading MOF could remove xenon at very low concentrations and at ambient temperatures admirably, researchers wanted to find a material that performed better.
Thallapally's collaborator Andrew Cooper at the University of Liverpool and others had been researching materials called porous organic cages, whose molecular structures are made up of repeating units that form 3-D cages. Cages built from a molecule called CC3 are the right size to hold about three atoms of xenon, krypton or radon.
To test whether CC3 might be useful here, the team simulated on a computer CC3 interacting with atoms of xenon and other noble gases. The molecular structure of CC3 naturally expands and contracts. The researchers found this breathing created a hole in the cage that grew to 4.5 angstroms wide and shrunk to 3.6 angstroms. One atom of xenon is 4.1 angstroms wide, suggesting it could fit within the window if the cage opens long enough. (Krypton and radon are 3.69 angstroms and 4.17 angstroms wide, respectively, and it takes 10 million angstroms to span a millimeter.)
The computer simulations revealed that CC3 opens its windows big enough for xenon about 7 percent of the time, but that is enough for xenon to hop in. In addition, xenon has a higher likelihood of hopping in than hopping out, essentially trapping the noble gas inside.
The team then tested how well CC3 could pull low concentrations of xenon and krypton out of air, a mix of gases that included oxygen, argon, carbon dioxide and nitrogen. With xenon at 400 parts per million and krypton at 40 parts per million, the researchers sent the mix through a sample of CC3 and measured how long it took for the gases to come out the other side.
Oxygen, nitrogen, argon and carbon dioxide -- abundant components of air -- traveled through the CC3 and continued to be measured for the experiment's full 45 minute span. Xenon however stayed within the CC3 for 15 minutes, showing that CC3 could separate xenon from air.
In addition, CC3 trapped twice as much xenon as the leading MOF material. It also caught xenon 20 times more often than it caught krypton, a characteristic known as selectivity. The leading MOF only preferred xenon 7 times as much. These experiments indicated improved performance in two important characteristics of such a material, capacity and selectivity.
"We know that CC3 does this but we're not sure why. Once we understand why CC3 traps the noble gases so easily, we can improve on it," said Thallapally.
To explore whether MOFs and porous organic cages offer economic advantages, the researchers estimated the cost compared to cryogenic separations and determined they would likely be less expensive.
"Because these materials function well at ambient or close to ambient temperatures, the processes based on them are less energy intensive to use," said PNNL's Denis Strachan.
The material might also find use in pharmaceuticals. Most molecules come in right- and left-handed forms and often only one form works in people. In additional experiments, Cooper and colleagues in the U.K. tested CC3's ability to distinguish and separate left- and right-handed versions of an alcohol. After separating left- and right-handed forms of CC3, the team showed in biochemical experiments that each form selectively trapped only one form of the alcohol.
This work was supported by the Department of Energy Office of Nuclear Energy.
Linjiang Chen, Paul S. Reiss, Samantha Y. Chong, Daniel Holden, Kim E. Jelfs, Tom Hasell, Marc A. Little, Adam Kewley, Michael E. Briggs, Andrew Stephenson, K. Mark Thomas, Jayne A. Armstrong, Jon Bell, Jose Busto, Raymond Noel, Jian Liu, Denis M. Strachan, Praveen K. Thallapally and Andrew I. Cooper, Separation of rare gases and chiral molecules by selective binding in porous organic cages, Nature Materials, July 20, 2015, doi: 10.1038/nmat4035. (http://www.nature.com/nmat/index.html)
Interdisciplinary teams at Pacific Northwest National Laboratory address many of America's most pressing issues in energy, the environment and national security through advances in basic and applied science. PNNL employs 4,500 staff, has an annual budget of nearly $1 billion, and has been managed for the U.S. Department of Energy by Ohio-based Battelle since the laboratory's inception in 1965. For more, visit the PNNL's News Center, or follow PNNL on Facebook, LinkedIn and Twitter. The Department of Energy's Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of the most pressing challenges of our time.
Mary Beckman | Eurek Alert!
Spin glass physics with trapped ions
30.05.2016 | ICFO-The Institute of Photonic Sciences
3-D model reveals how invisible waves move materials within aquatic ecosystems
30.05.2016 | University of Waterloo
Physicists of the Laboratory for Attosecond Physics at the Max Planck Institute of Quantum Optics and the Ludwig-Maximilians-Universität Munich in collaboration with scientists from the Friedrich-Alexander-Universität Erlangen-Nürnberg have observed a light-matter phenomenon in nano-optics, which lasts only attoseconds.
The interaction between light and matter is of key importance in nature, the most prominent example being photosynthesis. Light-matter interactions have also...
A biological and energy-efficient process, developed and patented by the University of Innsbruck, converts nitrogen compounds in wastewater treatment facilities into harmless atmospheric nitrogen gas. This innovative technology is now being refined and marketed jointly with the United States’ DC Water and Sewer Authority (DC Water). The largest DEMON®-system in a wastewater treatment plant is currently being built in Washington, DC.
The DEMON®-system was developed and patented by the University of Innsbruck 11 years ago. Today this successful technology has been implemented in about 70...
Permanent magnets are very important for technologies of the future like electromobility and renewable energy, and rare earth elements (REE) are necessary for their manufacture. The Fraunhofer Institute for Mechanics of Materials IWM in Freiburg, Germany, has now succeeded in identifying promising approaches and materials for new permanent magnets through use of an in-house simulation process based on high-throughput screening (HTS). The team was able to improve magnetic properties this way and at the same time replaced REE with elements that are less expensive and readily available. The results were published in the online technical journal “Scientific Reports”.
The starting point for IWM researchers Wolfgang Körner, Georg Krugel, and Christian Elsässer was a neodymium-iron-nitrogen compound based on a type of...
In the Beyond EUV project, the Fraunhofer Institutes for Laser Technology ILT in Aachen and for Applied Optics and Precision Engineering IOF in Jena are developing key technologies for the manufacture of a new generation of microchips using EUV radiation at a wavelength of 6.7 nm. The resulting structures are barely thicker than single atoms, and they make it possible to produce extremely integrated circuits for such items as wearables or mind-controlled prosthetic limbs.
In 1965 Gordon Moore formulated the law that came to be named after him, which states that the complexity of integrated circuits doubles every one to two...
Characterization of high-quality material reveals important details relevant to next generation nanoelectronic devices
Quantum mechanics is the field of physics governing the behavior of things on atomic scales, where things work very differently from our everyday world.
24.05.2016 | Event News
20.05.2016 | Event News
19.05.2016 | Event News
31.05.2016 | Power and Electrical Engineering
31.05.2016 | Life Sciences
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You are a sick man…you are a spiteful man.
That’s not the first line of Fyodor Dostoyevsky’s Notes From Underground; Dostoyevsky used the first person: “I am a sick man…I am a spiteful man.” Do readers respond differently to stories depending upon whether they are narrated from the perspective of ‘‘you’’ or ‘‘I’’? Recent research published in the Journal of Cognitive Psychology offers some tips for writers who want to impact their readers.
Tad T. Brunye and coauthors chose eight passages from two novels and created a first- and second-person version of each passage. The researchers asked undergraduate students to read one set of four passages written from either an “I” or “you” perspective. Then the participants completed a set of math problems and were presented with another set of four passages written from the opposite perspective of the first four passages.
Students rated their emotional states before and after reading each of the eight passages. Response times and error rates to comprehension questions showed that when individuals read stories written from the “you” perspective, they were not only more likely to connect emotionally with the passage, but they were also better able to remember spatial details about the physical environment described in the story.
Want to make a lasting connection with your readers? Use “you” not “I.”
Brunyé, T., Ditman, T., Mahoney, C., & Taylor, H. (2011). Better you than I: Perspectives and emotion simulation during narrative comprehension Journal of Cognitive Psychology, 23 (5), 659-666 DOI: 10.1080/20445911.2011.559160
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March 18th – 24th is National Poison Prevention Week. This week serves as a reminder to all pet owners to watch for both natural and processed pet toxins, especially as we prepare for spring cleaning and as plants start to poke their way through the snow. We have listed the top ten toxins for both cats and dogs from the Pet Poison Helpline website.
Pet Poison Helpline online is a resource available for pet owners to learn what other poisons are out there and how to respond if your pet is exposed to something harmful. Should your pet be exposed to any of these or other toxins that are cause for concern, contact us at (480) 451-8375 or the Pet Poison Helpline at 800-213-6680.
Top Ten Cat Toxins
Lilies: All plants in the lily family, if ingested, can cause kidney failure in cats. These plants are common, so be especially careful what types of plants you have accessible in your home.
Household cleaners: Watch especially for concentrated products like toilet or drain cleaners, which can cause chemical burns.
Flea and tick prevention products for dogs: Certain pyrethroid based products can cause tremors and seizures in cats and are potentially deadly if ingested.
Antidepressants: Cats seem strangely drawn to these medications. Keep them tightly sealed and out of reach, as they can have damaging neurological and cardiac effects on cats.
NSAIDs: Drugs like Ibuprofen found in Advil, Motrin, and Aleve are even more dangerous to cats than they are to dogs. Even those meant for pets should be used with caution.
Prescription ADD/ADHD medication: Can cause tremors, seizures or other cardiac problems that could be fatal to cats.
Over the counter cough, cold & allergy medicine: Those containing acetaminophen (like Tylenol) are particularly dangerous and can cause damage to red blood cells and cause liver failure.
Insoluble Oxalate Plants: Other common household plants like the Philodendron and Pothos can cause oral irritation, foaming at the mouth and inflammation.
Household Insecticides: Most sprays and powders are fairly safe, but it’s best to keep cats away until the product is fully dried or settled.
Glow Sticks: Though these may seem like cute toys to cats, if punctured, the chemicals inside can cause pain and foaming at the mouth. If exposed to these, food and water are a safe remedy.
Top Ten Dog Toxins
Chocolate: Dark and bakers chocolate are the worst, and milk chocolate in large amounts can also be dangerous.
Xylitol (sugarless gum sweetener): Also found in some candies, medications and nasal sprays, this sweetener causes a fast drop in blood sugar and possible liver failure in dogs.
NSAIDs: Drugs like Ibuprofen found in Advil, Motrin, and Aleve. Dogs are not good a digesting these and the continued exposure can cause stomach ulcers and kidney failure.
Over the counter cough, cold & allergy medicine: Particularly those containing acetaminophen or decongestants.
Mouse and Rat Poison: Even small amounts may cause internal bleeding or swelling of the brain in dogs.
Grapes & Raisins: May cause kidney damage.
Insect bait stations: While these stations themselves are not poisonous to dogs, pets who are intrigued by the plastic casing and swallow it may experience obstruction in their bowels.
Prescription ADD/ADHD medication: Can cause tremors, seizures or other cardiac problems that could be fatal to dogs.
Glucosamine joint supplements: These can be extremely tasty for pets, and in excess can cause diarrhea or even liver failure in dogs.
Silica gel packets & oxygen absorbers: While the gel packets found in new shoes or purses do not pose a significant threat, oxygen absorbers found in food packages, even pet treats, can cause iron poisoning.
If you think your pet has come into contact with any of these items please call us immediately (480) 451-8375 or contact the Pet Poison Helpline at 800-213-6680. | <urn:uuid:25d1a63b-8736-4669-8e75-fbb28f90f7a0> | {
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Explore the Depths during this Year’s Geography Awareness Week
November 17 – 23rd is Geography Awareness Week, a week dedicated to everyone being an explorer in their own way, whether it is exploring your community or an area you’ve never been before. Take a moment to think outside of your comfort zone of where you could go exploring.
Everyday someone is diving, snorkeling, free diving, using their GoPro, underwater camera and remotely operated vehicle to find out what is below the water. Yes, many times it is for commercial reasons such as inspecting underwater structures, but even still sit back for a moment and realize how astronomically advanced we have become. We has humans continue to push the boundaries of exploration and continue to uncover more and more mysteries.
This year’s theme of Geography Awareness Week is: Geography and the New Age of Exploration. The title could not be fitting as exploration of our great land, air and water become more advanced. This week alone, we have posted about an ROV that has found a Mangapinna Squid and a Jellyfish Deepstaria. These discoveries sometimes can be misinterpreted to finding a Sea Monster to those unaware of these rarely seen species, but in turn this also engages the everyday person to learn more about the animals that live in our waters.
I hope that you take time this week to go somewhere you’ve never been and share your experiences with us – have you found something neat underwater that’d you like to share? We see a lot of bass in the Great Lakes region here in Southern Ontario, but even those are exponentially cooler when you’re seeing them through the eyes of a Deep Trekker. | <urn:uuid:17782ab3-a68b-4a3b-ab87-530d68b50070> | {
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Over-the-counter (OTC) medicines are drugs that you can buy without a prescription from your doctor. Many OTC medicines have not been well studied for safety in pregnant mothers. Talk to your doctor before taking any OTC medicine, vitamin, or supplement. If you are pregnant, there is a risk of them affecting your baby. If you are breastfeeding, there is a risk of them getting into your breast milk.
Path to improved health
All women who are pregnant, trying to get pregnant, or breastfeeding, should take a prenatal pill each day. The following are some basic guidelines for taking other OTC medicines.
If you are pregnant or trying to get pregnant:
- Do not take OTC medicines without talking to your doctor first. This includes medicines to treat cough, cold, diarrhea, constipation, or nausea.
- Avoid taking OTC medicines during your first trimester (first 12 to 13 weeks of pregnancy). This is when the risk to your baby is highest.
- Acetaminophen (brand name: Tylenol) is safe for short-term pain relief during pregnancy.
- In general, avoid taking aspirin unless your doctor tells you to take it.
- Avoid taking NSAIDs (non-steroidal anti-inflammatory drugs), especially during the third trimester. They can cause heart defects in your baby. Examples of NSAIDs are ibuprofen (brand names: Advil, Motrin) and naproxen (brand name: Aleve).
- Avoid combination medicines that treat several symptoms at once. You do not want to expose your baby to too many medicines. If your doctor says it’s safe, use 1 medicine to treat 1 symptom. For example, you might use acetaminophen for a headache. But don’t use acetaminophen combined with other active ingredients, such as decongestants or antihistamines.
If you are breastfeeding:
- Take oral medicines after you breastfeed or before your baby’s longest sleep period. This lets the medicine go through your system before you feed your baby again.
- Acetaminophen and NSAIDs are safe for pain relief.
- Avoid taking aspirin because it can cause rashes and bleeding problems in nursing babies.
- Limit long-term use of antihistamines. They may cause side effects in nursing babies, such as irritability, crying, drowsiness, and trouble sleeping. They also can decrease the amount of milk you produce. If you are not sure whether an OTC medicine contains antihistamines, ask your doctor or pharmacist.
- Watch your baby for signs of side effects or reactions. These may include a rash, trouble breathing, or other symptoms that your baby didn’t have before you took the medicine.
- Keep all medicines out of the sight and reach of your baby and other children.
Things to consider
Conception occurs about 2 weeks after your last period. That means you may not know you are pregnant until you’re more than 3 or 4 weeks along. Your baby is most vulnerable 2 to 8 weeks after conception. This is when your baby’s facial features and organs begin to form. Any medicines you take can affect your baby. (So can anything you eat, drink, smoke, or are exposed to.) This is why you should avoid these things if you are trying to become pregnant.
If you need to take medicine regularly because of a health problem, talk with your doctor before you try to get pregnant. There may be other ways to treat your condition rather than taking medicine.
Questions to ask your doctor
- Do you have a list of OTC medicines I can take while pregnant?
- What are the risks of taking OTC medicines while pregnant?
- What are the risks of taking OTC medicines while breastfeeding?
- How much folic acid do I need to take?
- Are supplements and vitamins safe for me while I am pregnant?
- I currently take an OTC medicine for a health problem. Is there another treatment option while I am pregnant?
Copyright © Orenschools
This information provides a general overview and may not apply to everyone. Talk to your family doctor to find out if this information applies to you and to get more information on this subject. | <urn:uuid:71aa9c57-6613-4cb6-a7ef-d8089310b35a> | {
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In a remarkably short time, Germany recovered smartly from the wreckage of its defeat in World War II to become the economic strong man of Europe.
Monuments to the nation’s plunge into Nazism remain at Dachau and other death camps as grim reminders of the dangers of an all-powerful state with a messianic leader.
Curiously, one aspect of the old Nazi state that originated in 1918, even before the Nazis took power, remains: a prohibition on homeschooling. It seems the current education authorities are willing to enforce this draconian law to keep their monopoly.
A courageous German Christian couple refused to hand over their children to the government schools and fled to America three years ago. Now, the Obama administration is trying to send them back. A likely outcome would be the state seizing the children and imprisoning the parents.
In December 2010, U.S. immigration judge Lawrence O. Burman granted asylum to Uwe and Hannalore Romeike, who home school their five children (they now have another baby as well). The family is living in Tennessee.
The U.S. Agency for Immigration and Customs Enforcement (ICE) filed an appeal, arguing that homeschoolers are not a fit category for granting asylum. Keep in mind that they bend the law to grant asylum to others, including same-sex partners. The Board of Immigration Appeals overturned Judge Burman’s decision, and the family is fighting deportation.
Romeike v. Holder is now before the United States Court of Appeals for the Sixth Circuit, and will be heard on April 23.
In his ruling, Judge Burman declared that Germany’s policy abridges “basic human rights that no country has a right to violate” and is “repellent to everything we believe in as Americans.”
Indeed, the United States has long protected parental rights. In 1925, the Supreme Court in Pierce v. Society of Sisters struck down Oregon’s compulsory attendance law, saying,
“The fundamental theory of liberty upon which all governments in this Union repose excludes any general power of the state to standardize its children by forcing them to accept instruction from public teachers only. The child is not the mere creature of the state; those who nurture him and direct his destiny have the right, coupled with the high duty, to recognize and prepare him for additional obligations.”
The Obama administration cited a ruling by the European Court of Human Rights, which says “the public education laws of Germany do not violate basic human rights.”
Yes, they do. In the United States, we recognize that unalienable rights, including parental rights, come from our Creator. The administration’s treatment of the Romeikes reveals much about what this regime values, and it’s apparently not independent, God-fearing families.
“It is disappointing but not surprising that ICE has appealed,” said Michael Donnelly of the Home School Legal Defense Association (HSLDA). “Judge Burman appropriately noted that homeschooling is legal in all 50 states, and his decision reflects U.S. law, which upholds the right of parents to direct the education and upbringing of their children as an enduring American tradition, entitling the family to protection from persecution.”
HSLDA founder Michael Farris told Breitbart News: "The essence of liberty is to believe what you want and to teach that to your children. ... Germany bans homeschooling for the express reason that they want all children to embrace the government's view of the world.”
HSLDA has a petition supporting the Romeikes on the White House website. The administration will respond officially if 100,000 or more people sign it. Another 74,000 signatures are needed by the April 18 deadline.
The current German policy has a very dark pedigree. As William L. Shirer relates in The Rise and Fall of the Third Reich, the National Socialist Workers Party quickly moved to abrogate parental rights.
In a November 6, 1933 speech, Adolf Hitler warned parents:
“I calmly say, ‘Your child belongs to us already. ... You will pass on. Your descendants, however, now stand in the new camp. In a short time they will know nothing else but this new community.”
On May 1, 1937, he said: “This new Reich will give its youth to no one, but will itself take youth and give to youth its own education and its own upbringing.”
After Germany invaded Austria in 1938, the Nazis quickly de-Christianized the schools. In her book The Story of the Trapp Family Singers, Maria von Trapp, the real-life Maria played by Julie Andrews in The Sound of Music, related how one of her daughters came home to report that “the teacher said that Jesus was only a naughty Jewish boy who ran away from his parents.”
During a family meeting, a child explained, “In school, we are not permitted to sing any religious songs with the names of Christ or Christmas. We can hardly sing any Bach for that reason.”
In America, many liberals hide their contempt for Christianity behind a façade of “tolerance.” After a CNN interview I did a few years ago about American schools deleting “Christmas” and creating “Winter Concerts,” and how this reminded me of Maria von Trapp’s reminisince, I got a letter from a prominent liberal accusing me of belittling the Holocaust. It didn’t make a lick of sense, since the Holocaust never came up even remotely. But my citing Mrs. von Trapp’s account of the Nazis’ repression of Christianity set him off. The charge was so off-the-wall that I didn’t bother responding.
In another memoir titled Maria, Mrs. Von Trapp wrote about her and her husband Georg’s decision to flee Austria: “There was no real question what God wanted. As a family it was decided that we wanted to keep Him. We understood that this meant we had to get out.”
The Romeike family came to the same conclusion and expected to find refuge in America, where freedom of religion is enshrined in the First Amendment.
It would be more than a shame if they find out they were wrong.
Robert Knight is Senior Fellow for the American Civil Rights Union.
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Key words :
What's Really Wrong With Nuclear Power?
30 Nov, 2007 01:30 pm
In terms of its achievable potential, financial and social cost, and even carbon dioxide emissions, nuclear power is not an optimal solution.
Contrary to such optimism, however, nuclear power plants will not be able to reduce greenhouse gas emissions in any meaningful timeframe; their financial, environmental, and political costs are severe; and they are far from being a “carbon neutral” energy source.
Too Little, Too Late
First, in both the US and UK, if governments approved new nuclear units today, the earliest they would come online is 2015—and that is presuming everything would go as planned. Frank Barnaby and James Kemp estimate that by 2075, assuming that countries meet projections and would produce one-third of their electricity from nuclear sources, China would require around 530 Gigawatts (GW), India 600 GW, the US 146 GW, and Indonesia 125 GW.
Taking an average reactor size of 1,000 MW, this means 2,000 to 2,500 new nuclear reactors will be needed between now and then, or around three a month. This is completely infeasible, even if the social, political, and environmental concerns discussed below could be wished away. France, which currently generates 76 percent of its electricity from nuclear units, has the fastest record for deploying nuclear plants in history: 58 between 1977 and 1993, or an average of 3.4 reactors per year, not month.
Furthermore, even if just 700 new nuclear plants were constructed, they would require the additional construction of 11 to 22 large enrichment plants, 18 fuel fabrication plants, and 10 waste disposal sites the size of Yucca Mountain. This may not be just undesirable, but also technically impossible.
How Much, and For How Long?
Second, nuclear power plants pose insurmountable economic, environmental, and political challenges.
While the industry reports that new nuclear plants cost around $2,000 per installed kilowatt (or a total of $4 billion if the plant reached a capacity of 2 GW), the historical record suggests that costs will escalate. New nuclear power plants are extremely capital intensive and take years to build. The capital intensity of such projects means that they often cost $1-2 billion more than anticipated, as they are subject to greater interest rates, higher financing expenses, and changes in regulatory requirements during construction.
Moreover, because nuclear plants provide centralized power sited away from urban centers, they must rely on a vast and complex transmission network to distribute their power. Yet such a network loses between 6 and 12 percent of its transmitted electricity before it ever reaches a single home or business, due to the laws of thermodynamics. Nuclear plants also use around 5 to 7 percent of their own energy to contain and cool nuclear reactions.
In other words, getting electricity from a typical nuclear plant would be the equivalent of purchasing a dozen beers at a local grocery store only to lose between two and five bottles every time you transported them home, day after day.
Environmental costs abound as well. The reprocessing and enrichment of uranium and plutonium, needed for fuel, often necessitate fossil-fueled generators that emit significant amounts of carbon dioxide. At an earlier stage in the nuclear fuel cycle, the mining and milling of uranium and the operation of nuclear reactors also present grave dangers to the environment. Abandoned mines, for example, can pose radioactive risks for as long as 250,000 years after closure. Let’s not forget that nuclear plants produce prodigious amounts of waste that remain dangerously radioactive for hundreds of thousands of years—longer than our civilization has practiced Catholicism, or, more important for some, cultivated agriculture.
From a political standpoint nuclear plants degrade energy security in three ways. First, they make countries more dependent on imported and interruptible fuels that have large price spikes. The cost of uranium, for instance, jumped from $7.25 per pound in 2001 to $47.25 per pound in 2006, and the Nuclear Energy Agency reports that fuel counts for 15 percent of the lifetime costs of a nuclear plant.
While nuclear power plants themselves can be relatively well-secured, guarding the transmission and distribution grid through which they distribute their power is difficult.
In Britain during the coal-miner strikes of 1976, a leader of the power engineers famously remarked that “the miners brought the country to its knees in 8 weeks, but we could do it in 8 minutes". This is because the infrastructure needed to distribute nuclear power is brittle, and subject to cascading power failures easily induced by severe weather and small animals, to say nothing of accidental or intentional human interference.
As if this wasn’t enough, the safety record of nuclear plants worldwide is extremely questionable. More than 90 nuclear accidents, defined as incidents that either resulted in death or more than $50,000 of property damage, have occurred worldwide since the 1970s, according to data from the Union of Concerned Scientists and International Energy Agency. That’s more than two incidents every year, including dozens this past decade.
About as Carbon Friendly as Natural Gas ...
Third and finally, nuclear power plants are not carbon neutral. The Oxford Research Group concludes that the nuclear fuel cycle is responsible for emitting 84 to 122 grams of carbon dioxide per every kWh, mostly from uranium mining, plant construction, and plant decommissioning. The report also notes that these emissions are around half of that as natural gas plants (so we are talking about some serious carbon).
In addition, the International Atomic Energy Agency notes that uranium is getting harder to mine, meaning that the carbon emissions related to nuclear will get worse as more uranium gets depleted, not better. This is because mining uranium ores of relatively low grades and greater depth is much more energy intensive. If world nuclear generating share remains what it is today, the Oxford Research Group concludes that by 2050 nuclear power would generate as much carbion dioxide per kWh as a comparable gas-fired power station.
In the end, the belief that nuclear power represents a clean and safe alternative to coal-, natural-gas fired, or renewable power generation is completely misguided. It exposes our country to dangerous and prolonged risks, legitimates transmission and distribution efficiency losses, commits policymakers to continued greenhouse gas emissions, and obscures better alternatives towards a truly sustainable energy portfolio.
Barnaby, Frank and James Kemp, Secure Energy? Civil Nuclear Power, Security, and Global Warming (Oxford: Oxford Research Group, March, 2007).
Echavarri, Lance E. “Is Nuclear Energy at a Turning Point?” Electricity Journal 20(9) (November, 2007), pp. 89-97.
International Atomic Energy Agency, Analysis of Uranium Supply to 2050 (Geneva: IAEA, 2001).
Keystone Center, The, Nuclear Power Joint Fact-Finding (July, 2007), available at http://www.keystone.org/spp/documents/FinalReport_NJFF6_12_2007(1).pdf.
Sovacool, Benjamin K. “The High Costs of Going Nuclear for Indonesia,” The Jakarta Post, September 13, 2007, p. 7. | <urn:uuid:08db4ae9-e557-4d48-bcd4-c1d0bb3fee46> | {
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Cerebral venous thromboses and infarcts are rare but serious conditions with devastating consequences without prompt diagnosis and treatment. They are reported to occur in 2 to 7 persons per million annually.1 There is wide variability in their clinical presentation as well as in their imaging manifestations. Imaging can vary from the most subtle findings of sulcal effacement to the extremely complex, with concomitant infarct, vasogenic edema often complicated by hemorrhage, thus making cerebral venous thrombosis a challenging diagnosis to both radiologists and clinical colleagues.
A proper history, high index of suspicion and proper interpretation of images are necessary for prompt diagnosis, treatment and favorable patient outcome. However, even when the correct diagnosis of venous infarct is made, controversy and uncertainty surrounding the best course of treatment make for a challenging discussion.This article will cover the various imaging presentations of venous infarcts, diagnostic pitfalls and current treatment recommendations.
Understanding the pathophysiology of venous thromboses and infarcts helps to explain the imaging manifestations and natural evolution of venous infarcts. Venous thrombosis can occur spontaneously or secondary to trauma, infection or as a complication of surgery. Transient states of hypercoagulability from dehydration, oral contraceptives, and pregnancy or permanent hypercoagulability from genetic causes or chronic physiologic states such as malignancy are risk factors.
Cerebral veins are thin, valveless structures that do not contain smooth muscle. 2 Venous infarcts occur due to obstruction of the venous system by thrombus or external compression. Subsequently, venous pressure continues to rise leading to cortical edema and the appearance of vasogenic edema on imaging. Eventually, the continued rise in venous pressure overcomes the arterial inflow pressure, ultimately leading to cytotoxic edema.3 Cerebral edema can exacerbate the degree of venous obstruction leading to a cyclical cascade of edema and further cerebral venous obstruction. Hydrocephalus may occur in the early phases due to decreased cerebrospinal fluid absorption, contributing to elevated intracranial pressures.4 The rate of rise in venous pressure depends on the acuity of the venous occlusion and whether or not venous collaterals can be recruited to dampen the rise of venous pressure. If the rate of rise in venous pressure is rapid, the friable valveless venous vasculature is unable to withstand the pressure, ultimately leading to parenchymal hemorrhage.Direct venous pressure measurements are reported to range from 42 mmHg to 51 mmHg (57 cmH2O to 69 cmH2O) in patients with stage IV venous thrombosis with parenchymal hemorrhage, which all resolved after thrombolysis.4
Cerebral venous thrombosis however does not always result in infarct.Approximately, 50% of patients with cerebral venous thrombosis progress to venous infarct.Moreover, other studies have suggested that unlike arterial infarcts, venous infarcts caused by cerebral venous thrombosis are reversible with anticoagulation treatment in as high as 50% of patients.4-5 Potential reversibility of venous infarct with anticoagulation highlights the importance of prompt diagnosis.
Head CT examination was performed on GE scanners (Milwaukee, WI) without contrast using the following parameters: slice thickness 2.5-5 mm, field of view 220-250 mm, kVp 120, mA 110-320.CT venogram was performed on GE scanners (Milwaukee, WI) after intravenous contrast administration OminpqueTM 350 100mls using the following parameters: slice thickness 2.5-5 mm, field of view 180-250, kVp 120-140, mA 180-220.
Magnetic resonance images were obtained using a GE 1.5-T unit (Milwaukee, WI). An MR venogram was performed using 2D time of flight (TOF) with slice thickness of 2 mm with slice gap of 1-2 mm. Standard noncontrast MR images were performed with slice thickness of 5 mm, slice gap of 6.5 mm, field of view 220-250 mm. Postcontrast T1-weighted MR images were obtained after intravenous administration of 10 mls of OmniscanTM.
Findings of cerebral venous thrombosis can be subtle on imaging. When the clinical presentation is non-specific, a noncontrast CT is usually the first imaging exam performed. A hyperdense sinus may be the only sign of a thrombosed dural sinus in the absence of venous infarction (Figure 1A). In cases where a hyperdense sinus is suspected, a CT or MR venogram is performed which demonstrates a filling defect within the sinus in question (Figure 1B). When MRI of the brain is the initial exam, a T1 hyperintense thrombus or loss of T2 flow void effect may be found within the dural sinus (Figure 2). The gradient echo sequence may demonstrate susceptibility hypointensity within the thrombosed venous sinus (Figure 2C). However, the hyperdense sinus sign has a wide range in reported sensitivity of 25-64%,6 and is not consistently reliable due to variability of sinus attenuation.1 The vertex and posterior fossa are locations where the superior sagittal, transverse and sigmoid sinuses reside, but are frequently obscured from beam hardening on noncontrast CT, contributing to the decreased reliability of the hyperdense sinus sign. Also, the offending vein is not always identified when small cortical veins are involved, presumably from recanalization after the subsequent insult by hemorrhage or infarct occurs.
Sometimes, only secondary signs of cortical swelling and infarct are apparent on noncontrast CT, raising the question of venous thrombosis. The earliest sign of venous infarct is gyral swelling, which is often extremely subtle and only appreciable by noticing the effacement of the adjacent sulci (Figure 3). Gray-white differentiation will be relatively preserved and frequently accentuated with the presence of vasogenic edema (Figure 4) mimicking an underlying mass. In contrast, arterial infarct presents with cytotoxic edema with blurring of the gray and white matter interface from edema distal from the point of occlusion (Figure 5). Vasogenic edema is best identified on T2 or T2 FLAIR-weighted sequences, which presents as T2 hyperintensity of the subcortical and periventricular white matter with sparing of the cerebral cortex. Differentiation of vasogenic and cytotoxic edema within a venous infarction, which can be present concurrently, is made with diffusion-weighted sequence (DWI), with restricted diffusion representing cytotoxic edema and T2 shine through representing vasogenic edema.
Venous infarcts can sometimes present with parenchymal hemorrhage and is estimated to occur in 30-40 % of patients with cerebral venous thrombosis.7 Hemorrhage is typically cortical or paramedian in location and not confined to a typical arterial vascular territory (Figures 6-8). In Figure 6, there is right temporal lobe cortical hemorrhage from a thrombosed inferior anastomotic vein (vein of Labbé), while in Figure 9 there is hematoma of the left occipital lobe from cortical vein thrombus. Diagnosis is sometimes hindered when the clinical history is obscured by trauma which may happen subsequent to the neurologic deficit as a result of the venous infarct and hemorrhage.
Noncontrast CT head and the T2* weighted MRI sequence are used to identify intraparenchymal hemorrhage with the greatest sensitivity.
History is critical to prompt diagnosis and essential to avoid misinterpretation. Figure 3 demonstrates a case of a young woman in her first trimester of pregnancy presenting with seizure. There was a high clinical suspicion for venous thrombosis because of the early gestational age of her pregnancy and her transient state of hypercoagulability. Left paramedian gyral swelling and a hyperdense superior sagittal sinus from thrombosis and subsequent venous cortical edema and infarct was the most reasonable diagnostic possibility. However, without the proper history, the imaging findings on this noncontrast CT are much more nonspecific, and can include encephalitis or post-ictal cerebral edema. Imaging findings of venous infarct can be extremely complex with concomitant findings of hyperdense vein or venous sinus, vasogenic edema and hemorrhage (Figure 9). Common competing differential possibilities are trauma, tumor and infection.
Trauma is the most common cause of parenchymal hemorrhage and may be a source of diagnostic confusion (Figure 10). However, traumatic hemorrhage usually occurs in typical locations such as the orbital frontal gyrus and temporal poles because of their relationship along the anterior and middle skull base and susceptibility to the greatest shearing forces. But parenchymal hemorrhage can occur anywhere at the impact, “coup” site with typical “contrecoup” hemorrhage occurring directly opposite. Figure 10 shows contrecoup parenchymal hemorrhage of the left orbital frontal gyrus and right temporal lobe with left frontal epidural hematoma (blood window). Direct (coup) impact the left temporal and occipital scalp result in temporal bone fracture and pneumocephalus.
Herpes encephalitis typically involves the temporal lobes with areas of hemorrhage. However, temporal lobe involvement is usually bilateral but asymmetric and the regions of hemorrhage are typically petechial, as demonstrated in Figure 11.
Infiltrating gliomas may sometimes mimic vasogenic edema.In Figure 12, there is an infiltrating tumor of the left temporal lobe, which is isointense to gray matter on T2, whereas the areas of vasogenic edema surrounding the tumor have increased T2 signal intensity.
Prompt diagnosis and treatment are key to a favorable outcome. In Figure 6, the initial CT of the vein of Labbé and transverse dural sinus thrombosis and hemorrhagic venous infarct was interpreted as right temporal lobe hemorrhage with subdural hematoma with concern for an underlying arteriovenous malformation. The thrombosed (hyperdense) right transverse sinus was misinterpreted as a subdural hematoma. The tubular hyperdensity next to the hematoma was a thrombosed inferior anastomotic vein (vein of Labbé). The subsequent MRI performed 12 hours later (Figure 7) performed for the possibility of an underlying mass reveals progression with infarction of the right temporal and occipital lobe superimposed on the temporal lobe hemorrhage. The subsequent CT (Figure 8), 18 hours after presentation shows new hemorrhage of the newly infarcted right temporal lobe with worsening edema and uncal herniation.
The main distinguishing factor between arterial and venous infarct is distribution. Figure 13 demonstrates a case of arterial infarct, with diffusion restriction in right inferior parietal lobule and temporal lobes, sparing the occipital lobe, in a typical distribution of posterior right middle cerebral artery territory. This is in contradistinction to the previous patient demonstrated in Figures 7 and 8, where there was also involvement of the occipital lobe, an area that is in the posterior cerebral arterial distribution. Infarct across multiple expected arterial territories suggests a venous rather than an arterial origin.
The first line of treatment for venous thrombosis and infarct is anticoagulation. The standard of care is anticoagulation with low molecular weight heparin or unfractionated heparin and has been accepted by multiple trials for safety and efficacy.7-9 Anticoagulation is recommended even in the setting of venous thrombosis with hemorrhage. Pretreatment hemorrhage is associated with adverse outcome but does not appear to predispose the patient to new or worsening hemorrhage after anticoagulation.7,9,10
Lu A, Shen PY, Dahlin BC, Nidecker AE, Nundkumar A, Lee PS. Cerebral venous thrombosis and infarct: Review of imaging manifestations. Appl Radiol. 2016;45(3):9-17. | <urn:uuid:c22fabcd-f956-4370-8e7f-ce59c2ae933e> | {
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Mathematical Methods in Science and Engineering
An innovative treatment of mathematical methods for a multidisciplinary audience Clearly and elegantly presented, Mathematical Methods in Science ... Show synopsis An innovative treatment of mathematical methods for a multidisciplinary audience Clearly and elegantly presented, Mathematical Methods in Science and Engineering provides a coherent treatment of mathematical methods, bringing advanced mathematical tools to a multidisciplinary audience. The growing interest in interdisciplinary studies has brought scientists from many disciplines such as physics, mathematics, chemistry, biology, economics, and finance together, which has increased the demand for courses in upper-level mathematical techniques. This book succeeds in not only being tuned in to the existing practical needs of this multidisciplinary audience, but also plays a role in the development of new interdisciplinary science by introducing new techniques to students and researchers. Mathematical Methods in Science and Engineering's modular structure affords instructors enough flexibility to use this book for several different advanced undergraduate and graduate level courses. Each chapter serves as a review of its subject and can be read independently, thus it also serves as a valuable reference and refresher for scientists and beginning researchers. There are a growing number of research areas in applied sciences, such as earthquakes, rupture, financial markets, and crashes, that employ the techniques of fractional calculus and path integrals. The book's two unique chapters on these subjects, written in a style that makes these advanced techniques accessible to a multidisciplinary audience, are an indispensable tool for researchers and instructors who want to add something new to their compulsory courses. Mathematical Methods in Science and Engineering includes: * Comprehensive chapters on coordinates and tensors and on continuous groups and their representations * An emphasis on physical motivation and the multidisciplinary nature of the methods discussed * A coherent treatment of carefully selected topics in a style that makes advanced mathematical tools accessible to a multidisciplinary audience * Exercises at the end of every chapter and plentiful examples throughout the book Mathematical Methods in Science and Engineering is not only appropriate as a text for advanced undergraduate and graduate physics programs, but is also appropriate for engineering science and mechanical engineering departments due to its unique chapter coverage and easily accessible style. Readers are expected to be familiar with topics typically covered in the first three years of science and engineering undergraduate programs. Thoroughly class-tested, this book has been used in classes by more than 1,000 students over the past eighteen years. | <urn:uuid:fb216aa0-6899-4325-bf16-89f0f4a213b7> | {
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Exactly 157 years after Chief Seattle joined 81 leaders of Puget Sound tribes surrendering their land to the Governor, the Washington State Legislature is considering a state holiday in honor of Native Americans.
