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Plugin in need of maintainers: The sponsor of this plugin, Middlebury College, is no longer using Moodle. If you are interested in updating this module for future Moodle releases and further improving it, please contact [email protected].
The Adaptive Quiz activity enables a teacher to create tests that efficiently measure the takers' abilities. Adaptive tests are comprised of questions selected from the question bank that are tagged with a score of their difficulty. The questions are chosen to match the estimated ability level of the current test-taker. If the test-taker succeeds on a question, a more challenging question is presented next. If the test-taker answers a question incorrectly, a less-challenging question is presented next. This technique will develop into a sequence of questions converging on the test-taker's effective ability level. The test stops when the test-taker's ability is determined to the required accuracy.
The Adaptive Quiz activity uses the "Practical Adaptive Testing CAT Algorithm" by B.D. Wright published in Rasch Measurement Transactions, 1988, 2:2 p.24 and discussed in John Linacre's "Computer-Adaptive Testing: A Methodology Whose Time Has Come." MESA Memorandum No. 69 (2000).
This Moodle activity module was created as a collaborative effort between Middlebury College and Remote Learner. The latest code, documentation, and bug-tracker can be found at https://github.com/middlebury/moodle-mod_adaptivequiz. | <urn:uuid:64b5e938-dd18-4f2a-9d2d-ffe609261619> | {
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The most common Mediterranean jellyfish, Pelagia Noctiluca, not dangerous but possesses an uncomfortable sting. Photo by Hans Hillewaert.
There are around two thousand species of Jellyfish in the world but less than one hundred are considered dangerous to human animals. They are not in fact fish but invertebrates with none of the organs we would associate with higher life forms.
Jellyfish eat mainly zooplankton and do so by capturing them with toxic tentacles which range from a few inches to a few hundred feet long. They travel around the oceans via self propulsion, tide and wind, in warm and cold waters alike.
The lack of a brain in your average jelly means that if a jellyfish stings you it really can’t help it – unless it’s Chironex Fleckeri (Box Jelly) which can apparently herd fish and shrimp into the shore.
When Jellies’ stinging cells (nematocysts) make contact with your skin they fire their poison into it via tiny harpoons.
The Box jelly species, known as Sea Wasps or Cubozoa (ie. cube shape), includes Irukandji as far as scientists are concerned, though laymen think of the Box jelly as the big one and Irukandji as the little ‘un. The biological names are: Chironex Fleckeri (the Box) and Carukia Barnesi (the Peanut)
Box Jellyfish (Toxic Boxes)
Box Jellyfish photo by Guido Gautsch
The Box Jelly (aka Sea Wasp or Chironex Fleckeri) is the most toxic creature on Earth. They and 20 close relatives are found off the shores of Northern Australia, PNG, Malaysia, Indonesia, the Philippines, Thailand and Vietnam.
This pale blue creature has a boxy bell head the size of a basket ball, 24 eyes and 5,000 stinging cells on each of its fifteen 3 metre long tentacles.
Some researchers believe that groups of Box Jellies deliberately herd small fish and crustaceans towards the shore in order to trap them, thus bringing them into contact with humans.
New Scientist magazine in 2003 revealed that Box jellies are not ‘dim-witted ocean drifters’ but ‘fast, active predators that hunt and kill with incredible speed and brutality.’
The Toxic Box is responsible for at least one death a year around Australia and has killed 67 people since records began in 1883, though the total is misleading since many deaths attributed to heart attacks or drowning could have been caused by toxic jellies.
Problem shores are usually signposted, and this is one serious bubblepack to be avoided at all costs – the most poisonous creature in the world.
The Box Jelly is mostly a problem from October – May, in the daytime.
• severe pain
• headache, nausea, vomiting, diarrhoea
• skin swelling/wounds/redness
• difficulty breathing, swallowing and speech
• shivering, sweating
• irregular pulse/heart failure
A fully grown and highly venemous Irukandji jellyfish, Australia
Irukandji (Carukia barnesi and several other unidentified species that produce Irukandji Syndrome) also lurks in the waters of Northern Australia, mostly near Cairns and the Great Barrier Reef. Irregular sea currents can easily move it to the shore.
Irukandji is extremely painful and occasionally deadly and has been seen as far south as Brisbane. It’s mostly a problem from November – May, but has been recorded in all months except July and August.
Symptoms (as little as 5 minutes after apparently mild stings)
• lower back pain, intense headache.
• muscle cramps and shooting pains, nausea, vomiting.
• catastrophically high blood pressure.
• restlessness and feeling of impending doom.
• death from heart failure or fluid on the lungs.
Portuguese man o’ war. Photo by Haplochromis.
Also known as the Blue Bottle by Australians or Hydrozoa to a scientist, this is a sail bearing, wind blown animal which travels the Atlantic, Pacific and Indian Oceans and may be blown inshore. I’m one of thousands who have not enjoyed Blue Bottle contact (off Cairns and Manly beach, Sydney) but really, not a big problem, probably less painful than a bee sting depending on how many tentacles you encounter and which part of your body it was. The larger varieties may be occasionally fatal to delicate humans but are not usually dangerous. | <urn:uuid:8ffd5935-0a2b-4619-a5fa-1a03ea284acf> | {
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MAMMALIA ORDER CHIROPTERA, volant mammals, having their fore limbs specially modified for flight. The forearm consists of a rudimentary ulna, a long curved radius, and a carpus of six bones supporting a thumb and four greatly elongated fingers, between which, the sides of the body, and the hinder extremities a thin expansion of the integument (the wing- membrane) is spread out. The knee is directed backwards, owing to the rotation of the hind limb outwards by the wing-membrane ; a peculiar elongated cartilaginous process (the calcaneum or calcar), rarely rudimentary or absent, arising from the inner side of the ankle-joint, is directed inwards, and supports part of the posterior margin of an accessory membrane of flight, extending from the tail or posterior extremity of the body to the hinder limbs (the inter-femoral membrane). The penis is pendent • the testes abdominal or inguinal ; the mammary glands thoracic and generally post-axillary ; the uterus simple er with more or less long cornua ; the placenta discoidal and deciduate ; and the smooth cerebral hemispheres do not extend backwards over the cerebellum. The dental series consists of four kinds of teeth - incisors, canines, premolars, and molars ; and the dental formula never exceeds i 4, c 4, pm, 3i m 4 ; total 38 teeth.