On January 22, 1855 Tribes including the Duwamish and Suquamish signed a treaty with Governor Isaac Stevens to turn over their land, in exchange for cash and being able to relocate to reservations that had access to fishing and hunting grounds.
At the time, there were 9,712 Native Americans living west of the Cascades and only a few hundred white settlers in the Puget Sound area. The treaty didn’t ensure peace, but it was the beginning of pushing Native Americans off of the property they had first.
Senate Bill 5183 , being considered in Olympia today, attempts to recognize Native’s contributions by creating a state holiday called “Native American Heritage Day.”
The new holiday would be the day after Thanksgiving Day. Placing the holiday on that particular day is not a strong statement from the Senate sponsors, considering that day is already a state legal and school holiday, and it’s one many celebrate with black Friday shopping.
The legislation notes: “America’s journey has been marked by both bright times of progress and dark moments of injustice for Native Americans…The Native American population was disrupted and nearly destroyed through European colonization. Genocide, slavery, and political and cultural repression were consequential adversities Native Americans had to overcome. In the face of such hardships, Native Americans endured; their cultural beliefs flourished; and today we celebrate their importance to the United States and the state of Washington.”
By celebrating their importance, the state means renaming a date on the calendar – which was already a legal holiday for state workers, public schools, and local governments – Native American Heritage Day.
The state has a bunch of special days declared in honor of individuals and groups. January 13th was Korean-American day. January 26th is Washington Army and Air National Guard Day. April 16th is Mother Joseph day, while September 4th is set aside for Marcus Whitman. None of those days are legal holidays.
The state is trying to send a message that a day honoring tribes is unique because it’s a legal holiday. If they really wanted to make it special, why not give Native Americans their own holiday instead of plopping the day on a calendar day that was already a holiday for most?
Photo: Chief Seattle, 1864. The original photograph for this often reprinted image has been altered by painting Chief Seattle’s closed eyes to make them appear open and by blacking out the studio backdrop. Original Photo by E. M. Sammis, courtesy HistoryLink.org | <urn:uuid:13d49062-cea6-493c-9eea-abf28367c41b> | {
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Magma Ocean & Weird Exoplanets
A Magma Ocean, Hot Jupiter Rotations and finding Earth-like exoplanets: this week’s most exciting space headlines.
A new analysis of data from NASA's Galileo spacecraft reveals that beneath the surface of Jupiter's volcanic moon Io is an “ocean” of molten or partially molten magma. The magma ocean layer appears to be more than 30 miles thick, making up at least 10 percent of the moon's mantle by volume. The blistering temperature of the magma ocean probably exceeds 2,200 degrees Fahrenheit (1,200 degrees Celsius). Hotcha!
NASA's Voyager spacecraft discovered Io's volcanoes in 1979 and they are the only known active magma volcanoes in the solar system other than those on Earth. The energy for the volcanic activity comes from the squeezing and stretching of the moon by Jupiter's gravity as Io orbits the immense planet, the largest in the solar system.
Even though the magnetic-field data was taken from Galileo fly-bys of Io in October 1999 and February 2000, it took awhile to detect this magma layer. ScienceInsider reports that
high-flying volcanic debris frustrated space physicists’ attempts to use Jupiter’s powerful magnetic field as a probe of Io’s interior.
The current analysis, over ten years in the making, was published in this week’s edition of Science.
From a hot ocean to hot Jupiters… Hot Jupiters describe large gaseous exoplanets that orbit very close to their parent star. Some of these hot Jupiters are just plain crazy weird, say scientists, because they orbit their star in the opposite direction.
“That's really weird, and it's even weirder because the planet is so close to the star,” said Frederic A. Rasio, a theoretical astrophysicist at Northwestern University. “How can one be spinning one way and the other orbiting exactly the other way? It's crazy. It so obviously violates our most basic picture of planet and star formation.”
When scientists find something weird and crazy, they investigate. And that’s just what Rasio and his colleagues did. Using large-scale computer simulations, they are the first to model how a hot Jupiter's orbit can flip and go in the direction opposite to the star's spin. Gravitational perturbations by a much more distant planet result in the hot Jupiter having both a “wrong way” and a very close orbit, according to their research, published this week in Nature.
In other exoplanet news… The Kepler mission’s primary goal is to find Earth-like planets orbiting Sun-like stars, and now you can help find them, too! UC Berkeley astronomers aimed a radio telescope in the direction of Kepler’s most Earth-like candidates last weekend. Once they acquire data on a total of 86 Earth-like planets, they’ll initiate a coarse analysis and then, in about two months, ask an estimated 1 million SETI@home users to conduct a more detailed analysis on their home computers. Join SETI@home or learn more information about the project here.
Io image: NASA/JPL/University of Michigan/UCLA | <urn:uuid:26291e29-b0f3-4ca6-abe6-d145d7b1b314> | {
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Motorway junction in Walldorf, Germany as viewed by TerraSAR-X
The German Aerospace Center (DLR) has begun several months of tests into the feasibility of obtaining traffic information via satellite. The German radar satellite TerraSAR-X is going to monitor selected sections of motorway in Germany, Austria, Switzerland and California. The aim of this project is to develop a procedure for large-scale traffic data capture, independent of ground systems, that permits data relay to various traffic information providers. In contrast to measurement procedures used to date, most of them stationary cameras, information gleaned by satellite can yield up-to-the-minute information, even from roads without sensors, whatever the weather, regardless of borders.
The technology is not limited to discovering areas of high traffic density. It can also be used to calculate the average speed of motorway (autobahn) traffic, so that the exact journey time between junctions can be established. With the help of such information, traffic information service providers will be able to make better journey time forecasts – even in fog, heavy rain and darkness – thanks to the latest radar technology.
Traffic measurement of the A4 near Dresden using radar satellite
In the context of the field campaign started on 26 February 2008, the first stretches of motorway to be observed will be the A4 to the west of Dresden, and the area where Germany, Austria and Switzerland meet. Later, this will be extended to the Ruhr, the A5 and A8 at Karlsruhe and Interstate 5 in California, to the north-west of Los Angeles.
Traffic data capture represents an expansion of the capabilities of the radar satellite. TerraSAR-X, which has been operational since June 2007, has sent over 10 000 high-quality radar images back to Earth to date. In order to analyse the large amounts of data, an additional mainframe computer was made available at the DFD field station at Neustrelitz, near Berlin, in January 2008. The surveying, and the preparation of the data for the emergency services are just two further examples of potential varied uses of the satellite data, which is already being used by over 200 scientists world-wide.
TerraSAR-X is the first German satellite to be manufactured under what is called a public-private partnership (PPP) between the German Aerospace Center and Astrium GmbH in Friedrichshafen.
The satellite circles Earth in a polar orbit and records unique, high-quality X-band radar data of the whole planet with its active antenna. TerraSAR-X works regardless of weather conditions, cloud cover and daylight and is able to provide radar data with a resolution of up to one metre.
DLR is responsible for using TerraSAR-X data for scientific purposes. It is also responsible for planning and implementing the mission as well as controlling the satellite. Astrium built the satellite and shares the costs for developing and using it. Die Infoterra GmbH, a subsidiary company founded specifically for this purpose by Astrium, is responsible for marketing the data commercially. | <urn:uuid:9156ac41-ee4c-410a-9b26-b63942275106> | {
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From Discovery's Reference Library "English Without Tears"Feb 10 2017 News >> Latest News
The Reference library at Discovery contains some 14,000 artefacts, including engineering firms' brochures and publicity material, magazines, journals and books. The article “English without Tears” comes from "Coal" (May 1948). Although this magazine has been digitalised and is available here there is nothing quite like holding a magazine and turning the pages.
The article describes how after World War II, with the ending of conscription into the mines, (the "Bevin Boys"), there was a requirement for labour in the mines. There were several general volunteer schemes for European workers, the first under the banner of Balt Cygnet had no provision for dependents and mainly attracted women into essential domestic work in sanatoria and hospitals. The other was Westward Ho which did accept spouses and children. Between 1946 and 1949 a total of 91,000 people were accepted on the scheme mainly from the Ukraine, Poland and Latvia with some from Balkans. Initially these volunteer workers were known as Displaced Persons, then European Volunteer Workers and finally in 1953 this was replaced by the term "Foreign Workers recruited under the Westward Ho scheme". The use of ex POW and foreign soldiers was not counted in this scheme.
It was hoped in 1948 that the scheme would attract 30,000 miners to Britain (though there was a requirement for 100,000). Those European Volunteer Workers who had no English and were destined for the mines were sent to the National Coal Board Education centres such as at Bottisham, Cambridge. Here their integration into the English way of life involved intensive course of instruction, which lasted eight weeks. In that time they had to learn to speak and write the language though with a maximum vocabulary of 850 words. This involved small conversational groups of 50-60 people talking only in English, supplemented by text books with simple line diagrams and illustrated text film strips etc. Watch Pathe clip here.
In addition, there was physical training especially with hand hardening exercises and for this they were encouraged to garden. Understanding and integration into the British way of life meant visiting the local towns but they were expected to retain their national identity by ensuring they celebrated their national feast day. The abiding incentive was the work through which they would be able to earn and buy food (there was no mention of rationing in the article)
Although there was need for large numbers of workers, by 1956 the scheme had attracted just 12 % of the expected numbers and less than other population migrations (a total of 10,200 (3,800 European volunteer workers, 5,300 Poles, and 750 Italians;) report in Hansard 1956)
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by Robert Wilkinson
Today would have been the 85th birthday of a true American hero and icon for the ages, the Reverend Doctor Martin Luther King Jr. Regardless of his human flaws, he was one of the giants of all times. Today we remember that voice with videos of Martin doing his sacred work.
(I’ll post part two on the Full Moon on Thursday. For now, please take some time to listen to some of these speeches. Martin was one of the greatest of all time!)
An electrifying orator, Martin was a powerful voice for human rights. He came from a higher plane and with consistent conscience spoke to the "better angels of our nature," to use a term given to us by the Great Emancipator. While he was far from perfect, who among us can say we've done better to inspire several generations to aspire to a better way?
This remarkable man was the youngest person ever to receive the Nobel Peace Prize. He was awarded it in 1964 for his work to end racial segregation and racial discrimination through civil disobedience and other nonviolent means. He came to his philosophy of non-violence through his mentor Howard Thurman, the noted civil rights leader, theologian, and educator who had studied under Mahatma Gandhi and encouraged another MLK mentor, Benjamin Mays, also to study with Gandhi.
Here are some of his more memorable speeches. Some are footage of him speaking, others his speech with still photos. They're all pretty remarkable.
From August 1958 in Schreveport, an early great speech! Here’s all 68 minutes of “The Speech at Galilee”
Here's what he's most famous for, the full version of Martin Luther King on film delivering his 1963 "I have a dream" speech.
Here's an interesting historical debate. We start with the original interview with Malcolm X attacking Martin Luther King's strategy of non-violent resistance with MLK response.
From there we go to Martin Luther King in an interview Answering Malcolm X's criticisms. In it he makes a distinction between non-resistance and non-violent resistance. (The first minute is a strange intro, set to the theme music of "The Fugitive" television show.)
From the tumultuous year 1965, here are Martin Luther King, Jr. and "Our God Is Marching On!" given on 25 March 1965 in Montgomery, Alabama. This clip is set to "Tango for Evora" by Loreena Mckennitt.
Here's a much shorter clip of Martin Luther King in Montgomery, Alabama on March 25, 1965 doing How Long? Not Long!
In a 1965 speech King explained the reasons why he believed "we shall overcome" in similar terms he used in a 1957 speech to support his belief in "an other-loving God working forever through history for the establishment of His kingdom." Here's "We Shall Overcome."
I don't know when he gave this, but here's a clip I've titled "We don't have anything to be ashamed of"
Here’s a gem! Taped just after the March on Selma, here’s 25 minutes of pure gold!Martin Luther King, Jr. on War.
This one is a "must listen!" Here is an audio-only sermon at the Ebenezer Baptist Church on April 30, 1967, where Martin Luther King Jr. speaks out against the Vietnam War. In it he outlines why war devastates the poor as well as all of us, and why globalism, with its economic exploitation, militarism, and inherent racism, breeds poverty, injustice, and hate. Very powerful! (This awesome 23 minute speech was released by Black Forum records and won a Grammy in 1970 for the Best Spoken Word Recording.)
One of his more famous speeches was given on August 27, 1967 in Chicago. Here's the remarkable "Why Jesus Called A Man A Fool," also known as "A Knock at Midnight,"
From his final weeks, here are three more amazing pieces:
On February 4, 1968, in Atlanta, Georgia, he gave us "The Drum Major Instinct"
Then the speech that he gave in 1968 on behalf of the Memphis Sanitation workers striking for their rights that broke major ground: "I Am A Man." You can find more about this important moment in the civil rights movement here.
One of the more powerful short videos I've ever seen, from April 3, 1968, here's Martin Luther King's Prophetic Last speech - Remember.
If you want to listen to the entire speech, here's Martin Luther King's last speech. It's a more complete audio version of King's last speech w/still photos of the times. This is a counterpoint to the assertion that King's speeches were not the catalyst for real actions and change. These real accomplishments are enumerated by MLK himself and obviously would not have occurred '...if I had sneezed."
And now, the sad part. From Indianapolis, Indiana, here's the video of Robert Kennedy announces death of Martin Luther King, Jr.
Here are 2 merged clips of the April 4, 1968, CBS broadcasts of Dan Rather breaking the news that MLK had been shot, along with the CBS evening news report with Walter Cronkite
Last year I had the entire 81 minute 2011 PBS “the American Experience” episode titled “Roads to Memphis” but it’s nowhere to be found this year. However, I did find a clip that will take you to a 13 part series that runs about 2 hours called “Citizen King”
Also last year I found an amazing 2 hour film From 1970 titled “King: A Filmed Record… Montgomery to Memphis,” but I can’t find the whole thing in one clip this year. However, I did find all 8 parts of it in pieces of various lengths. (Not sure why it totals 3 hours, so go figure.) For your enjoyment,
In a final nod to one of the greatest Americans to grace our country, here's one of the most beautiful and poignant songs ever written. For your remembrance from 1968, a live tv performance of the original "Abraham, Martin, and John" done by the legendary Dion DiMucci.
"...Didn't you love the things that they stood for?
Didn't they try to find some good for you and me?
And we'll be free
Some day soon, and it's a-gonna be one day ...
1968 was a lousy year when some very decent people got shot for their troubles by the pawns of the gray men in the shadows. Unfortunately, it still goes on to this day. May all sentient Beings be delivered from violence, racism, hatred, fear, poverty and injustice as soon as possible.
© Copyright 2014 Robert Wilkinson
ps - Just found this courtesy of a friend of the site. It's a "lost speech" MLK gave in NYC in 1962. From PBS, here's MLK 1962 Speech in NYC | <urn:uuid:ad1e7d0f-d802-49f6-b6fd-a85b87db64f3> | {
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Science and Technology Celebrated at SETIcon II - Three-day festival ends on high note looking to the future of space exploration
SETIcon II, a three-day celebration of the exploration of space, science, technology, the arts, and science education, ended last night with three panel discussions, one examining how NASA’s Kepler space telescope mission is revolutionizing astronomy, a second on science and video games, and a third detailing the exciting research plans for the SETI Institute’s Allen Telescope Array. SETIcon II attracted more than 800 attendees from as far away as Washington, D.C., and visitors from five foreign countries.
“The response we received from the public and the scientific community was outstanding,” said Edna DeVore, deputy CEO of the SETI Institute. “Everyone from astronauts to scientists, to a Pulitzer Prize-winning author served on our panels and gave freely of their time and knowledge to make this an extremely engaging conference where we looked at the challenges facing scientific- and space-exploration in the coming decades, and how people interact with science and discovery through the arts.”
The last day of SETIcon, Sunday June 23, probed questions around finding life on other worlds. Is extraterrestial life more likely to be single-celled slime or scintillating intelligent beings? On Earth, biologists estimate that there at 5 x 1030 (5 nonillion) bacteria. These tiny single-celled organisms are found everywhere in and around us, and make up the vast majority of the biomass on our planet; they have dominated life on Earth for most of its 4.5 billion years existence. Humans, trees, butterflies, starfish, and such are a tiny portion of Earth’s living matter, and relative newcomers. Why would it different elsewhere? In the panel, “Do Any Exoplanets Have Intelligent Occupants?” Jill Tarter, Margaret Turnbull, Dan Werthimer and Jon M. Jenkins debated how, in the future, we might sniff out signs of life with ground and space-based giant telescopes that seek the subtle fingerprints of life in the atmosphere of distant exoplanets like those being discovered by NASA’s Kepler Mission and others. And, whether SETI scientists might grab the top prize by detecting incontrovertible evidence of extraterrestrial technology, a proxy for extraterrestrial intelligent life. These discoveries remain to be made in our future.
Astronauts, futurists and planetary scientists debated the future of space exploration at a time when many of the public believe that the US is getting out of space exploration because the space shuttles were retired. Should the focus be on robotic explorers that make one-way trips to asteroids, moons and planets in our solar system, or is it time to send the next Christopher Columbus in a 21st century spaceship to the Moon and beyond? This panel discussion featured Bob Richards, futurist and space entrepreneur, former astronaut Tom Jones, Cynthia Phillips, a planetary geologist at the SETI Institute who works on outer solar system exploration, and Robert Picardo, Hollywood’s humanoid robotic doctor from Star Trek: Voyager. When asked “Who would put the first boot prints on Mars: NASA, the Chinese space agency, or Elon Musk of SpaceX?” by an audience member, the panel bet on commercial space pioneer, Musk.
“While it is more expensive to send humans into space and bring them back, that’s what we’ve always done because humans are explorers,” said former astronaut, Tom Jones. “Without the great adventure of manned space flight, NASA would be a much smaller because the public is simply not as excited about sending robots to explore the solar system. We really need to do both and the advances in technology over the next 5 to 10 years will open unimagined opportunities for tools to help humans explore space.”
The social impact of finding life beyond Earth was to topic of “Would Discovering ET Destroy Earth’s Religions?” by panelists Bob Richards, Seth Shostak, senior astronomer at SETI Institute, Robert J. Sawyer, noted science fiction author, and Doug Vakoch, a psychologist who investigates how we might develop messages to communicate with extraterrestrials. As they discussed the impact of discovering intelligent life elsewhere, Shostak asserted that, as scientists, we should look at the data.
“We’ve done this experiment. When Percival Lowell took the 19th century discovery of faint lines on the surface of Mars by Italian astronomers, which they termed “canali,” to mean that there was a vast canal-building society on Mars, there were enormous headlines in the newspapers. There was a great deal of public interest, but no panic. When NASA announced in 1996 the possible evidence of fossilized bacteria in the Martian meteorite, ALH84001, it was the science story of the year. Again, the public was extraordinarily interested. So, this experiment has been run many times, and nobody panicked,” said Shostak. “Most people’s beliefs will not be changed much by these discoveries.”
Other panels focused on whether Hollywood gets ET biology right, how art and artists are key contributors to science through interpreting discoveries, how science gets into television for film screenplays, science and videogames, how to invent alien languages, the discoveries of the Kepler Mission, and the future of the Allen Telescope Array which SETI Institute scientists use to search for ET. It was a weekend of astrobiology, astronauts, actors, and artists interacting with all of the attendees.
The true highlight of Sunday was an interview of Frank Drake, a SETI pioneer, who was the first human to point a radio telescope at nearby stars in search of ET more than 50 years ago. Drake is a member of the National Academy of Sciences, and Chairman Emeritus of the SETI Institute’s Board of Trustees. In his long—and continuing—career, Drake Professor, has been Professor of Astronomy and Astrophysics at Cornell University, where he served as director of Arecibo Observatory, the world’s largest radio telescope, and Dean of Science at UC Santa Cruz. Interviewed by Andrew Fraknoi, Chair of the Foothill College astronomy department, and long-time colleague, Drake reflected on his early career, and his life-long adventure of seeking evidence of ET. The wide ranging conversation wrapped up with Drake’s vision for a new telescope that uses the Sun as a giant gravitational lens that focuses at 500 times the distance of Earth from the Sun. A spacecraft sent there could collect images of distant worlds by seeing the light from their cities at night. Drake is optimistic that we will find life beyond Earth, and is still pursuing that scientific passion.
All of the events at SETIcon—panels, interviews, presentations, and performances—were videotaped by Media Archives, and will soon be available for purchase. Individual sessions, or the entire conference proceedings can be ordered. Further information will be available at www.seticon.org soon. A year from now, SETIcon will draw together leading researchers, artists, musicians, and the public to again engage in an entertaining celebration of science and space exploration.
About the SETI INSTITUTE
The mission of the SETI Institute is to explore, understand and explain the origin, nature and prevalence of life in the universe. The SETI Institute is a private, nonprofit organization dedicated to scientific research, education and public outreach. The Institute comprises three centers, the Center for SETI Research, the Carl Sagan Center for the Study of Life in the Universe and the Center for Education and Public Outreach. Founded in November 1984, the SETI Institute began operations on February 1, 1985. Today it employs over 150 scientists, educators and support staff. For more information, www.seti.org. 650-961-6633. | <urn:uuid:bd4421a9-b523-43c7-a422-18c346f4934a> | {
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Parents of teenagers subject to California's tough graduated licensing requirements support the program. So do many of the teenagers. Despite restrictions on nighttime driving and limitations on the number of passengers allowed in a car with a beginning driver, most teenagers subject to the new rules say they're still able to pursue their activities.
Previous studies have indicated that parents in a number of states are strong supporters of graduated licensing (see "Parents' enthusiasm for graduated plan grows with experience," Dec. 4, 1999).
"How families adapt to the rules is important because the safety benefits of graduated licensing will be limited if compliance isn't widespread," Institute chief scientist Allan Williams points out.
Graduated systems can cause some inconvenience among both teenagers and their parents by delaying the process of getting full driving privileges and, in effect, prohibiting some types of travel previously available to young people. The potential for inconvenience is greatest in jurisdictions like California, where the restrictions are relatively strong. Not every state restricts teen passengers in a car when a beginner is behind the wheel, for example.
California's law is one of the toughest
Adopted in 1998, the law in California was the first to include a meaningful passenger restriction. No passengers younger than 20 are allowed in the car during the first 6 months of licensure unless an adult 25 or older is present. There's also a ban on nighttime driving, although it doesn't begin until midnight. Restrictions in other states start as early as 9 p.m.
California extended the learner's permit stage from 1 to 6 months and now requires parents to certify, prior to full licensure, that their children have driven at least 50 hours under supervision, including 10 hours at night.
Majorities favor the law
To see how Californians are adapting, Institute researchers surveyed two sets of license holders three times during their first year of licensure. One group of teens was subject to the graduated licensing law. The other wasn't. Researchers also interviewed the parents twice.
"We found the new system is well tolerated by both teens and their parents. It has substantially changed driving behaviors. Collectively, the changes should lead to crash and injury reductions," Williams says.
Parents strongly endorse the system. Among those with children subject to the new rules, 79 percent said they strongly favor the state's graduated licensing system. Only 4 percent are neutral or said they oppose it.
Teenagers are less positive. The majority said they favor the night driving restriction, while only about one-third like the passenger restriction. Most teenagers subject to the new rules said they're able to continue their activities despite the changes. About three-quarters said they aren't affected much by either the nighttime driving rule or the restriction on passengers in the car.
Law results in changes
Compliance with the new rules in California isn't universal or even close, especially regarding the passenger restriction. Still, the rules do mean young people hold their permits longer and accumulate more practice driving before they earn full licensure. The rules also substantially decrease the amount of reported driving after midnight and transport of teen passengers by newly licensed drivers.
How much did the restrictions keep you from doing the things you want?
|48% not much
|56% not much
Overall, how do you feel about California's new graduated licensing system?
|79% strongly favor | <urn:uuid:404eaa18-61cd-43f3-bb67-4579fa9d647f> | {
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The NSA is a data center to house a 512 qubit quantum computer capable of learning, reproducing the brain’s cognitive functions, and programming itself.
The National Security Center is building a highly fortified $2 Billion highly top secret complex simply named the “Utah Data Center” which will soon be home to the Hydrogen bomb of cybersecurity – A 512 Qubit Quantum Computer — which will revitalize the the “total information awareness” program originally envisioned by George Bush in 2003.
The news of the data center comes after Department of Defense contractor Lockheed Martin secured a contract with D-Wave for $10 million for a 512 qubit Quantum Computer code-named Vesuvius.
Vesuvius is capable of executing a massive number of computations at once, more than 100,000,000,000,000,000,000,000,000,000,000,000,00 0, which is would take millions of years on a standard desktop.
The computer will be able to crack crack even the most secure encryption and will give the US government a quantum leap into technologies once only dreamed of including the rise of the world’s very first all-knowing omniscient self-teaching artificial intelligence.
The D-Wave Quantum computer boasts of a wide array of features including:
Binary classification – Enables the quantum computer to be fed vast amounts of complex input data, including text, images, and videos and label the material
Quantum Unsupervised Feature Learning QUFL – Enables the computer to learn on its own, as well as create and optimize its own programs to make itself run more efficiently.
Temporal QUFL – Enables the Computer to predict the future based in information it learns through Binary classification and the QUFL feature.
Artificial Intelligence Via Quantum Neural Network – Enables the computer to completely reconstruct the human brain’s cognitive processes and teach itself how to make better decisions and better predict the future based.
D-Wave’s 512-qubit chip, code-named Vesuvius
D-Wave’s 512-qubit chip, code-named Vesuvius. The white square on the right contains the quantum goodness. Photo: D-Wave
More informations here: Too much information to post.
http://blog.alexanderhiggins.com/2012/0 ... ter-98341/
2012/3/24 Jorge Fábregas <[email protected]> | <urn:uuid:0d752ea1-125d-453e-8703-57bd404e05f1> | {
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When Newtown happens: What are EMS' priorities
Tragedies like the school shooting Conn. can happen anywhere, so we must be prepared
Author's note: This piece is written with great respect for those that responded today, and in Portland, Aurora, Columbine, Blacksburg, and all those places where tragedies like this have occurred. Those responders had to work through all the priorities within minutes or hours, and live with the memories for years. We are forever grateful for all the work they did.
The tragic shooting events such as those we saw at Sandy Hook Elementary School in Newtown, Conn., pose the highest level of preparedness needs for EMS first responders. One of the obvious preparedness elements of the recent events: it can happen anywhere.
What are the priorities for first arriving rescuers? These scenes call for the closest cooperation with law enforcement personnel, the anticipation of secondary issues, and the utilization of medical care priorities that are practiced every day.
Successful and safe emergency scene management in these incidents begins with the everyday use of the Incident Management System.
This structured system, when utilized every day, allows for a prioritized approach to the safe mitigation of emergencies of all types, and effective use of emergency personnel and resources.
At a shooting incident with multiple victims, the operation must be carefully integrated with law enforcement, and any other needed resources (like school officials). All will need to cooperate to accomplish a predictable set of priorities:
- The original perpetrator(s) must be disarmed and placed in the hands of law enforcement.
- Secondary devices must be identified and the impact of them minimized (secondary devices or incidents have been an element in almost all of the multiple victim incidents in recent years). If devices are in or near the original scene, they represent an ongoing hazard to the rescuers and original set of victims.
Secondary scenes are very common, and EMS officers must be prepared to dispatch additional resources to a secondary scene for other victims or to support law enforcement.
Rapid notification of receiving hospitals
At a time when there is little information or a complete victim count, the closest hospital is likely to be seeing the first victims. Emergency Departments should be notified at the first time it is apparent that a major incident is unfolding.
Victims must be provided rapid triage, lifesaving treatment, and rapid transport from the scene. Especially when the scene cannot be completely secured or when secondary devices are a risk, rapid victim removal must be accomplished.
The first arriving rescuers are likely to be in immediate contact with law enforcement and/or school officials. Balancing the needs for immediate medical care of victims must be the development of Incident Command for EMS, and establishing a triage system appropriate for the incident.
Many EMS systems will make the first ambulance or two at the incident a scene resource, and not a transport vehicle. Therefore, the first arriving ambulance that will be dedicated to transport should be tasked with establishing a transportation area, and setting up the logistics of moving ambulances into and out of the area.
This will be increasingly important as more EMS, fire, law enforcement, and other vehicles arrive at the scene and traffic movement gets much more difficult.
The worst of frustrations will occur if victims cannot be cared for in a timely manner because the ambulances cannot move through traffic into or out of the scene.
Another critical element
Victim tracking is another critical element to be addressed by the second arriving EMS crews. When multiple victims are going to be transported there must be a dedicated effort to track the identities. Triage tags with identifying numbers are very helpful. Even a device as simple as a black magic marker writing a patient identifying number on the back of the victims’ hands will allow better tracking, and a uniform way to track all patients from the incident.
As the emergency or victim count gets larger, the system is scaled up in a routine matter. Incident Command must organize needed resources to complete the operation. Command must be prepared to do triage at multiple sites (like the three or four exits from a school, theatre, or mall) and establish multiple transportation areas.
Most of these incidents are too unstable to do extensive medical procedures at the scene, so a large equipment cache is not helpful. Providers must be prepared to receive and move patients quickly, and do any lifesaving procedures enroute to the hospital.
Air ambulances are rarely a transport option in a multiple victim shooting incident, as the scene is not stable enough to safely manage a landing. In a few cases, where trauma centers are some distance away, one or more medical helicopters may stage some distance away from the incident site and provide some needed ALS resources at the scene, or do some carefully selected patient transports as time goes on.
Command must ensure a safe operation is undertaken by rescuers. Anticipate that there will be a concern for secondary devices that may threaten responders or create more victims. Command areas may be established a distance away from the incident site, making radio communications using tactical channels a necessity.
Anticipate the immediate psychological stress on the victims, bystanders, and rescuers. Every emergency responder approaching the scene is going to be concerned that a family member or friend is involved, and this may actually incapacitate some of the rescuers.
Every fire and EMS officer must be prepared to deal with immediate stress issues in their crew members. Some consideration needs to take place to allow rescuers to insure that their family members are OK, so that they can participate fully in the operation without an incapacitating distraction that a family member is among the victims.
Working with law enforcement
Careful coordination of the initial operation with law enforcement personnel is necessary, and dispatching resources may also be terribly stressed. In many communities, one dispatcher may be on duty and have to handle all incident communications and resource coordination for police, EMS and fire. EMS leaders should have necessary phone numbers or radio frequencies already programmed in their phones/radios, so they can do direct communications with needed resources.
These incidents mandate the availability of great mutual aid resources. Mutual aid will be needed to manage the full scope of operations that will occur. The EMS officer should anticipate the need for ambulances:
- At the original scene
- At the collection site(s) where the rest of the students, bystanders, and other near-victims are being directed
- To deal with victims of secondary devices
- To deal with a secondary law enforcement incident site or sites, which has been a consistent element of each of the recent shooting events
- At the initial receiving hospital(s), where some victims may need to be transferred to another hospital
- At the sites where incident debriefing are taking place
- To serve the rest of the involved community, where routine medical emergencies are still occurring
Victim care is managed using triage principles developed by the CDC National Center for Injury Prevention and Control. These triage guidelines are a great resource for training and routine use in all multiple casualty incidents.
The "Recommendations of the National Expert Panel on Field Triage" are available in unlimited quantities to EMS agencies. Victim treatment is initiated based on the patient needs, the availability of advanced life support personnel, the climate, and the availability of transport vehicles.
There are situations where advanced life support personnel may be available from sources other than the EMS organizational responders.
Bystanders at the scene may include some physicians, nurses, paramedics and other trained personnel.
All of these skilled personnel may be able to contribute significantly to patient care, as long as they understand their role as Good Samaritans, do not attempt to take over control from the responsible EMS providers, and can adequately identify themselves (with a license or equivalent) as possessing the degree they report they have.
These are devastating incidents, and the immediate and delayed psychological responses among the original EMS, fire, and law enforcement personnel must be addressed. As soon as the immediate medical work is done, Command must be working to establish appropriate debriefing resources, and notify all personnel of their availability.
In conclusion, shooting incidents with multiple casualties present extreme challenges for EMS incident management.
Good organization using Incident Command and application of safety skills will benefit victims and rescuers. Everyday excellence in operations and working relationships with local law enforcement will result in the best patient care.
Recommendations of the National Expert Panel on Field Triage Morbidity and Mortality Weekly Report January 23, 2009 / Vol. 58 / No. RR-1 www.cdc.gov/mmwr
Recommended James J Augustine
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I have a few theoritical questions about HIV blood transmission.
1. You probably know the common practice of high-school blood oaths, where a grop of people cut their palms or their wrist arteries with a razor and then perform contact or handshake with deep wounds. My question is - In this situation will PEP will needed (and testing respectively)
2. A person decides to donate blood and it happens to be in his/hers WINDOW PEROD. Is there a possibility the medical staff not to detect the virus and then to be transmitted to other people?
3. As a final of my inquiery I would like to ask you about the famous myth "synergy filled with hiv blood". For how long it is possible the virus in the blood to survive there.
Thanks in advance fo your help and answers
Thanks in advance for the answers
Thank you for your inquiry. From what we gather from the question, you were asking about the HIV risk associated with blood oaths, the possibility of a test not detecting HIV in donated blood during someone's window period, and the length of time HIV can survive in a syringe filled with HIV blood. I will answer each question in separate segments:
A blood oath in which one person with a fresh wound presses the wound against someone else's fresh wound is determined to be Low Risk (Evidence of transmission occurs through these activities when certain conditions are met). The scenario mentioned could meet the three components of the Transmission Equation if the wounds are very deep and actively bleeding, possibly leading to the exchange of blood. "Blood Brotherhood" rituals can result in the transfer of blood-borne diseases (Hepatitis B virus, Hepatitis C virus, HIV), thus preventing these activities and increasing public awareness of the potential harm associated is important (1).
In regards to blood donations there are a few ways the healthcare system ensures donated blood is safe for recipients. First, basic questioning occurs before a blood donation at a clinic, called donor screening, which helps reduce the risk of taking blood from someone that is at risk of being in the window period of an HIV infection. Second, all donated blood is tested using both antibody testing as well as nucleic acid testing (NAT). Together, these tests help reduce the window period to approximately 9 days (2). With this in mind, it is ultimately up to the donor to ensure the blood they are donating is safe to use by not engaging is high risk activities, such as unprotected sex or sharing needles, before donating blood.
HIV can remain active inside a syringe for up to 42 days if it the syringe is large, there is a lot of HIV-infected blood present, and it is kept at cool temperatures (3). Temperature and storage time have a major effect on the survival of HIV, with warmer temperatures and longer storage time significantly reducing the presence of active HIV virus (4). In terms of general safety, discard all used syringes immediately and never reuse a syringe.
AIDS Vancouver Helpline/Online, Marie | <urn:uuid:c963bab0-39a2-4017-a129-0d09559c9a55> | {
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Fourteen Borneo elephants – an endangered species with fewer than 1,500 left in the world – were found dead from mysterious circumstances in a protected forest in Sabah, Malaysia. And more elephants are feared dead, possibly from poisoned food.
Wildlife officials say that four elephant carcasses were first found in late December, with six more bodies found on Jan. 11. That’s already one-third of the 30 elephants roaming that particular forest, known as the Gunung Rara Forest Reserve. One Associated Press photograph captured an especially poignant moment in which a baby calf tapped its dead mother’s face with its trunk as if trying to awaken her. Read More » | <urn:uuid:209157ef-b6a7-443d-bee2-ae1f90380644> | {
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NASA’s Cassini spacecraft ended its historic exploration of Saturn in 2017 and, slowly but surely, scientists are learning more about the ringed planet. Data from the 13-year mission helped scientists determine Saturn’s rings are much newer than the planet itself – and they’re disappearing.
In a report published in June, NASA revealed Cassini was able to collect data on the makeup of Saturn’s rings. Scientists studied the masses embedded in the rings and saw a wide variety of textures and patterns, from clumpy to straw-like.
“New maps reveal how colors, chemistry and temperature change across the rings,” NASA’s recent report notes. “Like a planet under construction inside a disk of protoplanetary material, tiny moons embedded in Saturn’s rings (named A through G, in order of their discovery) interact with the particles around them.”
The rings are a window into the astrophysical disk processes that shape our solar system, evidence in the report shows. Composed of gas and dust, those disks can help form new planets.
In December, new NASA research confirmed Saturn’s rings were being pulled into the planet by gravity. Saturn’s magnetic field was pulling in a dusty rain of ice particles from the rings, also known as “ring rain.”
“We estimate that this ‘ring rain’ drains an amount of water products that could fill an Olympic-sized swimming pool from Saturn’s rings in half an hour,” NASA’s James O’Donoghue, said in a 2018 report.
“From this alone, the entire ring system will be gone in 300 million years,” O’Donoghue said. However, the Cassini spacecraft also detected even more ring matter was falling into Saturn’s equator. That means the rings likely have less than 100 million years to live.
This is a short amount of time compared to the fact that Saturn is over 4 billion years old – much older than its rings. That’s another bit of information Cassini was able to collect: Saturn’s rings are much younger than the planet itself. The planet’s rings formed between 10 million and 100 million years ago.
An artist created a mockup of what Saturn might look about 100 million years from now as its rings disintegrate. “The innermost rings disappear as they rain onto the planet first, very slowly followed by the outer rings,” NASA writes. | <urn:uuid:8b64a95b-7a92-4690-ab5b-6924afd1ad0c> | {
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Anxiety may be psychiatric or medical. Sport-related anxiety may have a
psychiatric or medical basis.
Clarifying the cause of anxiety is important in determining the best approach to
dealing with it.
What We’re Talking About
Symptoms of anxiety may include the feeling of being
on edge, irritable, nervous, or agitated.
Fear, worry, distress, and/or apprehension are often present.
Physical manifestations include muscle tension, trembling, restlessness,
shortness of breath, hyperventilation, dizziness, lip tingling, palpitations,
rapid heart rate, sweating, dry mouth, trouble swallowing, nausea, vomiting,
abdominal cramps, diarrhea, hot flushes, frequent small-volume urination,
difficulty sleeping, and weight loss or gain.
Anxiety takes energy. Waste too much energy with anxiety and you may be overly | <urn:uuid:96a65170-0180-4a02-a860-c698c4ab569c> | {
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I am embarrassed to have gone so long without reading Uncle Tom’s Cabin. But I believe I would have read it sooner, had I known that it was not only an important book, but also a good book. I’ve no doubt that Stowe’s book would have had less of an impact, had it not been so well written. While I would not want to limit the appeal of a book to its utility in promoting social change, I certainly appreciate in this instance the confluence of artistic talent and socio-politico significance.
The plot of the book is serviceable; the characters are remarkable. Part of the intention of the book—as I understand from the Wikipedia article—was to simultaneously motivate Northern abolitionists, and appeal to moderate Southern slave holders. It was perhaps a combination of this intention, and of Stowe’s own Christian convictions, that there are few heroes and few villains in the book. Almost all of the characters are ethically compromised in one way or another. It would have been easy to villainize St. Clare—who, after all, purchases a person because his daughter took a fancy to him—but instead Stowe turns him into one of the more interesting characters of the book. He is a compelling character but not not a sympathetic one. By the same token, it would have been easy for Stowe to make Ophelia a paragon of virtue, but she too is shown to be compromised by racism, in spite of being an abolitionist. George Harris struggles with his lot in life, ultimately finding redemption after winning his freedom. Cassy is portrayed as perhaps the most spiritually corrupted figure, though she too finds repentance. These latter conversions are perhaps indicators of Stowe’s religious convictions. But these do not keep her from leaving the fates of the elder Shelbys, and the Alfred St. Clares, ambiguous and unresolved—modern day authors of Christian fiction take note! There are flat characters as well: the pure Evangeline, the hideous Lecree, the loathsome Marie, and… Tom himself.
I knew of the “Uncle Tom” stereotype before I read Uncle Tom’s Cabin. Wikipedia defines “Uncle Tom” as, “an epithet for a person who is slavish and excessively subservient to perceived authority figures, particularly a black person who behaves in a subservient manner to white people; or any person perceived to be complicit in the oppression of their own group”—I will keep that usage in scare quotes for the rest of the article, not objecting to the concept but to its association with this book and this character. Clarence Thomas’s convictions and surname, for instance, both contribute to his being labeled as an “Uncle Tom” (Uncle Thomas, of course) by some of those disagree with him. Where does the “Uncle Tom” concept come from? Wikipedia is quick to point out that the depiction of Tom as a happy and contented slave may be the result of unauthorized stage depictions and minstrel shows. This is of course possible. I think, however, that a fair reading of the novel could lead someone to conclude that Uncle Tom was an “Uncle Tom.” I do not agree with that reading. I don’t believe that Stowe intended that reading. But it could follow straightforwardly from a misunderstanding of Stowe’s Christian beliefs.
At the level of literature, I cannot imagine any objection to the assertion that Tom is a literary depiction of Christ. His humility and generosity, his multiple avowals that he would give his life for others, his eventual sacrifice of his own life for escapees—death between two slaves, mind you—are all unmistakable allusions to the life and character of Christ. He is the hero of the book, and the only developed character whose soul is not corrupted by slavery. No objection can be made to the depiction of Tom, by someone reading with Stowe’s convictions. Of course, not everyone will share Stowe’s convictions.
Submission is an ambiguous choice—viewed externally. When a man turns the other cheek, it could be that he is acting in obedience to one of Christ’s most difficult commands, which can only be done by the transforming work of the Spirit. (We saw this recently in South Carolina.) But it could be on the other hand that the man has internalized an inferior role, to the point of understanding himself to be worthy of being struck, and therefore becoming complicit (very indirectly) in his own oppression. These are not two views of the same event; they are different events. The former is an indicator of Christian perfection; the latter is an indicator of human degradation—indeed, it is a clear illustration of the kind of dehumanization that Christ came to restore. Uncle Tom could be an “Uncle Tom” or he could be a perfected disciple of Christ, but he cannot be both at the same. (Not incidentally, I suppose, there is a moving description of breaking out of the “Uncle Tom” role in Frederick Douglass’s second autobiography, which I quoted in an earlier post.)
Viewed externally, of course, it is not clear what’s happening when a man turns the other cheek. Actions don’t come with labels. When Cassy has Lecree at her mercy and invites Tom to kill him, he refuses. Is this a man broken, or is it David sparing Saul (i.e., God’s own anointed king refusing to distrust God by taking matters into his own hands)? From a non-Christian perspective, I can’t imagine anyone interpreting Tom’s refusal of violence as a sign of strength—although I’m happy to be proved wrong about that. If life can be reduced to a series of power struggles, then failure to seize power is moral weakness. That is where the “Uncle Tom” stereotype comes in. But I think it is clear that Stowe herself sees Tom as a model of Christian virtue.
This ambiguity, however, leads rather directly into a discussion of Christianity and slavery, which could be kindly described as inconsistent. I cannot presume to say anything from the slave’s perspective. The character Uncle Tom represents one way of thinking; the character of George Harris represents another. Frederick Douglass considered the issue of escaping and even stealing from a master, from a moral perspective, in one of his autobiographies. My reflections come from the perspective of a free person, who doesn’t feel oppressed by anyone really, and who has a private citizen’s capacity to effect change in the world.
As a preface to this discussion, I was surprised to find myself so poorly informed about slavery in general. There is a discussion in the book between Augustine St. Clare and his brother Alfred, where analogies are drawn between slavery and serfdom, and between slavery and modern capitalism (wage slavery, I guess). These comparisons were new to me. I suspect the reality is that historically there was a continuum of forced labor—as there surely in the present day—of which the most egregious expression was chattel slavery. So I am in the uncomfortable intellectual position of being horrified by slavery, but of being quite unaware of the historical context. Therefore questions that are obvious to me—such as, Why did we have to wait until the 18th century to see a strong organized opposition to slavery?—may not be meaningful questions historically. (And I am looking for a good book on this subject, if anyone reading this is able to offer a recommendation.)
Nevertheless, my 21st century question is indeed, Why did we have to wait until the 18th century to see a strong organized opposition to slavery? I have three thoughts on this.
The first, to which I’ve alluded above, is that the distinction between “slave” and “free” was not as crisp a distinction in Europe as my 21st century mind wants to imagine. We have the abuses of the French aristocracy against the peasantry in the late 1700s; serfdom in Russia until 1861. And of course we have the Old Testament system of up to six years of indentured service, with liberation in the jubilee years. I can only begin to imagine a fragmented map of various levels of “freedom” for individuals throughout history. This is not to deny the horrors of slavery—and there are plenty of denunciations by Christians in the aforementioned Wikipedia article, in all periods of history—but I can at least be so charitable as to acknowledge that there was not a single dichotomy of slavery and freedom, for much of history. (In America, of course, that line was always easy to draw, and aside from the case of free black people and indentured white people, the line followed racial contours quite closely.)
Second, there is a pragmatic consideration. It would certainly have been possible for the early Christians to take on the institution of slavery directly from the 1st century—texts like Colossians 3:11 or Galatians 3:28 provide ample warrant for that. “There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus.” They would have failed. Perhaps 25% of the population of Ancient Rome was enslaved; a persecuted minority could not touch an economic institution of that magnitude. In fact, how many individuals have been in a position throughout history to end slavery? Not very many. Of course, after Constantine, and especially after Theodosius, the continuation of slavery was one of the many morally problematic accommodations between Christian teaching and secular responsibilities. There is no excuse for that.
While my earlier two thoughts dealt respectively with history and practicality, my final one has to do with theology. The reflections in the last two paragraphs help me to squirm less at the inconsistency of my brothers and sisters in the faith throughout history, this next one helps me to make sense of life today. The thought is: the primary activity of Christianity is not to destroy unjust social structures, but to render them trivial in the life of the individual.
So for example, in Paul’s letter to Philemon, we do not find a denunciation of the institution of slavery generally; we find remarks than render it irrelevant. Philemon is instructed—gently but firmly—that he is to receive Onesimus as a brother, because that is what he is. Paul does not command Onesimus to be freed; he assumes it will be done. For the rest of the Roman empire, slavery is a way of life, but between those two people, it has dissolved away.
And a moment’s reflection will show that the Gospel must work this way. If the content of the Gospel message were, “Human beings must be free,” then it would be meaningless to say that in Christ there is “neither Jew nor Gentile, neither slave nor free, nor is there male and female.” Because obviously there would then be slave and free: some people would be enjoying the fullness of the Gospel and some people wouldn’t. All of the good wishes and pity and efforts on the part of the free would avail very little to the slaves, until slavery was abolished. But the magic of the Gospel—and I can’t resist the term “magic” here—is that it cuts directly through every distinction that humans make. The restoration of the image of God is an equal reality whether you are a corporate executive or a sex slave. That’s not to say that those two conditions both equally pleasing to God—certainly not. But it would be nonsensical to say to one, “You are free to go wherever you like, and can afford to do so; the Kingdom of God is open to you,” but to the other, “You don’t even have control of your own body; until we can overcome that there is nothing for you.” And this, to bring it back to Stowe, is the reason that Tom can be the hero of the book, the Christ figure. His state of slavery does not impede his Christian character at all. Certainly, he desires freedom. Obviously, the point of the book is to stir up opposition to slavery. But Tom’s dignity transcends his earthly situation. God’s Word is not bound.
To take a step back from the particular issue of slavery—which is fortunately in the past for many, though it continues today through illegal activity—we can think about issues of social justice more generally. Everywhere I’ve been in the world, every people group is either the victim in their own historical narrative or the perpetrator in somebody else’s. If there is a group of people that doesn’t have a grudge against anyone else, and against whom no other group of people bears a grudge, I have not heard of it. And I do not expect that to change in my lifetime. “If all the grievances that stand between Elves and Dwarves are to be brought up here, we may as well abandon this Council.”
The marvel of the gospel is that the accumulated sins of our cultures are no greater obstacles to the transforming power of God than the accumulated sins our ourselves. Both are hideous offenses to God and must be dealt with; both will be. But the whole business of Christianity is the redemption of humanity through individual people, conformed to the likeness of Christ. Some of the commands from Scripture that are harder to misinterpret include, “Be perfect, therefore, as your Heavenly Father is perfect,” and “Be imitators of Christ.” These are calls to transform lives, not to transform social structures. Transformation of individual lives will always, always have social implications. But we cannot put the cart before the horse and expect society to change individuals. God’s method in history is to transform individuals, and for those individuals to be agents of change in society. No social ill will, in the end, prevail against the Kingdom; and the Kingdom cannot be impeded by any injustice on earth.
So, legal slavery in the United States was abolished in the 19th century. I wish it had been abolished everywhere in the 1st. I see some things more clearly than my brothers and sisters did in the past, though I acknowledge that some of my confidence what my own judgment would have been reflects anachronistic dichotomies. I wish I knew what to do about poverty, social strife, warfare, abortion, criminality, incarceration, health care, corruption, violent extremism, and any number of other issues that fill the news of this era. And at the same time I have confidence that the grace of God can cut through the most hopeless of situations, both when we’re messing up our own lives, and when we’re messing up the lives of others.
For I am convinced that neither death nor life, neither angels nor demons, neither the present nor the future, nor any powers, neither height nor depth, nor anything else in all creation, will be able to separate us from the love of God that is in Christ Jesus our Lord. | <urn:uuid:e27e3987-409d-439e-b608-dfe3f49086e8> | {
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Pedagogical Practice Sharing: Service Learning
To See The World in a Grain of Sand
The Chinese have an adage that encourages us to "Study Ten Thousand Books and Travel Ten Thousand Miles" in order for one to gain knowledge. This ancient adage encapsulates service learning in a nutshell as the pedagogy which combines academic learning within the classroom with experiential learning in the larger world outside the classroom.
The resurfacing of service learning in the higher education provides the needed corrective to the centuries old specialisation (compartmentalisation) of learning influenced by Western models. It seeks to recapture the importance of reflective engagement in an integrated learning environment evident in ancient Asian education, and now acknowledged as critical in an era of globalisation and postmodernity where glocalisation and subjectivity are important references for the appropriation and application of truth.
Through service learning, we have an opportunity to design and craft learning experiences for students to engage and learn in the more collaborative and facilitated classroom of school and life. Examples in Asian Journeys' service learning programme in environmental education from contexts as varied as urban Singapore to the desertified grassland of Inner Mongolia, will be highlighted as a case in point.
Lawrence Ko is the Founder Director of Asian Journeys Ltd. He has been a pastor, media director, social entrepreneur, and corporate trainer for the past 25 years. Lawrence founded Asian Journeys Ltd, a social enterprise, to network and nurture young leaders towards a vision of a creative and responsible community rooted in love for God, humans and creation. Asian Journeys Ltd has been a community partner of National Youth Council and Youth Expedition Project for the past 14 years.
*This session is open to NAFA staff only | <urn:uuid:355c132c-67ca-4aba-bb53-2b33f3b8dfea> | {
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We’ve had earaches too, and we know they are no fun. Getting relief at home is not a cure for an ear infection (or otitis media), but these tips sure will help!
With cold and flu season, as well as the customary cooler temperatures, comes the increased risk of ear infection for children and adults. Reducing the risk of flu or cold helps curb the chance of getting an ear infection. Flu vaccine and hand washing can go a long way toward prevention, but be sure to seek medical attention if you experience an ear infection.
No matter how many preventive measures you’ve taken, you have probably had an ear infection at some point in your life. According to the American Academy of Otolaryngology, about 62 percent of children in developed countries will have their first one by the age of 1, more than 80 percent by their third birthday, and nearly 100 percent will have at least one episode by age 5. Including lost wages for parents, the total cost of estimated treatments is $6 billion.
Relieving Ear Infection Pain
At-home ear infection remedies can help to ease an earache, but a hearing professional should always be consulted when you suspect you or your child has an ear infection.
- Amoxicillin (a.k.a. the pink medicine) is a penicillin antibiotic that fights bacteria.
- Even if you’re on antibiotics, consider taking pain medication.
- Anesthetic eardrops can also help.
- Keep your head elevated to relieve the pressure.
- Apply a warm, wet cloth to your face near the ear.
- Know what you’re dealing with; ear pain doesn’t necessarily point to an infection.
What Causes Ear Infections?
Ear infections are caused by bacteria and viruses that create inflammation of the middle ear when fluid builds up behind the eardrum. In children, they usually start when the child has a sore throat, cold, or other upper-respiratory infection.
According to the American Academy of Otolaryngology–Head and Neck Surgery, Streptococcus pneumoniae bacteria (commonly known as pneumococcus) are thought to cause 50 to 60 percent of cases of otitis media. Before the vaccine for it became available, each pneumococcal infection caused:
- about 5 million ear infections;
- more than 700 cases of meningitis;
- 13,000 blood infections (septicemia); and
- other health problems, including pneumonia, deafness, and brain damage.
Also known as a punctured eardrum, a perforated eardrum is a break or hole in the eardrum, most commonly caused by an ear infection, physical damage, or a loud noise. Looking and functioning like the covering on a drum, the eardrum, or tympanic membrane, protects the delicate middle and inner ear from harmful elements. Rupturing this delicate membrane can lead to pain, hearing loss, tinnitus, and/or ear drainage. While not always preventable, trauma-induced instances can be avoided by not inserting foreign objects into the ear canal.
Though they do occur in adults, ear infections with resultant eardrum perforations occur more frequently in children. An ear infection can cause fluid to build up in the middle-ear space, creating pressure on the eardrum and leading to rupture.
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An issue that the federal courts refuse to decide because it properly belongs to the decision-making authority of elected officials.
Political questions include such areas as the conduct of foreign policy, the ratification of constitutional amendments, and the organization of each state's government as defined in its own constitution. The rule preventing federal courts from deciding such cases is called the political question doctrine. Its purpose is to distinguish the role of the federal judiciary from those of the legislature and the executive, preventing the former from encroaching on either of the latter. Under the rule, courts may choose to dismiss cases even if they have jurisdiction over them. However, the rule has no precise formulation, and its development since the 1960s has sometimes been unpredictable.
The Supreme Court originated the idea of political questions in the early 1800s during its formative era. As with other judicial doctrines created by the Court, the rule is interpretive and self-imposed. It is neither a result of legislation nor a part of the U.S. Constitution, although it appears to emanate from the Constitution's separation of powers. The Court created the political question doctrine as part of the broader concept of justiciability—the issue of whether a matter is appropriate for court review. Appropriate matters are called justiciable controversies and may proceed to court. Political questions are not regarded as appropriate matters; they are not justiciable and, generally, will be dismissed. The political question doctrine will not be applied to every matter that arouses fierce public debate, as seen in the Court's rulings on abortion and affirmative action. As the history of the Supreme Court shows, the determination of whether an issue is justiciable is at its own discretion.
Chief Justice john marshall first used the term political question in 1803 at a time when the Court sought to tread delicately between warring factions of politicians in Washington. Not until 1849 was the idea elaborated, in response to a crisis in the state of Rhode Island known as the Dorr Rebellion: a political uprising had resulted in the passage of two separate state constitutions, the declaration of martial law, and the promise of military intervention by President john tyler. The Supreme Court was asked to settle critical constitutional questions about the nature of republican government but refused (Luther v. Borden, 48 U.S. [7 How.] 1, 12 L. Ed. 581 ). Chief Justice roger taney instead delivered the first articulation of the doctrine: federal courts should leave certain constitutional questions to the legislative and executive branches in any matter that is "a political question to be settled by the political power."
From the mid-nineteenth century until the 1960s, the political question doctrine changed very little. Then the Supreme Court began to narrow it: where previously a broad rule applied,
now matters that would have been rejected as political questions became justiciable controversies. In a landmark case in 1962, the Court intervened to allow a challenge to the way in which the Tennessee legislature apportioned its voting districts (baker v. carr, 369 U.S. 186, 82 S. Ct. 691, 7 L. Ed. 2d 663). Again, in 1969, the Court took up a matter that previously would have been dismissed. This was its decision that the House of Representatives could not exclude a duly elected member who met all constitutional qualifications, despite the provision in Article I of the Constitution that gives both houses of Congress the power to judge qualifications (Powell v. McCormack, 395 U.S. 486, 89 S. Ct. 1944, 23 L. Ed. 2d 491).
These cases cast doubt on the future of the doctrine. In 1974, the Court added further uncertainty when it ruled against President Richard M. Nixon's claim of executive privilege in the watergate scandal (united states v. nixon, 418 U.S. 683, 94 S. Ct. 3090, 41 L. Ed. 2d 1039). It is well settled that the federal courts cannot supervise or control the decisions of the president or other executive officials. President Nixon had relied on this fact when he defied congressional subpoenas asking him to release tapes and documents made in the White House. The Court chose, however, not to adhere rigidly to the rule by holding that the demands of a fair trial and criminal justice outweighed the president's claim.
Arnhart, Larry. 2003. Political Questions: Political Philosophy from Plato to Rawls. 3d ed. Prospect Heights, Ill.: Waveland Press.
Pushaw, Robert J., Jr. 2002. "The Presidential Election Dispute, the Political Question Doctrine, and the Fourteenth Amendment." Florida State University Law Review 29 (winter): 603–23.
Tushnet, Mark V. 2002. "Law and Prudence in the Law of Justiciability: The Transformation and Disappearance of the Political Question Doctrine." North Carolina Law Review 80 (May): 1203–35.
"Political Question." West's Encyclopedia of American Law. . Encyclopedia.com. (August 23, 2017). http://www.encyclopedia.com/law/encyclopedias-almanacs-transcripts-and-maps/political-question
"Political Question." West's Encyclopedia of American Law. . Retrieved August 23, 2017 from Encyclopedia.com: http://www.encyclopedia.com/law/encyclopedias-almanacs-transcripts-and-maps/political-question
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- In addition to the MLA, Chicago, and APA styles, your school, university, publication, or institution may have its own requirements for citations. Therefore, be sure to refer to those guidelines when editing your bibliography or works cited list. | <urn:uuid:5fe78e47-7fb9-4a62-bddb-22625165baa9> | {
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As we continue on in our quest to learn the various math concepts, anything that presents in a new or different way is a potential treasure. When Math Essentials was up for review, the No-Nonsense Algebra looked like a very good possibility to assist us with some pre-algebra concept review.
No-Nonsense Algebra is a book that begins at the pre-algebra concepts necessary to be able to learn algebra. From there, it goes all the way through quadratic equations. That is a huge span of material but it is a compact, straight-forward presentation. Each lesson is a page or two long and consists of a written instruction, examples, exercises, and review of previous concepts. There is also an online video lesson to assist in the teaching.
This is more of a text book than a workbook, as there is not a lot of space between each equation or question. Additionally, the student is encouraged to copy down and work each step of the example, as well as showing all work for each exercise and review. The pages are definitely not spacious enough for that and using notebook paper or graph paper allows the student to keep their work lined up nicely and neatly.
The video lessons are accessed with a code that is found inside the book. With that code, you just head over to the No Nonsense Algebra website where you will be able to create an account. With your code, you will have access to the videos for each of the lessons. The videos seem to run around 10 minutes in length, some a little more, some a little less. It is a video of a smart board with a voice walking you through the steps as they are shown on the board. It is a no frills video and the voice is straight-forward. The videos are not just a repeat of the written examples; they are an instruction in the concept.
HOW WE USED THIS BOOK
Since Miss E is working in pre-algebra, we asked to use this book as a concept review of the materials and concepts she has covered so far. We knew we would probably only get through the first chapter and a little into the second during the review period since those are the concepts she has worked with. We especially knew we would need additional work with negative integers.
What we found is that the videos confused Miss E a lot. For some reason, the instruction confused an already weak concept when it came to negative integers. With this being the very first lesson, it made the book a difficult one for us, as it brought tensions and tears. We pushed through the lesson over a few days, walking her through every example, exercise, and review.
I then took a look at the table of contents a bit more closely than I had and decided that we needed to work through the first chapter out of order. I found that the number line review was not first even though the first lesson of adding integers teaches and refers to the number line. Some other concepts such as the properties of numbers, greatest common factors, and least common multiples were pretty far down in the chapter yet those concepts were needed to do lessons that came before that in the chapter. This is a definite weakness of the book, in my opinion.
Noticing that allowed me to reorder the materials in a way that made sense by concept and we tackled the book again. This time, we worked up through the materials, reviewing items that were the stepping stones to the next concept and it all made much more sense to Miss E. Her confidence grew and when we came again to the integers and dealing with negative numbers, while it still wasn’t easy for her, she didn’t have such a bad time of it.
WHY THIS BOOK?
If your student is ready for Algebra I or higher, this book is right up your alley. There are no frills. It is straight-forward. The videos are designed to help with instructions. No-Nonsense Algebra covers
- Necessary Tools for Algebra
- Solving Equations
- Graphing and Analyzing Linear Equations
- Solving and Graphing Inequalities
- Systems of Linear Equations and Inequalities
- Rational Expressions (Algebraic Fractions)
- Radical Expressions and Geometry
- Quadratic Equations
- Algebra Word Problems
Included in the back of the book are the solutions (but no explanation of how to get the correct solution if you make a mistake), a final review, glossary, tables of important formulas and symbols, multiplication table, and squares and square roots.
With all that this book covers, I can imagine that it is a good review for a student who has completed algebra courses and is taking, or preparing to take, college entrance exams. It would definitely provide a thorough review.
All in all, this is a good book that just didn’t fit my girls’ needs. But, I am going to keep it around as I can see it being a lot of help in a few years as college exams approach.
Read additional reviews of how other families use this book by clicking the banner below. | <urn:uuid:3f3c0044-7282-49af-88f7-7c42143b80e9> | {
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NEO (Evacuation) or Repatriation Operation:
NEO (Evacuation) or Repatriation Operation is the process for when families evacuate an overseas area due to a natural or manmade disaster. The below documents will be very helpful to Soldiers and Families should they find themselves in this situation.
Deployment Support Operations Guide:
The Deployment Support Operations Guide is intended to assist Airman & Family Readiness Center (A&FRC) Community Readiness Leaders by providing a clear definition of each phase of the deployment cycle and standardizing services for deployed members and their Families.
Social Media for Family Readiness Groups (FRGs):
This Social Media Roundup will discuss how Family Readiness Groups and Army families are using various social media platforms to stay connected.
Army Guide to Family Readiness Group (FRG) Operations:
Updated on 19 September 2007 as Appendix J of Army Regulation 608-1, Army Community Service Center. The appendix provides commanders and FRG Leaders with official Army policy on managing and operating Family Readiness Groups.
Servicemembers Civil Relief Act (SCRA):
The SCRA is a federal law that gives all Servicemembers some important protections as they enter active duty and other protections while they are on active duty.
Deployment Cycle Readiness: Soldier's and Family Members Handbook:
The Deployment Cycle Readiness: Soldier's and Family Member Handbook is one of the Operation READY materials that are designed to assist Active, Guard, and Reserve Soldiers and their Families through the pre-deployment and mobilization process. Additional materials are available on the Operation READY web page. | <urn:uuid:751fbb1d-32b3-4f13-99a6-bc31dadd4290> | {
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Breaking the Rules:
Question the Status Quo
“Courage is rightly esteemed the first of human qualities, because it
is the quality which guarantees all others.”
“Conformity is the jailer of freedom, and the enemy of growth.”
—JOHN F. KENNEDY
Part of being a leader is not to follow blindly. A leader is someone who evaluates the “way things are done” and determines whether they are the way things should be done. Leaders are not afraid to challenge the status quo if necessary or to strike out on a new path. John Kennedy was encouraged to question authority and stir things up even as a child, and he carried this trait with him throughout his life. He was not afraid to challenge authority or to break the rules, and this confidence originating in his childhood was able to help him make significant changes as president.
At Choate, the elite boarding school JFK attended in Connecticut, Jack's older brother, Joe Jr., was a standout athlete and good student, winning praise from George St. John, the school's intimidating headmaster. Jack's grades were middling (though he did well in English and history), and he didn't play sports. And for the school's many rules and regulations, he had little use. | <urn:uuid:9a915df3-0418-4087-8168-588fcf20452c> | {
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Arctic Nutrient Balance
The first study of its kind to calculate the amount of nutrients entering and leaving the Arctic Ocean has been carried out by scientists based at the National Oceanography Center, Southampton. Their results, which are published this month in the Journal of Geophysical Research, show that there is a mismatch between what goes into the Arctic Ocean and what comes out. This is the first study to look at the transport of dissolved inorganic nutrients nitrate, phosphate and silicate together, all of which are essential for life in the ocean. The study combined measurements of nutrient concentrations with measurements of how much water was transported across the main Arctic gateways — Davis Strait, Fram Strait, the Barents Sea Opening and Bering Strait during the summer of 2005.
Variations in nutrient availability in the world’s oceans could be a vital component of future environmental change, according to a related multi-author review paper involving the National Oceanography Center, Southampton (NOCS).
This paper, published Nature Geoscience, reviews what we know about ocean nutrient patterns and interactions, and how they might be influenced by future climate change and other man-made factors. The authors also highlight how nutrient cycles influence climate by fueling biological production, hence keeping carbon dioxide (CO2) locked down in the ocean away from the atmosphere.
As for the Arctic Ocean imbalance growth of the tiny plants at the base of marine food chains, microalgae, in the Arctic Ocean is fuelled by nutrient inputs from the Pacific and Atlantic Oceans, and from rivers around the Arctic Ocean rim. These riverine inputs are increasing as a result of increasing temperatures, because nutrients previously locked up in frozen soils — or permafrost — are being released as the permafrost thaws.
In the study, the researchers looked at all oceanic inputs and outputs of the three nutrients. They found that the nitrate coming into the Arctic Ocean balanced how much goes out. But for silicate and phosphate, more goes out into the North Atlantic than comes into the Arctic Ocean.
"Firstly, the imbalances indicate that the Arctic Ocean is an important source of phosphate and silicate to the North Atlantic. Secondly, while nitrate transports are balanced, in the Arctic large amounts of nitrogen are lost to the atmosphere as nitrogen gas through a process called denitrification."
So where do the extra nutrients come from? "Data suggest that rivers can provide most of the silicate that is transported to the North Atlantic, which implies that further alterations on Arctic river nutrient loads will have a direct impact on nutrient transports to the Atlantic.
"In the case of nitrate and phosphate, no obvious sources seem to provide enough to offset the imbalance. We are therefore investigating the possibility that the extra nitrate and phosphate comes from dissolved organic matter — the decaying remains of microorganisms in the ocean and decaying remains from soils in river loads.
The broad implication is that the nutrient flow from the Arctic may influence other more southern oceans and their life contents. Everything seems to effect everything else in a world wide bio balance. Understanding how the relative limitation of nitrogen and phosphorus in the arctic is influenced by temperature is essential to the long-term understanding of how global warming may influence ecosystem processes such as decomposition, nutrient mineralization and vegetation response in this region and the whole world.
Arctic landscape image via Shutterstock. | <urn:uuid:5f821224-0fe8-4662-87fa-82336fa7945a> | {
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Fort Saint-Pierre is a French trading post spanning the years c. 1632 to 1669. It is situated on the southeastern shore of Cape Breton Island, in the village of St. Peters, on the Atlantic coast of a narrow isthmus separating the inland waterway of Lake Bras D'or from the open ocean. Since 1869 the lake and ocean have been connected by St. Peter's Canal. Earth removed from the canal was dumped over and in front of the site, so that the site is now about 75 m inland. The canal replaced an ancient portage route utilized by the Mi'kmaq of the area. The existence of this portage is probably what prompted the location of the post at this spot.
Fort Saint-Pierre was established by some of the shareholders in the Compagnie des Cents-Associés. Granted all commercial rights, they formed the Cape Breton Company. With the rights came possession of Fort Sainte-Anne on the northwestern shore of Lake Bras d'Or, built in 1629. It is not known if Fort Saint-Pierre was also built at that time or was constructed later by the Cape Breton Company investors. The post is first mentioned in an act dated March 14, 1640.
No description exists of the physical layout of this first Fort Saint-Pierre, but it was probably similar to Fort Saint-Anne. Like the latter, it would have contained accommodations for workers (les engagés) and soldiers, a chapel, cookhouses, a bakery, latrines and diverse outbuildings. Although built primarily as bases for cod fishing and the fur trade, both forts were fortified because of possible English attacks, but mostly as defense against competing trading companies. The location of Fort Saint-Pierre on the Atlantic and on a Mi'kmaq portage route to the interior of Cape Breton and Lake Bras d'Or was advantageous for both fishing and trade, although the shoals and narrow channels of its harbour made it difficult for large ships to land. Even so, the Cape Breton trade was not particularly lucrative, which caused ownership of the post to change hands frequently, either via purchase or outright attack.
On September 4, 1647, Charles De Menou, Sieur d'Aulnay of Port-Royal, at that time the appointed Governor of all of Acadia, ordered the commandant of Fort Saint-Pierre to hand over the post, including all its contents. He managed to hold onto the fort until his death on May 24, 1650. At this point, the commercial rights to Cape Breton, including Fort Saint-Pierre and Fort Sainte-Anne, were leased by Nicolas Denys (a major figure in Acadian History), in partnership with his brother Simon Denys, and J. Gaudin, all heavily involved in the French Acadian trade. Nicolas Denys concentrated on Fort Saint-Pierre, while Simon Denys established himself at Fort Sainte-Anne.
Between the portage route and the fort, Nicolas Denys built a "haulover" road across the isthmus, which made it possible to transport boats between the Atlantic and Lake Bras d'Or so that the long route along the outer coast could be avoided. The road consisted of logs placed in a corduroy pattern. Rebuilt in the 19th century, it was obliterated during realignment of the canal from 1912 to 1918.
In 1651 Fort Saint-Pierre was attacked by the soldiers of d'Aulnay's widow, who took possession of the post, imprisoning Nicolas and his brother in the dungeon of her Port-Royal post. A year later, however, the post was returned to Nicolas. In the spring of 1653 the fort was again attacked, this time by d'Aulnay's creditor Emmanuel Le Borgne. The fort was ruined and two ships were destroyed. After complaints in France, Nicolas again regained ownership and presumably the fort was rebuilt, as an earth square embankment (measuring about 24 x 24 m) with one, perhaps two openings. It was covered with sod and surrounded by a ditch. In the winter of 1669, a fire broke out, and the post burnt to the ground. The site was abandoned and left intact until 1854 when construction of St. Peter's Canal began. In 1876, a house was constructed for the canal lockmaster and destroyed the northwestern corner of the fort.
Archaeological Work at Fort Saint-Pierre
Test excavations were dug in 1985 by Birgitta Wallace at the request by the Historic Sites and Monuments Board of Canada, to confirm the presence of the post and assess the significance of the archaeological remains. Remains of two buildings were uncovered. Both appear to have been rectangular and located in a north-south line in the centre of the fort. Both had walls of wattle and daub, but one appears to have been much more elaborate than the other. It had leaded windows and floors of wide, thick wood planks nailed onto joists laid across a footing of large stones placed about 25 cm apart. The size of the building could not be determined because of the limited excavation, but the excavation touched on at least two rooms. Each had a chimney set into the wall, with the hearth extending into the room.
The artifacts from the structure indicate an opulent life style on the part of the residents, with highly decorated, relief-moulded polychrome plates, chafing dishes to keep food warm, and various types of tin-glazed earthenwares, including "ointment pots" and a drug jar marked with a Jesuit cross and the letters IHS. Pieces of plaster mouldings, perhaps from room mouldings, decorative pieces of bronze or brass, and a dagger in a leather sheath with a crossbar with brass ball finials, were also collected. There were also common coarse earthenware cups and jars as well as Rhenish stoneware, bottle glass, clay tobacco pipes, gunflints, iron kettle fragments, a coin (unidentifiable) and iron nails and bolts. Tinkling cones of rolled copper indicate trade with the Mi'kmaq as do, perhaps, fragments of copper pots. The second building was similar in construction, but possibly without the chimneys and floor. Artifacts were few and plain: bottle glass, unslipped Saintonge ceramics, gunflints and clay tobacco pipes.
A cross-section through the inland fort wall showed that it consisted of sod, containing a high proportion of clay, and that it had been about 1.5 m thick. At the time of the construction of the canal, it would have survived to a height of about 50 cm. During the digging of the basement for the lockmaster's house, a human skeleton with long hair adhering to the skull and a ring on one finger was encountered. It was said to be a female skeleton. As the fort cemetery is likely to have been outside the fort, the burial may indicate the location of the fort chapel as important persons were often buried under the chapel floor. A peterara or pierrier cannon found some time in the 19th century has been believed by some to pre-date Fort Saint-Pierre, as this type first appears in the Middle Ages. However, such cannons were still made in the 17th century, and Denys used them.
What makes the physical remnants of Fort Saint-Pierre so important is that the fort was destroyed by fire overnight, leaving its vestiges in place where they fell that night. The material is also well preserved because the site is water-logged, preserving organic materials. The heritage significance of Fort Saint-Pierre was recognized in 1929, as part of the National Historic Site designation of St. Peters. | <urn:uuid:dc4dcec1-f53f-40df-9540-e39797364e77> | {
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I emphasize decision-making biases in my lectures on data science and hacking. Here are a few moot points.
A hacker knows the hacker attitude.
- 1. The world is full of fascinating problems waiting to be solved.
- 2. No problem should ever have to be solved twice.
- 3. Boredom and drudgery are evil.
- 4. Freedom is good.
- 5. Attitude is no substitute for competence.
- 1. Learn how to program.
- 2. Get one of the open-source Unixes and learn to use and run it.
- 3. Learn how to use the World Wide Web and write HTML.
- 4. If you don’t have functional English, learn it.
- 1. Write open-source software
- 2. Help test and debug open-source software
- 3. Publish useful information
- 4. Help keep the infrastructure working
- 5. Serve the hacker culture itself
A data scientist knows the definition of data science and he knows some cheat sheets to write code
a data scientist is simply a person who can write code in a few languages (primarily R, Python and SQL) for data querying, manipulation , aggregation, and visualization using enough statistical knowledge to give back actionable insights to the business for making decisions.
Since this rather practical definition of a data scientist is reinforced by the accompanying words on a job website for “data scientists” , ergo, here are some tools for learning the primary languages in data science- Python, R and SQL.
Coding in Python
A hacker knows the cognitive biases that impair his decision making
A cognitive bias refers to a systematic pattern of deviation from norm or rationality in judgment, whereby inferences about other people and situations may be drawn in an illogical fashion. Individuals create their own “subjective social reality” from their perception of the input. An individual’s construction of social reality, not theobjective input, may dictate their behaviour in the social world. Thus, cognitive biases may sometimes lead to perceptual distortion, inaccurate judgment, illogical interpretation, or what is broadly called irrationality.
Among the “cold” biases,
- some are due to ignoring relevant information (e.g. neglect of probability)
- some involve a decision or judgement being affected by irrelevant information (for example the framing effect where the same problem receives different responses depending on how it is described; or the distinction bias where choices presented together have different outcomes than those presented separately)
- others give excessive weight to an unimportant but salient feature of the problem (e.g., anchoring)
A hacker knows how to recognize the logical fallacies that are used to counter his scientific and systematic research
A fallacy is an incorrect argument in logic and rhetoric which undermines an argument’s logical validity or more generally an argument’s logical soundness.
A logical fallacy is a flaw in reasoning. Logical fallacies are like tricks or illusions of thought, and they’re often very sneakily used by politicians and the media
You attacked your opponent’s character or personal traits in an attempt to undermine their argument. Ad hominem attacks can take the form of overtly attacking somebody
Some basic math always helps you be a better hacker. It is critical to be data scientist.
This can make it easy
Exploratory Data Analysis
This can be intimidating
Machine learning helps give you a day job. Hackers with higher salaries generally have more choices to direct their energies.
Now- lets get more interesting
A hacker is educated and well rounded to understand Politics, Economics, Society, Technology, Legal and Environmental terms as well as their intersection for a country or an organization. He also understands the term regulatory arbitrage as well understand how law enforcement and financial regulators work.
The PESTLE Analysis is a framework used to scan the organization’s external macro environment. The letters stand for Political, Economic Socio-cultural, Technological, Legal and Environmental. Some approaches will add in extra factors, such as International, or remove some to reduce it to PEST
I repeat from the hacker’s attitude.
Lastly I believe hackers need to take care of their health and have a moral ethos that is unwavering.
Yoga for Geeks https://decisionstats.com/2014/06/21/yoga-for-geeks/
Of the three proofs–logos, pathos, and ethos–ethos is associated with the character of the speaker or writer. People are persuaded by people they trust, even if the argument is not terribly strong. Conversely, if the argument is strong, but the reader does not trust the writer or does not like the writer, the appeal to logic alone will seldom persuade. Therefore, it is essential to consider ethos.
Aristotle said that ethos consists of three sub parts: (1) good moral character, (2) good sense, (3) good will. If the writer or speaker can project an image of good moral character, then the audience will think that he or she can be trusted because the person has a conscience that will keep him or her on the up and up.