The animals comprised in this order are at once distinguished by the presence of true wings, and this peculiarity is accompanied by other modifications of bodily structure having special relation to aerial locomotion. Thus, in direct contrast to all other m immals, in which locomotion is chiefly effected by action from behind, and the hind limbs consequently greatly preponderate in size over the fore, in the Chiroptera the fore limbs, being the only agents in propelling the body forward during flight, immensely exceed the short and weak hinder extremities ; the thorax, giving origin to the great muscles which sustain flight, and containing the proportionately (compared with other mammals) very large lungs and heart, is remarkably capacious, and the ribs are flattened and close together ; the shoulder-girdle is also greatly developed in comparison with the weak pelvic bones.
Limmus included the Bats among the Primates, mainly on account of the number of their upper incisors, supposed to be always four, the thoracic position of the mamma;, and the pendent condition of the penis. Many other zoologists, taking into consideration also the placental characters and the form of the uterus, have followed him ; but it is evident that the situation of the mammm is related to the necessarily central position of the young during flight, the shortness of the uterine cornua, observable in so many species, to the generally uniparous gestation requiring less room, while the discoid deciduate placenta is equally present in and characteristic of the Insectivora, many species of which have also the penis pendent. Then, all these reasons for maintaining the Bats in such an exalted position being disposed of, we find in the low organization of their brain another proof of their inferior position in the zoological scale, while furthermore, although they differ widely from all other mammals in external form, it is evident that this is but the result of special adaptation to aerial locomotion ; and, taking into account their whole bodily structure, we are forced to admit with Professor Huxley that they may be regarded as exceedingly modified Insectivora.
So thoroughly, however, has this adaptation been carriel out that of all animals the Bats are the least terrestrial, not one of them being equally well fitted, as most Birds and Insects are, for progression on the earth. This is due to the hind as well as the fore limbs being pressed into the service of aerial locomotion. The hind limb is so rotated outwards by the wing-membrane that, contrary to what obtains in all other vertebrates, the knee is directed backwards, and corresponds in position to its serial homologue the elbow. When placed on the ground,
therefore, the animal rests on all fours, having the knees directed upwards like a grasshopper's, while, in order to bring the foot into a position for forward progression, it is rotated forwards and inwards on the ankle. Walking under these circumstances is at best only a species of shuffle, and that this is fully recognized by the animal is evidenced by its great anxiety to take to the wing, or, if this be impracticable, to ascend to some point where it can hitch itself up by the claws of the hind-legs in its usual position when at rest.
The bones entering into the formation of the skeleton in Chitoptera are characterized by their slenderness, and by the great size of the medullary canals in those of the extremities. The vertebral column is short, and the vertebra differ very slightly in number and form throughout the species. The general number of the dorso-lumbar vertebra is 17, whereof 12 are dorsal; the cervical vertebmve are very broad, but short from before backwards (their breadth is due to the great transverse diameter of the spinal canal rendered necessary by the comparatively very large size of the spinal cord in this position, which, after giving off the nervous supply to the fore limbs and thorax, rapidly diminishes in size, and in the lumbo-sacral region is reduced to a fine thread). Except in the great frugivorous Bats (Pteropodida), the vertebra', from the third cervical backwards, are devoid of spinous processes, a characteristic feature in the general osteology of the order.
From the first thoracic to the last lumbar vertebra the spinal column forms a single curve backwards, which is most pronounced in the lumbar region. The bodies of the vertebrm are very slightly movable upon each other, and in old individuals appear to become partially ankylosed together. The caudal vertebrm are simple cylindrical bones without processes ; their number and length is extremely variable even in closely allied species ; and the anterior vertebra are generally united to the ischial tuberosities. The development of these vertebrae, in fact, is intimately correlated to the habits of the animals, the long tail in the insectivorous species supporting and controlling the position of the large interfemoral membrane which appears not only to aid their rapid doubling motions when in pursuit of their insect prey by acting as a rudder on the air, but also to assist them in the capture and retention of the larger insects ; in the frugivorous species, on the other hand, this is not required, and the tail is accordingly rudimentary or absent. In all Bats the presternum has a prominent keel for the attachment of the great pectoral muscles. In most species the ribs are much flattened, and in some partially ankylosed by their contiguous margins.
The milk teeth differ from those of all other mammals in that they in no respect resemble in form those of the permanent series. They are very •slender, with acutely pointed recurved cusps, and are soon shed, but often coexist for a short time with the permanent teeth when the latter are considerably elevated above the gum. In the family Rhinoloplaida3 the milk teeth are absorbed before birth. The permanent teeth exhibit great variety in form, sometimes even in the same family, as in Phyllostomidee, whilst in other families, as in R.kinotophicim, the resemblance between the dentition of species otherwise differing in many important respects is most remarkable. In all, however, they are provided with well-developed roots, and their crowns are acutely tuberculate, with more or less well-defined W-shaped cusps, in the insectivorous species, as in Insectivora, or variously hollowed out or longitudinally grooved in the frugivorous, as in some species of Phyllostomidw and in the I'teropodithe.