Lastly hackers have a great sense of humour and humility and a mock insult culture that thrives on intellectual freedom | <urn:uuid:1be72529-05b7-4a16-96a8-5a958bc879b6> | {
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By: Russell Stafford
It takes all types to make a perennial border, from seasonal thrillers (such as oriental poppies and hybrid tulips) to carpeting fillers. But no type is more valuable than the sort that is tall and trouble-free and has handsome foliage that doesn’t quit. Such dominant, “architectural” perennials are perfect for providing the structural backbone of the border, punctuating and unifying it with season-long form and texture.
Many of the best architectural species for sunny borders hail from the prairies and meadows of central and eastern North American, where big, beautiful perennials reign supreme. Eastern bluestar (Amsonia tabernaemontana), for example, occurs in moist open habitats from the upper Mid-Atlantic to Texas. A variable plant in the wild, in cultivation it typically forms 3- to 4-foot-tall clumps of sturdy upright stems clothed with slender, willowy, lance-shaped leaves. The foliage stays healthy and lush all growing season. Clusters of powder-blue, star-shaped flowers cover the plant in mid-spring, and the leaves glow butter yellow in fall. This long-lived species will thrive for decades in fertile, humus-rich garden soil. (Sandy or clay soil can be amended with a good amendment, such as Fafard Premium Topsoil).
Several other bluestar species are also well worth growing, especially Hubricht’s bluestar (Amsonia hubrichtii), whose narrow, ribbon-like leaves form feathery 3-foot mounds. It, too, blooms blue in spring and turns buttery yellow in fall. The compact hybrid cultivar ‘Blue Ice’ is likely the best of all Amsonia for the garden, though its tidy, compact stature is less bold and architectural than most species.
Wild indigo (Baptisia australis) shares Eastern bluestar’s general geographic range, bloom time, stature, and longevity. Its spires of violet-blue flowers, however, are a different thing entirely. So, too, are its grayish-green, three-parted leaves and large, inflated seed pods. Plants emerge relatively late in spring, the asparagus-like new shoots developing rapidly into leafy 3- to 4-foot domes (or 18 to 24 inches in the case of subspecies minor). Yellow wild indigo (Baptisia sphaerocarpa) does much the same thing, but with grayer foliage and luminous yellow flowers. It’s also more adaptable to dry sites, making it a good choice for xeric gardens. White-flowered wild indigo species include lofty white wild indigo (Baptisia alba) and the relatively compact longbract wild indigo (Baptisia bracteata var. leucophaea), which holds its creamy blooms on gracefully bowing stems.
Yet another lordly legume from the central and eastern U.S., wild senna (Senna hebecarpa) produces bright yellow midsummer flowers on towering stems that can reach 6 or 7 feet in sites with moist, fertile soil. The pinnate, ferny leaves give it a light, airy presence, despite its imposing size.
The same can be said of Culver’s root (Veronicastrum virginicum). Its majestic, 4- to 6-foot stems carry well-spaced, star-like whorls of narrow, pointed leaves, to elegant, almost weightless effect. Candelabras of frothy white or pink flowers develop atop the stems in midsummer. Like wild senna, it grows best in full sun to light shade and moist, relatively fertile soil, and is native to much of central and eastern North America.
The steppes of Central Asia are another hotbed of large, handsome perennials, including the misleadingly dubbed Russian sage. In fact, Perovskia atriplicifolia (and its near-twin, Perovskia abrotanoides) is from Afghanistan, Pakistan, and Tibet, rather than Russia. No matter; it’s still among the best architectural perennials for hot, sunny garden habitats with dry, lean soil. Technically a subshrub, it sends up 2- to 5-foot, silvery stems from a low, woody framework. Dainty, fuzzy, aromatic leaves line the stems’ lower reaches, below branching clusters of misty lavender-blue summer flowers. Numerous selections and hybrids of the species are available, including lace-leaved ‘Filigran’ and dwarf ‘Little Spire’.
Two of the finest groups of perennials for shady gardens have both Asian and North American roots. The genus Aralia offers architecture aplenty, comprising some of the supreme foliage plants for partial to full shade. Eastern North American native spikenard (Aralia racemosa) gradually matures into a 4- to 6-foot clump of immense compound leaves that suggest something tropical. Sprays of small, white, starburst flower clusters stand tall in midsummer, ripening to purple berries. Some forms of spikenard have burgundy-purple stems that add to the drama. East Asian aralias include A. cordata and its radiant chartreuse-yellow cultivar ‘Sun King’.
Members of the erstwhile genus Cimicifuga (recently lumped into Actaea) also loom large in the shady perennial border, both literally and figuratively. With their artfully divided leaves and showy candles of fragrant white flowers, bugbanes are perfect for bringing life and light to the garden. Maroon-leaved cultivars such as ‘Black Negligee’ are the current darlings of designers, but perhaps the gem of the genus is Actaea rubifolia, from the mountains of the Southeast U.S. The luxuriant, jagged, maple-like foliage alone puts it in the first rank of perennials, and its showy white wands are the equal of any bugbane. | <urn:uuid:4a35976a-44de-4f04-aae6-90fe472505f3> | {
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Just googled this, like I said for harry`s homework!!!
WHY IS THE SKY BLUE?
The blue color of the sky is due to Rayleigh scattering. As light moves through the atmosphere, most of the longer wavelengths pass straight through. Little of the red, orange and yellow light is affected by the air.
However, much of the shorter wavelength light is absorbed by the gas molecules. The absorbed blue light is then radiated in different directions. It gets scattered all around the sky. Whichever direction you look, some of this scattered blue light reaches you. Since you see the blue light from everywhere overhead, the sky looks blue.
As you look closer to the horizon, the sky appears much paler in color. To reach you, the scattered blue light must pass through more air. Some of it gets scattered away again in other directions. Less blue light reaches your eyes. The color of the sky near the horizon appears paler or white.
So now you know!!! | <urn:uuid:3c543e06-63ac-452a-9295-3d6411334a42> | {
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Unthinkable: Do we have a duty to look after ourselves?
Neglecting your health is immoral, said Kant: Trinity philosopher Alice Pinheiro Walla explains why
The freedom to self-harm in the western, liberal tradition would have been anathema to Kant’s philosophy
In the western, liberal tradition, freedom is king, and that includes the freedom to be unhappy. If someone wants to engage in self-harming acts such as drunkenness, for example, one cannot judge them negatively so long as they consent to it and do no harm to others.
This type of thinking would have been alien to Immanuel Kant (1724-1804), the German philosopher, who is sometimes portrayed as a joyless moralist but was, in fact, deeply concerned with human happiness, according to Dr Alice Pinheiro Walla, a lecturer at Trinity College Dublin. Under Kant’s moral framework, you have a duty to preserve your life and health, as these are bound up with other moral duties. Performing acts that are incompatible with your self-esteem is prohibited by the moral law.
Kant illustrated the point with the example of the “gout sufferer”, who, he says, has a moral duty to avoid harming herself by sticking to the correct diet, even if she gets short-term pleasure from bingeing on rich foods. (Kant himself suffered from gout, which strikes when excessive uric acid builds up in the body.)
Pinheiro Walla, who is working on a book about Kant and happiness, explains how the German philosopher can teach us to be content. Although happiness is “indeterminate” in Kant’s eyes, morality is constant, and fixing upon it can give your life a real purpose. In Kant’s own words: “To secure one’s own happiness is one’s duty; for lack of contentment with one’s condition, in the trouble of many worries and amidst unsatisfied needs, could easily become a great temptation to transgress one’s duties.”
What is Kant trying to get across with the example of the gout sufferer?
“Kant talks about this person who is sick and suffers from gout, and he realises ‘If I try to be healthy and observe all the restraints on my diet, and cut down on my pleasures, things will not really improve in terms of pleasure for me’. So he realises, in terms of a balance of pleasures, it makes sense to indulge in what he can and suffer afterwards.
“Kant concludes that it is, in fact, rational for the gout sufferer to think like that because his conception of empirical, practical rationality is actually hedonistic. So morality comes into the picture to compensate that.
Listen: How Kant can teach us to be happy
“Kant thinks that as long as we have an interest in our overall wellbeing, our happiness, we are motivated to pursue it. But when this motivation is gone – perhaps because we are too depressed or because, like the gout sufferer, happiness does not promise any more what it used to promise in term of expected satisfaction – then morality has to kick in and remind you that you cannot reduce yourself just to enjoyment.”
This seems to quite a pessimistic view of human nature, doesn’t it, where morality is required to stop us from harming ourselves?
“A central idea of Kant’s moral theory is the idea that the capacity for morality raises us above animality. It opens up a way of life and a way of valuing ourselves that gives us this special status.
“There is this famous quote by Oscar Wilde, ‘We are all in the gutter but some of us are looking at the stars’. That reminds me a lot of Kant because he thinks looking at the stars is like thinking of the moral law in us.
“Why can we look at the stars when we are in the gutter? Because we have that rational vocation, because we are more than just our instincts.”
But what would Kant say to someone who proclaims to be happy in the gutter?
“Okay, while we have this talk about dignity, we also have Kant’s conception of happiness as something which cannot be prescribed from outside. So people have a right to form their own conception of happiness . . . Now formulating this conception of happiness would be an imaginative exercise, and you go through your life testing these conceptions. This is what Kant means when he says happiness is indeterminate.
“So perhaps someone who likes the gutter more than being above the gutter would in a sense have a right to it, if that is part of her conception of happiness. Drawing the line is very difficult. We would have to say she has destroyed her capacity for rationality – she has reduced herself to mere animality – and that would be a violation of a duty of the self. But just a choice of lifestyle: that would not violate a duty per se.”
What can Kant teach us about happiness?
“He can teach us that happiness is a difficult exercise because we don’t know what would make us happy. We have to guess. It would require omniscience to know what would make you happy, first of all because we don’t have direct access to yourself – so you actually have to interpret your needs – and this is hard.
“Second, our choices have consequences outside our control. It can be that my having chosen an academic career could have lots of consequences I couldn’t foresee and will impact on my happiness. Perhaps I am unhappy in my department, or perhaps this causes me to neglect some important relationship and so on.
“I think morality counteracts this in a very helpful way because it seems like the more we try to be happy, the less we achieve it. And it seems morality brings a certainty into life that the pursuit of happiness cannot provide. This is the certainty to know that if you do the right thing it is the right thing no matter the consequences. That creates something that is stable, that is valuable, that is within your power, no matter what.” | <urn:uuid:185f5bdf-9955-47f4-8f8f-7da9f7f414ca> | {
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Game Name: It’s Concert Day
It’s Concert Day
Dora and her new friends are putting on a benefit concert for the local cafe, and they need your child's assistance! First help Dora and Pablo bike through Playa Verde to collect sheet music that the wind scattered. Use the arrow keys to steer and avoid puddles. Next use Doras charm bracelet to fly on a magical bird with Dora, Kate and Naiya to gather balloons for the concert that have blown away. Use the arrow keys to avoid wind and rain. Then row through watery tunnels beneath Playa Verde with Dora, Emma and Alana to retrieve musical instruments that have fallen into a manhole. In between levels, help Dora choose decorations for the concert stage. The show must go on, and your child can help by working together with Dora and Friends!
How To Play:
Play with mouse and keyboard. You can also read the instructions that It's Concert Day are given in the game and follow them carefully! | <urn:uuid:c446d133-9f2e-4c92-a585-f7ecac0a8f62> | {
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What is An Réalt?
Note: An Réalt (‘The Star’) was the Irish language praesidium of the Legion of Mary which was dedicated to recultivating Gaelic spirituality, culture and heritage. Regarding its activities in Wales mentioned on pg. 14, there is a very interesting article here on ‘Irish Catholics and the Welsh language in the 20th century’ which asserts that An Réalt “took a particular interest in the Welsh language. Many An Réalt members were fluent in the Welsh language, while others were learning Welsh in a 200-strong Dublin night class. During the 1950s a representative group led by Fr Diarmuid Ó Laoghaire* visited Wales annually, either to R.O.F. Wynne’s Garthewin estate or to the ‘Welsh Catholic’ parish of Gellilydan.”
*See his pamphlet Our Mass, Our Life: Some Irish Traditions and Prayers. See also The Integral Irish Tradition. | <urn:uuid:21d29be9-e273-49f7-8afc-5f61b3c9f8c0> | {
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Excess estrogen levels during pregnancy can disable, in their daughters, a powerful breast cancer tumor suppressor gene, say researchers at Georgetown Lombardi Comprehensive Cancer Center. They found the DNA repair gene BRCA1 to be silenced in one year-old girls exposed to a high hormonal fetal environment.
The researchers say their study, presented at the AACR Annual Meeting 2013, suggests that BRCA1 silencing by methylation in utero may be an important mechanism that increases breast cancer risk later in life. And they say that, if confirmed, there could be ways of lowering that risk before breast cancer develops.
"We may be able to identify women at increased risk of developing breast cancer by looking for BRCA1 that has been methylated as a marker of having been exposed to excess estrogen levels in utero," says the study's lead author, Leena Hilakivi-Clarke, PhD, a professor of oncology at Georgetown Lombardi.
Not only was BRCA1 silenced by methylation in the one-year-old girls who developed in a highly estrogenic fetal environment, there were other molecular abnormalities that can contribute to breast cancer risk and risk of breast cancer recurrence, says Hilakivi-Clarke.
For the study, the researchers compared the gene DNA methylation profiles of the daughters to publicly available databases collected from a large number of breast cancer patients in the Cancer Genome Atlas (TCGA). They found that those genes with altered methylation in the daughters of women with the highest pregnancy estradiol levels are also differentially methylated in breast cancer patients.
In addition to BRCA1, another gene abnormality found was in the unfolded protein response (UPR) pathway, which has been linked to breast cancer risk and resistance to tamoxifen, a treatment for breast cancer.
Researchers at Virginia Tech, who collaborated with Hilakivi-Clarke on this study, found that the UPR pathway was "hypomethylated" (genes were turned on or highly active), in the one-year old daughters. They further confirmed that the same UPR genes also were hypomethylated in breast cancers in women, compared to normal breast tissue, as well as in breast cancer cells that are resistant to tamoxifen treatment, compared to tamoxifen sensitive breast cancer cells.
"When these UPR genes are activated it means that damaged cells that should die do not, increasing the risk that cancer develops, and that cancer cells do not respond to treatment," says study collaborator, Robert Clarke, DSc, dean for research at Georgetown University Medical Center.
"Given these findings, perhaps we can identify those breast cancer patients who develop resistance to hormonal therapy and are at high risk of recurrence," Hilakivi-Clarke says. "Because several drugs are now available to reverse an increase in gene methylation, it may be possible to reverse the increase in breast cancer risk and prevent development of resistance to tamoxifen in these women."
"It does not matter how BRCA1 is eliminated – by mutation or epigenetic silencing – the end result is the same: there is less BRCA1 to defend the cells from becoming cancerous," she says. | <urn:uuid:1aea793d-92f9-4190-a167-848d1d4e0669> | {
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May 15, 2013 — It never fails. Whenever we talk about meeting the world’s growing demands for food, energy and water, chances are good that we start with ways to produce more of these vital resources. We talk about solar panels, nuclear power stations, GMOs, advanced hydroponics facilities, desalination methods, and other, latest whizbang technologies.
We seem obsessed with the need to always deliver more energy, more food and more water, without asking the obvious question: Can we use our existing resources better by becoming more efficient and reducing the huge amount of waste we see today?
Let’s look at food as an example.
There is no doubt that the demand for food is increasing. Population growth alone — from over 7 billion today to an expected 9 billion by 2050 (a 28 percent increase) — would, if all else stays the same, imply that 28 percent more food is needed. But all else is not staying the same: Diets are changing, with dramatic increases in meat and dairy consumption as much of the world becomes wealthier. All told, the expected changes in population, wealth and diets — assuming that recent historical trends are a good guide — would result in the need to roughly double global crop production by 2050, according to University of Minnesota ecologist David Tilman and colleagues. And increases in biofuel consumption may further exacerbate the situation.
Many in the agricultural sector use this estimate to justify a massive investment in agronomic practices and improved crops, including genetically modified organisms. The argument goes like this: We need to double the world’s food supply. To do so without clearing the world’s remaining forests, we’ll need to double the average yields on the world’s existing farmland, and that will take more advanced agricultural technology.
It’s estimated that, on average, 30 to 50 percent of the world’s food is never consumed. It’s wasted somewhere in the supply chain that connects farmers to consumers.
Yes. And no. As I’ve written about extensively, this is not the whole story.
It turns out that recent investments in agricultural technology and advanced genetics have been making only a modest dent in meeting our global food demands. In the last 20 years, the world’s total agricultural production increased by roughly 28 percent. Only 20 of those 28 percentage points are attributable to increased yields — roughly 1 percent per year, since crop yields tend to grow linearly. And for the last decade, my colleague Deepak Ray has shown that crop yields for many important crops have, in fact, begun to slow down and stagnate in many regions.
Even if crop yields were not stagnating, the challenges of meeting future food demands from yield increases alone is daunting. Doubling global crop production by 2050 would require a 2.7 percent annual (noncompounding) yield increase. Clearly, with yields increasing at roughly 1 percent per year, we are far from meeting that goal, and that’s with decades of research and investment in new agricultural and genetic technologies. Simply put, until something new comes along, genetics and agronomics alone are unlikely to get us to the solution we need.
That’s where waste comes in.
It’s estimated that, on average, 30 to 50 percent of the world’s food is never consumed. It’s wasted somewhere in the supply chain that connects farmers to consumers. In poorer countries, much of the waste happens between the farm and the marketplace, because crops are lost to pests or due to a lack of infrastructure (trains, trucks, roads, warehouses, etc.) to get products to market. In rich countries, most of the food waste happens around the retailer or consumer — in our supermarkets, restaurants, cafeterias and refrigerators. And while it is bad enough that we lose the food in rich countries, in poor countries the food is lost, but so is the farmer’s income — a double tragedy.
So if we’re losing 30 to 50 percent of the world’s food through waste, and all of the agricultural technologies of the past 20 years have only given us a 20 percent increase in crop yields, why aren’t we focusing at least as much attention on reducing food waste? Even cutting waste in half would be a huge step toward global food security and a boon for the environment. Billions of dollars are currently invested in genetic modification, advanced agricultural chemicals and farm machinery. Where is the comparable investment in reducing food waste? | <urn:uuid:83bf7f77-3ef2-4d84-9ca1-e257405f214c> | {
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22 January 2013
Throughout American history, only a few presidents have brought about truly lasting transformational change: Abraham Lincoln, Franklin Roosevelt and Ronald Reagan.
Having saved the union in the Civil War, Lincoln set the scene for seven decades of Republican hegemony that included only two Democratic presidents.
With FDR's New Deal coalition, his Democrats won the White House in seven of nine elections. After reshaping government and winning the Cold War, Reagan presaged two decades of conservative governance (including a Democratic president who proclaimed the end of big government).
All thought big, brought dramatic change at a time of domestic crisis, energised their parties and attracted new voters. Crucially, all presided over an ideological realignment in Washington.
Barack Obama has always aimed to be a consequential president.
During the Democratic primaries in 2008, he praised Reagan as a ''transformational president'' in a way that Bill Clinton and Richard Nixon were not. Reagan, Obama said, ''put [America] on a fundamentally different path because the country was ready for it''.
As he prepares for his second term, it is clear that the ''transformation'' Obama himself has envisaged is a return to the pre-Reagan era of government expansion and left-liberal ascendancy.
He may be succeeding. As the distinguished conservative commentator Charles Krauthammer concedes, Obama's forthright attempt to undo the Reagan revolution with a burst of interventionist liberal governance is the theme animating his presidency.
Consider the past four years:
- A near $1 trillion stimulus, the largest spending bill in US history, which included the vast expansion of domestic spending and eventually the first income tax increase in nearly two decades.
- A national healthcare program that has begun one of the most massive wealth redistributions in American history.
- Major financial reform, which has led to unprecedented government power in the financial marketplace.
In American terms, Obama's agenda is amounting to the most radical ideological change in generations. Despite high unemployment and huge deficits as far as the eye can see, he won re-election convincingly. He is now putting his divided opponents on the political back foot.
True, the Democratic left has attacked Obama for not being liberal enough. After all, he has failed to close the Guantanamo detention camp, pass an emissions trading scheme and end the Afghanistan war earlier in his term. This President is no dove, but neither is he a neo-conservative global crusader.
It is also true that Obama's transformational agenda has failed to kick-start a battered economy.
Nor has it solidified his Democratic majority: his expansion of government spending and debt led to a backlash in the form of the Tea Party in 2009 and subsequently a Republican takeover of the House of Representatives. Nonetheless, Obama's America has become a more progressive place. Take social issues. As recently as 2010, Obama opposed gay marriage. Last year he changed his mind and his U-turn did not hurt his political prospects one jot. In November, voters adopted a same-sex marriage initiative in as many as four states. This was after 32 defeats at the ballot box.
Take race. As minorities (Latinos, Asians and African-Americans) increase, the white share of the national vote declines. This trend, according to many political experts, represents a growing political liability for the right. But even conservatives are changing.
In South Carolina (of all places), a Republican Governor, a daughter of immigrants from India, recently appointed a black Republican to be the state's senator. The front runners for the Republican presidential nomination in 2016 are Bobby Jindal, the Indian-American Governor of Louisiana, and Marco Rubio, the Cuban-American senator from Florida. African-Americans have been governors of majority-white states and mayors of majority-white cities.
Meanwhile, the so-called Millennials - those aged between 18 and 29 - are far more progressive on drug reform, gun control, abortion rights and same-sex issues than their parents. They also take a more dovish view on foreign policy. According to a Chicago Council survey last year, a majority want America to ''stay out'' of world affairs.
To the extent that such attitudes prevail, they may contradict the idea that America is The Right Nation (the title of a 2004 award-winning book by John Micklethwait and Adrian Wooldridge.)
In any case, Australians are entitled to be confused. On gun control, John Howard is to the left of many Democrats; on gay marriage, Julia Gillard is to the right of Dick Cheney.
Still, the point here is that Obama's presidency has already been momentous. For better or worse, he has transformed American politics.
The historian Arthur Schlesinger jnr once observed that American history tends to be in distinct and predictable cycles - decades of conservative governance alternating with decades of progressive reform.
By re-electing Obama, Americans have not only closed the first cycle. They may give more momentum to the second.
|Follow University of Sydney Media on Twitter|
Media enquiries: Sarah Stock, 9114 0748, 0419 278 715, [email protected] | <urn:uuid:3494ed1f-76d3-41f0-ad09-c66b0614f055> | {
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Cryptopearls IVIn Cryptography teasers, a phrase or expressions has been encoded in some way (frequently by replacing letters with other letters). You need to figure out the encoding method and then decode the message to find the answer.
Once upon a time, there was a land filled with wisdom and intelligence in the form of pearls.
Most of the quotes we use today come from this land, which was called Lifeland.
However, each pearl of wisdom was safely hidden under a Cryptoweb and called a Cryptopearl, because in those days, words were considered to be powerful weapons. You had to earn a Cryptopearl to learn some new piece of wisdom about life.
Once you successfully opened the Cryptopearl, you were then awarded with whatever life changing information was inside that Cryptopearl. If you opened 4 Cryptopearls successfully, you were knighted as the Lord of Life.
In this way, over generations, many such pearls have been passed down to us. Four such Cryptopearls are given below, in their original form.
Can you open the Cryptopearls like the ancients did and find out what famous life's teaching it holds? Here's your chance to become the Lord or Lady of Life!
1. Q oqitge gjnen ijpbcia uy gcabpcia qijpbem oqitge.
2. Q obqci cn ij npmjiaem pbqi cpn weqfenp gcif.
3. Q sjjg qit bcn hjiey qme njji kqmpet.
4. Q gcppge fijwgetae cn q tqiaemjrn pbcia.
Hint: The keyword is "QUOTES". Check the hint section for one more hint, but it gives the method away.
HintThese pearls use the keyword cipher.
AnswerA keyword cipher is made by placing a keyword first in the alphabet substitution table. Then, the remaining letters of the alphabet are written down in alphabetic order. That becomes the cipher for substitution. Since our keyword is "QUOTES", the cipher is created as follows:
Thus, A becomes Q, and B becomes U and so on. Deciphering using the cipher above reveals the quotes as follows:
1. A candle loses nothing by lighting another candle.
2. A chain is no stronger than its weakest link.
3. A fool and his money are soon parted.
4. A little knowledge is a dangerous thing.
See another brain teaser just like this one...
Or, just get a random brain teaser
If you become a registered user you can vote on this brain teaser, keep track of
which ones you have seen, and even make your own.
Back to Top | <urn:uuid:dd371b4d-b862-4d27-a224-451df2047d3c> | {
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In the previous part of the series we went through the various circuits that can take logic level digital signals and make them suitable for driving the gates of the bridge power FETs. These circuits range from trivial to complex, and have some interesting properties, like turn-on and –off delay or limits on duty cycle that will have implications for our current discussion.
In this article we will step further back from the ‘bare metal’ of the H-bridge and concentrate on the digital control of the bridge. The discussion will concentrate on how to generate the various control signals and how to implement the different drive modes we’ve discussed before.
For the most part, the detailed implementation of the driver and the bridge itself (PMOS or NMOS devices, etc.) are not a concern here, though occasionally we’ll have to take the special requirements of those parts of the design into consideration.
I will use the following h-bridge element notations during the article:
Bridge driver control
As we’ve seen before there are many drivers and there are many ways those drivers need to be controlled as well. For both low- and high-side drivers, the two basic schemes are active low or active high control.
In active low control, the FET is closed, when the control signal is low, or 0:
|1||open (doesn’t conduct)|
In active high control, the sates are the opposite:
|0||open (doesn’t conduct)|
With half-bridge drivers, which control one low and one high-side FET, the options are more complicated. Some simply expose two control signals (active low or high) each for the two controlled transistors. Some however have an ‘enable’ and a ‘PWM’ pin for example. Again, these can be active low or active high. I will not bore you with all the possible combination (check the datasheet for your part for the exact details) but one example could be the following:
|PWM||enable||High-side state||Low-side state|
|0||0||open (doesn’t conduct)||close (conduct)|
|1||0||close (conduct)||open (doesn’t conduct)|
|0||1||open (doesn’t conduct)||open (doesn’t conduct)|
|1||1||open (doesn’t conduct)||open (doesn’t conduct)|
As you can see the enable signal is active low in this example, and the PWM non-inverted.
Another control method is when the driver exposes only a single, three-state control input. When driven low, or high, one or the other FET conducts, when left floating, the both FETs are open:
|control||High-side state||Low-side state|
|0||open (doesn’t conduct)||close (conduct)|
|1||close (conduct)||open (doesn’t conduct)|
|Z||open (doesn’t conduct)||open (doesn’t conduct)|
Full-bridge drivers can expose an even wider variety of control options, since they drive four FETs. Sometimes they have four control signals for each individual FETs, or would look like two independent half-bridge circuits. Other times, they combine the control signals for the ‘A’ side and ‘B’ side of the bridge into fewer control signals. When that happens (like the HIP4080A from Intersil), the driver might start to limit the control patterns and drive modes you can use the bridge with. If you recall, both the ‘A’ and the ‘B’ side have three possible states, so a full-bridge can have six possible (static) states. This needs a minimum of 3 digital control signals, so if a full-bridge driver exposes less, you should expect limitations. Yet others (the HIP4080A is a good example for that as well) combine some analog functions to help implement closed-loop control.
You can find the exact control method for your chosen driver in its datasheet.
To simplify the discussion in the following chapter, I will assume that the bridge driver has four independent, active-high input signals, one for each FET. If your driver needs a different type of control, you can easily convert the signals to your particular needs.
Basic drive-mode mapping
Let’s first examine, what control states each of the inputs need for the various drive-modes.
Let’s start with the lock anti-phase drive in the forward direction:
|Lock anti-phase drive, FWD||On-time||Off-time|
For sign-magnitude drive in the forward direction, using high-side off-time conduction we get:
|Sign-magnitude drive, FWD, high-side||On-time||Off-time|
The same sign-magnitude drive in the reverse direction:
|Sign-magnitude drive, REV, high-side||On-time||Off-time|
Notice so far how the two ‘a’-side control signals (Q1 and Q2) are always inverse of one another. Same is true for the two ‘b’-side drive signals. One would think that we could simply drive them from the same input, through a simple inverter. Unfortunately in practice that would almost always be a bad idea but we will have to come back to that a bit later.
For now, let’s finish up the mapping tables for the asynchronous sign-magnitude drive. Here I’ll assume high-side off-time conduction as well. For the forward direction we can use the following table:
|Async. Sign-magnitude drive, FWD, high-side||On-time||Off-time|
For the reverse direction:
|Async. Sign-magnitude drive, REV, high-side||On-time||Off-time|
There are some other possible drive patterns that would result in one of these three drive modes. We will see if they are useful in a bit, for now let’s just consider these five mappings. By carefully looking at the tables you can see some nice patterns emerge:
- For lock anti-phase drive the ‘a’-side control is a mirror image of the ‘b’-side one. The PWM signal should be connected to both sides, but in reverse polarity.
- For the phase magnitude drive, two FETs are controlled with a constant signal, only one side is driven with the PWM signal. You can change driving direction by swapping which side gets the PWM drive and which one gets the static signals.
- For asynchronous sign-magnitude drive, only one of the four FETs is switching the other three are at constant voltages. The drive direction is changed by deciding which FET to toggle.
Almost every bridge design needs to have a disabled, or power-down state. There are two possibilities to achieve that. One option is to have at least one of the motor terminals floating. The other is to short the motor terminals together.
For sign-magnitude and asynchronous sign-magnitude drive, this’s simple as at 0% duty-cycle that is exactly what happens. For lock anti-phase drive however a new state needs to be introduced for this purpose. Of the many possibilities, let’s choose the one where both motor terminals are floating for this discussion:
|Lock anti-phase drive||Power-down state|
In many cases, especially when a microcontroller is in charge of generating the signals for the MOSFETs, it is important that the default power-up state of the bridge is the power-down one. This way, the firmware running on the microcontroller is in no rush of initializing the bridge control signals. It can work on getting the whole system up and running and only after all setup and initialization is done it needs to move the bridge out of power-down into the operational state.
Many microcontrollers start up with their pins in a high-impedance state, when they can’t source nor sink current. If those pins are connected to the bridge driver inputs, as long as the firmware doesn’t initialize the pins for any other state, the output voltage is not well defined and the wire is susceptible to noise. This can lead to the bridge turning on or worse, getting into a shoot-through condition during startup. To prevent this from happening, its good practice to include pull-up or pull-down resistors on each bridge control pin to make sure they are at a well-defined voltage at all times. The value of the resistors usually isn’t critical as long as the don’t load the output stages inside the microcontroller too much. It is also good practice to set the resistors up such that they keep the bridge in its power-down state.
We’ve mentioned shoot-through several times already in previous parts of the series. We’ve said at the very beginning that the high-side and the low-side switches of an H-bridge on the same side should never ever be turned on at the same time. If that happened, you would create a very low resistance path between your power supply and ground. There are several outcomes of such an experiment and none of them are pleasant. At best, you have some sort of short-circuit protection that trips and your circuit simply looses power. If not, a lot of current will start flowing through your circuit. This current will start heating things up and eventually something will break. It will heat up the battery (because of its internal resistance) and overheated batteries can explode. It will heat up the wires which can melt their plastic insulation. It will heat up the PCB traces, making them de-laminate or even vaporize and destroy the board. It will heat up your FETs and can destroy them as well. You don’t want any of these, so you don’t want shoot-through. Avoiding static shoot-through is fairly simple: just make sure you never close both ‘a’ or ‘b’-side FETs at the same time.
The bigger problem is dynamic shoot-through: when you turn one FET off, while turning the other FET on, for a short while both the low and high-side FETs are potentially conducting to a certain degree, creating a – relatively – low resistance path for the supply to flow to ground. This results in a current-spike that – while not as destructive as static shoot-through – is still quite problematic. To prevent this, you have to delay the turn-on of the low-side FET by at least as much as the turn-off time of the high-side FET. The same goes of course for the other transition, when you switch from low-side to the high-side. This technique has many names, dead-time, shoot-through protection, no-overlap PWM, but whatever you call it, unless you know the turn-off times, you can’t time this delay properly. This is one of the reasons I’ve sent so much time in the previous installment talking about turn-on and –off-times and how to calculate and control them.
When you do employ shoot-through protection however, you will end up with a different problem: now, instead of having both the low- and high-side FETs conducting for a short while during the transition, you have none of them conduct for a split-second. At the same time – as we’ve discussed several times already – the motor current cannot just stop flowing instantly, so some circuit – the catch diodes – will have to take over. As the diodes usually have a higher loss than the switches themselves, during this short time the heat dissipation of the bridge will be higher than normal. This additional dynamic loss on the bridge gets worse as your shoot-through protection window gets a larger and larger portion of the cycle time. So for really high-frequency operations, tight shoot-through protection window control is needed to minimize this source of heat dissipation. In those applications various dynamic shoot-through protection techniques are becoming more and more popular, mostly as part of the bridge driver circuitry.
In many cases, integrated bridge drivers have built-in shoot-through protection circuits with fixed or programmable block-out windows. With those you only have to make sure that your turn-off times are compatible with what the parts can support.
If you are using a part without such protection or are building your own driver, you’ll have to make sure that proper shoot-through protection is implemented either in HW or in SW.
Many modern microcontroller PWM implementations give you the option to use two pins that output versions of a single PWM signal, with a programmable no-overlap zone between them, like the SAM7S series from Atmel:
External shoot-through protection circuits
If you need to generate the above wave-forms externally, you can do that for example with the following circuit:
It uses the the R/C circuits to delay the edges of the two outputs, and the diodes to make sure only one of the two edges get delayed. The Schmitt-trigger inverters are needed to clearly define the point where the output switches due to the slow changing of the output of the R/C circuit. The timing diagram of the circuit is the following:
You can see how this circuit reproduces the same non-overlapping outputs that we’ve seen at the end of the previous chapter. The delay of the falling edge of OUT1 can be calculated as the following:
tdout1 = –R1 C1 ln(Vtl/Voh)
where Voh is the high-level output voltage of the input gate, and Vtl is the low-level trigger voltage of the Schmitt-trigger. Similarly, the delay of the rising edge of OUT2 is the following:
tdout2 = –R2 C2 ln(1-Vth/Voh)
where Vth is the high-level trigger voltage of the Schmitt-trigger.
With many Schmitt-trigger circuits having their lower and higher threshold voltages set at 1/3 and 2/3 way between 0 and Voh, both time delays end up roughly R1 C1 and R2 C2 respectively.
The input gate (G1) can in many cases be the output driver of the PWM output pin, especially in CMOS logic. Many bridge drivers have Schmitt-trigger input stages so if the input polarity works out the right way, the output buffers (G2, G3 and G4) can be eliminated as well. Even if not, a 6-gate Schmitt-trigger chip, like one of the many variants of the 7414 chip provides a single-chip solution (obviously the normal inverters can also be Schmitt-triggers, they just don’t have to be).
Finally, this circuit doesn’t produce clear high logic levels at B1 and low logic-levels at B2 due to the forward voltage drop of the diodes. Because of that, a relatively high supply voltage needs to be used, otherwise the signal might not clear both tripping-points of the Schmitt-triggers during their edges. With very low supply voltages, a similar, but different technique using open-drain drivers or discrete FETs can be used to create the asymmetrical delays on the rising and falling edges:
There are many other techniques as well, depending on what type of resources you have available. For example, this one uses a single R/C timing element to generate both types of delays:
Let’s re-examine the control patterns in the previous chapter! You’ve seen that some of the four drive signals are constant during the cycles, some are switching. We can use a simplified notation to describe the various modes. Let’s call an external signal PWM, which is 1 during the on-time and 0 during the off-time. Another signal, \PWM does the opposite. Let’s not forget that these signals aren’t exactly inverted versions of one another due to the previously mentioned shoot-through protection requirement. Let’s also create a signal, DIR, which is ‘1’ for forward direction, and ‘0’ for reverse. It’s opposite is \DIR. Note that when changing direction, the same no-overlap change should be observed on this signal pair as well, so \DIR isn’t simply an inverted version of DIR either. With this notation, the drive modes are as follows:
|Lock anti-phase drive|
|Sign-magnitude drive||low-side off-time current||high-side off-time current|
|forward, low-side off-time current||forward, high-side off-time current||reverse, low-side off-time current||reverse, high-side off-time current|
You can see that depending on the drive mode, the control signal routing can be fixed or need to depend on the off-time current conduction path chosen (which can be a design-time decision). In the case of asynchronous sign-magnitude drive, the signal routing needs to be dynamic as even a drive direction change changes the PWM signal routing.
This may or may not be problematic, many microcontrollers have flexible enough I/O pins that make all of the modes possible without external logic. However in many cases the support of asynchronous sign-magnitude drive requires four PWM generators inside the microcontroller, as it might not be possible to get a single PWM source appearing on multiple, configurable pins.
Another interesting observation is that asynchronous sign-magnitude drive doesn’t use the \PWM signal. As a consequence it doesn’t depend on proper shoot-through protection window setting on the PWM output, so if your microcontroller doesn’t support no-overlap PWM signals and your FET driver doesn’t support shoot-through protection either, this drive mode might still be available to you.
Complex cycles and heat spreading
On each of the four FETs (and their catch-diodes) there are two types of loss that generate heat:
- Static loss, which is simply I2Rdson times their conduction percentage per cycle for FETs, and VfI times their conduction percentage per cycle for the catch diodes.
- Dynamic loss, which is more complex to calculate but is related to how often the device is turned on or off and how much it spends in between the ‘on’ and ‘off’ states. Dynamic loss on the catch diodes is related to the size of the shoot-through protection window and the actual turn-on and –off times of the FETs.
The average static loss between the four devices only depends on the drive mode and the duty cycle. The average dynamic loss depends on the switching frequency, the turn-on and –off times and the shoot-through protection window size. Depending on the drive mode however, the generated heat doesn’t get distributed evenly across the four FETs and diodes.
We’ve seen that in the various drive modes, a different number of FETs are switched:
- For lock anti-phase drive, all four FETs are switching
- For sign-magnitude drive, two FETs are switching
- For asynchronous sign-magnitude drive only a single FET is switching
This means that in sign-magnitude drive, the switching FETs will have more dynamic loss (heat) than the non-switching ones. Taking static losses into consideration as well, it’s easy to see that for example in our previous forward driving case Q3 and Q4 together will dissipate more heat than Q1.
For asynchronous sign-magnitude drive, the asymmetry is even more obvious: in that case (same forward drive example) Q3 never opens, yet conducts current during the off-time through it’s body-diode. As losses on such a diode are normally higher than on the FET itself, it dissipates even more heat than in the previous case.
Finally, for both types of sign-magnitude drive, there’s one FET that never conducts at all.