As might he expected, the shoulder-girdle varies very slightly, having the same office to fulfil in all species. The clavicle is ver;long, strong, and curved ; the scapulae large, oval, triangular, with a long curved coracoid process. The humerus, though long, is scarcely two-thirds the length of the radius ; the ulna is rudimentary ;' its proximal extremity, which articulates with but a small part of the humerus, is ankylosed with the radius ; immediately beyond the joint it is reduced to a very slender splint-like bone, which extends about as far as the middle of the radius. In all species a detached sesamoid bone exists in the tendon of the triceps muscle, and is generally found in skeletons. The radius is very long, in some species as long as the head and body. The proximal row of the carpus consists of a single bone (the united scaphoid, lunar, and cuneiform bones), which, with the extremity of the radius, forms the radio-carpal joint ; in the distal row the trapezium, trapezoid, and os magnum vary much in size in the different families ; the unciform appears to be the most constant, and the pisiform is generally very small. It will be necessary to again refer to this subject when dealing with the diagnostic characters of the suborders.
The menus is, in all the species, composed of five digits. The first, fourth, and fifth consist each of a metacarpal bone and two osseous phalanges ; in the second and third the number of phalanges is different in certain families. The first digit - the pollex - always terminates in a claw, which, with the proximal phalanx, is most developed in the frugivorous species. In most of the species of the frugivorous Pteropodidw the second digit is also provided with a claw, but in all other Bats this and the remaining digits are unarmed. In the genus Triamops alone a very peculiar short bony process projects from the outer side of the proximal extremity of the terminal phalanx of the fourth digit. The relative development of the digits and their phalanges will be specially treated of under each family.
As might be expected from the small size of the posterior limbs, the pelvic girdle is very weak. The iliac bones are long and narrow. In most species the pubic bones of opposite sides are very loosely united in front in males ; in females they are widely separated ; in the family Phinolophid alone do these bones form a symphysis. The eminentia ileoTectinea develops in all species a long pectineal process, which in the subfamily Phyllorhininx alone is continued forwards to the anterior extremity of the ilium (vide infra, p. 412), forming a preacetabular foramen which is unique among mammals. The acetabulum is small and directed outwards, and slightly upwards, and with this is related the peculiar position of the hind limb described above as one of the chief characteristics of the order. The femur is slender and cylindrical, with a small head and very short neck, and scarcely differs in form throughout the species. The bones of the leg and foot are more variable ; in the subfamily ilio/ossinm alone is there a well-developed fibula ; in all other species this bone is either very slender or cartilaginous and ligamentous in its upper third, or reduced to a small bony process above the heel, as in Heyaderma, or altogether absent, as in .11Tycteris.
The foot consists of a very short tarsus, and of slender, laterally compressed toes, with much curved claws. The first digit is composed of a metacarpal bone, a proximal and an ungual phalanx, and is slightly shorter than the other four toes, which have each an additional phalanx, except in the subfamily Phyllorhininte and in the anomalous genera Tleyroptera and ifyxopoda, where all the toes have the same number of phalanges as the first digit, and are equal to it in length. In the very remarkable genus Cheiromeles the first digit is thumb-like and separated from the others ; and in the Holossi the first and fifth digits are much thicker than the intermediate toes.
The muscular system, as might be expected, exhibits few striking differences throughout the species. The most noticeable peculiarities in the myology of the order consist in the separated bands or slips into which the platysma is divided, and in the remarkable muscle termed occipitopollicalis, which extends from the occipital bone to the base of the terminal phalanx of the pollex (see Macalister, " Myology of the Chiroptera," Phil. Trans. _Roy. Soc., 1 S72).
Although, as above mentioned, the brain presents a low type of organization, yet probably no animals possess so delicate sense of touch as the Chiroptera. It is undoubtedly this perceptive power which enabled the individuals deprived of sight, hearing, and smell, in Spallauzani's well-known experiments, to avoid the numerous threads hung across the rooms in which they were permitted to fly about_ In the common Bats the tactile organs evidently exist, not only in the delicate vibrissm which spring from the sides of the muzzle, but also in the highly sensitive and widely extended integumentary structures entering into the formation of the wing-membranes and ear-conchs, while in many other species, notably in the tropical Rhinolophine and Phyllostomine Bats, peculiar foliaceous cutaneous expan- sions surrounding the nasal apertures or extending backwards behind them are superadded (vide infra). These structures, collectively known as the " nose-leaf " (whence the term " leaf-nosed Bats "), have been shown by the present writer (who has traced their gradual development in different species) to be. made up partly cf the extended and thickened marginal integument of the nostrils, and partly of the highly differentiated glandular eminences occupying the sides of the muzzle, in which, in all the common Bats, the vibrissae are implanted.
In all species of leaf-nosed Bats, and especially in th? R.hirro/ophidw, in which the nasal appendages reach their highest development, the superior maxillary division of the fifth nerve is of. remarkably large calibre. The nasal branch of this nerve, which is given off immediately beyond the infra-orbital foramen, is by far the largest portion, the palpebral and labial branches consisting of a few slender nerve fibres only. This branch passes forwards and upwards on the sides of the superior maxillary bone, but soon spreads out into numerous filaments which pass into the muscles and integument above, and into the base of the nose-leaf. The nerve supply of the nose-leaf is further considerably augmented by the large nasal branch of the ophthalmic division of the fifth nerve.