These imbalances complicate thermal design of the bridge. It would be best if we could spread the heat more evenly across the four devices. We can do that of course mechanically, by mounting them on the same heat-sink, but there are electrical ways to make situation more balanced as well.
Lock anti-phase drive
We’ve just discussed that in lock anti-phase drive all four FETs are turned on and off in every cycle. The motor current is conducted through FETs for both the on- and off-time as well. This means that we can’t really optimize the heat-spreading in this mode: dynamic losses are equally distributed already, and static losses depend only on the conduction time of the switches, which depends on the duty cycle (d). Still, let’s examine the behavior of the bridge in this mode so we have something to compare the other options to.
In lock anti-phase drive the conduction times as a percentage of the cycle time are the following:
This is pretty much as good as it gets, with the (static) heat dissipation distributed equally among all transistors in the idle state (note that for this drive mode 50% duty cycle corresponds to idle). The further we get from the idle position the more imbalance we have between the FETs.
For dynamic losses, we’ll just have to repeat the switching table and take a look at it again:
|Lock anti-phase drive, FWD||On-time||Off-time|
You see that – as we’ve said before – all four devices are turned on and off during the cycle, so each sees two transients and the associated dynamic loss.
Let’s take a look now at sign-magnitude drive! In our example drive above, the conduction times for the three FETs are as follows:
In the detailed discussion we’ve seen that there are two possible (forward) operation modes. They differ in the way they handle the off-time current: one circulates it through the high-side transistors, and the other through the low-side ones. The low-side conducting version has the following conduction times:
The idea is the following: let’s ping-pong between the two operating modes in subsequent cycles. This way, we get the following overall conduction times:
You can see that the average conduction time is much more evenly distributed, as a matter of fact, at 0% PWM operation, all four FETs conduct for half the time on average. This averages conduction-related static loss between the FETs as much as possible, and gets to the same number that we’ve got for lock anti-phase drive (here the duty-cycle is between 0% and 100% for the forward direction, 0% being the idle state). The combined control looks like this:
|Sign-magnitude drive, FWD, combined||1st cycle||2nd cycle|
As you can see each FET turns on and off exactly once through two cycles, so there are two turn-on and two turn-off events in each cycle. This is the same number as the original sign-magnitude drive, which means that the overall dynamic losses are the same. However, now the dynamic losses are evenly distributed between all four FETs. Of course a similar dual-cycle drive pattern can be constructed for the reverse direction as well.
There are two down-sides to this control pattern, one fairly obvious, the other is a bit more subtle. The obvious one is that we need the ability to control the bridge differently in odd and even cycles, so we need to introduce some sort of a ‘memory’ or ‘state’ to the control circuit. If the signals are generated by HW PWM controllers inside a microcontroller, such state may or may not be possible to introduce.
The less obvious complication is that with this drive mode, there’s no power-down state any more. At 0% duty cycle, the FETs are still switching, so the drive signals aren’t static.
The final benefit of implementing this more combined control mode is that you can use N-channel MOSFET drivers on the high side with ease. Remember that we’ve discussed that these boot-strap configuration drivers can’t be used to continuously open the high-side FETs. With these complex control modes, all four FETs are switching so this isn’t a concern any more. The other problem with these drivers, that they can’t be used with 100% duty cycle still remains, there’s not much that can be done about that.
Asynchronous sign-magnitude drive
Now let’s consider the other sign-magnitude drive-mode. Here we have an additional complication to consider, namely that the off-time current is conducted through one of the body diodes instead of a FET. To spread the associated heat around evenly across the four devices, a four-cycle pattern needs to be constructed:
|Sign-magnitude drive, FWD, combined||1st cycle||2nd cycle||3nd cycle||4nd cycle|
Here, the first and second cycle uses high-side off-time conduction, the second two cycle uses the low-side. The difference between the first and the second cycle is whether Q1 or Q3 conducts. Similarly the 3rd and 4th cycles change conduction between Q2 and Q4.
You can see that this pattern doesn’t equalize dynamic loss: Q1 and Q2 switches 3/2 times per cycle on average, while Q1 and Q2 only switches 1/2 times on average. This is usually not a big problem at the switching rates of the usual H-bridge.
The bigger deal is that it distributes the heat that gets generated by the off-time current through the catch diodes evenly. That is in many cases the biggest source of heat in a bridge with asynchronous sign-magnitude drive.
Because of that, while this control pattern obviously is even more cumbersome to generate, it is even more important to do so.
Of course, just as in the previous case, we loose the inherent power-down state, so if this complex control mode is employed, the shut-down state will need to be restored by creating it externally.
Finally, just as before, this more complex cycle allows the use of boot-strapped high-side N-channel drivers, which was otherwise a limiting factor in asynchronous sign-magnitude drive.
In this article I’ve gone through some higher-level control problems for H-bridges. I’ve shown how to route the PWM signal and introduced some complex multi-cycle drive-patterns that spread the heat around more evenly with the four FETs and their diodes that make thermal design easier. We’ve spent some time on discussing the need for dynamic shoot-through protection and ways to implement them as well.
The next installment of the series will focus on various safety features that a well designed H-bridge will have to employ. These involve protection for the bridge itself, for the load and the power supply, but also its mechanical environment. | <urn:uuid:62c526f4-7e57-457f-8d39-83e28938da77> | {
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BrainPOP ESL is a comprehensive English language learning program that uses highly engaging animated movies to model conversational English while seamlessly introducing grammar concepts and vocabulary words. The movies are leveled, with each new movie and associated features building upon earlier ones, thereby reinforcing vocabulary, grammar, pronunciation, reading comprehension, and writing skills. The building block structure enables students to master the language in a step-by-step process, giving them the confidence they need to read, write, and speak English.
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Python names (also called identifiers) can be any length and follow these rules:
The first or only character must be a letter (uppercase
or lowercase) or the underbar character, “
Any additional characters may be letters, underbars, or digits.
Case is significant in Python. The name “
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The names below are keywords, also known as reserved words. They have special meaning in Python and cannot be used as names or identifiers.
and def finally in print yield as del for is raise assert elif from lambda return break else global not try class except if or with continue exec import pass while | <urn:uuid:87aafe5b-c264-4c84-9265-dbf44e35ae4b> | {
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Key: "S:" = Show Synset (semantic) relations, "W:" = Show Word (lexical) relations
Display options for sense: (gloss) "an example sentence"
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- S: (v) excuse, condone (excuse, overlook, or make allowances for; be lenient with) "excuse someone's behavior"; "She condoned her husband's occasional infidelities" | <urn:uuid:f5d5de4a-f75a-4c00-a689-211ae58f06be> | {
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What is the moral of the story The Boy in Striped Pajamas?
2 Answers | Add Yours
Actually, the moral is that you should treat people how you wanna be treated. Oh, and definately to not be prejudice and discriminate!
(hope that helped :) )
i think the moral is that you should always think of consequenes before you do something you should'nt. :)
Join to answer this question
Join a community of thousands of dedicated teachers and students.Join eNotes | <urn:uuid:43159398-6c9e-4fd4-a0e3-fa308f770f10> | {
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1 By Adriana Jimenez & Daisy Martinez Gas ExchangeBy AdrianaJimenez&DaisyMartinez
2 42.6 : Breathing Ventilates the Lungs Ventilation, or breathing, is the alternate inspiration (inhaling) and expiration (exhalation) of air.Terrestrial vertebrates rely on ventilation to maintain high O2 and low CO2 concentrations at the gas exchange surface.42.6 : Breathing Ventilates the LungsOVERVIEW
3 How an Amphibian Breathes Positive Pressure Breathing: air is forced into the lungs.
4 How a Mammal Breathes: Negative Pressure Breathing. Lungs pull air into the lungs with the use of muscle action: rib muscles and diaphragm contract.lung volume increases.
5 How mammals breathe…Visceral Pump: in some species, running causes the visceral organs (like the stomach & liver) to slide back and forth in the body cavity with each stride, this further increases ventilation volume.Tidal volume: the volume of air a mammal inhales and exhales with each breath.Vital capacity: the maximum tidal volume.Residual Volume: the air that remains in the lungs.
6 Control of Breathing in Humans: Breathing control centers: located in medulla oblongata and the pons; the medulla sets the basic rhythm, while the pons moderates it.Sensors in carotid arteries in the neck and in the walls of the aorta help monitor O2 and CO2 concentrations and blood pH.Low O2 concentration leads to an increased breathing rate to offset the CO2 levelsLow pH leads to an increased breathing rate, can lead to hyperventilation
7 42.7: Respiratory Pigments Bind & Transport Genes The role of partial Pressure gradientsRespiratory pigmentsRespiratory pigments transport gases and help buffer the blood. Respiratory pigments greatly increase the amount of 02 that blood can carry.42.7: Respiratory Pigments Bind & Transport GenesOVERVIEW
8 The Role of Partial Pressure Gradients Partial Pressure is the diffusion of a gas, whether present in air or dissolved in water, depends on differences in a quantity.Atmosphere exerts a total pressure of 760 mm HG.Oxygen and co2 diffuse from where their partial pressures are higher to where they are lower.The Role of Partial Pressure Gradients
9 Loading and unloading of respiratory gases 1. blood arriving at the lungs via the pulmonary arteries has a lower Po2 and a higher P co2 than the air in the alveoli.2. by the time the blood leaves the lungs in the pulmonary veins, its Po2 has been raised and its Pco2 has been lowered.After returning to the heart, this blood is pumped through the systematic circuit.3. in the tissue capillaries, gradients of partial pressure favor the diffusion of o2 out of the blood and co2 into the blood.Because cellular respiration removes o2 from and adds co2, to the interstitial fluid. (by diffusion, from mitochondria in nearby cells.)4. after the blood unloads o2 and loads co2 it is returned to the heart and pumped to the lungs again.Where it exchanges gases with air in the alveoli.
10 The low solubility of o2 in water (&blood) is a problem for animals whom rely on the circulatory system to deliver o2.Respiratory pigments transport most of their o2 bound to certain proteinsCirculate with the blood.Greatly increase the amount of oxygen that can be carried in blood.Respiratory Pigments
11 A diversity of respiratory pigments have evolved in various animal taxa. Hemoglobin, Respiratory Pigment of almost all vertebrates.Consists of 4 subunits, called a heme group that has an iron atom at its center.Each molecule can carry 4 molecules of O2. Also helps transport CO2 and assists in buffering.OXYGEN transport
12 Oxygen TransportLike most pigments, it must bind reversibly, loading O2 in the lungs and unloading it in other parts of the body.
13 Oxygen transport cont… Loading and unloading depends on cooperation between the subunits of the hemoglobin molecule.A slight change in O2 Partial Pressures causes hemoglobin to load or unload O2 .When cells in a particular location begin working harder(during exercise) PO2 dips in their vicinity as O2 is consumed in cellular respiration.Oxygen transport cont…
14 Dissociation curveBohr Shift: a drop in pH lowers the affinity of hemoglobin for O2.When carbonic acid forms, an active tissue lowers the pH of its surrounds and induces hemoglobin to release more O2.(b) pH&Hemoglobin Dissociation
16 BIBLIOGRAPHYCampbell, Neil A., and Jane B. Reece. "Chapter " Biology. 7th ed. San Francisco: Pearson, Benjamin Cummings, Print.Egan, Donald F., Robert L. Wilkins, James K. Stoller, and Robert M. Kacmarek. "Carbon Dioxide and Cerebral Blood Flow." Egan's Fundamentals of Respiratory Care. 9th ed. St. Louis, MO: Mosby/Elsevier, Print.Marieb, Elaine Nicpon, Jon Mallatt, Patricia Brady. Wilhelm, and Matt Hutchinson. "Chapter 21 - The Respiratory System." Human Anatomy. 5th ed. San Francisco, CA: Pearson, PrintBenjamin Cunning, . "Chapter 42 - Circulation and Gas Exchange." Course-notes.org. Pearson Education, Web. 11 Mar 2012. | <urn:uuid:76209bf5-ec92-4bd1-b269-f3da599c09a0> | {
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California sea otters will start the new year with a vast new range of territory far south of their government-imposed grounds north of Point Conception.
Beginning on Jan. 18, they are free to swim south into waters off Los Angeles, San Diego and Baja - places they frequented before they were forcibly relocated to a remote Channel Island in the 1980s.
The U.S. Fish and Wildlife Service decided to lift the "no-otter" zone this month after a thorough review found that the translocation program that started it was essentially a failure.
About 140 sea otters living between the Mexican border and Point Conception, north of Santa Barbara, were gathered up and taken to San Nicolas Island in 1987. The purpose of the move was to establish a colony of otters far enough away from the coast to protect it from oil spills or other catastrophes. As coastal marine mammals, sea otters are particularly susceptible to pollution runoff and other near-shore toxins.
A no-otter zone south of Point Conception was then instituted to keep otters, which are voracious shellfish eaters, from infringing on commercial fishers.
Many of the relocated otters swam back to Central California or to coastal waters, or simply died. Officials realized the relocation program was a failure years ago and stopped enforcing it by the early 1990s.
"It seems really silly to have" a relocation program, said Los Angeles Waterkeeper spokeswoman Liz Crosson. "Sea otters
Sea otters eat the sea urchins that can decimate kelp forests, Crossan explained.
Lifting the no-otter zone will also bring the marine mammals greater legal protection against harm because they are listed as a federally threatened species, Crosson said.
Bernardo Alps, a local marine mammal expert, said he has seen a sea otter this year and hears reports of sightings a few times a year off the Palos Verdes Peninsula.
"Lately they've been seen several times a year down here. There are areas near Santa Barbara where they're a lot more regular," Alps said, adding that they may venture south because "usually young males roam to establish new territories."
There are fewer than 3,000 southern sea otters living off California, according to the U.S. Geological Survey. They were hunted to near extinction for their fur, and only 50 survivors were found off the coast of Big Sur by the 1930s.
Their numbers are growing very slowly because of numerous threats that cause die-offs, including algal toxins, parasites, infectious diseases, bacterial infections, boat strikes, shark bites, starvation and heart disease.
Lilian Carswell, the southern sea otter recovery coordinator for the U.S. Fish and Wildlife Service, said that lifting the no-otter zone may reinvigorate their population.
"With natural factors like the shark bites and food limitation, there's little we can or should do," Carswell said in a written statement. "But to cope with non-natural factors, the population recovery at the very least will depend on sea otters expanding into new areas that can support sustained populations."
Sea otters, which range from 45 to 65 pounds as adults, do not have blubber, so they must eat about 25 percent of their body weight daily to maintain high metabolisms and stay warm.
When they settle in an area, they decimate its shellfish population and force local fishers to go elsewhere, said David Goldenberg, executive director for the California Sea Urchin Commission. His group, which represents hundreds of independent California urchin divers, supported the no-otter zone.
"When otters go into an area, they close the area for diving because they're endangered," Goldenberg said. "So otters have free roam to eat. As otters move, they're going to be displacing fishermen. You can't be in competition with an endangered species."
As otter populations expand, they will "eat themselves out of house and home," Goldenberg said, leaving areas barren of shellfish.
He said the relocation program could have been a success had it been properly implemented.
"They failed to move the number of animals they said they were going to," Goldenberg said. "When they went back later to see how the population rebounded after they moved animals, they found they hadn't met the criteria."
Goldenberg said the Fish and Wildlife Service should have focused on ways to reduce ocean pollution and toxins that kill otters instead of removing the no-otter zone.
"Rather than addressing the real problem of why these animals haven't replicated, they chose to ignore that because it's a harder issue to address," he said. "It's easier to say: `Let the animals roam and we'll put fishermen out of business."'
Los Angeles Waterkeeper is trying to fill the void left by the loss of otters off the Palos Verdes Peninsula. An overabundance of sea urchins - one of the otters' favorite foods - have created 50 "urchin barrens" in the area, decimating kelp forests that many coastal species need to survive, Crosson said.
To counteract this problem, L.A. Waterkeeper is working to redistribute urchins over a larger area in hopes of expanding a 10-acre kelp forest to a 50-acre forest in future years.
"In our minds, it's very important that we remove any obstacles to help sea otters return," Crosson said. "There are about 800 species that thrive in kelp forests, and we've seen an 80 percent reduction in that in the last 100 years." | <urn:uuid:e5f2d3d4-60b3-433e-ab3a-bcf21542bac0> | {
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Plants in traditional chicken pastures
The main reason I hunted down
a copy of Raising
Poultry on Pasture
was to figure out which pasture plants are best for chickens to
eat. The unfortunate answer is that most people raising chickens
on pasture just use typical forage grasses and legumes, assuming that
chickens eat the same thing as cows, even though their stomachs and
dietary needs are entirely different. Small wonder that one
chapter's author basically said that chickens don't get much except
vitamins and minerals from pasture.
In a previous post, I've
written about ways
of combining chickens with cows or vegetable gardens to spice up
so I won't repeat that information here. Instead, I thought I'd
list the plants various medium-scale producers have planted in their
- Unimproved pastures are
quite common. In other words, farmers put their chickens on some
kind of low grass/weed mixture that's probably been kept tree-less
through annual bush-hogging and/or grazing with other animals.
One unimproved pasture listed in Raising Poultry on Pasture
was made up of fescue, thinning brome, broadleaf weeds, and lespedeza.
- Legumes are cited by many producers as
being favorites of their chickens. Specifically, white clover
(New Zealand and other varieties) is mentioned by several chicken
keepers as a good long term cover. Subclovers (subterranean
clovers) are useful in very poor soil and are commonly grown in
Australia, Texas, and California. One farmer mentioned growing
peas in an early spring pasture, but said that the chickens didn't get
as excited about the succulent peas as he thought they would.
- Broadleaf plants, in
general, are preferred by chickens over grasses. No wonder ---
chickens aren't ruminants and they aren't able to digest grass any more
than you can. I wonder if there are weeds like dock, plantain, or
others that stand up well to heavy chicken scratching and browsing and
are still tasty for our chickens?
- Grasses are usually mixed
in with broadleaf plants on permanent pastures to hold the soil in
place, even if the grasses don't do much for the chickens. Common
the chicken pasture include orchardgrass, perennial ryegrass, tall
fescue, and annual ryegrass. Although I don't think grasses
much food for chickens directly, Joel Salatin wrote that grass provides
habitat for grasshoppers, which his chickens love, so perhaps these
nearly inedible plants have a place in the chicken pasture after all.
- Grains are used by many
chicken producers for early spring pasture, especially by farmers who
use the chickens in rotation with row crops and thus till the pasture
every year. Oats and annual rye are both listed as early spring
pasture crops. On the other hand, grains are grasses, and
chickens don't tend to get much out of them once the leaves age and
Pasture management is
another important point to consider when planning for your chickens'
needs. When plants get over four to eight inches tall (depending
on who you talk to), the leaves become higher in carbon and less
digestible by chickens. Many farmers advocate mowing or heavy
grazing to keep plants short and always producing more green
shoots. On the other hand, I wonder whether taller grass would
provide a more diversified habitat for the insects chickens crave?
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Have you planted a
traditional pasture for chickens? What did you put in it?
Which plants did your chickens gravitate toward? | <urn:uuid:0bcce0ac-8162-4f90-8073-7eef2f1c9438> | {
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In situ origin for glass in mantle xenoliths from southeastern Australia: insights from trace element compositions of glasses and metasomatic phases
Yaxley, GM and Kamenetsky, VS (1999) In situ origin for glass in mantle xenoliths from southeastern Australia: insights from trace element compositions of glasses and metasomatic phases. Earth and Planetary Science Letters, 172 (1-2). pp. 97-109.
|PDF - Full text restricted - Requires a PDF viewer|
Official URL: http://dx.doi.org/10.1016/S0012-821X(99)00196-X
Siliceous, aluminous and alkali-rich glasses, commonly found in patches and veins in spinel peridotite xenoliths, have been attributed to a number of different origins. These include low-degree primary melts of the mantle, exotic metasomatic melts influxing into the lithosphere, or breakdown of amphibole, and other phases during high-temperature transport of the xenoliths to the surface in their host magmas. We present new laser ablation-inductively coupled plasma-mass spectrometry (LA-ICP-MS) analyses of trace element abundances in glasses, and in metasomatically introduced phases (clinopyroxene, amphibole, phlogopite, apatite) from a suite of spinel wehrlite, Iherzolite and harzburgite xenoliths from southeastern Australia. The majority of glass compositions are best explained by melting of amphibole (usually complete, as amphibole is now absent from most samples) with varying but significant contributions from partial melting of clinopyroxene. However, some glasses require additional components derived from partial or complete modal melting of phlogopite, or apatite. The data confirm our earlier model, that the glass present in patches in these samples derives from high-temperature, transport-related breakdown of a metasomatic phase assemblage (amphibole + clinopyroxene + phlogopite + apatite) present in the xenoliths prior to their entrainment in the host magmas.
|Keywords:||xenoliths; trace elements; glasses; metasomatism; south australia; oceanic upper-mantle; carbonatite metasomatism; lithospheric mantle|
|Deposited By:||utas eprints|
|Deposited On:||10 Aug 2006|
|Last Modified:||18 Jul 2008 19:41|
|ePrint Statistics:||View statistics for this ePrint|
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Did you know that your child should have his first dental appointment by the age of one? Dental health and oral hygiene are aspects that you cannot afford to ignore. Parents must understand that starting early with dental care has many benefits. In this simple post, we bring easy tips for better dental care for your child.
- Start with the appointment. If not in the first year, then your child’s first dentist appointment with the dentist should be in the second year. Parents often have no clue how to take care of the first teeth, and visiting a dentist should clear many doubts.
- Teach your child. There are many TV shows that have educative episodes on dental care for children, and you can allow your child to understand things straight from the experts. This can be a great way to bond with your child over important aspects. You can learn more here.
- Keep a check on brushing. While you can brush the teeth of your toddler up to the age of 3, you have to ensure that they start doing that on their own soon. Select a toothbrush that’s designed for their age and use a toothpaste recommended by the dentist.
- Focus on tooth decay. Parents usually miss out on early signs of tooth decay in kids over one year of age. You have to monitor your child’s teeth on a regular basis. For toddlers, do not leave the bottle of milk or juice in their mouth, because the sugar content can cause tooth decay.
- Don’t include too many juices. Yes, fruits are high on vitamins and minerals, but juices probably would do more harm than good. Allow the child to have whole fruits, which ensures they get the fiber, as well. Avoid canned and packed juices that are loaded with sugar and cause tooth decay.
Finally, be firm and patient with your child at the same time. Children below the age of 7 may not always listen to your brushing, flossing and rinsing routine, but you have to keep a check on this and even be firm when required. Patience is the key with dental care for children, and it is always a good idea to seek help from the pediatric dentist, who can suggest the right things, especially for preventing dental problems and improving oral hygiene. Check online to find pediatric dentists near you and take an appointment today! | <urn:uuid:b58ff96b-a969-4d34-9b15-fbbf92f89838> | {
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Introduction Dutch art,
the art of the region that is now the Netherlands. As a distinct national style, this art dates from about the turn of the 17th cent., when the country emerged as a political entity and developed a clearly independent culture.
Sections in this article:
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. | <urn:uuid:5f8a4f78-d2fc-45b5-a86c-e409a9eb1cd2> | {
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A T-shaped employee, in the context of human resources, is an individual who has deep knowledge and skills in a particular area of specialization, along with and the desire and ability to make connections across disciplines. The horizontal bar of the T symbolizes a breadth of general knowledge and soft skills, while the vertical stem of the T symbolizes the depth of technical hard skills. Essentially, a T-shaped individual is both a niche-topic specialist and a generalist with people skills.
Today in information technology, T-shaped employees are in great demand because of an increasing convergence of technologies and changes in software development and delivery models. For some software development jobs, such as those that involve DevOps for example, the ability to work in a multidisciplinary team is essential. This contrasts with the I-shaped skills model that information technology departments valued in the past -- one in which an employee's depth of knowledge in one niche area of IT was valued above all else.
One approach to ensuring that a company has employees with the required knowledge and skills for success is to encourage projects that break down silo walls and create a company culture that nurtures soft skill development. In such a working environment, employees will naturally gain general knowledge and develop people skills as they continue to build the in-depth knowledge required to support the company's business goals.
The term T-shaped employee was popularized by Tim Brown, the CEO of the IDEO, a California design firm known for its collaborative and innovative workplace practices. | <urn:uuid:15874a58-0e91-4df1-a95f-7c5f13426bc7> | {
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"I am more accurate at assessing race from skeletal remains that from looking at living people standing before me," Gill says. --------------------------------------------------------------------------------
Slightly over half of all biological/physical anthropologists today believe in the traditional view that human races are biologically valid and real. Furthermore, they tend to see nothing wrong in defining and naming the different populations of Homo sapiens. The other half of the biological anthropology community believes either that the traditional racial categories for humankind are arbitrary and meaningless, or that at a minimum there are better ways to look at human variation than through the "racial lens."
Are there differences in the research concentrations of these two groups of experts? Yes, most decidedly there are. As pointed out in a recent 2000 edition of a popular physical anthropology textbook, forensic anthropologists (those who do skeletal identification for law-enforcement agencies) are overwhelmingly in support of the idea of the basic biological reality of human races, and yet those who work with blood-group data, for instance, tend to reject the biological reality of racial categories.
The "reality of race" therefore depends more on the definition of reality than on the definition of race. If we choose to accept the system of racial taxonomy that physical anthropologists have traditionally established—major races: black, white, etc.—then one can classify human skeletons within it just as well as one can living humans. The bony traits of the nose, mouth, femur, and cranium are just as revealing to a good osteologist as skin color, hair form, nose form, and lips to the perceptive observer of living humanity. I have been able to prove to myself over the years, in actual legal cases, that I am more accurate at assessing race from skeletal remains than from looking at living people standing before me. So those of us in forensic anthropology know that the skeleton reflects race, whether "real" or not, just as well if not better than superficial soft tissue does. The idea that race is "only skin deep" is simply not true, as any experienced forensic anthropologist will affirm.
quote:I am more accurate at assessing race from skeletal remains that from looking at living people standing before me,
^^ Self damnation by feint self praise?
Certainly a bizarre quote, since it amounts to self affirmation as a poor substitute for affirmation from and objective external source.
The American Antrhopological Associations position:
Physical variations in any given trait tend to occur gradually rather than abruptly over geographic areas. And because physical traits are inherited independently of one another, knowing the range of one trait does not predict the presence of others. For example, skin color varies largely from light in the temperate areas in the north to dark in the tropical areas in the south; its intensity is not related to nose shape or hair texture. Dark skin may be associated with frizzy or kinky hair or curly or wavy or straight hair, all of which are found among different indigenous peoples in tropical regions. These facts render any attempt to establish lines of division among biological populations both arbitrary and subjective. http://www.aaanet.org/stmts/racepp.htmPosts: 15202 | Registered: Jun 2004
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Modeling Change - Changing the world
We live in a time of change: Environmental issues arise from increasing population pressure, nuclear missiles are modernized with over 1 trillion dollars over the next three decades world-wide and global warming reaches unprecedented levels.
However, all these trends are highly non-linear, and, what is more, they are also strongly coupled, i.e.influencing each other with a high potential for abrupt crisis.
An answer to these trends has to be both local and global, highly resilient and with dual use (a direct benefit has to be felt already now and locally), otherwise nothing will be done by the people involved.
The Würzburg Alumni meeting 2015 is taking up this challenge (29.6.-4.7.): Alumni and experts from mathematics and biology meet and see what we can deliver as concerned scientists about these central questions on our shared future.
The goal of the conference – Modeling Change – is to deepen the understanding of biological processes and changes with global implications on biodiversity through the application of theoretical models and simulations. For that purpose, the understanding of powerful computer systems that are vital for modeling will be deepened during the project week. The conference is based on the results of the Euro-IBSA Project Week from July 2014.
The approaches computer simulations and second mathematical methods are part of the work of the Departments of Bioinformatics (Prof. Thomas Dandekar) and Fluid Mechanics (Prof. Christian Klingenberg). The goal of the conference is to establish and increase synergies between the respective approaches in order to make modeling more reliable and sustainable.
Thomas Dandekar has applied modeling of biodiversity to various fields of his research, including species-species interactions (pathogen and host), infectious diseases, metagenomics, metabolism, and signaling in plant communities. Regarding teaching, modeling is a part of various courses concerning global change that are held in cooperation with the Department of Ecology (Global Actions in Locally Intertwined Systems and Smart City). At Würzburg University, the Department of Bioinformatics is a driving force behind the efforts of answering questions regarding modeling of biodiversity, infections, cellular responses and cellular signaling as well as species-species interactions. This is why the research fields of bioinformatics and theoretical biology enjoy increasing popularity at the Department of Biology.
At the Department of Computer Science and Mathematics (Prof. Klingenberg and Prof. Schlömerkemper), the understanding of mathematical tools for the modeling of biological and ecological systems on the microscopic (cells) and macroscopic level (climate) is the focus of research. This work is further supported by specific input regarding remote sensing of global change (Prof. Alfio Borzi), methods of artificial intelligence (Prof. Frank Puppe), and specific knowledge of social interaction networks and their computer based description (Prof. Phuoc Trangia).
Besides the scholarly interactions, the possibilities of international exchanges between students and scientists with Würzburg University will be discussed as well as ways of sharing the experiences of international alumni with local professors and students. The aim is to further support the establishment of new cooperations between international alumni and their former faculties, the International Office of Würzburg University, and other scientific institutions such as the University Hospital or the Fraunhofer Institute. It is planned to invite representatives from the respective institutions and governmental administrations as guest speakers to the opening ceremony of the CCTB (Center for Computational and Theoretical Biology) and the Science Awards ceremony.
Lastly, the role of international alumni as advocates for Würzburg University and the establishment of regional meetings are part of the agenda for the project week. Overall, the goal is to strengthen the opinion of all participants that the conference is a viable contribution to possible cooperations and interactions as well as to strengthen a sustainable, interdisciplinary understanding of the involved disciplines. | <urn:uuid:e1f61c1a-aebe-403f-826c-4e5a64f5fcb0> | {
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The United Empire Loyalists were American pioneers who formed the first major group of newcomers to Toronto. Hear some of the untold stories of these intrepid settlers.
This way back piece of history tells the stories of some of the early “Loyalist” pioneers in the Toronto area.
The United Empire Loyalists were inhabitants of the rebellious American colonies who chose to leave in order to go on living under King and Crown. When they arrived in the old Town of York, they went about becoming some of the first families of the provincial capital. But there was some bias against them, too. This talk tells the story of the first wave of migrants to populate Toronto. | <urn:uuid:645a915d-1f25-4665-b7cd-697a1de7a53d> | {
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You don't want to spend this winter battling a runny nose, a nagging cough, or a fever. But colds and flu come with the season, right?
They don't have to. Try this advice:
Get a flu shot
The best time to get the flu vaccine is in October or November, but getting the vaccine later is better than not getting it. The young, elderly, and chronically ill are most at risk for complications from seasonal flu. An annual flu shot is recommended for everyone ages 6 months and older. Two things to remember: Flu shots don't cause the flu, and getting a flu shot won't protect you against the common cold.
Wash your hands
Wash your hands often. The viruses that cause colds and seasonal flu are spread by droplets, usually when an infected person coughs, sneezes, or talks. The virus enters your body airborne through your nose or mouth, or from your hands after you have touched an object contaminated with the virus. For instance, if you share a phone or a computer keyboard, or touch public door handles, and put your hands near your face, the virus could enter your mouth or nose. Washing your hands for at least 10 seconds using soap and water is best for cleaning cold viruses off your hands, according to a 2005 University of North Carolina study. If you don't have access to soap and water, consider carrying an alcohol-based hand cleaner with you.
Use tissues, then toss them
Don't stuff them back in your pocket. Throw them away.
Avoid close contact with people who are sick, the CDC advises. Stay home if you are sick to prevent spreading your illness. When you cough or sneeze, cover your mouth and nose with a tissue or cough or sneeze into your upper sleeve.
Practice good health habits
The CDC recommends that you follow general recommendations to stay healthy: Get plenty of sleep; be physically active; manage your stress; drink plenty of fluids; and eat nutritious food. | <urn:uuid:7d3c643a-ff84-4951-937c-8c54fceadc55> | {
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What Abdominal Muscles Don't Do - The Missing Link
Did you know that your abdominal muscles have the most important function when you are standing?
The person in the photo is not using abdominal muscles to prevent a common overlooked cause of lower back pain. The upper body is leaning and sagging backward. The inward curve of the lower spine is exaggerated. It is not neutral spine, but overly arched in a bad posture called hyperlordosis.
Tightening abs does not fix the problem - using the abdominal muscles to change lower spine angle does.
Abdominal muscles connect your ribs to your hips along your front and sides. When you use your abs, they pull your ribs and hip closer in front, bending your spine forward. If you don't use your abdominal muscles when you are standing up, your ribs and hip can pull away from each under the weight of your upper body. Your lower back will arch. You can see the over arch in photo upper left, and the drawing below. Leaning back also shows not using upper back muscles, to be covered soon. The weight of your upper body arching backward presses on your lower back, making it ache after long standing and walking. That is how not using your abdominal muscles contributes to back pain.
The answer is not in strengthening the abdominal muscles. Many muscular people stand arched. Just look at fitness magazines, where the weak, arched posture that causes so much back pain is common.
The answer is just to *use* your abdominal muscles to pull your spine enough forward to reduce the arch and stand upright - first figure in the drawing at left. Tuck your hip under just enough to reduce a too large arch, and pull your upper body forward to straighter position, like starting an abdominal crunch or pelvic tilt standing up. Don't round your upper body, just pull it to an upright position.
Don't "suck in" or tighten your abs. Just move your spine like moving any other body part. When you reduce the arch, your body weight shifts to your abdominal muscles and off your lower back.
Watch how other people stand and move, particularly in the gym. Are they using their abs to stand right when they get back off the floor from doing "abdominal exercise?" All the crunches in the world will not stop back pain if you do not know you need to voluntarily use your abs when standing so that you don't sag into a sloppy arch. That is the missing link - your abdominal muscles do not automatically support your back. You have to use them to move out of unhealthy position.
If you use your abdominal muscles to prevent your lower back from sagging into an arch, you will stop pain and get built-in, all-day, free abdominal exercise from all your standing, walking, and activities in an ordinary day.
- Explanation and photos of changing hyperlordosis to neutral spine - Using Abdominal Muscles is Not Tightening or Pressing Navel to Spine
- Short movie of changing hyperlordosis to neutral spine - Friday Fast Fitness - Neutral Spine in 5 Seconds and Fast Fitness - How to Feel Change to Neutral Spine
- Photos and descriptions of how and why preventing hyperlordosis prevents injury - Prevent Back Surgery.
- Get all the information in one handy training manual - The Ab Revolution.
Send in your photos and success stories of how you corrected your spine positioning and stopped pain in daily life and in the gym. I post them in Fitness Fixer Reader Inspiring Stories. Prizes for the best ones.
Drawing of Backman!™ © copyright Dr. Jolie Bookspan
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Lactic Acid Myths | <urn:uuid:7d93be55-be3c-4565-8fde-5d638760af51> | {
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Prehistoric ‘Iceman’ gets ceremonial twist
Rather than dying alone high in the Alps, Ötzi may have been ritually buried there
By Bruce Bower Web edition : Thursday, August 26th, 2010
A prehistoric man whose naturally mummified body was discovered frozen in the Italian Alps may have been toted up the mountain by his comrades, a new study suggests.
The Iceman, also nicknamed Ötzi, lived between 5,350 and 5,100 years ago as part of a genetically distinct European population (SN Online: 10/30/08). Hikers noticed the Iceman poking out of a glacier in 1991.
Since the 2001 discovery of a stone point in the Iceman’s left shoulder, many scientists have assumed that someone shot and killed Ötzi with an arrow as he attempted to flee through a mountain pass after a disastrous fight. From this perspective, the Iceman preserves a brutal prehistoric moment in time.
But a new analysis of the distribution of Ötzi’s belongings around his body, published in the September issue of Antiquity, raises the possibility that he perished near kin living at low altitudes, who took him to the mountains for a final send-off as soon as the weather permitted.
Ötzi originally was placed on a group of stones that formed a platform about six meters, or 20 feet, uphill from the spot where hikers found him splayed in a gully, assert archaeologist Alessandro Vanzetti of the Sapienza University of Rome and his colleagues. Snow and ice that originally held the body in place partly thawed during occasional warm periods, creating a watery mix that swept the Iceman and some of his effects, including a wooden bow and copper ax, off the platform, the scientists propose.
The body then gradually rolled downhill. Lodged against a boulder in the gully, Ötzi’s left arm twisted across his body at an odd angle, they assert.
“Many researchers have never questioned the ‘disaster’ theory of the Iceman’s death, so they haven’t searched for the original focus of scattering of the body and artifacts,” says study coauthor Luca Bondioli of the National Museum of Prehistory and Ethnography in Rome.
Archaeobotanist Klaus Oeggl of the University of Innsbruck, Austria, reported in 2000 that high concentrations of a binding material used in Ötzi’s equipment appeared not just near his body but on a nearby ridge that includes the burial platform proposed by Vanzetti’s team.
Oeggl agrees that warming and freezing cycles caused the Iceman’s body to move from an initial resting place on the ridge to the gully. But no compelling evidence demonstrates that stones on the ridge were placed there to form a burial platform, he says.
Still, Oeggl says, “This new paper for the first time discusses a burial hypothesis in a substantial way.”
Ötzi probably died in the mountains alone and close to where he suffered a fatal injury, argues biological anthropologist Albert Zink, head of the EURAC Institute for Mummies and the Iceman in Bolzano, Italy. The Iceman’s joints and spine display no dislocations that would have resulted from a downhill slide. Intact blood clots in his arrow wound would show damage if the body had been carted up the mountain, Zink adds.
If Zink is correct, warming and freezing cycles should have randomly spread out his belongings, Bondioli counters. Instead, a mathematical analysis of the position of artifacts recovered around Ötzi reveals two main clumps of items, one at the proposed stone platform and another in the gully where his body lay.
A backpack frame rested on the platform, trapped by a protruding rock. Clumps of human and animal hair, plant fragments, splinters of arrow shafts and an ax lay nearby.
Remains of a grass mat, regarded as an overcoat by many investigators, were found near Ötzi’s body. Vanzetti’s group suspects the mat was part of a funeral shroud.
Ötzi’s belongings include an unfinished wooden bow and arrow shafts lacking points, which make sense as burial offerings because a hunter could not have used them, the researchers add.
Acoustic archaeology: The secret sounds of Stonehenge
10:31 27 August 2010 by Trevor Cox
Just after sunrise on a misty spring morning last year, my fellow acoustician at the University of Salford, Bruno Fazenda, and Rupert Till of the University of Huddersfield, UK, could be found wandering around Stonehenge popping balloons. This was not some bizarre pagan ritual. It was a serious attempt to capture the "impulse response" of the ancient southern English stone circle, and with it perhaps start to determine how Stonehenge might have sounded to our ancestors.
An impulse response characterises all the paths taken by the sound between its source – in this case a popping balloon – and a microphone positioned a few metres away. It is simply a plot of the sound pressure at the microphone in the seconds after the pop. The first, strongest peak on the plot represents the sound that travelled directly from the source to the microphone. Later, smaller peaks indicate the arrival of reflections off the stones. The recording and plot shows the impulse response Bruno and Rupert measured with a microphone positioned at the centre of Stonehenge and a popping balloon at the edge of the circle.
This impulse response represents an acoustic fingerprint of the stones. Back in the lab, it can be used to create a virtual rendition of any piece of music or speech as it would sound within the stone circle. All that is needed is an "anechoic" recording of the raw music or speech – a recording made in a reflection-free environment such as the open air or, better, a specialist anechoic chamber such as we have at Salford. The anechoic recording and the impulse response can then be combined using a mathematical operation called convolution.
We've done with with a recording of drumming: here is the anechoic original, and here it is convolved with the measured impulse response of Stonehenge. The difference is easily appreciable: there is more reverberation or ringing to the drumming sound thanks to the reflections off the stones. What's more, the tonal balance of the sound is entirely different: it has become much deeper, as if the treble has been turned down.
The popping of a balloon is not the standard or best way to measure an impulse response, but more sophisticated equipment was not allowed at Stonehenge. At a full-size replica of the monument at Maryhill, Washington state, however, Bruno and Rupert were able to use powerful loudspeakers and special test signals to get more accurate results.
Maryhill also has the advantage that it is complete, whereas some of the stones of Stonehenge have fallen or disappeared over the years. That makes a noticeable difference to the drum sounds convolved with Maryhill's impulse response: the more complete stone circle makes the sound echo for longer, with the extended reverberation being most noticeable after the last drum.
Over many decades, a sophisticated understanding of how to interpret impulse responses has been built up. For example, we now know how features within the impulse response, such as the time it takes for reverberations to die away, relate to peoples' perceptions of the nature of the sound. The hope is that by applying that expertise to ancient monuments such as Stonehenge, we can better appreciate their acoustical effects on our ancestors –and perhaps begin to answer the question whether these effects were the product of accident or design.
Trevor Cox is professor of acoustic engineering at the University of Salford, UK, and president of the UK Institute of Acoustics
SUMMER OF 2010 A “VINTAGE YEAR” FOR ARCHAEOLOGY, SAYS ENGLISH HERITAGE
The presence of long past civilisations is being uncovered in amazing detail thanks to the exceptionally dry early summer weather and the Icelandic ash cloud. Throughout the summer, hundreds of cropmark sites from Neolithic long barrows to World War II military remains have been recorded from the air by English Heritage.
One of the most interesting discoveries was a Roman camp in Dorset – a lightly built defensive enclosure that provided basic protection for Roman soldiers while on manoeuvres in the first century AD. It is relatively rare in the south west of England with only three others known in the region (see notes to editors). Many known sites were also photographed revealing impressive new detail, including Newton Kyme, near Tadcaster, North Yorkshire. Dating back nearly 2,000 years the rectangular Roman fort is known to have an earth and timber bastion, but aerial survey this summer revealed a stronger defence built in 290 AD covering seven hectares, with stone walls up to three metres thick and a ditch 15 metres wide. An image, taken from a Cessna light aircraft, clearly shows the massive ditches of the defences with many signs of buildings, roads and other activity within the fort. More details about the earlier fort enclosed within the later one were also exposed.
English Heritage says that this has been a vintage year for the appearance of cropmarks in the landscape - the ghostly outline of vanished structures and settlements, some many thousands of years old, which still survive under the soil. Dave MacLeod, English Heritage Senior Investigator based in York, said: “It’s hard to remember a better year. Cropmarks are always at their best in dry weather, but the last few summers have been a disappointment. This year we have taken full advantage of the conditions. We try to concentrate on areas that in an average year don’t produce much archaeology. Sorties to the West Midlands and Cumbria, together with more local areas such as the Yorkshire Wolds and Vale of York, have all been very rewarding.” Flights over the Holderness area of the East Riding have proved especially productive with around 60 new sites being found in just one day. Mainly prehistoric, they included livestock and settlement enclosures, field systems and trackways. Aerial survey flights from airfields at Oxford and Sherburn-in-Elmet (near York) have also revealed a wealth of information. Some sites not visible since the drought year of 1976 have appeared again, well studied sites have revealed surprising new details, and many new sites have been discovered.
Damian Grady, English Heritage Senior Investigator based in Swindon, said: “This year’s summer got off to an unusual start when the Icelandic ash cloud closed down a lot of airspace to jet aircraft. Fortunately the piston-powered Cessnas used by aerial archaeologists were not affected by the ash, so it was easier to undertake planned flights inside airspace around Gatwick, Stansted, Luton and Bristol airports. “Promising signs started to emerge in late May when the dry conditions had started to reveal cropmarks on well drained soils, especially river gravels and chalk in the East and South East of England. By June it became clear that the continuing dry conditions would produce good results across most of the country. We then targeted areas that do not always produce cropmarks, such as clay soils, or have seen little reconnaissance in recent years due to recent wet summers or busy airspace. “Unfortunately July saw deterioration in the weather which reduced the amount of flying we could do and the cropmarks started to disappear just before the harvest got underway. It will take some time to take stock of all the sites we have photographed, but we expect to discover several hundred new sites across England.”
Archaeologists have a field day as dry weather uncovers hundreds of cropmarks telling the story of ancient Britain
By DAILY MAIL REPORTER
Last updated at 5:09 PM on 30th August 2010
Hundreds of archaeological sites left buried for centuries were revealed this summer thanks to weeks of dry weather early in the season.
The weather conditions allowed experts to take aerial photos of 'cropmark sites'.
The marks are produced when crops growing over buried features develop at a different rate from those growing next to them.
A Roman camp near Bradford Abbas, Dorset, was revealed in June after three sides became visible in rain-parched fields of barley.
The lightly-built defensive enclosure would have provided basic protection for Roman soldiers while on manoeuvres in the first century AD and is one of only four discovered in the south west of England, English Heritage said.
'Cropmark sites' occur when when crops growing over buried features develop at a different rate from those growing next to them
The dry conditions also allowed well known sites to be photographed in greater detail.
Newton Kyme in North Yorkshire, was shown to not only be home to a Roman fort dating back 2,000 years but also a larger, stronger defence built in 290AD.
Stone walls up to three metres thick and a ditch 15 metres wide were revealed by an image taken from a Cessna light aircraft.
Dave MacLeod, an English Heritage senior investigator based in York, said: 'It's hard to remember a better year.
The stone walls of a Roman fort dating back 2,000 years can clearly be seen through crops in Newton Kyme in North Yorkshire. The images were taken by English Heritage from a Cessna light aircraft
'Cropmarks are always at their best in dry weather, but the last few summers have been a disappointment.
'This year we have taken full advantage of the conditions. We try to concentrate on areas that in an average year don't produce much archaeology.
'Sorties to the West Midlands and Cumbria, together with more local areas such as the Yorkshire Wolds and Vale of York, have all been very rewarding.'
Flights over the Holderness area of the East Riding proved particularly productive with around 60 new sites, mainly prehistoric, found in just one day including livestock and settlement enclosures.
Researchers hope to discover new sites after examining the photographs taken this summer. This image shows a 'lost' beach where the Romans landed 2,000 years ago to begin their invasion of Britain. Found two years ago, the remains of the shingle harbour were buried beneath 6ft of soil nearly two miles inland from the modern Kent coast
English Heritage said some sites which have not been visible since the drought of 1976 reappeared this summer.
Damian Grady, a Swindon-based English Heritage senior investigator, said: 'Promising signs started to emerge in late May when the dry conditions had started to reveal cropmarks on well drained soils, especially river gravels and chalk in the east and south east of England.
'By June it became clear that the continuing dry conditions would produce good results across most of the country.
'We then targeted areas that do not always produce cropmarks, such as clay soils, or have seen little reconnaissance in recent years due to recent wet summers or busy airspace.
'Unfortunately July saw deterioration in the weather which reduced the amount of flying we could do and the cropmarks started to disappear just before the harvest got under way.'
Mr Grady added: 'It will take some time to take stock of all the sites we have photographed, but we expect to discover several hundred new sites across England.'
What have the Romans ever done for us (socks and sandals excepted)?
Stars such as David Beckham may be following in the footsteps of Romans in Britain who were forced to wear their sandals with socks due to the weather
By Jonathan Brown
Thursday, 26 August 2010
They gave the world decent roads, indoor plumbing and some of the goriest spectator sports known to man, but now it appears that the Romans made a hitherto secret contribution to global civilisation by pioneering the wearing of socks with sandals.
It is a look which in recent years has become popularised – if that is the right word – by off-duty geography teachers and embarrassing dads, yet new archaeological evidence suggests that the Romans' famous Italian stylishness may have been ditched to help the colonists cope with the chilly British climate.
Excavations carried out as part of the upgrading of the A1 between Dishforth and Leeming in North Yorkshire have found that rust on the nail in a Roman shoe appeared to bear the impressions of fibres, enough to convince archaeologists that the invaders sported sock-like garments.
The discovery was made at what is believed to have been an ancient industrial estate, including a water-powered mill used to grind flour and grain, close to the site of a forgotten fort at Healam Bridge, which formed part of the Roman frontier 2,000 years ago.
It is believed that the area would have supplied the garrison with provisions before becoming a fully established settlement in its own right.
The Roman road of Dere Street follows much of the route of the modern A1. Cultural heritage team leader Blaise Vyner said the discovery of the fort was likely to tell us more about everyday Roman life in Britain.
"We know a lot about Roman forts, which have been extensively studied, but to excavate an industrial area with a mill is really exciting. We hope it can tell us more about how such military outposts catered for their needs, as self-sufficiency would have been important," he said.
The invaders first landed in Britain in 55BC and again the following year, led by Julius Caesar, the general who had been fighting the Gauls in France.
However, his attempts were thwarted, and it fell to the Emperor Claudius in 43AD to finally deliver on the Romans' long-held ambition of pacifying the problematic Iron Age tribes of Britannia. He ordered 40,000 troops to cross the Channel, bringing much of the country under central control for the first time. The Romans remained in Britain for the best part of the next four centuries.
During this period many of the Romans, who were often from the sunny parts of modern day France and Italy, struggled to cope with the harsh realities of the British climate, especially those billeted in the North.
Letters have been recovered from a garrison at Hadrian's Wall have revealed officers and their men begging family back home to send them extra subuclae (vests) and abollae (heavy cloaks).
Another soldier urged his loved ones to send him "Paria udonum ab Sattua solearum duo et subligariorum duo" which translates as "socks, two pairs of sandals and two pairs of underpants".
The latest evidence corroborates the socks and sandal theory which first emerged when a Roman copper razor handle was recovered from the Tees near Darlington. It was in the shape of a foot adorned with an open-toed sandal and woollen sock.
Ironically, the much-maligned look has been making something of a comeback on the international catwalks this summer, with designers from Burberry to Dior all producing variations on the theme.
So perhaps the Romans were right all along.
24 August 410: the date it all went wrong for Rome?
By David Willey
BBC News, Rome
The first sack of Rome in 800 years helped hasten the end of the empire
Tuesday marks the 1,600th anniversary of one of the turning points of European history - the first sack of Imperial Rome by an army of Visigoths, northern European barbarian tribesmen, led by a general called Alaric.
It was the first time in 800 years that Rome had been successfully invaded. The event had reverberations around the Mediterranean.
Jerome, an early Christian Church Father, in a letter to a friend from Bethlehem - where he happened to be living - wrote that he burst into tears upon hearing the news.
"My voice sticks in my throat, and, as I dictate, sobs choke me. The city which had taken the whole world was itself taken," he said.
Although Alaric was a Christian ransacking a Christian city, there was an ominous feeling that the world structure built by pagan Rome was disintegrating.
The Roman Empire survived for a few more decades, and later other armies sacked the city again, but this was the date which marked the beginning of the end of Rome's grandeur.
Centuries later, the city which had at the height of its power boasted a population of more than a million people, was reduced to a lawless, ruined village of no more than 30,000 residents.
Pagans claimed that Christians had destroyed the greatest human achievement ever contrived.
And Christians themselves, who had boasted that they had saved whatever was good in ancient civilisation, lifting it to new heights, suffered a crisis of confidence.
Although the now-Christian Roman Empire was divided between an Emperor of the West, ruling with his court from the city of Ravenna in Northern Italy and a rival Emperor of the East, ruling from Constantinople, there was a feeling that there had been a breakdown at the centre of things, in fabled Rome.
Historians and archaeologists from Germany, Switzerland, Britain and the United States specialising in the decline and fall of the Roman Empire have decided to meet in Rome in October and November to pool their latest research about this first Sack of Rome.
One of the organisers of the conference is Philipp Von Rummel of the German Archaeological Centre in Rome.
I asked him if 24 August 410 might be considered the 9/11 of the ancient world.
"Probably even more so," he replied. "I don't know if people will still be talking about 9/11 in 2,000 years time, but the events of that August day still influence our contemporary view of history."
Who exactly were the Visigoths, the barbarians from the North who marched unopposed into Rome?
Mr Von Rummel says the latest research reveals a very different picture from that held as recently as 50 years ago.
"Today we know the group consisted of different people, it was mainly an army with a successful leader. People joined this group inside the Roman Empire. They sacked a lot of towns but they acted in different ways, they also were a sometime partner of the Romans," he said.
"The moment the Roman emperor did not pay any more they changed sides and sacked the town just to tell the emperor: 'You should pay us'."
I went to look for evidence at the northern walls of Rome, still almost intact for long stretches after nearly two millennia.
There is a gap marking the site of the former Salarian Gate just across the road from a modern department store. Alaric's army took the Via Salaria - the so-called salt road - linking the city to the Adriatic Sea.
When the city gates were opened by slaves, Alaric's ragtag army rushed inside to loot and pillage. The sack lasted for only three days, after which Alaric withdrew and marched south to set sail for North Africa, an important and wealthy Roman province.
But Alaric never made it. His ships were destroyed in a storm and he died shortly afterwards.
Many Romans fled to North Africa for safety. There, in Hippo, an important coastal town in what is now Algeria, the local bishop, Saint Augustine, was inspired to write one of his seminal works, The City of God.
Augustine, just like Jerome, felt he had lost his bearings with news of the collapse of Rome. Once Rome had gone, what sense was to be made of the world?
Archeologists Find Gateway to the Viking Empire
By Matthias Schulz
For a century, archeologists have been looking for a gate through a wall built by the Vikings in northern Europe. This summer, it was found. Researchers now believe the extensive barrier was built to protect an important trading route.
Their attacks out of nowhere in rapid longboats have led many to call Vikings the inventors of the Blitzkrieg. "Like wild hornets," reads an ancient description, the Vikings would plunder monasteries and entire cities from Ireland to Spain. The fact that the Vikings, who have since found their place as droll comic book characters, were also avid masons is slightly less well known.
The proof can be seen in northern Germany, not far from the North Sea-Baltic Canal. There, one can marvel at a giant, 30-kilometer (19-mile) wall which runs through the entire state of Schleswig-Holstein. The massive construction, called the Danevirke -- "work of the Danes" -- is considered the largest earthwork in northern Europe.
Archeologists have now taken a closer look at part of the construction -- a three-meter-thick (10 feet) wall from the 8th century near Hedeby (known as Haithabu in German). It is constructed entirely out of stones collected from the surrounding region. Some of them are only as big as a fist, while others weigh as much as 100 kilograms (220 pounds). "The Vikings collected millions of rocks," says archeologist Astrid Tummuscheit, who works for the state archeology office of Schleswig-Holstein.
At a press conference Friday, Tummuscheit's team announced a further find -- one that they are calling a "sensation." The researchers have discovered the only gate leading through the Danevirke, a five-meter (16 feet) wide portal. According to old writings, "horsemen and carts" used to stream through the gate, called "Wiglesdor." Next to it was a customs station and an inn that included a bordello.
For a century, archeologists have been dreaming of finding this gate between Denmark and Charlemagne's empire. Experts knew its approximate location, but archeologists were not allowed to dig: an old roadhouse was in the way. "Café Truberg put the brakes on everything," says Claus von Carnap-Bornheim, head of the Schleswig Holstein archeology office.
Things only began moving forward when the café went broke and could be purchased in 2008 with help from the AP Møller-Fonds, a fund belonging to Arnold Maersk, the 97-year-old Danish owner of the world's biggest container shipping fleet. The energy company E.on Hanse, the E.on subsidiary responsible for northern Germany, paid for the building to be demolished and the archeologists could move in. The new find is certain to attract significant attention above Germany's northern border as well -- the Danevirke is seen as a national treasure in Denmark. Queen Margrethe II of Denmark has visited the site, as has Prince Frederik.
New calculations as to the age of the construction indicate, however, that the earliest parts of the wall might have been built by the Frisians and not by the Danes. Archeologists now think the foundation stone might have been laid as early as the 7th century.
The Frisians, who lived on the west coast of what is now Denmark and on a number of islands in the North Sea, were fighting for supremacy in the region with three other peoples: the Danes, the Slavs and the Saxons (see graphic). "It was the Kosovo of the early middle ages," says Carnap-Bornheim. In the end, however, it was the Danes who emerged victorious. According to contemporary records, King Göttrik of Denmark ordered in 808 that the border of his empire with that of the Saxons be fortified.
But why make such an effort? To what end did the Vikings pile up millions of tons of rocks on their border? Comparative structures like border fortifications built by the Romans or the Great Wall of China were built to protect them from marauding hordes. But in the case of the Danevirke, the builders themselves were the ones known for their pillaging ways. In the 8th century, Denmark had neither cobblestone roads nor houses made of stone. The pagan king was guarded by fanatic warriors wearing animal costumes -- so-called "berserkers."
Only their long boats were state-of-the-art -- fast and light but easily navigable. They allowed the Danes to develop a formidable network of trading routes. They plied Russian rivers all the way to Byzantium and sailed the North Atlantic to far-away Iceland, Greenland and even the northern reaches of North America.
But there was an Achilles heel in this far-flung trading empire, and that was at Hedeby. In order for goods from the east to be shipped to the west, they had to cross the narrow strip of land at the base of present-day Denmark. Traders would sail inland on the Schlei Inlet, but when they got to Hedeby, their wares were offloaded and carted overland to the Treene River, 18 kilometers away. Only there could the goods be reloaded onto boats and sailed into the North Sea.
For the duration of this short overland trek, the valuable goods -- including gold from Byzantium, bear pelts from Novgorod and even statues of Buddha from India -- were open to attack from the mainland. In order to protect this important trade artery, archeologists now believe, a bulwark of earth, stone and bricks was constructed. The Danevirke, in other words, was little more than a protective shield for commerce.
In the coming weeks, archeologists hope to excavate the newly discovered gate right down to the old street level. They are hoping to find old paving stones, hinges or postholes -- the remains, perhaps, of the erstwhile gate into the land of the Vikings.
Mayan pool in the rainforest
Bonn archaeologists find huge artificial lake with a ceramic-lined floor
Public release date: 26-Aug-2010
Contact: Dr. Iken Paap
University of Bonn
Since 2009, researchers from Bonn and Mexico have been systematically uncovering and mapping the old walls of Uxul, a Mayan city. "In the process, we also came across two, about 100 m square water reservoirs," explained Iken Paap, who directs the project with Professor Dr. Nikolai Grube and the Mexican archaeologist Antonio Benavides Castillo.
Such monster pools, which are also known from other Mayan cities, are called "aguadas." Similar to present-day water towers, they served to store drinking water. But the people of Uxul seem to have thought of a particularly smart way to seal their aguada. "We conducted a trial dig in the center of one of the water reservoirs," explains Nicolaus Seefeld, a young scholar. "We found that the bottom, which is at a depth of two meters, was covered with ceramic shards – probably from plates – practically without any gaps. But we don't know yet whether it's like this throughout the entire aguada."
If so, that would be a minor sensation – merely due to the quantity of ceramics required. The aguadas in Uxul were each as large as ten Olympic-size pools. Maybe there used to be even more artificial lakes. After all, the precious commodity had to be enough to last a population of at least 2,000 through the 3-month dry season.
The Mayan term "uxul," by the way, means "at the end" in English. Karl Ruppert and John H. Denison from the Carnegie Institution of Washington, who discovered the city, had named it that in 1934 – exhausted and sick after a long expedition through the jungles of Mexico's Yucatán peninsula. The city's original name remains unknown to this day.
If Uxul was "at the end of the world" in the 1930's, not much has changed today. "You can only get to the ruins via 120 km of jungle paths clear across the Calakmul Biosphere Reserve, far from modern roads and settlements," explains Dr. Iken Paap. These are difficult conditions for the archaeologists and the German-Mexican excavation team. This year, they spent three months in the forest to explore the Mayan city.
What is becoming more and more obvious as the excavations progress is the fact that Uxul was nowhere near "at the end" or isolated in the jungle during its heyday in the Classical period (250 to 900 A.D.): Uxul was located in a densely populated area between the big Mayan cities of El Mirador to the south and Calakmul to the northeast. It had trade connections as far as present-day southern Guatemala and the Central Mexican Plateau.
Uxul was settled for several epochs of the Mayan culture. So much was concluded by the Bonn scholars after analyzing the dig and its settlement layers. "This year, we were able to excavate a sequence of layers that was over three meters deep, ranging probably from the late Pre- to the End- or Post-Classical periods," explains Iken Paap.
Inscriptions report that, around 630 A.D., Uxul was annexed under the rule of Calakmul, which was at a distance of about 26 kilometers. To what extent was life in the city and the surrounding area affected and influenced by such changes in power? Did Uxul have its own trade connections that continued to exist during Calakmul's rule? Did the population experience the crises of the elites directly in their own daily lives? Or were these disputes between the ruling powers, which have been given more importance due to being recorded on steles and altars than they were accorded by contemporary strata of the population?
"This Spring for the first time we found tombs that had not been destroyed by grave robbers in their search for ceramics and jade jewelry," said Professor Dr. Nikolai Grube. "We are hoping that this and new studies on the drinking water system and history of vegetation will provide us with new insights into the living situation of the population of this Mayan city."
The Lost City
A discovery in the desert could rewrite the history of ancient Egypt.
by Heather Pringle
For much of the twentieth century, Egyptologists shied away from explorations in the vast sand sea known as the Western Desert. An expanse of desolation the size of Texas, the desert seemed too harsh, too implacable, too unforgiving a place for an ancient civilization nurtured on the abundance of the Nile. In spring, a hot, stifling wind known as the Khamsin roars across the Western Desert, sweeping up walls of suffocating sand and dust; in summer, daytime heat sometimes pushes the mercury into the 130 degree–Fahrenheit range. The animals, what few there are, tend to be unfriendly. Scorpions lurk under the rocks, cobras bask in the early morning sun. Vipers lie buried under the sand.
When Egyptologists finally began investigating the Western Desert, they gravitated first to the oases. But in 1992, a young American graduate student, John Coleman Darnell, and his wife and fellow graduate student, Deborah, decided to take a very different tack. The couple began trekking ancient desert roads and caravan tracks along what they called "the final frontier of Egyptology." Today, John Darnell, an Egyptologist in Yale's Near Eastern Languages and Civilization department, and his team have succeeded in doing what most Egyptologists merely dream of: discovering a lost pharaonic city of administrative buildings, military housing, small industries, and artisan workshops. Says Darnell, of a find that promises to rewrite a major chapter in ancient Egyptian history, "We were really shocked."
Umm Mawagir, as the city is now known, flourished in the Western Desert from 1650 to 1550 BCE, nearly a millennium after the construction of the Great Pyramid at Giza. This was a dark, tumultuous period of Egyptian history. Entire villages lay abandoned in the Nile River Delta, victims, perhaps of an ancient epidemic. Taking advantage of the turmoil, Bedouin groups from Syria and Palestine edged westward under the leadership of wealthy merchants, gaining control of the delta. Meanwhile, far to the south, Sudan's powerful Kerma kingdom expanded into southern Egypt. In the wake of these incursions, Egypt's pharaohs presided over a diminished realm whose capital lay at Thebes, in present-day Luxor.
For decades, Egyptologists thought the foreigners roamed the Western Desert at will, controlling the lucrative caravan trade. But the discovery of Umm Mawagir, in concert with finds from the more westerly Dakhla Oasis, says Darnell, reveals clearly how the Theban dynasty succeeded in extending its power and military might more than 100 miles into the hostile desert, building an entire city, and controlling a vital crossroads of trade routes. Umm Mawagir, says Darnell, is a testament to "the incredible organizational abilities of the Egyptians."
The discovery is stirring major interest in Egyptology circles. "I think this is a very important find," says Monash University Egyptologist Colin Hope in Melbourne, Australia. "It's from a period that we don't know much about, and he's got this large economic center in the desert." Dirk Huyge, curator of the Egyptian Collection at the Royal Museums of Art and History in Brussels, says, "The mass of new data that springs from the Yale surveys has produced information beyond the expectation of any scholar working in Egypt."
Relaxing in a Yale office decorated with traditional African weapons, prints, and paintings of the Nile Valley—and a small statue of Napoleon Bonaparte, whose eighteenth-century expedition to Egypt marked the beginning of scientific Egyptology—John Darnell has just returned from the field and is awaiting the publication of his first paper on Umm Mawagir in an international conference volume. The discovery, he explains, is the result of years of dogged sleuthing along one of the most important routes in the Western Desert, the 110-mile-long
Darnell first became interested in looking at desert roads in 1988, while studying ancient Egyptian texts in Luxor. His office window at the time looked out across the Nile, and he was struck by the sight of desert tracks crossing both the east and west banks. "We knew that the ancient Egyptians went into the desert," he recalls. "But we didn't know precisely how they got there. And I began wondering if there was any way to date those tracks."
Curious, he and Deborah decided to hike a route running above the Valley of the Kings, on the west bank of the Nile—one of the most intensively studied regions in all Egypt. Below, they could hear the rumblings of tour buses and the voices of excited tourists. "We didn't think we'd find anything new," says Darnell. "We assumed we'd just find some pottery remains. But within the first three minutes, we came across a fragmentary stela [a carved stone slab] and mountains of ceramic materials."
Realizing that they had stumbled onto a new field of Egyptological research—desert road archaeology—the Darnells began hiking the tracks leading out from Luxor. Packing as much water as possible on their treks, the two Egyptologists walked the roads that crisscross nearly 17,000 square miles of desert. They recorded the ancient sites that lay beside the roads and patiently examined and tallied pottery shards littering the ground. The distinctive ceramic styles of different eras allowed them to date both roads and sites, and the two researchers were astounded by the antiquity of some of the finds. In a place known as Wadi el-Hol, or "Gulch of Terror" in Arabic, the Darnells discovered two 3,800-year-old inscriptions featuring the world's earliest known phonetic alphabet.
The growing mountain of data revealed just how much traffic once flowed along the Girga Road, which stretched 110 miles westward from Thebes in the Nile Valley to remote Kharga Oasis in the Western Desert. "This was a major route in antiquity," says John Darnell. And it possessed an impressive infrastructure to keep traffic moving. Along the road, the Darnells discovered a series of official outposts that had served as food and water depots for travelers. These depots dated to Egypt's Middle Kingdom, a period extending between 2125 and 1650 BCE. Yet the earliest Kharga Oasis settlements then known to scholars had been built more than 1,000 years after the end of the Middle Kingdom.
Who had created this elaborate desert infrastructure, and why? While mulling over these questions, Darnell recalled an inscription left by an unidentified Middle Kingdom pharaoh, most likely Monthuhotep II. In the text, the pharaoh proudly described his decision to incorporate the Western Desert oases into his Nile Valley realm. Most Egyptologists had flatly dismissed the statement, believing, says Deborah Darnell, that "pharaonic Egyptians had not the technological ability or knowledge to exploit the water resources in Kharga Oasis." But the string of Middle Kingdom outposts lying along the Girga Road suggested otherwise.
To the Darnells, all the new evidence pointed to the existence of a large Middle Kingdom city at the terminus of the Girga Road, in Kharga Oasis. No such urban center had ever come to light. But in 2000, while visiting the ruins of a temple in Kharga Oasis that dated to a much later period, Deborah spied a small fragment of a pharaonic-era amphora, protruding from a thick scatter of other pottery. "Few people know what pharaonic oasis pottery looks like," she notes—possibly the reason no one had ever before noticed it at the site. Strongly suspecting they were closing in on the lost city, the team began carefully surveying the immediate region.
In 2005, the team found a dense litter of ceramic molds for baking bread—vestiges of a large industrial bakery—about half a mile north of the temple. And this summer, John Darnell and his colleagues located the expansive ruins of a major undisturbed city, including the foundation of a significant mud-brick administrative building. Darnell, who leads the excavations there, named the desert metropolis Umm Mawagir—an Arabic phrase meaning, memorably, "Mother of Bread Molds."
"Baking was done on a rather massive scale at Umm Mawagir," says Darnell. To understand why, he and his team dug up part of the bakery, exposing an area roughly the size of a small bedroom. As they brushed away a matrix of ash and sand, the excavators discovered further dense layers of broken ceramic molds—nearly half a ton of pottery in an area just four meters by four meters square, a quantity that astonished Darnell. Some molds were large and circular in shape, suitable for single loaves; most were double "cupcake" molds, similar in style to the baking tins modern Egyptians use for making certain sweetened breads. In addition, the team found two large baking ovens, a stone mortar for husking grain, and an assortment of stones for grinding flour.
The sheer scale of the operation, says Darnell, suggests that Umm Mawagir was producing a huge surplus of bread, enough to feed an army of soldiers. The team found other signs that the ancient desert city once served as a major military garrison. Scattered across the site were the broken cooking pots of Nubian desert soldiers known as the Medjoy, troops highly valued by the Egyptian pharaohs. Some of these pots were made of Nubian clays, indicating that they had been made far to the south and carried all the way to Umm Mawagir. Others, however, were fashioned from local clays from Kharga Oasis itself, suggesting that the Nubian troops brought their pottery-making wives with them.
"We can imagine a group of Medjoy soldiers being hired by the Egyptians—there's no evidence of slaves here—and stationed in Kharga," says Egyptologist Colleen Manassa '01, '04PhD, an associate professor in Yale's Near Eastern Languages and Civilization department, who recently excavated a cemetery of Medjoy soldiers near Luxor. Finding the cooking pots of the Medjoy troops at Umm Mawagir, she adds, increases "the probability that a strategic military center was involved there."
To date, the team has excavated less than half of one percent of the sprawling 218-acre site. While the strong desert winds have scoured down the city's ancient mud-brick walls, preservation at the site is excellent, with many walls more than three feet high. Early indications, says Darnell, show that the ancient city was home to a wide range of ancient Egyptian inhabitants, from important officials to artisans who produced small clay figurines and glimmering white ostrich-shell beads.
While long years of patient excavation and research remain at Umm Mawagir, Darnell believes that the desert city will ultimately shed crucial light on a shadowy time in Egyptian history. For years, scholars have wondered how an impoverished and much diminished royal dynasty at Thebes in the late Middle Kingdom eventually managed to repel Egypt's foreign invaders and rise to grandeur once again in the New Kingdom—the age of Nefertiti, Tutankhamun, and Ramses the Great. The finds at Umm Mawagir now hint strongly at an answer. "The Theban dynasty," suggests Darnell, "may have used its military and economic control of the Western Desert to win the war against the invaders."
For Darnell, however, the real wonder is the administrative genius that went into creating a city in the desert more than 3,600 years ago. "People always marvel at the great monuments of the Nile Valley and the incredible architectural feats they see there. But I think they should realize how much more work went into developing Kharga Oasis in one of the harshest, driest deserts on Earth." | <urn:uuid:74785b32-3f4c-4b45-8200-00ada89f24cc> | {
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Authoritarian Parenting Definition
Authoritarian parenting is a parenting style in which parents set-up high demands but low responsiveness. It is all about being strict and stern. Parents of Authoritarian style are usually cold and unsympathetic to their children’s emotional needs. They also usually giving less feedback insists on unquestioning obedience. Children are always enforced to do good behavior by giving shaming, threats, and other kinds of punishments. However, almost same with authoritative styles, parents with an authoritarian style have very high expectations of their children.
It is not a good signal for children’s health outcomes, especially if they are grown up in a stressful environment. Responsiveness and warmth can protect kids from the effects of toxic stress, studies suggests.
Brief History of Authoritarian Parenting
Diana Baumrind, a developmental psychologist, in 1960’s formulated three different types of parenting styles: Authorian parenting, Authoritative parenting, and Permissive parenting. Diana formulated these types of parenting based in her research with children on preschool-age.
Authoritarian parents have high expectations of their children and they set very strict rules that the children should obey them all unconditionally. This parenting style encouraged the parents to utilize punishment rather than discipline. However, the parents are usually not willing or able to explain the reasoning behind their rules.
Characteristics of Authoritarian Parenting
1. Authoritarian parents tend to be very demanding.
Authoritarian parents set a number of rules and very high standards. They even also manage almost every aspect of their children’s life and behavior. Besides, they also expect their children to always follow the rules they have made without any mistake. Otherwise, they will do consequences like punishment, shaming, etc. Some rules are never explained to the children. They are only supposed to know and follow the rules.
2. Parents are usually cold and non-nurturing
Authoritarian parents tend to be cold, aloof, and harsh. Rather than encourage and praise the children, authoritarian parents prefer to nag or yell at their children. Some experts may call this type of parenting as “tough love” to justify their unresponsiveness.
3. Parents believe that they are the authorities
They take-over the control of every children’s life aspects such as the way to talk, the way they act, what they should wear, what activities they allowed to do, etc. They almost do not give any choices and do not think that the children also has their own right to make their own decisions or choice. Authoritarian parents also discourage children autonomous thinking and not encourage to act independently.
4. Authoritarian parents are usually not willing to negotiate
They only allow one-way communication. Children do not get a vote when they making rules or decisions. Authoritarian parents do not involve their children in making decisions.
5. Authoritarian Parents tend to use punishment
This type of parents like to use control of fear to their children. Parents can make harsh punishment if the children do not obey the rules. They can be highly critical and use a shame to force their children to obey the rules. Parents also believe that shaming will motivate the children to do things better, rather than building their children’s self esteem.
Authoritarian Parenting Effects
Children’s outcomes variety is closely associated with Parenting styles. This variety is including social skills and academic performance. Both children and parents of authoritarian might exhibit these effects:
- Associating obedience and success with love
- Some children shows more aggressive behavior when they are outside the home
- Some children may act fearful or overly shy around others
- In some case, children often experiencing lower self-esteem
- Children usually has a lack of social competence
- They tend to conform easily, yet may also suffer from depression and anxiety
- Children has bad self-control. This is happen because they are rarely able to make their own choices and experience natural consequences. Children that are raised up by authoritarian parents are less resourceful, less socially-adept, and more likely to experience bullying.
Lots of rules but little parental responsiveness characterizes authoritarian parenting style. Authoritarian parenting might be effective in certain situation. However, it can have negative, serious consequences to the children if overused. We recommend to consider looking for ways that can begin incorporating a more authoritative style into your daily interactions with your children. | <urn:uuid:83ab9587-3b78-455e-9cb6-3418cca1c2b3> | {
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So everybody has spent time around a campfire, right? Maybe you roasted marshmallows, shared stories, cooked yummy food and enjoyed the mesmerizing flame.
Perhaps, if we were moths, we would be drawn to it the same way they are.
Take a walk back in time and imagine our ancestors sitting around the campfire. This fire wasn’t just there, filling up the space; it was constantly being in use…in a variety of ways, such as heating up rocks for a sweat lodge ceremony, making pottery and firing the earthen ware clay pot vessels, fire hardening tools, and purifying plants and making them softer and more edible.
During my last trip to Alaska, I had an opportunity to talk in great detail about the symbolism and the detail in the carvings that were created within our ancestors’ own personal bowls. These were not just a means to an end; their artistry was an example of their love, respect and reverence for the creator—very much tied to their spirituality. These bowls were carved or shaped from the coals of fire.
How to Make Your Own Coal-burned Bowl
In these photographs, we show you the process:
1. Need a fire—not just any fire will do; the fire needs to have embers that will last a long time. This is done using hardwood coals, i.e., maple, birch, beech, etc.
2. Need a good strong seasoned price of wood—size is up to you; 5” or 6″ round is a great beginning…pine, cedar, cherry, etc.
3. Need a way to extract coals to place on your bowl blank shows the different details that we do when we teach coal burning.
4. Need a tool to keep ember in place—this could be something that will not catch fire. A green branch to hold ember to bowl blank until depression forms.
5. Carefully hold bowl and secure green branch to coals and blow in ember so it begins to burn depression. (Warning: if you get a flame, blow out carefully, or it can crack your bowl.)
6. Replace coals and repeat—when the coal goes out, you simply scrape out the char with stone or a stick and get another ember from the fire and repeat.
Enjoy experimenting with these wilderness skills and add a whole new level to having a campfire.
The first thing you want to keep in mind is that you want to create a safe learning environment for your child or students to interact with their surroundings. It is important that children have ample opportunities to be stimulated by direct experience. This is a special place that you visit over and over for continuity, so you develop a relationship with that place.
Examples include sitting near your backyard birdfeeder, a place on a hill with a good lookout so you can see animals moving if you’re still and quiet, bury them in leaf piles, stick forts and sculptures to allow the imagination to express itself, a stream to explore. Maybe bring to a beaver pond to see nature’s engineers. Immerse your children in Nature. Spend a few hours (or all day!) outside on a hike, in playful exploration.
Explore the 5 Senses
Once you’re out there in the fields and woods, allow yourself and your children to take in all the sights and sounds and smells. Pause. Take a deep slow breath. What do you smell on the wind? What does the wind feel like on your face? What do you hear? What do you see?
Surrounded by the birds and insects or the trees or the leaves or the snow or whatever the elements of Nature provide, there is sure to be a bounty of ways that children can reach out and engage with the great outdoors.
Ask your children to share what they are seeing. What does the landscape look like? Do they know whether they are near a wetland? How do they know? Can they feel they are going uphill? Would they like to roll down it?
It is really important to have them to full engage their senses as they explore. Touch, smell, look, listen, taste. All those different senses are the doorway to connection.
The Gift of the Present
Be in the present moment, allowing them and yourself to be completely in the “here and now.” Let those pesky thoughts of “what are we doing for dinner?” or “I need to make time for homework” or “when are they having a play date with so-and-so?” – whatever the brain clutter is—pass. By creating a space to experience Nature in the present moment; you are gifting yourself and your children. You are opening up a moment to just be a “human being” rather than “human doing.” This is incredibly healing as well as healthy to teach our children how to be in the world.