While the many foliations, elevations, and depressions which vary the form of the nose-leaf also greatly increase the sensory surface so abundantly supplied by the fifth nerve, and in rapid flight intensify the vibrations conveyed to it, the great number of sweat and oil glands which enter into its structure perform an important function, analogous to that of the glands of the auditory canal in relation to the membrane tympani, in maintaining its surface in a highly sensitive condition.
The nasal appendages of Chiroptera, then, may be regarded as performing the office of an organ of a very-exalted sense of touch standing in the same relation to the nasal branches of the sensory divisions of the fifth nerve as the aural apparatus to the auditory nerve ; for, as the latter organ collects and transmits the waves of sound, so the former receives impressions arising from vibrations communicated to the air by approaching objects.
In no order of mammals is the ear-conch so greatly developed or so variable in form ; in most of the insectivorous species the ears are longer than the head, while in some, as in the common Long-eared Bat (Plecotus auritus), their length nearly equals that of the head and body. The form of the conch is very characteristic in each of the families ; in most the tragus is remarkably large, in some extending nearly to the outer margin of the conch ; its office appears to be to cause undulations in the waves of sound, and so intensify and prolong them. It is worthy of notice that in the only family of insectivorous Bats wanting the tragus, the Bkino/opkidx, the auditory bulla osseze reach their greatest size, and the highly sensitive nasal appendages their highest development ; also in the group ilro/ossi the ear-conch is divided by a prominent keel; and the antitragus is remarkably large in those species in which the tragfis is minute (see fig. 66, a). In the frugivorous Bats, as might be expected, the form of the car-conch is very simple, and but slightly variable throughout the species.
In all Bats the ears are extremely mobile, each moving independently at the will of the animal. This has been observed by the
writer even in the frugivorous Pteropodidx, in which the peculiar vibratory movements noticed by Mr Osburn in Artibeus perspicillatus may also be seen when the animals are alarmed.
The opening of the mouth is anterior in most species, hut in many it is inferior, the extremity of the nose being more or less produced beyond the lower lip, so much so indeed in the small South-American species Rynchonycteris naso as to resemble that of the Shrews. The lips exhibit the greatest variety in form, which will be specially referred to under each family. The absence of a fringe of hairs is very characteristic of all fruit-eating Bats, and probably always distinguishes them from the insectivorous species, which they may resemble in the form of their teeth and in other respects.
The oesophagus is narrow in all species, and especially so in the sanguivorous Desmodontes. The stomach presents two principal types of structure, which correspond respectively to the two great divisions of the order, the Megachiroptera and the Microchiroptera ; in the former (with the exception of Ilarpyia) the pyloric extremity is more or less elongated and folded upon itself, in the latter it is simple, as in Insectivora vera ; a third exceptional type is met with in the sanguivorous Desmodontes, where the left or cardiac extremity is greatly elongated, forming a lang narrow ccum-like appendage. The intestine is comparatively short, varying from one and a half to four times the length of the head and body, being longest in the frugivorous, shortest in the insectivorous species. In Rhinoponta nticrophyllum and .11egadernza spasma only has a very small cmcum been found. .
The liver is characterized by the great size of the left lateral lobe; which occasionally equals half the size of the whole organ ; the right and left lateral fissures are usually very deep ; in .32regctchiroptera (Ilarpyia excepted) the Spigelian lobe is ill-defined or absent, and the caudate is generally very large, but in Microchiroptera, on the other hand, the Spigelian lobe is very large, while the caudate is small, in most species forming a ridge only. The gallbladder is generally well developed and attached to the right central lobe, except in Rhinolophithe, where it is connected with the left central.
In most species the hyoid hones are simple, consisting of a chain of slender, elongated, cylindrical bones connecting the small basi-hyoid with the cranium, while the pharynx is short, the larynx shallow with feebly developed vocal cords, awl guarded by a short acutely-pointed epiglottis, which in some genera (Ilarpyia, ITampyrns, c.y.) is almost obsolete. In the Epomophori, however, we find a remarkable depart are from the general type: the pharynx is long and very capatious, the aperture of the larynx far removed from the fauces, and, opposite to it, a canal, leading from the narial chambers, and extending along the back of the pharynx, opens ; the laryngeal cavity is spacious and its walls are ossified ; the hyoid bone is quite unconnected, except by muscle, with the cranium ; the cerato-hyals and epi-hyals are cartilaginous and greatly expanded, entering into the formation of the walls of the pharynx, and, in the males of three species at least, supporting the orifices of a large pair of air-sacs communicating with the pharynx (see fig. 67).
In extent, peculiar modifications, and sensitiveness, the cutaneous system reaches its highest development in this order. As a sensory organ its chief modifications in connexion with the external ear, and with the nasal and labial appendages, have been described when referring to the nervous system. It remains therefore to consider its relative development as part cf the organs of flight.
The extent and shape of the volar membranes depend mainly on the form of the bones of the anterior extremities, and on the presence or absence of the tail. Certain modifications of these membranes, however, are met with, which evidently .do not depend on 'the skeleton, but are related to the habits of the animals, and to the manner in which the wing is folded in repose.
The velar membranes consist of - (1) the "antebrachial membrane," which extends from the point of the shoulder along the humerus and more or less of the forearm to the base of the thumb, the metacarpal bone of which is partially or wholly included in it ; (2) the " wing-membrane," which is spread out between the greatly elongatvl fingers, and extends along the sides of the body to the posterior extremities, generally reaching to the feet ; and (8) the " interfemoral membrane," the most variable of all, which is supported between the extremity of the body, the legs, and the calcanea (see fig. 65).
The antebrachial and wing membranes are most developed in those species which are fitted only for aerial locomotion, and which when at rest hang with the body enveloped in the wings ; but in the family Emballonuricla,,. especially in the subfamily Molossinie (the species of which are, of all Bats, the best fitted for terrestrial progression), the antebrachial membrane is reduced to the smallest size, and is not developed along the forearm, leaving also the thumb quite free, and the wing-membrane is very narrow and folded in repose completely under the forearm. The relative development of the interfemoral membrane has been referred to above in describing the caudal vertebrae.
ous glands and pouches opening on the surface • of the outer skin are developed in many species, but in most cases more so in males than in females, and so constitute very remarkpp. 241-252.) Space does not admit of entering here upon a special of in the works noted in the bibliography of the order below, and therefore with the above short account of the general structure of the species we proceed to cDnsider their classification and geographical distribution.
The Chiroptera fall naturally into two subdivisions, which may be called suborders. | <urn:uuid:4a9c5d0a-1c29-4588-bb8a-d2e6061d2b34> | {
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LAB ASSIGNMENT ONE: Isolation of Mitochondria
Succinate dehydrogenase (SDH) is bound to the inner mitochondrial membrane, and is crucial in the citric acid cycle. SDH catalyses the oxidation of succinate into fumarate (succinate + FAD fumarate + FADH2), and can be used as a marker enzyme during the isolation of mitochondria through differential centrifugation. Once the mitochondria have been separated, an azide reagent is used to block the normal electron transport system in the cell sample. An artificial electron acceptor (2,6-dichlorophenolindphenol, DCIP) is then used to receive the two electrons that would normally be accepted by an SDH-FAD prosthetic group.
The oxidized DCIP is reduced when is receives these electrons, and a colour change from blue to colourless is visible. Spectrophotometry at the 600nm range can then be used to quantify this colour change, and give an indication of the mitochondrial content of a given sample.
RESULTS AND DISCUSSION
The spectrophotometry results obtained by our group (3A), as well as the class averages, are presented in Table 1, and shown graphically in Figure 1. The greatest absorbance reading was obtained for Tube 6 (1.068), which is in good agreement with the average class findings. Tube 6 served as a negative control, and did not contain any cellular suspension. The lack of mitochondria in this sample means there was no biochemical reaction between the marker enzyme (SDH-FADH2) and the DCIPoxid, which remained blue in colour. The second highest reading was found for Tube 2 (0.987), which was also in concordance with the class results. This sample contained the heaviest constituents of the cell (mostly nuclei), as well as any unbroken whole cells that may have remained after the mechanical grinding and initial centrifugation at 600x.
We found Tube 8 to have the third highest absorbance reading (0.626) and Tube 4 with the lowest (0.483). However, the sample from Tube 8 should have had a lower... | <urn:uuid:cbdd04d0-a0ac-41ba-942f-b086bbf9ea3a> | {
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Suppressing Heavy Metal Leaching through Ball Milling of Fly Ash
AbstractBall milling is investigated as a method of reducing the leaching concentration (often termed stablilization) of heavy metals in municipal solid waste incineration (MSWI) fly ash. Three heavy metals (Cu, Cr, Pb) loose much of their solubility in leachate by treating fly ash in a planetary ball mill, in which collisions between balls and fly ash drive various physical processes, as well as chemical reactions. The efficiency of stabilization is evaluated by analysing heavy metals in the leachable fraction from treated fly ash. Ball milling reduces the leaching concentration of Cu, Cr, and Pb, and water washing effectively promotes stabilization efficiency by removing soluble salts. Size distribution and morphology of particles were analysed by laser particle diameter analysis and scanning electron microscopy. X-ray diffraction analysis reveals significant reduction of the crystallinity of fly ash by milling. Fly ash particles can be activated through this ball milling, leading to a significant decrease in particle size, a rise in its BET-surface, and turning basic crystals therein into amorphous structures. The dissolution rate of acid buffering materials present in activated particles is enhanced, resulting in a rising pH value of the leachate, reducing the leaching out of some heavy metals. View Full-Text
Share & Cite This Article
Chen, Z.; Lu, S.; Mao, Q.; Buekens, A.; Chang, W.; Wang, X.; Yan, J. Suppressing Heavy Metal Leaching through Ball Milling of Fly Ash. Energies 2016, 9, 524.
Chen Z, Lu S, Mao Q, Buekens A, Chang W, Wang X, Yan J. Suppressing Heavy Metal Leaching through Ball Milling of Fly Ash. Energies. 2016; 9(7):524.Chicago/Turabian Style
Chen, Zhiliang; Lu, Shengyong; Mao, Qiongjing; Buekens, Alfons; Chang, Wei; Wang, Xu; Yan, Jianhua. 2016. "Suppressing Heavy Metal Leaching through Ball Milling of Fly Ash." Energies 9, no. 7: 524.
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here. | <urn:uuid:a81dd2d4-6540-431b-8942-4fe574a8459a> | {
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Baton Rouge, Port Hudson and Area
Baton Rouge was abandoned by Confederate forces without a fight in May 1862 after New Orleans fell. A Southern try to retake the city in August failed when a combined land-water assault fizzled.