A mentor does not need to have all the answers. In fact, you actually don’t even need to have any of the answers. Some of most powerful experiences people have are stimulated by questions. For example, when they hear a bird, stop, listen, look. Ask, “Do you hear that sound? Where is it coming from?” Pause. Allow your child the time to listen and look around. Then add, “Can you point to that sound?” This engages your child in an adventure, in a quest of being able to find that sound. “Can you copy the sound?” Take turns attempting to mimic the sound; this opens up a space for deep listening. The same thing that can be done for animal tracks. “What is that? Is it bigger or smaller than your hand? Where did it come from?” Get down on the ground close to the tracks. “Can you tell which way the tracks are going? Can you see how many digits are in the track?” This also opens the door for using resources. Take a picture. When you get back, you can look through resources to find out who made those tracks.
Your Intention, Their Passion
Discover what your children are jazzed about. What excites them? Listen to their stories and listen for clues so that you can better facilitate experiences to further their learning in their areas of interest.
Consider, what is your intention? What do you hope for them to get out of this experience when you take them into the woods? Begin with the end in mind. Your goal as a mentor is for your children to find their own place of discovery. Create that for them. Help them feel connected. Help them to understand that they are connected to something that is beyond words and beyond them. Provide an outlet for them to feel a sense of peacefulness in nature and sense of belonging.
As you discover your children’s passions, it is time to look down the road at what other experiences you can put in front of them to engage in. Each activity helps them to work the edge of their knowledge to bring them deeper into engagement.
Work Your Edge
Create your own learning environment to continue your studies in your areas of interest. Explore the woods on your own. Have access to a library of resources. Have something to share. For example, the other day, I was walking within six feet of a moose. I was so silent; the moose walked right up to me and didn’t even know I was there. Now I can ask the kids, “Can you tell how far six feet is? Do you know how big a moose is? Do you know where you might find a moose?”
Remember, it is your own inspiring stories that inspire your children to share theirs. Now listen.
Until next time, enjoy your journey into the outdoors
The holiday times are upon us. You could go out and buy all kinds of decorations for your Christmas tree or your windows, or cards for friends and family. But let’s look at another perspective…how about creating your own decorations using materials from the natural world?
Our ancestors constantly used different fibers of different plants for textiles, making baskets, creating mats out of cattail, art and sculptures too. Living in a time where people buy everything, there seems to be a disconnect to the natural world.
How did this picture frame actually get here?
Well, first you need the natural materials—who knows if they were harvested in a respectful manner and that other trees were thinned to create habitat for small herbaceous plants and animals and insect growth too? Then it needs to be shipped to a factory where it is to be manufactured; then once it’s manufactured, it gets packaged. Then after the packaging happens, it gets put on a truck…then there’s all the resources used to ship it whether by plane, train or tractor-trailer vehicle from overseas. Notice how many things are from China. These are all a tremendous amount of resources to use when you can easily learn how to make things on your own from nature.
The alternative… First begin with intent; then decide what your goal is—what would you like to create and for whom (i.e., your mother or father or perhaps grandparents or friends)? When you figure out for whom, then create something for them; imagine what they would like. You can make a necklace with homemade beads that you can carve. You can make a wreath using our abundant Eastern Hemlocks. You can make bracelets. You can make a little basket. You can even make a spinning top with an acorn, and dolls or action figures from cattail and sedge. You can make cards too. There are so many options.
What do you think about when you want to create?
Think about where you are most likely to find an abundant source of material; it could be a wetland, deep forest, in a field close by. Then research and learn how the native people or pioneers or current crafts people process these resources.
When you create something with your own hands and your heart and intent behind it, it has so much more value than perhaps buying something that doesn’t have a personal connection. There is so much happening in the wilderness during this time even though the leaves are dropped and it looks bare. There are so many gifts out there that nature offers. You can also go out with friends and enjoy the “process” which helps to build relationships with each other as well as with your surroundings.
The other option is going to the store and waiting in lines to buy things, spending your money and your time in an area that’s very loud and not as intimate.
So life is about “choice.” May you give yourself the gift of creating your own gifts this season.
Winter is here, and there is so much to celebrate and so much to learn! The word “winter” conjures up many thoughts, feelings and powerful images. Some people think of winter as cold and dark–a good time to get close to the wood stove or crank up the thermostat; while others see the first snowflakes and think, “I am going to the mountains to ski, snowboard and snowshoe.” You may hear an excited shout “no school!” and “I am going out to build a snowman or snow fort!” Of course, there is always, “I’m going sledding!”
Animals in Winter
As a tracker, there is a long-awaited unveiling to seeing the many trails of animals and bird species. A blank canvas is placed on the earth, the snow is a medium, and the animals are the artists creating a masterpiece about the story of their lives.
When going for a walk in winter, it is like attending an amazing theatrical performance. There is action, drama, adventure, suspense, mystery and love.
As we witness these works of art, like tracks criss-crossing across a field or the wing prints of an owl swooping down in silent flight for a vole (small mouse-like creature), we get a glimpse of the playful courtship chases and successful hunts. We can also observe the hardships that face our wild neighbors, such as the deer being heavy enough that their hooves break through the ice whereas the coyotes are light enough to travel on top of the ice-crusted snow. Many animals, who are well camouflaged in other seasons, stand out in winter–their black, red, dark brown fur contrasting the white landscape. But there are masters of camouflage in all seasons; the ones that seem invisible. These critters are the ones that molt and actually change color. They turn white! Who am I talking about? Any guesses? I will give you a hint. One is in the weasel family, and the other is a lagomorph? A what? A lagomorph is a fancy way of saying rabbit or hare; it’s Latin. You were right if you guessed snowshoe hare, Ermine (short-tailed weasel), and long tail weasel.
Winter Living and Ice Safety
There have been several weeks this winter where the temperatures have dropped below freezing; an Arctic blast moving through the region. When cold temperatures are sustained, bodies of water freeze. This creates a new environment for both humans and wildlife to adapt to. Travel is made easier, though precarious, on ice-covered lakes. Games are created, and the ice becomes a playground for ice-hockey and ice-skating. People still need to eat, and fish is still readily available, as long as you can create a hole in the ice for ice-fishing. Be safe–the ice can be unpredictable if you don’t know how to read it. So safety first: check out our blog for research and videos (the best I have seen). (These videos may not be suitable for very young children…parents may want to view videos first.)
The Sami people of the Arctic follow the reindeer herds. They are nomadic hunter gatherers, continuing the ancient ways, heating their homes with fire. First there was the campfire, but a campfire is far too inefficient when temperatures range between 40° to 50° below zero. In these conditions you would go through a lot of wood! So these traditional people adopted a small portable wood stove that transformed their winter lifestyle. Today, the Sami still live traditionally, working, playing, creating amazing crafts of beauty, making their own clothes and shoes, harvesting their food, and raising their families; traveling across the snows with their portable fires. The Sami are many miles from any kind of town, so when a journalist who was studying their way of life asked the elders “what happens when someone gets sick?”, there was a long pause before someone stated “we don’t get sick.”
Night Sky Navigation
In the Northeast alone there are so many celebrations of winter, especially the Winter Solstice. This is a very powerful event because this is the longest night (or shortest day) of the year. The next day, the light returns and the days begin to grow longer again. Winter is a great time to learn about the night sky. As winter begins you may look to the sky for some constellations you know such as the Big Dipper (Canis Major). However, upon gazing skyward, you realize you cannot find it so easily. This is because the Big Dipper or the Great Bear, as it is otherwise known, is not as prominent in the winter sky early in the evening. Looking for the North Star to help guide your way? Are you thinking it is the biggest and brightest? The North Star, otherwise known as Polaris, is not big or bright. This is a common myth. Some people have gotten lost, because in the far reaches of their mind, they remember something about star navigation, so they follow the brightest star, which is actually Sirius. However, as all stars move across the heavens, except the North Star (which is stationary), following the brightest will not lead you north. In the winter night sky look to the constellation Orion, the Great Hunter; he is your guide this time of year.
So you are outside on this beautiful, clear night. As you gaze at the stars there is a part of you that would like to stay outside all night, breathing in the crisp air. Brrr! However, if you are not prepared for winter camping, it can be a challenge. Learning how to camp in the wintertime is very empowering and rewarding. Imagine you have all your layers on and just finished cooking by a warm fire. You enjoy sipping your hot tea or cacao outside, surrounded by forest. You look up and see the stars and the Milky Way. Wow! There are no ringing phones, no TV or computer screens, or even the humming of a furnace or refrigerator. The snow creates a blanket of silence. You watch the moon begin to rise and see millions of sparkles glistening, reflecting off the snow. It is all magical! Everywhere the moon’s luminescence touches the snow…it is glowing. A whole new sense of quiet and peace washes over you, and you are cleansed with a form of renewal that only being in nature can bring. We are all searching to slow down, rest and recharge. Experiences like these can be life changing; creating many years of memories and a strong connection with all things. | <urn:uuid:d65c30ca-2ec7-4935-96cb-582d263aa5a0> | {
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A branch of the Niger-Congo language family in the Volta-Congo group. Its eastern division contains the Bantu languages.
(Languages) a branch of the Niger-Congo family of African languages, consisting of the Bantu languages together with certain other languages of W Africa
(Languages) relating or belonging to this group of languages
Be•nue-Con•go(ˈbeɪ nweɪˈkɒŋ goʊ)
a language family of central and S Africa, a branch of the Niger-Congo family, that includes the Bantu family and other languages of Nigeria and Cameroon. | <urn:uuid:ffdcb3bb-9664-424d-9ad3-9b56c322ef0e> | {
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• superfluous •
Pronunciation: su-pêr-flu-ês • Hear it!
Part of Speech: Adjective
Meaning: Excessive, more than is necessary, extra and unnecessary.
Notes: You may use today's word adverbially if you cap it off with the usual suffix, -ly: superfluously. The long noun, superfluousness, is more awkward than the older, more compact superfluity [sup-êr-flu-i-ti]. The latter noun also exhibits a more graceful plural form: superfluities.
In Play: We are entering a season in which superfluity is acceptable. We tend to become excessive with food, presents, and generosity: "I love the Christmas decorations on your house, but I think the lights on everybody's clothes are a bit superfluous." It is a word you can use anywhere anytime: "No, your father and I think that hiring a maid would be superfluous so long as you and your brother are capable of movement."
Word History: Today's Good Word comes from Latin superfluus "overflowing", the adjective from superfluere "to overflow", composed of super "over" + fluere "to flow". Super comes from a Proto-Indo-European (PIE) root that also developed into Greek hyper with the same meaning (hypersensitive, hyperactive). We would expect the PIE [p] to become [f] in English, so Old English ofer, which later became over, does not surprise us. The root for flu- "flow" comes from PIE bhleu- "to swell, well up, flow". It turned into English blow, bloat, and bladder as it accumulated various suffixes over the years. (It would certainly not be superfluous to thank Mark Bailey for suggesting today's extremely Good Word.) | <urn:uuid:73d6134f-59bb-4316-b7ec-7d001f702221> | {
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Active volcanism in the Caucasus Mountains
- 12:02 am |
Mt. Elbrus in southern Russia, one of the active volcanoes in the Caucasus Mountains. (Note the prominent flow levees sticking out of the snow cover on the dacite lava flow in the middle of the image.)
Most people (including myself) aren’t fully aware of the active volcanoes in the Caucasus Mountains, but sure enough, there are volcanoes that have erupted fairly recently (geologically-speaking). One of the active volcanoes in the Caucasus Mountains of Russia is Mt. Elbrus, just north of the border with Georgia, and it has erupted as recently as ~50 A.D., which for a volcano is the blink of an eye (well, maybe a long blink as blinks go). Elbrus is big – it is the third tallest volcano in the northern hemisphere and appears as a twin-capped composite volcano (somewhat like California’s Shasta – see the image above) reaching over 5,600 meters. Surprisingly little is known outside of Russia about the volcanic history of Elbrus beyond the most recent eruption almost 2,000 years ago, but it appears to behave much like many continental composite volcanoes – dacitic lava flows (one of which travelled 24 km), explosive eruptions and, currently, weak fumarolic activity and hot springs on the edifice itself. Some very recent research on Elbrus suggests the volcano has been active for over 200,000 years and might be a candidate for a caldera-collapse eruption (which wouldn’t be the first in the area), but the latter is speculation.
All of this makes it surprising to stumble across a news article talking up the threat of an eruption at Elbrus. The title leaves much to be desired (“Scientists predicting Elbrus eruption”) as the article actually goes on to say that scientists from the Elbrus Scientific Research Centre of Moscow State University noted that there is still persistent fumarolic activity at the summit of the volcano, suggesting that there is still magma relatively near the surface (within a few kilometers). The real threat at Elbrus is the glaciers and snow on the volcano that could catastrophically melt if the volcano were to erupt – thus the call by the ESRC for increased monitoring of the volcano – both in the form of seismometers and gas measurements. Clearly, that sounds like a good idea for any large volcanic system with thousands of people living nearby. | <urn:uuid:fe2fe1a2-d946-4782-a509-1eef6dc7ad13> | {
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In an age when endangered species are often recovered just as much by force of legislation, á la the Endangered Species Act, as they are by scientific principles, I often find myself weighing the Big Picture of ecological effectiveness against the minutae of things like genes and mere numbers.
Let me explain. I’m not knocking genetic diversity by any means, it’s just that genes and population size aren’t the only things we need to consider when recovering imperiled species. And yet, these are often the elements that we get so caught up on, almost myopically. As readers of Wild Muse know, I often think a lot about wolves and large mammalian predators. And when it comes to recovery of species that have been exterminated — or pushed out of — most of their range, you inevitably run into issues of genetic diversity and how many of these imperiled animals are where. Which is important and has a prominent place in species recovery arguments.
But what about species that create strong interactions among other species in the communities within which they make a living? Does recovering X-number of them in Y-populations truly = recovery? For example, if Montana has 300 gray wolves and 10 breeding pairs within their state lines at all times, can we really walk away from this and say that gray wolves in Montana are recovered? Legally, yes — they would be. But ecologically, we know this would not be true.
At the time the Endangered Species Act was written, my guess is that the state of scientific knowledge hadn’t yet fully uncovered the nature of strongly interacting species. Michael Soule coined this term to replace the more commonly-recognized term, keystone species, because it more accurately captures the concept that species have a spectrum of interactions: from weak to strong. Soule defines the term broadly by saying that when a strongly interacting species is removed (effectively or virtually) from it’s ecosystem, then some feature or component of that ecosystem is significantly changed.
For example, some species like gopher tortoises or beavers exert strong influences on the other species that share their habitat by engineering the types of micro-habitats these other species need to live (think gopher tortoise burrow) or by creating entire temporal communities (think beaver dams and ponds). If you take gopher tortoises out of an ecosystem, then other creatures that rely on these burrows are also affected, like cotton mice, indigo snakes, gopher frogs and many invertebrates. But it’s not always about habitat, sometimes it’s about changing behavior. Recent papers have shown that elk in areas where wolves have been reintroduced out West alter their behavior by spending less time in open valleys near streams where they are more open to attack. This translates to a reprieve on browsing and has altered the growth of aspen stands — allowing them to regrow after decades of over-browsing by elk when wolves were absent. Important species interactions may take the form of pollination, seed or spore dispersal, defoliation, predation, parasitism, and cavity, burrow or wetland creation. Strongly interacting species may fall under previous typologies such as mutualists, consumers or ecosystem engineers.
But the ESA doesn’t legislate protection of these interactions, which are the same ones that generally keep ecosystems ticking along. Hence the dichotomy of my thoughts between gearing recovery efforts to the big picture of ecological effectiveness versus restoring a certain minimal number of animals within a minimal number of populations in their former historic range. To better think through this issue, I turned to a conceptual paper published by Michael Soule, James Estes, Joel Berger and Carlos Martinez Del Rios in 2003 in Conservation Biology.
The authors explored case studies of sea otters and wolves, both species that exert very strong influences upon their ecological communities, and argue that our societal efforts to recover endangered species need to focus on the big picture of ecologically effective densities. Otherwise, we’re just maintaining limited numbers of isolated animals in a way that fulfills the letter of the law, but does little to address the biodiversity crisis, which the ESA initially sought to address in spirit. To borrow from the paper’s introduction: “Although the first-order effects of the biodiversity crisis— the loss of species—are dire, the second-order conse- quences—the loss of species interactions—may be more ominous.”
Ominous indeed. Can you imagine a world in which our oceans are devoid of sharks? Or one where we lose all of our significant pollinators?
To prevent the loss of strong species interactions, in addition to the loss of the species themselves, the authors propose that two goals be embedded within species recovery management plans:
The first is the goal of geographic representation of interactions, which calls for extensive geographic persistence of highly interac- tive species. Conservation plans and objectives (design, management, and recovery) should provide for the main- tenance, recovery, or restoration of species interactions in as many places as feasible, both within the historic range of highly interactive species or in other sites where the consideration of climate change and other factors is appropriate.
The second goal concerns ecological effectiveness within ecosystems, communities, or landscapes. Conser- vation plans should contain a requirement for ecologi- cally effective population densities; these are densities that maintain critical interactions and help ensure against ecosystem degradation. This goal replaces the de facto nonecological practice of requiring only the attainment of minimum viable populations.
The first goal speaks widely to the importance of geography, but the second gets at the effectiveness of species interactions in maintaining the places where they live. In my mind, the functional aspect of “ecological effectiveness” — in at least a portion of a species’ former range — is what the ESA needs to be doing. And this is where there is a profound and disturbing disconnect between the legal recovery goals of species like Mexican gray wolves, gray wolves and Florida panthers, and the ecological meaning that these goals have in light of what we know about these animals and how they affect their ecosystems, communities and landscapes. Minimum viable populations — the smallest populations necessary to allow for the continued existence of that population for a hundred years or more — don’t even begin to address this idea of ecological effectiveness. And yet, many species recovery plans are based on the idea of minimum viable populations.
Although the authors discuss both wolves and sea otters as examples, I’ll give my wolf blogging a break here and just summarize the sea otter case scenario. Basically, sea otters feed on sea urchins and sea urchins feed on the bottom “roots” that hold large stalks of kelp in place on the ocean floor. When the sea urchin munch through these roots, the kelp float free. When sea otters were nearly wiped out of the Aleutian island chain geographic area due to maritime fur traders, sea urchin numbers exploded (released from their predation by sea otters) and went crazy eating kelp roots. They denuded entire areas of their kelp forests, which robbed many other species of the kelp forests they used as a home or to find food within. This is, of course, highly simplified. But you get the drift re: the species interactions getting knocked out of their normal modes.
But because the functional relationship between how much kelp is present and the density of sea urchins is not a linear one (I won’t get into here, it gets really complex!), the authors describe a term called breakpoint density. This term pinpoints the minimum density of the strongly interacting species — sea otters — needed to affect a phase shift in the kelp-sea urchin relationship. “Strong nonlinearities in the na- ture of plant-herbivore interactions at the base of the food web result in distinct breakpoints in the number of sea otters required to maintain the kelp forest ecosystem,” they write.
To think of it another way, it might be the minimum density of wolves necessary to affect a phase shift between newly-growing aspen stands and elk; or bees and a certain species of flower they pollinate. You get the idea. You might also get the idea that calculating this breakpoint is a really tough task that is highly contextual. A lot of study has to go into figuring out the base relationship of plant-primary consumer interactions in the case of predator-herbivous prey examples like sea otters and wolves.
But it makes a whole heck of a lot of sense. It makes maintaining minimum viable populations look more akin to grooming living zoos in the wild, versus truly recovering species. Staving off genetic stagnation is important, of course, but so is guarding against the simplification and degradation of entire ecosystems. They conclude:
In the end, our success in rehabilitating an ecologically degraded world will be judged more on the persistence of interspecies interactions than on the geographically limited persistence of populations based only on causing the least economic burden and ensuring only symbolic survival.
The pragmatist in me knows there are many problems with the current ESA. But the idealist in me hopes that one day soon we can incorporate Soule et al.’s ideas of ecological effectiveness into the recovery goals of strongly interacting species. To do any less seems like we’d only be spinning our wheels.
Soule, M., Estes, J., Berger, J., & Del Rio, C. (2003). Ecological Effectiveness: Conservation Goals for Interactive Species Conservation Biology, 17 (5), 1238-1250 DOI: 10.1046/j.1523-1739.2003.01599.x | <urn:uuid:9d991599-c816-4d5f-b80a-40d183f68de7> | {
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Being engaged in politics you know that not everyone will ever be happy. Someone will always think that the political system can be improved. Each party campaigns to win votes so that their vision of the perfect political system can be put into place. Can a political system ever be perfect, even just for a moment, or will new changes and problems in the country require new solutions? In my opinion the perfect political system is one that is always changing to meet the needs and wants of the people it governs.
Political activism is an accepted part of our societal system that allows for expression of dissatisfaction and inducement for change of certain policies or actions performed by those with political power. Malcolm X is a political activist that pointed to this fact of our society by saying “whenever a people come to the conclusion that the government which they have supported proves itself unwilling or proves itself unable to protect our property…we ourselves band together to do whatever, however, whenever is necessary to see that our lives and our property are protected.” (X, 163). He alludes to the American constitution which states that the people have a right to rebellion if their lives, liberty or property is compromised, or they deem the government unfit. (Anderson).
Malcolm X intended to practice this right to rebellion through extremism. (X, 162) He, wanted to “speak the language that they understand” (X, 164) meaning the language of violence and possibly political philosophy that his oppressors have spoken to him and people of his race for many years. (Anderson) The only problem with that is the one which Mohandas K. Gandhi points out about violence in his speech “Means and Ends”. He proves that violence breeds violence, and the type of means you use to get your message across will dictate the response you get. So, if you use violence to communicate your message, you will be responded to with violence. He explains this through a series of analogies such as “you can [not] get a rose through planting a noxious weed” or worship God by means of Satan. (Gandhi, 166)
Gandhi put his theory into practice during the 1930 salt marches. Protestors did not defend themselves from the police in order to gain sympathy and eventual withdrawal of the police. (Miller, 1) This worked, and eventually Britain’s rule over India ceased. (Anderson)
How plausible is this in the modern world? Gandhi was rebelling in India, the Indian police officers were as much being robbed by British rule as the protestors, which essentially would put them on the side of Gandhi’s protestors. He called the media to watch these demonstrations and report for him. The Indian media was unbiased in its portrayal of the brutalities that occurred on the side of the police when the stories went to print in British newspapers (Anderson).
The G20 protests in Toronto were another story. There was in no way a confusion of who was on whose side. It was very clear for all involved that police and media were against the protestors. Pictures depict the police heroically (Figure 1, Anderson), and protestors as violent (Figure 2, Anderson). For anyone who was there, or saw real footage taken by protestors it was clear the police were preforming brutal acts of violence on protestors in a non-violent demonstration, and the burning car was in fact planted by the police, to make the protestors look violent. This is a quote about the situation from a participant at the G20 protests:
“The real news journalism was done by the love vibe people downtown on their bikes and in their garages. If people pay attention to and believe how the popular media portrays what went down, they are their own worst enemy and need to wake up to their own naivety. I personally saw the cop car sitting there many blocks behind the protest lines and out of view of the police lines, for a long time. Long enough to have it removed 10 times, and long enough to see dozens of people, activists and regular passersby, gawking at the deserted cop ar in the middle of the road. No other vehicles were left there or nearby, it was in the middle of Queen Street. You wouldn't see a cop car left alone unattended like that for hours on Queen Street today without a protest. It was planted and an instigation for the civil disobedience, and not a reflection of the protesters. If it was left like that today downtown somebody would go mess with it. At the G20 the only actual violence I saw was all 100% the police, and I saw some bad vicious stuff. Small weak people being beaten brutally and majorly wounded. It was shocking. Small older woman being physically assaulted and violently arrested and taken away by multiple officers” (Childs)
This real account is in clear contrast to anything the popular media would have you believe about what happened. Such skewing of perception by media is common, and makes it very difficult for anything like the salt marches to occur in our society.
What the G20 protests lacked was organization and a common message. Something that both Gandhi and X had in common is that they believed in strategic and intelligently directed protest. (X, 162) (Anderson).
Gandhi also believes in educating people as a form of protest. (Gandhi, 168). He educated people through petitions, and he backed the petitions with love force. He did not say that if there was no satisfactory response that violence will be used, he merely said “If you do not concede our demand, we shall no longer be your petitioners. You can govern us as long as we remain governed; we shall no longer have any dealings with you.” That is very powerful. Societal change comes from the internal workings of many individuals coinciding. A value shift must occur in each one of us. If a large group of people collectively no longer follow a law, there is no way they law can be enforced or maintained. This is a form of protest Gandhi regularly used. Such as when he collected salt from the sea with a large group of people when producing your own salt was illegal in India, so that the British could control the supply of it, even though it is necessary for life in hot climates. (Anderson).
Collective Evolution and Truth Theory are nonprofit organizations in the GTA that spread the truth about corporations and government, and their policies and actions that could be affecting our wellbeing. They urge people to boycott, and protest unfair actions by either active or passive means. A passive way of protesting against GMOs could be growing your own organic garden, and active way would be attending the march against Monsanto the GMO giant of the U.S. Either way these nonprofits educate people to be able to make informed decision and base their actions on truth, not constructed truth, or the hidden truth in the media, this makes real change possible through either passive or active resistance once people are educated.
Evolving Families and Heart Harmonized Humans is another group in the GTA that brings people together in order to cultivate ‘love force’, at the meetings we discuss problems we see around us, from the most mundane to the most global and how to “be the change” (Gandhi). The most important part of these meetings is the spiritual aspect, the tribal music, the circle dancing, the connection, and the love and positive energy that is spread to everyone involved. It makes you want to live more consciously, and spread this love to every human being. That kind of internal change is a huge catalyst to order to start protest, or rebellion, or revolution. People not only have to believe in a cause, they need to feel the need to support it, and love for all humanity is a pretty big reason. Evolving Families and Heart Harmonized Humans are successful at raising this awareness and want for good will in people through everything from art, to music, to gardening, to discussion, to hugs. Their use of love force has strongly made me interested in supporting causes and rebelling actively or passively to for what I would see fit as a problem that needs fixing. For these reasons I stand firmly with Gandhi, that education, and spirituality are the strongest tools in the fight for life, liberty and pursuit of happiness, and I believe in both Gandhi’s and X’s ideas that rebellion must be directed and firmly organized in order to be effective. | <urn:uuid:9fb22f17-c341-4cd2-8c71-d984c9719809> | {
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Erupting West Mata Volcano shown in newly released video, images
Researchers have recorded the deepest erupting volcano known, West Mata Volcano, describing high-definition video of the submarine eruption as “spectacular.”
An explosion at the West Mata Volcano throws ash and rock, with molten lava glowing below. Credit NOAA/NSF
“For the first time we have been able to examine, up close, the way ocean islands and submarine volcanoes are born,” said Barbara Ransom, program director in NSF’s Division of Ocean Sciences. “The unusual primitive compositions of the West Mata eruption lavas have much to tell us.”
Bubbles of gas-rich magma burst, spewing lava fragments into the water.
A sequence of closer views of the eruption, with bright flashes of hot magma.
Credit: National Science Foundation and National Oceanic and Atmospheric Administration
Download as Quicktime: Video 1 [Web resolution] (Credit: NOAA and NSF)
Download as Quicktime: Video 2 [Web resolution] (Credit: NOAA and NSF)
The volcanic eruption, discovered in May, is nearly 4,000 feet below the surface of the Pacific Ocean, in an area bounded by Fiji, Tonga and Samoa.
Summit of West Mata Volcano, shown in red, is nearly a mile below the ocean surface (1,165 meters / 3,882 feet), and the base, shown in blue, descends to nearly two miles (3,000 meters / 9,842 feet) deep. Eruptions occurred at several places along the summit, in an area about 100 yards. The volcano has a six-mile-long rift zone running along its spine in a SW/NE orientation. Credit: NOAA. Click image to enlarge.
West Mata Volcano (white ellipse on bathymetric map) is not the largest volcano in the northeast Lau Basin, but appears to be the most active. Map represents the area visited and mapped on two recent expeditions. Summit of West Mata Volcano is nearly one mile deep, the base is nearly two miles deep. Tonga Trench (north and east of the expedition area) is nearly seven miles deep. Credit NOAA. Click image to enlarge.
West Mata Volcano, in the Lau Basin, is located in the southwest Pacific, within an area bounded by Samoa, Tonga and Fiji (the black areas on the map, which are the only areas above water). Area is home to many submarine volcanoes. Credit NOAA. Click image to enlarge.
“We found a type of lava never before seen erupting from an active volcano, and for the first time observed molten lava flowing across the deep-ocean seafloor,” said the expedition’s chief scientist Joseph Resing, a chemical oceanographer at the University of Washington.
“It was an underwater Fourth of July, a spectacular display of fireworks nearly 4,000 feet deep,” said co-chief scientist Bob Embley, a marine geologist at NOAA’s Pacific Marine Environmental Laboratory in Newport, Ore.
“Since the water pressure at that depth suppresses the violence of the volcano’s explosions, we could get an underwater robot within feet of the active eruption. On land, or even in shallow water, you could never hope to get that close and see such great detail.”
An eruptive blast at West Mata Volcano, with superheated pillow lava flowing downslope. Credit: NSF/NOAA
Imagery includes large molten lava bubbles three feet across bursting into cold seawater, glowing red vents exploding lava into the sea, and the first-observed advance of lava flows across the deep-ocean floor.
Sounds of the eruption were recorded by a hydrophone and later matched with the video footage.
Expedition scientists released the video and discussed their observations at a Dec. 17 news conference at the American Geophysical Union (AGU)’s annual fall meeting in San Francisco.
The West Mata Volcano is producing boninite lavas, believed to be among the hottest on Earth in modern times, and a type seen before only on extinct volcanoes more than one million years old.
The orange glow of magma in an eruptive area the length of a football field along the summit. Credit: NSF/NOAA
A University of Hawaii geochemist believes that the active boninite eruption provides a unique opportunity to study magma formation at volcanoes, and to learn more about how Earth recycles material where one tectonic plate is subducted under another.
Water from the volcano is very acidic, with some samples collected directly above the eruption, the scientists said, as acidic as battery acid or stomach acid.
Shrimp congregate near the summit of West Mata Volcano, withstanding hot, acid waters. Credit: NSF/NOAA
A microbiologist at the Marine Biological Laboratory, found diverse microbes even in such extreme conditions.
A biologist at the Woods Hole Oceanographic Institution (WHOI), found that shrimp were the only animals thriving in the acidic vent water near the eruption. Shank is analyzing shrimp DNA to determine whether they are the same species as those found at seamounts more than 3,000 miles away.
The scientists believe that 80 percent of eruptive activity on Earth takes place in the ocean, and that most volcanoes are in the deep sea.
Superheated molten lava, about 2200 degrees Fahrenheit, is about to explode into the water. Credit: NSF/NOAA
Further study of active deep-ocean eruptions will provide a better understanding of oceanic cycles of carbon dioxide and sulfur gases, how heat and matter are transferred from the interior of the Earth to its surface, and how life adapts to some of the harshest conditions on Earth.
The science team worked aboard the University of Washington’s research vessel Thomas Thompson, and deployed Jason, a remotely-operated vehicle owned by WHOI.
A pillow lava tube extends downslope in an area about three feet across. Credit: NSF/NOAA
Jason collected samples using its manipulator arms, and obtained imagery using a prototype still and HD imaging system developed and operated by the Advanced Imaging and Visualization Lab at WHOI.
Other expedition participants were affiliated with Oregon State University, Monterey Bay Aquarium Research Institute, Western Washington University, Portland State University, Harvard University, the University of Tulsa, California State University’s Moss Landing Marine Laboratory, the University of California Santa Cruz and Lamont Doherty Earth Observatory. | <urn:uuid:95cc3867-b16a-4718-bc0d-ba88fedcaf48> | {
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Цель урока: систематизация знаний по
теме «Дом, квартира»
Задачи: практиковать учащихся в
монологической речи по теме «The place we live in»;
практика в употреблении оборотов There is(are); учить
понимать текст на слух с последующим контролем
понимания; чтение текста и правильное
Учебная группа: учащиеся 4-го класса
Оснащение урока: компьютер, проектор,
раздаточный материал, магнитофон.
1. Организационный момент
Teacher: How are you?
– How are things?
2. Речевая разминка
T: Guess what it is
a) a thing that helps us to read when it is dark in the room …(a lamp)
б) a thing in the kitchen to cook our food …(a cooker)
в) a thing in the kitchen where we can wash up …(a sink)
г) things which are usually on the windows and make the room lovely …(curtains)
д) a place around or behind the house where flowers and fruit trees can grow
… (a garden)
3. Развитие навыков устной речи
T: The theme of our lesson is "The place we live in”. Answer my
– Do you live in a house or in a flat?
– Is your house (flat) big?
– What rooms are there in your house (flat)?
– What furniture have you got in your kitchen (living-room, bedroom)?
– Is your house (flat) comfortable (quiet)?
4. Развитие навыков письменной речи
Т: I’ve got pictures of two lovely houses. But there is a description only of one
house. Put the words into correct order, make a story and guess which house it is.
(Дети получают карточки)
- big, rather, is, the house.
- has, floors, it, two.
- a kitchen, there is, on the ground floor, a sitting room, and.
- two green, in the sitting room, there are, armchairs.
- between, a lovely flower, armchairs, there is.
- bedrooms, upstairs, two, there are.
- in the house, a bathroom, isn’t, there.
- in, a bed, there is, bedroom, one.
- in another(в другой), a fireplace, there is, bedroom.
- armchair, green, the fireplace, a lovely, there is, in front of.
5. Развитие навыков говорения
Т: Well done. There are two lovely sitting-rooms in these houses. Ask
me any questions and guess which one is from the first house.
Is there a sofa?
Is there a standard-lamp? etc.
6. Проверка домашнего задания
Т: Your homework was to make a picture of your room and describe it.
7. Активизация лексических знаний
Т: Put the furniture in the order that class will tell you. (На
доске рисунок комнаты, при помощи магнитов
мебель прикрепляется в нужное место).
P: Put the sofa into the right corner.
Put the table into the middle of the room.
8. Музыкальная пауза
Let’s have a rest and sing a song "If you’re happy”
9. Listen to me, look at the picture and find the object.
It’s a lovely sitting-room. There is a sofa under the window. To the left of the sofa
there is a table. There is a picture above the fireplace. There is an object next to the
fireplace. What is it? (a cat)
10. Практика аудирования
Т: Now listen to the story about two mice and a cat.
Once upon the time there lived two mice: a country mouse and a town mouse. One day the
town mouse invited the country mouse into her house. The country mouse came to her friend
and they went out of the hole. The country mouse saw a lovely and comfortable living-room.
There was a wonderful fireplace with two armchairs in front of it. In the middle of the
room there was a table. There was much food on the table: bread, fruits, sweets, cheese.
Mice started to eat cheese. But there lived a cat in the house. And the cat was sleeping
on the sofa in the living-room. As the country mouse saw the cat she became frightened and
ran back into her country house. She said: "Your house is warm and nice, but there is a
cat in your house. That’s why I don’t like it”.
(Дети получают карточки)
Fill in the right word:
1. The town mouse invited …
a) a cat
b) a dog
c) the country mouse
2. They went out of the hole and saw …
a) a kitchen
b) a living-room
c) a bedroom
3. There was … in the middle of the room.
a) a table
b) a sofa
c) a carpet
4. The cat was sleeping on …
a) the piano
b) the table
c) the sofa
5. The country mouse … the house of the town mouse.
11. Практика аудирования
Т: Different people have different traditions. Different people have
different houses. English and Russian houses differ from each other. I’ll read you a
description of the house and you’ll choose is it an English or Russian house.
a) There are two floors in their traditional
b) They don’t usually have a
c) There is only one front door in the house.
d) There are two doors: a front door and a back
e) The sitting-room is the largest in the house.
f) There is a fireplace in a house.
g) People sit by the fireplace and read
12. Open your diaries and write down your homework.
13. Подведение итогов урока | <urn:uuid:ee041808-d87b-40a9-985b-ccac4dae3353> | {
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Ancient History Go Fish with Games Booklet
This amazing game teaches history, chronology, geography, and makes learning history fun!
Players try to collect all four-of-a-kind cards from the following categories. The player who captures most sets wins.
2. Ancient Asia
4. Ancient Hebrews
5. Ancient Egypt
6. Ancient Greece
7. Roman Republic
8. Roman Empire
9. Native American Homes
10. Political Leaders
11. Seven Continents
12. Rivers of Early Civilizations
Following the Answer Key instructions, shuffle the cards necessary for the chronology game. When one player signals, the other player assembles all cards in chronological order, as fast as he can. The fastest time wins!
Collect the Cards - This is the favorite version of the game!!!
Players use historical facts (hints) to try and guess the image on the card. If a player guesses correctly, he wins the card.
Place the Continents cards at the top of the playing field. Shuffle the other cards. When one player signals, the other player assembles all cards under the correct continent, as fast as he can. The fastest time wins! Answer key provided.
This booklet provides the teacher with a wide variety of games to teach Ancient history to kids in a one-on-one setting, in a family with kids of different ages, or in classrooms with 40 students. It also includes history explanations for all 48 Ancient History Go Fish Games. It is meant to be used with the Classical Historian Ancient Go Fish Game or the Ancient History Memory Game.
Video of Game, Fully Explained with Example Game 28 minutes
Quick Introduction of Game . 2 1/2 minutes
Linda Hobar, Author of
Mystery of History series
... I am a sucker for games and I found some that I think are extraordinary... They are patterned after the vintage games of Concentration and Go Fish. I like these for the artistry, the simplicity and familiarity of the games, the historical value and perspective, and the reasonable price. Students using my series will easily identify most of Mr. De Gree's illustrated objects and places like Stonehenge, King Tut's golden mask, the Great Wall of China, and a Roman aqueduct. The "cards" for the Concentration/Memory Game are actually thick cardboard tiles, which are durable and easier for little ones to manipulate. The Go Fish card set gives you other game ideas that will be fun for all ages.
I could go on and on, because like I said, I'm a sucker for games and it's not easy to find quality ones for world history that even younger students can enjoy. I think the Classical Historian has done a great job. You may want to spice up your studies now, or save these for Christmas. Either way, I think they're great for review and the pure pleasure of having fun. | <urn:uuid:cb3ca04e-0b78-4ec5-90bd-000c76975cc4> | {
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You may have noticed the days are getting shorter. You may also have noticed that you are feeling sluggish and grouchy. It may not be a coincidence. Around this time of year when the days are shorter, many people find themselves suffering from the blahs. A lack of daylight is associated with a condition known as Seasonal Affective Disorder or SAD. And some people feel sad all the way from late fall until the spring.
Scientists think that the reduced light affects a part of our hormone system that maintains our bodily clocks. To be precise, the pineal gland regulates our hormones and when it doesn’t receive an adequate amount of light it can lead to emotional depression.
It is estimated that SAD affects millions of people. The common symptoms include listlessness, a craving for carbs, a lack of motivation and, of course, depression. Fortunately, there are ways to cope with this condition.
One of the best ways to counteract depression is vigorous exercise. Force yourself to go to the gym or develop an exercise regimen at home. Working out is tough when you are feeling down, but you will thank your hormones for lifting your spirits after a challenging workout. If you can get interested in outdoor activities and winter sports, that is a great thing to pursue, as well.
Create opportunities to be with people. Social withdrawal is a common symptom of SAD, but it exacerbates matters to be socially isolated. Don’t wait for invitations: Take the initiative and ask friends over, make dinner plans, and enroll in a class. Resist the temptation to just curl up and stay under the covers.
Light therapy has been shown to be an effective treatment for seasonal affective disorder. Using a light box, you can treat yourself for SAD. For scientific information on this condition and its self-treatment, please click the following links:
So, if you are one of the millions who suffer from light deprivation that leads to depression, there are things you can do to get through the long dark winter months without letting it get the better of you. To be sure, there is light at the end of the winter tunnel. Take heart in the knowledge that around December 22, the days begin to get longer again. | <urn:uuid:6f1102a8-4373-40f4-84cf-ec83d9a67d40> | {
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USC Horseshoe – Columbia, South Carolina
South Carolina | SC Picture Project | Richland County Photos | USC Horseshoe
The University of South Carolina was founded in 1801 and offers over 350 courses of study. The Horseshoe, pictured here, served as the university’s original campus and dates from 1805. It is located just one block from South Carolina’s statehouse.
When the school first opened its doors, Rutledge College was the only building on campus. Eventually, eleven other buildings were added, all facing into a beautiful garden area where students could gather. These buildings formed a U-shape which is now known as the Horseshoe.
Throughout the 20th and 21st centuries, the campus expanded greatly. A student union, 21 residence halls, numerous academic buildings, the popular Longstreet Theatre, an arts center, a coliseum, and of course Williams-Brice Stadium have all been added.
The University of South Carolina continues to expand its facilities towards the Congaree River to better support its research plans and initiatives. This new part of the campus is called Innovista, and it mixes private and university research buildings with commercial and residential facilities.
Even with these changes, many students still enjoy the natural beauty of the Horseshoe. Wireless internet is available in this area, and you will often see students studying and reading under the oaks.
Some of the most famous buildings on the Horseshoe are the:
South Caroliniana Library: Built in 1840, this library was the first freestanding college library in the nation. Today it houses special collections and USC’s archives. J. Rion McKissick, the school’s 19th president, is buried in front of this building.
McKissick Building: Built in 1940 on the site of the original president’s house, the museum sits prominently at the head of the horseshoe. The visitors center is housed here, making McKissick the university’s “front door.” The McKissick Building is also the home of many historical collections and southern archives.
President’s House: The original faculty housing was destroyed by water damage in the early 1800s, and the President’s House was built in 1854 to replace that loss. It was used as faculty housing until 1952 when it became the home of the university’s president.
USC Horseshoe Info
Address: 902 Sumter Street, Columbia, SC 29208
USC Horseshoe Map
USC Horseshoe Add Info and More Photos
The purpose of the South Carolina Picture Project is to celebrate the beauty of the Palmetto State and create a permanent digital repository for our cultural landmarks and natural landscapes. We invite you to add additional pictures (paintings, photos, etc) of USC Horseshoe, and we also invite you to add info, history, stories, and travel tips. Together, we hope to build one of the best and most loved SC resources in the world!
You may not use them in any form without written consent.
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Science & Technology
Wed March 20, 2013
Scientists: 'No Options' To Stop Massive Asteroids On Collision Course
Originally published on Wed March 20, 2013 4:40 pm
Without "a few years" warning, humans currently have no capacity to stop an asteroid on a collision course with the planet, scientists told a Senate panel Wednesday.
"Right now we have no options," said former astronaut Ed Lu. "If you dont know where they are, there's nothing you can do."
Scientists are calling for continued funding and support for NASA satellites and observation programs that look for "near Earth objects." The scenario from Hollywood blockbuster Armageddon is on the minds of lawmakers after two hulking rocks exploded in the air over Russia in February. More than 1,000 people were injured, bringing the risks of future incidents — and measures to prevent them — into clearer focus.
"I was disappointed that Bruce Willis was not available to be a fifth witness on the panel," joked Ted Cruz, R-Texas, during the hearing.
While scientists put the odds of asteroids one kilometer in diameter or larger colliding with the earth as "once every few thousand year" event, they said cuts in space funding to monitor and detect space rocks could have devastating consequences.
"What [the film Armageddon] did was basically convince the American people that if anything bad happened, people would get in a shuttle and fix it," said Joan Johnson-Freese, a professor at the U.S. Naval War College. "That is myth. That is not reality."
Scientists were simply sharing a grim reality NPR and others have written about in recent weeks — that the rules of physics mean there's almost no way to stop asteroids and debris from hurtling toward earth. It didn't stop the doomsday-scenario questioning from Sen. Bill Nelson, D-Florida:
"What would an asteroid that is a kilometer in diameter, what would it do if it hit the earth?," Nelson asked.
"That is likely to end human civilization," said Lu, who is now CEO of the B612 Foundation, which aims to hunt devastating asteroids.
Decades of lead time is the only way to prevent that level of destruction, said scientists. With decades of advance notice, Lu said, American astronauts currently do have the capacity to destroy or make small changes to the trajectory of flying space objects to keep them from hitting earth. But detection requires investment, they said.
"It's important to know what we're up against, and this decade in particular is great for us to do the research necessary that will contribute to potential mitigation concepts," said James Green, NASA's planetary science director.
Lu estimates there's a 30 percent chance this century of relatively smaller asteroids hitting a "random location" on the earth to create a five megaton impact. Casualties would depend on the population of the area of impact.
If detected early enough, the cost of a mission to prevent a hit would cost at least a billion dollars, Lu said. "But ... you'd have to compare that against the losses of a massive, megaton impact." | <urn:uuid:2a039c5b-fe12-4a52-8089-dee436a831e3> | {
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Classroom Music Activities
- To foster musical development in all children
- To create activities that activate
all parts of the brain.
- To teach the elements of music
- To meet the state and national standards for music
Planning Musical Learning
Activities that Activate the Whole Brain
- Auditory learners: Use activities and promote experiences that develop
auditory discrimination. Auditory learners tune in to the sounds of
music. They hear and imitate rhythms and melodies. They
can discriminate between different types of sound (environmental, noise,
and musical), pitches (high and low), and timbre (wood, metallic).
- Visual learners: Visual learners
recognize visual cues, musical notation,
watching a performance, and looking at instruments as they are played.
- Kinesthetic learners: Most students excel through
kinesthetic means: touching, feeling, experiencing something with hands-on
activities. Kinesthetic learners will enjoy playing instruments,
singing songs, and moving to music.
Music and the Brain
Activation with Different Stimulation and Levels of Activity
music makes neural connections between various parts of the brain.
Auditory and motor activities take place through playing an instrument.
Rhythm and melody instruments require motor coordination. Reading music
involves visual activity. Singing songs and recalling or reading lyrics
activate language processing areas of the brain. Dancing or moving to the
rhythm of music stimulates the brain's motor areas. Music is processed differently for different people
depending on kind of music and musical background.
- Familiar music activates Broca's area (left hemisphere)
- Rhythm notes are activated in Broca's area and the cerebellum
- Harmony activates the left side of the brain more than the right in the inferior temporal cortex.
Timbre activated the right
hemisphere (the only musical element that did)
Pitch activated an area on the left back of the brain -
Melody activated both sides of the brain
Composite listening -
Left and Right Hemisphere - Auditory
Understanding lyrics -
Teaching the Elements of
Rhythm and Tempo Activities
- Steady Beat - Find the beat, march the beat, tap the
- Conduct the beat using traditional conducting patterns.
- Clap the rhythm of syllables in names, words, phrases,
- Long vs. short and fast vs. slow
- Locate the accents in words.
- Rhythm Echos with Words, Jump Rope Rhymes, phrases,
- Raps and Rhymes
- Keep a steady beat with lap,
clap, tap or drums, tambourine, etc.
- Find a recording or MIDI file
of a drum beat and rap over a drumbeat.
- Rhythm Echos - See the rhythm chapter and powerpoint presentations.
- Aural (listening) echos -
Play a regular rhythmic pattern and have the child echo. See the
rhythm echoes powerpoint
presentations. Generally you will want to be consistent with your
patterns. Use a 4/4 Common time signature. Make each pattern
4 beats long and stick with a walking tempo. Use rhythms with
quarter notes and eighth notes in the beginning. You can begin to
introduce syncopation as the children become more tuned in. Put the
rhythm in your hands, your feet, or play a rhythm instrument.
- Introduce rhythm notation See
the rhythm chapter and powerpoint
- Whole Note - Eagle - Glide 2
- Half Note - Penguin - Slide 2
- Quarter Note - Bear - Walk walk walk walk
- Eighth Note - Squirrel - Run run run run Run run run run
- Clap rhythms of well-known songs or nursery rhymes and
try to recognize the rhythm.
- Use the Indian Gathering Drum to play rhythm
echoes. Make it a relay game and line the students up. As you
play a 4-beat rhythm, each child echoes and hands off the beater to the
- Draw a musical timeline and create symbols for long,
- Count how many beats as you play or sing tones - or
watch the second hand on the clock.
- Introduce rests - timed silence.
- Introduce time signatures and count beats in measures.
- Explore duple and triple meters. 4/4 vs. 3/4
- Use a metronome to explore the beats per minute with
- Use musical terminology for tempos - accelerando, rallentando, etc.
- For older students
- Fractions and rhythmic
- Rhythm Math
- Sing! Begin with simple repetitive songs with choruses.
- Melody echos - What is your name? etc.
- Use Solfege - do, re, mi, fa, sol, la, ti, do
- Sing solfege echos.
- Help children discriminate between lows and highs,
melodies that go up, down or stay the same.
- Use body signals from solfege
- or create your own using hands to show the rise and fall of the melody.
- Help children hear intervals - the distance between the
pitches of the melody may be steps from one note to an adjacent note, or
skips where pitches leap from one to another skipping a tone or tones.
- Use the colored bells to introduce the scale of 8 tones
from low to high.
- Sing Do Re Mi from the Sound of Music and ring the
bells as you sing the scale.
- Teach children how to ring the bells
- Discuss the similarities between high do and low do.
- Sing words or phrases and point out the natural melody
in comparison to the spoken word or phrase.
- Sing a story! Make up opera recitatives and
- Read songs from the colored bell powerpoint collection.
- Bells - Have children learn to echo your
playing or singing using the step bells on tone bars from the glockenspiel
- Demonstrate low and high pitches in relationship to the
size of the bars on the bells.
- Teach breathing and phrasing as you sing with
children. Take deep breaths and let the air out slowly - singing
through the phrase. Use vowel sounds to help children use their
- Teach enunciation of words and the difference between
vowels and consonants.
- Play the piano and demonstrate the treble clef and bass
clef sections of the keyboard.
- Create pentatonic (5-tone) melodies using just the
black keys on the piano.
- Try the question and answer phrasing with just the
black tone bars of your glockenspiel, tone bars, etc. Count 2
measures for and improvise a "musical
question" with the black keys or bars. Have the child improvise
an "answer" on the other tone bars. Typically one person
can use the 5 lowest black bars and the other can use the higher 5 black
- Use an electronic keyboard. Preferably use a MIDI
keyboard that you can connect to the computer.
- Teach children to listen and imitate melodies on the
Harmony and Form
Harmony is formed either by
sounds that are played or song at the same time (homophonic) or by sounds that
are created with simultaneous melodies (like a round or canon). Form
is the design of music,
incorporating repetition, contrast, unity, and variety. The organization of music, its shape or structure.
- Play chords on a guitar, piano, or autoharp as you sing
- Electronic keyboards frequently have chord progressions
and musical styles.
- Demonstrate chords using the colored bells.
Discuss which tones sound good together (consonant) and which tones seem
to clash (dissonant).
- Demonstrate the I chord, V
chord, and IV chord. Example - La Bamba
- Sing Rounds or Canons.
- Create an "Ostinato"
- or repeated patterns that continue beneath a melody. (Example: Ding Ding Dong repeated through out "Are You
- Listen to polyphonic music, rounds, canons, fugues as
the melodies combine at different times. Good examples might be
- Look for repeated patterns. Try the colored bell
songs in the powerpoint
presentation. The colors clearly show that some phrases are
identical and others are different. Look for repetitions in notation
- rhythm, melody, chord patterns, etc.
- Explore song forms - verse/chorus,
ABA, AABA, ABC, etc. Repeated patterns unify the song
- Make up repeated choruses and patterns in raps and
The Expressive Elements of Music - Add Variety and Contrast to Music
Timbre - The distinctive quality of tone of a sound.
- Listen to sounds around you.
- Using rhythm instruments - divide into 3 groups and
instruct different groups to echo.
- Wood - woodblock, guiro,
- Metal - triangle, cowbell,
tambourine, cymbals, etc.
- Skins - drums (some
tambourines have both skin and metal)
- Create sound effects for stories.
- Listen for high, middle, low, loud, soft, long, short.
- Use additional adjectives for descriptions - shrill,
thump, rumble, crash, clunk, etc.
- Create your own instruments.
- Listen to musical instruments and identify instrument
- Listen to different timbres in voices. (Hide
students and have them try to recognize voices of classmates, teachers,
- Learn the voice ranges by sung example or by families
of instruments (recorders, saxophones, etc)
- Look inside a piano
- See how the hammers hit the
- Examine the long/low and
- Watch the vibration of the
- Demonstrate the concept of vibration
- Examine guitar strings, frets,
and harmonic proportions as you divide the string into half, fourths,
- Use bells to discuss vibration
by letting them ring and then stopping the vibration with the mallet (or
resting the mallet on the tone bar in order to not allow vibration.
- Create a homemade string
instrument with rubber bands
- Play combs with wax paper to
Tempo - The pace at which music moves, based on the speed of the
- Use a metronome to determine fast and slow tempos.
- Count the number of beats per minute
- Discuss the musical terminology for various tempos from
slow to fast to very fast.
- Move, dance, walk, run, etc. according to tempo
- Use musical terminology to give directions to children.
- Conduct tempo changes from
faster - accelerando to slower - rallentando
- Conduct rhythm patterns and insert changes in tempo, rubato (expressive), or fermata (hold)
- Teach children to conduct the class.
- Use children's songs of varied tempos.
- Locate music for classroom transitions according to
tempo, volume, energy, etc.
- Use slower tempos for classroom relaxation activities.
Dynamics - The volume of sound; the loudness or softness of a musical
- Teach volume dynamics and
- Show children markings - f for forte and p for piano.
- Discuss the early name of the piano and one of the
first keyboards to play both loud and soft - the pianoforte.
- Sing, speak, play softly - piano or pianissimo.
- Conduct volume changes by raising arms for crescendo
and lowering arms for decrescendo.
- Create drum rolls
- Show dynamic markings for crescendo and descrescendo.
- Develop sensitivity to loud and soft music in movie
- Discuss the appropriate dynamics for events in a story.
See the Introductory
discussion of the English Language Arts standards and Mathematics standards for
suggestions on how to use music to reinforce learning.
- Find the rhymes in songs
- Sing and rap nursery rhymes, jump rope rhymes
- Listen to and play syllables
- Create word rhythms and accents
- Use vowel sounds in singing
- Enunciate Consonants
- Examine dipthongs in singing
- Vocabulary and Concept Development
- Repetition and Memorization
- Patterns in pitch or tone
- Reading lyrics
- Sing songs that tell stories
- Use stories with music
- Listen and sing songs about characters and events.
(Folk Songs, Opera, Musicals, Cartoons)
- Listen to background "mood" music in a movie
- Sing songs for celebrations - Holidays, Patriotic,
- Learn concepts of print in music notation
- Learn concepts of tone color and timbre
- Practice musical conversations - Questions and Answers
- Play recorders or song flutes
- Sing and play games
- Move and dance to activity songs
- Echo rhythms and patterns
- Create a musical timeline - Understand the
concept of time and units of measurement, beginning, middle, end, etc.
- Play, clap, march to steady beat
- Examine metronome - count ticking of the beat
- Count number of beats in a minute - Watch the
- Count and play word syllables, patterns, phrases
- Count measures in 4/4 or 3/4 or 6/8 time.
- Locate natural strong beats in measures - 1-2-3-4
(odds or evens)
- Examine the equal division of beats by
measures. Most children's music is counted by duples
- twos or fours. (1-2-1-2 or 1-2-3-4).
However, some music is triple, counted by threes or sixes. (1-2-3
or 1-2-3-4-5-6). Children can learn to aurally
discriminate between duple and triple meter as they learn to group notes
in patterns of twos and threes.
- Classify notes by long, short, equal - Length of
- Understand the importance of rests indicating
silence equal to notes of the same value.
- Understand fast and slow tempos.
- Identify, sort, and classify note values in
- Examine the mathematical relationships between
whole, half, quarter, eighth, sixteenth notes.
- Examine musical scale construction - whole and
half step combinations for major and minor scales. Count the 8 tones
of a major scale.
- Analyze the difference between music and noise.
- Recognize the sounds of instruments and voices
- Look at sound waves of different materials in a
computer sound recording program.
- Create chords and triads
- Examine notes and learn the different
multiplication principles of the rhythmic notation -
stems, flags, etc. as they signify doubling of note
- Look at the ratios of note values in the rhythm
- Rhythmic notation is a tangible method of
demonstrating fractions in sound.
- Examine the physics of sound and the overtone
series with a fundamental tone and a natural mathematical ratio of
- Examine tone quality and timbre in terms of
- Use a MIDI sound synthesizer to create drum
beats and musical patterns.
- Digitize sound on the computer. | <urn:uuid:0ff010f0-6f1e-4a00-a8d9-4318669c3ed4> | {
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Texas has one of the highest rates of “food insecurity” in the nation with roughly 2 million Lone Star State residents (18.5 percent) living in households that struggle to put enough food on the table. Of those 2 million Texas residents, many of them are children who endure bouts of hunger throughout three critical months of the year, the summer.
For years, research has shown a direct correlation between good nutrition and the ability to learn. The National Institute of Health states that hungry children are more likely to suffer headaches, stomach aches, colds and infections. They go on to say that children who suffer with issues of hunger are less likely to learn as much, as fast or as well as children who are the beneficiaries of stable meals. During the school year, kids who have limited access to quality meals are less likely to perform well in school, are more likely to be at risk of poor health and are typically victims of hunger that goes well into the summer break.
Kids who struggle with issues of hunger are also more anxious and aggressive. Teenagers who rarely get enough to eat are more likely to be suspended from school and also have a more difficult time getting along with other kids. Historically, children who are raised without receiving consistent and reliable healthy meals tend to suffer potential long-term effects that contribute to the improper mental and physical development of those children.
Also, low-income children are at an increased risk to fall victim to obesity during summer vacation, with some children gaining weight two to three times faster than during the regular school year, because they turn to unhealthy packaged alternatives that are easily found at corner stores and small convenience stops.
During the regular school year, millions of low-income students rely on free and reduced breakfasts and lunches, yet during the summer months those same students fail to take advantage of the meal options available through the Summer Nutrition Programs provided by the Texas Department of Agriculture.
In recent years, Summer Nutrition Programs have struggled to meet the needs of many children because of recession-related funding cuts to summer schools and to summer programs that serve summer meals, in turn limiting their capacity to feed low-income children. The 2012 year saw the first increase in Summer Nutrition Program participation since July 2008, increasing by 13,000 students, or 0.5 percent.
The United States Department of Agriculture’s (USDA) Department of Food and Nutrition Services and the Texas Department of Agriculture are responsible for administering an underutilized program to address the issue of hunger in Texas, and while participation has increased since 2012, many eligible students are not taking advantage of the program benefits and the free meals offered to families who qualify. The program, called the Summer Food Service Program (SFSP), was created to ensure that low-income children continue to receive nutritious meals each day, while their normal school is not in session.
The Summer Food Service Program was established in 1968 as an amendment to the National School Lunch Act of 1946, a U.S. Federal Law signed by President Harry S. Truman to provide low cost or free school lunch meals to qualified students. Today, the Summer Food Service Program is the largest federal resource available for local sponsors who want to combine a child nutrition program with a summer activity program.
For every 100 low-income children in Texas, who received free or reduced lunch during the 2012 school year, only 11 children took advantage of the meals offered at free nutrition program sites across Texas last summer. Even in the poorest and hungriest of communities across Texas, less than 12 percent of the children and families eligible for the nutrition-based programs actually took advantage of it. Parents across the Greater Houston area need more information about these programs and should know what school districts and community centers serve as sites for these nutrition-based summer meal programs, so that the children who qualify for free or reduced school lunch during the regular school year won’t go hungry during these three critical summer months.
There are many non-profits, faith-based organizations and day camps who serve as feeding sites for the program, along with units of local government, such as city parks and recreational departments. Other organizations and entities, including for-profit business, can also participate in the program as a feeding site by contacting the Texas Department of Agriculture.
There are many new tools this year for families to locate the free summer meal sites across the Greater Houston area. To find out which site is closest to you, call 1-866-3-HUNGRY and a live operator will tell you where the closest site to you, serving free nutritious summer meals is located. You can also text FOOD-T-X to the number 877-877 or visit www.whyhunger.org/findfood to locate the sites using an online map.
Hunger, especially childhood hunger, is something that needs to be eradicated across the Greater Houston area. The Houston Forward Times is happy to be on the front lines of addressing an issue as important as Childhood Hunger in Houston and will continue to provide relevant and timely information to help address the issue until it is eradicated for good. | <urn:uuid:f75ea4c2-5681-4d0d-9c9f-ee36fd70b0bd> | {
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20 Nov Migraine Facts
The Who, What, When, Where and Why of Migraine More than just a “bad headache,” migraine is a legitimate, biological disease affecting 28 million Americans – equivalent to 13 percent of the U.S. population. According to data released by the National Headache Foundation, this is equal to one migraine sufferer in every four U.S. households.
While there are no definite answers as to the causes of migraine, health care professionals are gaining an understanding of what happens when a migraine attack is in progress. It is thought a migraine attack is triggered within the brain itself. Once an attack begins, it is thought the pain and other symptoms of migraine arise from an inflammatory process resulting from an interaction between the trigeminal nerve and blood vessels in the coverings of the brain. Serotonin (or 5-hydroxytryptamine or 5-HT), a naturally occurring chemical in the brain, has been implicated in this inflammatory process.
Practically anything may trigger a migraine, and triggers are not the same for everyone. In fact, what causes a migraine in one person may relieve it in another. Triggers may include one or more of the following categories:
- Diet (e.g. cheese, red wine)
- Activity (e.g. irregular exercise, lack of sleep)
- Environment (e.g. bright lights, smoke)
- Hormones (e.g., menstrual cycle, oral contraceptives)
- Emotions (e.g. stress, anxiety)
- Medications (e.g. overuse of over-the- counter analgesics/pain relievers)
Migraine is a legitimate, biological disease characterized by throbbing head pain, usually located on one side of the head, often accompanied by nausea and sensitivity to light and/or sound. Migraine is more common than asthma, diabetes or congestive heart failure. The combination of disabling pain and associated symptoms often prevents sufferers from performing daily activities. Attacks occur periodically and can last from 4 to 72 hours. Symptoms, incidence and severity vary by individual and by attack.
In addition, a small number of sufferers experience what is known as “aura.” They may see light flashes, blind spots, zigzag lines, shimmering lights and may experience vision loss and numbness prior to the head pain and other symptoms. A common misperception is that most patients with migraine experience aura before the onset of headache, when in fact, 80-90 percent of sufferers do not.
Migraine afflicts both men and women, although women experience migraine more often than men, at a ratio of 3:1. Peak prevalence for migraine is between the ages of 20 and 45 for both genders.
Migraine is a chronic, recurrent condition. Typically, sufferers experience an average of one attack per month, which can last anywhere from 4 to 72 hours.
Migraine can be effectively managed. With the help of a physician, patients can identify and alleviate their symptoms with an appropriate treatment regimen. Medications generally fall into two categories:
- Prophylactic: Taken on a daily basis, prophylactic – or preventative – medications can help reduce the number of attacks in patients who experience more than two migraines per month.
- Acute: Acute therapy treats the symptoms of migraine after the attack begins. Many medications available to treat an acute attack must be taken as soon as the attack occurs, otherwise they may be less effective.
Migraine runs in families, as 70 percent of sufferers are found to have a hereditary influence. In fact, a child has a 50 percent chance of becoming a sufferer if one parent suffers and a 75 percent chance if both parents suffer. (Source: National Headache Foundation)
According to a study published in the April 1999 issue of the Archives of Internal Medicine, migraine costs American employers $31 billion per year due to missed work and reduced productivity.
It is estimated that 157 million workdays are lost annually because of the pain and associated symptoms of migraine. (Source: National Headache Foundation) | <urn:uuid:7f669082-2aaa-461a-8509-3021fc770e54> | {
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Flowering shrubs and small trees are a staple of most garden designs, as they provide height, structure, screening, and year-round interest. However, integrating these woody plants with perennials and annuals can be challenging because, over time, they will overtake their herbaceous neighbors. At Coastal Maine Botanical Gardens, where I am executive director, one technique we use involves managing smaller woody plants much as we do perennials: cutting them back severely every one to five years (the frequency depends on the variety). This approach results in plants with more of a multistemmed, “perennial” character that do not crowd their neighbors but do produce more flowers and better foliage than their unshorn brethren.
Though the practice of cutting back certain woody plants, such as roses, butterfly bushes, and lavender, is widespread and familiar, many gardeners are intimidated when it comes to pruning stems on other shrubs and trees to within 6 to 18 inches of the ground. However, the process is relatively foolproof if you follow a few basic rules.
When you cut a rose for a bouquet, a dormant bud just below the cut will begin growing and eventually develop new blooms. Light pruning such as this, where you cut back younger stems (less than two years old), can be done on just about any woody plant at any time of the year, more or less, except later summer. However, when more extensive pruning is required, timing and technique are more crucial. Without getting deep into plant physiology, suffice it to say that most woody plants can form spontaneous “adventitious” buds and shoots from tissue in their inner bark. Almost all broadleaf shrubs and trees can form them and will sprout again as long as they were healthy to begin with.
When doing radical surgery, it is essential to practice proper pruning techniques. Use sharp tools and trim stems carefully to prevent tears or nicks to the bark below the cut. If small dormant buds or nodes are visible, make your cuts about a half-inch above them. Completely remove crossing branches and those that appear weak, older, diseased, or undersize in favor of younger, more vigorous ones. (Young shoots will have thinner, greener bark than older ones.) As far as how high to leave the stubs: Stems thin enough to be cut by hand pruners or loppers should be 6 to 18 inches long, while larger stems cut with a saw should be only 1 to 3 inches high to allow for proper bud development. If you cut your plant back the previous year, make the new cuts slightly higher.
During summer, trees and shrubs store energy reserves in their roots, which they use during dormancy and to fuel new growth the following spring. Accordingly, the best time to accomplish hard pruning is in late fall to early spring after deciduous species have lost their leaves and there have been several hard frosts. During this period, more of the plant’s energy reserves are in the roots, and removing stems will cause relatively less stress to the plant. Extensive trimming in late spring and early summer — when energy reserves have been depleted to fuel new growth — can greatly weaken or even kill the tree or shrub. Also avoid pruning late in the growing season, as it can produce new shoots that do not have time to properly harden off for winter.
Pick the right time. There are woody plants that we cut back every year and others we cut back only every three to seven years. This latter group includes broadleaf evergreens and small trees, individuals growing in shade, as well as flowering species that bloom on “old wood,” like forsythia, azaleas, and magnolia. Spireas, some hydrangeas, and certain species of elderberry produce flowers on the current year’s twigs and can be pruned annually. As a rule, species that bloom on new wood tend to flower in summer, whereas those that flower on old wood bloom in spring from flower buds that have overwintered from the previous year. Though you can technically cut back the old wood every year, you would never see those plants flower.
Go for the leaves. Loss of flowers might not be an issue if your primary interest is foliage. The vigorous, juvenile shoots that develop from stump sprouts have leaves that might be two to three times the size of those on older branches. Also, since red and yellow pigmentation is more intense in younger leaves, cutting back colored-leaf varieties will result in richer and longer-lasting color. We cut back our ninebarks and smokebushes annually, and though they never flower, the resulting leaves are bigger and more intensely colored. The same is often true with variegated selections. For varieties that flower on new wood, such as Hydrangea arborescens ‘Annabelle,’ flowers are substantially larger and later on these new shoots.
Mind the graft. Grafts require special treatment whenever you cut them back. Some woody plants are most easily propagated by stem grafting, where a bud or shoot (scion) from a superior species is spliced onto a rootstock from an unremarkable but resilient relative. Apples, crab apples, flowering cherries, dogwoods, and Japanese maples are routinely propagated in this way. If you’re too aggressive in your pruning, chances are the weedy rootstock, and not the scion, will sprout back, and your beautiful shrub will quickly go from gentleman to cad. If you wish to cut back grafted varieties, be sure to stay at least a few inches above the graft (visible as a swelling or scar near the base of the trunk), and prune off any sprouts that grow from below it.
Go to next page to see a guide for What to Prune and When | <urn:uuid:e952bf1d-054e-43ba-a5e8-604b485d3a1d> | {
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I would be really surprised if your GPU was broken up in to two separate circuits that each draw 75 watts.
My assumption is that the PCIe connector ground and 12v lines are electrically connected to the ground and 12v traces on the card edge connectors. If the PCIe cable has less resistance than going through the ATX12v connector and then through several inches of motherboard trace, then most of the current flowing to the video card is going to go through the PCIe cable which brings me back to sensing current there.
I didn't explicitly state that earlier but that was part of my reasoning.
The PCI-E connector and edge connectors are connected to the same ground, thus, in theory current will flow in the path of least resistance - through the PCI-E connector. Good observation!
But some current *does* flow through the bus connectors. I was doing some research and I found this: http://www.xbitlabs.com/articles/graphi ... html#sect0
Xbitlabs used a special setup to measure current draw on the PSU rails: 3.3v, 12v, and PCI-E 6 pin/8 pin. With a full load on Crucis Warhead, a 5750 draws only 1.4A on the 12v, and 3.3A on the PCI-E. But on a 5770 the 12V draws significantly more, 2.3A vs 3.9.
So if you calculate the CPU draw on the PicoPSU, in total there will be more current flowing to the PicoPSU then the 6 pin pci-e. Not by a great amount but certainly more.
What do you think about that? If it was your system and you wanted to prevent voltage drop, would you still put RS on the PCI-E side? Of course, I suppose there's also the additional Vdroop function on the motherboard itself, but still. | <urn:uuid:4b0802e6-dba6-4836-959d-e2b5bc932af8> | {
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Demography is the scientific study of the size, composition and change in human population. It studies empirical phenomena and describes them as precisely as possible. However, to understand this definition better, each of its key concepts requires attention. Demographic terminology is currently also used to describe certain phenomena relating to insect and animal populations. Demography, however, is in the first place a discipline that studies human populations. The descriptions, analyses and explanations in this textbook therefore refer to human populations only.
This book is also available in Afrikaans at http://www.hsrcpress.ac.za/full_title_info.asp?id=1952 | <urn:uuid:9bbbb6ed-0ed9-4ad5-8144-69894b9d81ca> | {
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Tropical scleractinian corals are particularly vulnerable to global warming as elevated sea surface temperatures (SSTs) disrupt the delicate balance between the coral host and their algal endosymbionts, leading to symbiont expulsion, mass bleaching and mortality. While satellite sensing of SST has proved a reliable predictor of coral bleaching at the regional scale, there are large deviation in bleaching severity and mortality on the local scale that are poorly understood. Here, we show that internal waves play a major role in explaining local coral bleaching and mortality patterns in the Andaman Sea. Despite a severe region-wide SST anomaly in May 2010, frequent upslope intrusions of cold sub-pycnocline waters due to breaking large-amplitude internal waves (LAIW) mitigated coral bleaching and mortality in shallow waters. In LAIWsheltered waters, by contrast, bleaching-susceptible species suffered severe bleaching and total mortality. These findings suggest that LAIW benefit coral reefs during thermal stress and provide local refugia for bleaching susceptible corals. LAIW are ubiquitous in tropical stratified waters and their swash zones may thus be important conservation areas for the maintenance of coral diversity in a warming climate. Taking LAIW into account can significantly improve coral bleaching predictions and provide a valuable tool for coral reef conservation and management. | <urn:uuid:5061b22f-5a4a-46e7-8a49-4ab9912b9b9a> | {
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Today, many of us are spending increasing amounts of time on screens, whether that be watching TV, playing video games, working, surfing the web, or texting from our smartphones.
The same can be said about children growing up in this era of technology – especially with social media and texting. While technological advances have helped us understand and learn concepts far faster, these advancements could be having a direct affect on our overall thinking, learning abilities, and imaginations.
With that being said, are you concerned with the amount of time your child spends/children spend with technology? You know that technology has a direct correlation on distracting your child - some of it is not just educational; it's also video games, computer games, youtube videos and more.
Studies have proven that limiting the use of technology to 30 minutes a day is best as it allows them to still concenrate on their studies, homework assignments and much more.
Try outside activities or group activities with manual game boards or work out activities that stimulate the mind. | <urn:uuid:c8003448-aa69-4acc-99c5-b5022e89c4f0> | {
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Cold & Flu
Influenza (The Flu) is a highly contagious respiratory illness caused by different strains of the flu virus. Typical symptoms include sudden onset, fever, sore throat, cough, and muscle aches. It is important to not let flu symptoms get out of hand as it can lead to more serious complications such as bronchitis, sinus infections and pneumonia.
-If you feel you are coming down with the flu, a visit to an urgent care can diagnose the flu based on your symptoms. If you are diagnosed, the provider can prescribe antiviral medication. If antivirals are taken early on, these drugs may shorten the course of the flu. Antivirals can also help prevent flu symptoms worsening and causing more complications such as pneumonia, bronchitis etc.
If you or your children are experiencing the following symptoms with the flu, a trip to the Emergency Room may be in order:
-Severe difficulty breathing
-Signs of dehydration
Still not sure where to go? Call and talk to one of our Registered Nurses at (208) 620-5300. | <urn:uuid:df577ba7-8ebf-48d6-8b8c-e28f2b89d7e4> | {
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Here's where things get really interesting: incorporating common bass technique. Slapping and popping in this context is rarely seen, but when demonstrated effectively, can produce a very interesting and innovative sound.
Harmonically, we're playing nothing outside a common A blues scale. The right hand technique, as in part 1, will usually be the cause for headache. The S's and P's, as noted in the notation stand for Slap and Pop.
Slap: Using the side-part of the right-hand thumb to literally slap the string to achieve the most percussive, loudest and intense dynamic.
Pop: Using the index finger (most frequently) to pluck a string with force to achieve a sound not only of the guitar naturally resonating, but with the included fret-noise and vibration that warrant the classic sound of the "pop".
X usually refers to a common "mute" sound, accomplished by covering a string lightly, and strumming or picking to achieve the sound. In this context, the X's will be slapped, popped or plucked with another finger to create a percussive distinction.
Using the notation to grasp the technique, in my opinion, will be much less effective than analyzing the demonstration video, so be sure to pay close attention to what's being done. | <urn:uuid:f648bb28-81d2-4f6b-adff-bfeb051c4f6e> | {
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Piano - Level 1
Composed by Three Cranky Women (TCW Resources). TCW Resources. Method book. Published by TCW Resources (KJ.TW200A1).
Item Number: KJ.TW200A1
Choose one of two books based on the student's age: Level A - Brillante (ages 5-7) or Animato (ages 8-11). Concepts in Level A include the music alphabet, the grand staff, steps and skips on the keyboard and staff, rhythm up to eighth note pairs, five-finger patterns, chords, and more! Choosing the right book ensures these concepts are presented through age-appropriate artwork, verbiage, and activities. Upon completion of Brillante, young students who would benefit from review can repeat Level A with Animato or move straight into Level B.
About TCW Resources
TCW Resources exists to create music teaching materials designed to inspire teachers and students to reach beyond the ordinary. We are committed to producing quality products that utilize sound educational principles. With the knowledge that music can enhance every child's life, we offer students and teachers fresh new tools that will promote their love of music and make music a valued gift for the rest of their lives.
TCW Resources was founded in 1993 by Laura G. Zisette, Charlene Zundel, and Kathleen Lloyd to create teaching materials that are thorough, easy to use, and fun and stimulating for students. The materials are age- and level-appropriate, well-paced, and employ multiple approaches to accommodate varied learning styles.
TCW materials are piloted through the Utah State University Youth Conservatory, a music preparatory program for community children. This conservatory serves over 250 students, ages 5-18, through group theory classes and individual piano lessons. Its curriculum offers weekly group theory classes and individual piano lessons as well as many other extra-curricular programs. The National Association of Schools of Music (NASM) stated that "the USUYC should be a national model for music preparatory programs."
TCW materials are used in many other preparatory programs and conservatories around the United States and Canada. | <urn:uuid:dc357e31-929b-4286-919f-eb6316d35670> | {
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Floods: Caring for Yourself
No one who lives through a disaster is untouched by the experience. Like other disasters, floods can result in emotional distress, as well as property damage. Recognizing and handling stress properly can help you meet the challenges of recovering from the flood and reclaiming your sense of control and security. This Web page contains links to information that address the impact of floods and strategies for coping.
- Follow a normal routine as much as possible.
- Eat healthy meals. Be careful not to skip meals or to overeat.
- Exercise and stay active.
- Help other people in your community as a volunteer. Stay busy.
- Accept help from family, friends, co-workers, or clergy. Talk about your feelings with them.
- Limit your time around the sights and sounds of what happened. Don’t dwell on TV, radio, or newspaper reports on the tragedy.
Other Non-MDH Resources:
Disaster Distress Helpline
- Emergency Community Health Outreach (ECHO) - In cooperation with our public health and safety partners, ECHO is providing flood safety and emergency kit information in multiple languages on ECHO PHONE, the ECHO website, and streaming video from a recently updated television broadcast. (Available in Spanish, Hmong, Somali, Lao, Vietnamese, Khmer, Arabic, Oromo, Russian and English). The information includes mental health help and talking to children about crisis.
- Flood Resources - The National Child Traumatic Stress Network
- Flood Recovery Fact Sheets - Kansas State University, Research and Extension Service
- Manage Flood-Related Distress by Building Resilience
- Coping with the Stress of Natural Disasters (PDF)
For Parents and Kids:
- Helping Children After the Flood
- Injury and Violence Prevention Cards - After the Storm: Tips for Parents | <urn:uuid:9f6fa3ce-6ab0-4399-97c7-29a4bb16dbe3> | {
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