Tour brochure: The Civil War in Baton Rouge 2.3MB
City of Baton Rouge
Old State Capitol
100 North Blvd, Baton Rouge LA 70801
Civil War material is included in exhibits in this beautiful 1849 building with the interior restored to 1882. Union soldiers accidentally burned the original interior in 1862. The state Confederate government moved to Opelousas to avoid capture before Union occupation in May 1862. Open Tuesday–Saturday 9 am–4 pm.
Louisiana State Museum
660 Fourth St, Baton Rouge LA 70802
One of the highlights of this new 69,000-foot museum is a Civil War era submarine recovered from Lake Pontchartrain in the 1870s. After years of neglect at various locations the submarine was recently moved here. Long believed to be the Confederate-made “Pioneer” evidence now shows that this is a different vessel but it may have been made about the same time by the same New Orleans manufacturer. Open Tuesday–Friday 10 am–5 pm, Saturday 9 am–5 pm. Free.
Historic Magnolia Cemetery
422 N 19th St, Baton Rouge LA 70802
Site of some of the heaviest fighting during the Battle of Baton Rouge Aug. 5, 1862. Confederates under Gen. John Breckinridge attempted to take the Louisiana capital back, but were ultimately defeated after a tough fight. Tradition holds that the Confederates killed in the battle are buried in a mass grave here. A brochure is available at the office.
Old Arsenal Museum
Located on the Louisiana State Capitol grounds
State militia seized this building Jan. 26, 1861, before Louisiana voted to secede. The 1838 building reverted to Federal control when the city was taken in May 1862. Today, the interesting building is the star of this show with exhibits detailing the state’s military history, including the Civil War period. Open Tuesday–Saturday 9 am–4 pm.
State Capitol Drive at River Road, Baton Rouge LA 70802
Many famous soldiers and public figures including Robert E. Lee. Jefferson Davis, Abraham Lincoln and George Custer either served or visited here over the years. There has been a military post at this location since 1779. The Barracks was seized by the state in 1861 and turned over to the Confederacy. Union troops reclaimed it in 1862. Call for hours.
Near Baton Rouge
Port Hudson State Historic Site
236 Highway 61, Jackson LA 70748
888-677-3400 or 225-654-3775
Confederates fortified this bluff above the Mississippi River after the fall of New Orleans in April 1862. After long portions of the river fell under Union control in 1862 and early 1863, Port Hudson controlled one of the last stretches of the Mississippi still under Confederate control. It was one of the last links between the eastern and far western Confederacy. By summer 1863 only this spot and Vicksburg remained guarding the important links to the trans-Mississippi Confederacy. While Union Gen. U.S. Grant moved against Vicksburg, Federal forces under Gen. Nathaniel Banks approached Port Hudson on May 23, 1863 and began a siege.
Several battles during the siege represented some of the bloodiest fighting of the war. A Union attack May 27 was spearheaded by black troops who proved their worth in defeat against the strong Confederate lines. On July 9, 1863 (five days after Vicksburg fell), the starving Confederates surrendered.
A visitor center and 6 miles of interpreted trails tell the story. Guided tours are offered. Open Wednesday–Sunday 9 am–5 pm. $4/person.
Centenary State Historic Site, 3522 College St, Jackson LA 70748 – School buildings here were used by soldiers on both sides and as hospitals during the Port Hudson siege.
Clinton – Connected by rail from Port Hudson and the Mississippi River, this small town became a staging area for the forts there and the siege. Southern defenders of the fort are buried in the Clinton Confederate Cemetery. Antebellum home tour.
Camp Moore Confederate Cemetery and Museum
70640 Camp Moore Road, Tangipahoa LA 70465
Located on Route 51 north of Tangipahoa
From I-55, take exit 57 to Route 440 and follow signs.
This was the site of the largest Confederate training camp in Louisiana, established in May 1861. In addition to the recruits, most of the troops in the New Orleans area were ordered to Camp Moore after the city’s fall in 1862. Gen. John Breckinridge organized his ill-fated campaign to regain Baton Rouge from here. The camp was maintained until most of the troops left to defend Port Hudson. A 6.5-acre piece of the camp has been preserved as is a cemetery on the site. The museum holds artifacts and exhibits relating to the camp. Museum open Tuesday–Saturday 10 am–3 pm (last tour). $2/adult. No charge for cemetery or grounds.
Links to the websites of these places: Louisiana Links | <urn:uuid:1e4f4eac-8e6f-49bb-b23e-2689adc893dd> | {
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If you eat a varied diet, and your children are growing normally and don’t seem to have any digestive issues, then you probably don’t need a probiotic supplement, says Gregg Kobak, MD, pediatric gastroenterologist and probiotics expert at Children’s Hospital Colorado.
Probiotics, or beneficial gut bacteria, already exist in some of the food we eat, such as yogurt. The more varied your fresh food intake, the more diverse the bacteria in your gut. Dr. Kobak says that there’s still a lot we don’t know about this gut bacteria, called the microbiome. But we do know that, in general, a more diverse microbiome means a healthier digestive tract.
“We are just starting to appreciate the importance our microbiome plays in human health and diseases ranging from digestive problems, heart disease, autoimmune disease and even obesity,” Dr. Kobak says.
Probiotics might help some kids with digestive problems
For kids who experience GI distress, taking probiotics in conjunction with other medications might help. Dr. Kobak has seen certain probiotics improve serious cases of constipation, irritable bowel syndrome and diarrhea where other treatments weren’t working on their own. They can also help temper the effects of antibiotics, and might help reduce the amount of medication your child is taking.
But, Dr. Kobak says, probiotics usually don’t solve a serious digestive problem on their own, so your child will probably still have to take other medicine.
Given the complexity of probiotics, Dr. Kobak recommends parents keep these three things in mind if they are considering giving probiotics to their children:
1. You need the right probiotics for the right job
Each of the thousands of bacteria strains in the digestive tract do a different job, so it’s important to target a specific illness with the right probiotic species. Taking a generic probiotic might not improve your digestive symptoms.
2. A physician should help
A probiotics expert will know which probiotic to recommend based on your child’s symptoms. If you want your physician to consider probiotics for your child, ask them to help you identify a precise probiotic treatment plan.
3. Probiotics are not regulated
As is the case with vitamins and other supplements, the Food and Drug Administration does not regulate probiotics. A study published in the March 2016 medical journal Pediatric Research showed that only one in 16 over-the-counter probiotics pills perfectly matched what the product advertised.
In some cases, the strain of bacteria didn’t match that listed on the product; in other cases, the amount of bacteria in the dose didn’t match. A physician will have a good idea of which products most accurately reflect what’s actually in the pill. | <urn:uuid:26336d27-325e-4bce-9af4-59de130b1031> | {
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Beneath the Earth's Crust
Beneath Earth's crust are the mantle, the outer core, and the inner core. Scientists learn about the inside of Earth by studying how waves from earthquakes travel through Earth.
World Book illustration by Raymond Perlman
Beneath Earth’s crust, extending down about 1,800 miles (2,900 kilometers), is a thick layer called the mantle. The mantle is not perfectly stiff but can flow slowly. Earth's crust floats on the mantle much as a board floats in water. Just as a thick board would rise above the water higher than a thin one, the thick continental crust rises higher than the thin oceanic crust. The slow motion of rock in the mantle moves the continents around and cause earthquakes, volcanoes, and the formation of mountain ranges.
At the center of Earth is the core. The core is made mostly of iron and nickel and possibly smaller amounts of lighter elements, including sulfur and oxygen. The core is about 4,400 miles (7,100 kilometers) in diameter, slightly larger than half the diameter of Earth and about the size of Mars. The outermost 1,400 miles (2,250 kilometers) of the core are liquid. Currents flowing in the core are thought to generate Earth's magnetic field. Geologists believe the innermost part of the core, about 1,600 miles (2,600 kilometers) in diameter, is made of a similar material as the outer core, but it is solid. The inner core is about four-fifths as big as Earth's moon.
Earth gets hotter toward the center. At the bottom of the continental crust, the temperature is about 1800 degrees F (1000 degrees C). The temperature increases about 3 degrees F per mile (1 degree C per kilometer) below the crust. Geologists believe the temperature of Earth's outer core is about 6700 to 7800 degrees F (3700 to 4300 degrees C). The inner core may be as hot as 12,600 degrees F (7000 degrees C)--hotter than the surface of the sun. But, because it is under great pressures, the rock in the center of Earth remains solid.
Hell Inside The Earth | <urn:uuid:e323c08c-bf12-4cd2-bb78-4c1cee2b5c4d> | {
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I’ve written a lot about “the drama” at school as a context for bullying and cyberbullying, suggesting that we can help our kids build resilience and avoid trouble by helping them get a little emotional distance from it. A commentary in the New York Times by social media researchers danah boyd and Alice Marwick clarifies what teenagers themselves think of drama.
First, it’s not all bad. It’s not just the social “primordial soup” that spawns bullying and cyberbullying incidents. “Drama can be fun and entertaining; it can be serious or totally ridiculous; it can be a way to get attention or feel validated,” boyd and Marwick write. [And guess what, parents. It’s not just an adolescent thing. Adults generate it too, all the time (on and off reality TV), and we need to be aware that it’s being modeled for children from an early age, often in their own families.] Everyday school drama can spike into bullying sometimes, so clarifying point No. 2 is that, when teens refer to “drama,” they are demonstrating (or at least trying to demonstrate) that emotional detachment I mentioned. “Young people use the term ‘drama’ because it is empowering,” write boyd and Marwick.
What does all this suggest to parents? That teens “get it” already – most of them fully understand, the commentators’ research shows, that they need to be above the drama – all that “juvenile stuff.” So we can be clearer on how to help. What I’m seeing is that it’s more middle schoolers who need help in seeing they don’t have to be drama-driven and seeing the drama for what it is. Our older teens just need our backup – we can make sure they know we have their backs when the drama gets overwhelming or cruel.
“Teenagers want to see themselves as in control of their own lives; their reputations are important. Admitting that they’re being bullied, or worse, that they are bullies, slots them into a narrative that’s disempowering and makes them feel weak and childish,” boyd and Marwick write. This is vitally important for us to understand. It’s why I wrote a few weeks ago that online safety needs to shift from a control model to an agency model – supporting young people’s own agency, resilience, and resourcefulness rather than keeping them stuck in a victimization narrative that they view as counter to their best interests. And when we really think about it, don’t we see efforts to represent youth as potential victims as counter their interests too – don’t parents want to empower their children to be strong, caring contributors to their communities online as well as offline? That’s what I want for my children!
But what about intervention when a young person’s really being tormented? “Interventions must focus on positive concepts like healthy relationships and digital citizenship rather than starting with the negative framing of bullying,” the boyd and Marwick write. “The key is to help young people feel independently strong, confident and capable without first requiring them to see themselves as either an oppressed person or an oppressor.”
- For much more on teen views of drama and bullying, see boyd and Marwick’s “The Drama! Teen Conflict, Gossip, and Bullying in Networked Publics” in the Social Science Research Network.
- For an example, in the New York story I covered in “Hawk drama (& human drama” in the digital age,” consider who’s creating the drama (hint: not young people) and what they’re modeling for any teens watching it unfold.
- “Mindfulness for safety as well as success online”
- “Parenting & the digital drama overload”
- “Cyberbullying and … second chances?” | <urn:uuid:fef283cf-e1f0-4aed-a67e-969634cb94bc> | {
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An international team with the participation of the Plant Cell Nucleolus, Proliferation & Microgravity group, led by Dr. Javier Medina at CIB, has shown in two works recently published in the journals NPJ Microgravity and Scientific Reports that microgravity conditions similar to those of Mars or the Moon, as well as the hypergravity that would occur in exoplanets, affect the cellular development of the plants producing a premature cell division that causes their size to be reduced.
In these studies, the model plant Arabidopsis thaliana has been used, which was previously exposed to microgravity in successive experiments on the International Space Station (ROOT, GENARA, Seedling Growth) carried out by this same group. Now, they have used new simulators that allow to reproduce the gravity of the Moon (1/6 of the Earth, 0.18g) and Mars (something more than 1/3, 0.37g) or generate hypergravity with a double value of the Earth (2g) to reproduce the situation in possible exoplanets.
The study published in NPJ Microgravity shows that the rate of division and growth of Arabidopsis meristematic cells, their stem cells, are strongly decompensated by the absence of gravity reproducing alterations as strong, or even higher, than those observed previously in the experiments made on the Space Station.
In addition, in the work published in Scientific Reports, cell cultures of plants were analyzed to study the molecular mechanisms by which the cell proliferation rate is altered in different gravity conditions. Immunofluorescence assays with an anti-methyl cytosine antibody to study the epigenetic alteration of DNA methylation show, consistent with the previous results, that microgravity causes a strong effect of increased methylation, the gravity of Mars produces an intermediate effect and the hypergravity practically does not modify the control pattern 1g.
Although the results obtained in the simulators must be validated in real microgravity, they can be useful in order to improve the growth conditions of the plants that will be part of the life support of astronauts in future space travels.
The two experiments, in which Centro de Investigaciones Biológicas,has participated, have been developed in the context of international collaboration projects funded by the European Space Agency (ESA).
Novel, Moon and Mars, partial gravity simulation paradigms and their effects on the balance between cell growth and cell proliferation during early plant development. Aránzazu Manzano, Raúl Herranz, Leonardus A. den Toom, Sjoerd te Slaa, Guus Borst, Martijn Visser, F. Javier Medina and Jack J. W. A. van Loon (2018) NPJ Microgravity. Doi:10.1038/s41526-018-0041-4
Simulated microgravity, Mars gravity, and 2g hypergravity affect cell cycle regulation, ribosome biogenesis, and epigenetics in Arabidopsis cell cultures. Khaled Y. Kamal, Raúl Herranz, Jack J. W. A. van Loon and F. Javier Medina. (2018) Scientific Reports. Doi:10.1038/s41598-018-24942-7
More information: CSIC Press Release (in spanish) | <urn:uuid:55a015f4-5a68-4e75-b5e9-59006533fad9> | {
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Polar bear cub
The Toledo Zoo is excited to announce the birth of a polar bear cub on December 3, 2015. Sixteen-year-old mother, Crystal, is caring for the yet to be named cub off-exhibit. The Zoo’s animal care staff is carefully observing the cub’s progress through a monitor in the den; as in the wild, the two bears will stay secluded until the cub grows substantially. Due to the seclusion, the sex of the cub nor an exhibit debut date have been determined.
“This is the fifth time polar bear cubs have been born at the Toledo Zoo, for a total of seven cubs since 2006,” said Dr. Randi Meyerson, assistant director of animal programs. “We are very excited about the successful birth and rearing of this cub. Crystal has always demonstrated great maternal care. The cub still has a lot of important milestones [to achieve] before going on exhibit, but we are cautiously optimistic that both mom and cub will continue to thrive.”
Polar bears (Ursus maritimus) are listed on the International Union for Conservation of Nature (IUCN) Red List as a vulnerable species and as a threatened species under the Endangered Species Act due to loss of Arctic sea ice from climate change.
Polar bears are the largest carnivorous land mammal on earth and have no natural predators, except humans. They are native to Canada, Alaska, Russia, Norway and Greenland. Adult polar bears are between seven and eight feet long and can weigh between 900 and 1,600 pounds. Polar bears are uniquely designed to thrive in the frigid climate of the Arctic. They have black skin to absorb heat from sun lights and two layers of translucent fur, even covering the undersides of their feet, to help insulate against the cold. Under their skin is a fat layer that serves as more insulation and aid buoyancy while swimming. Additionally, polar bears have small ears and a very short tail to prevent heat loss. In the wild, their diet consists mainly of ringed seals, but will also prey upon walrus and even opportunistically feast on whale carcasses.
Wild polar bears mate from March to May. Pregnant females then dig a birthing den in the snow in late fall and give birth to one to three cubs during the winter months. At birth, polar bear cubs are about 12 inches long, weigh only about one pound and are blind and toothless with short, soft fur. The cubs are completely dependent on their mother but will grow rapidly by drinking the mother’s milk that is 31 percent fat. The mother and cub[s] will not emerge from the den until the cub[s] reach 20 – 30 pounds and can safely travel together to the sea ice for feeding.
In recent years, some of the 19 known sub-populations of polar bears have seen decreasing numbers due to warming Arctic temperatures which causes a reduction in sea ice. Sea ice is the main location for polar bears to hunt seals, breed and construct dens. “We hope that this cub will inspire visitors to care about polar bears and also to learn what we as humans can do to reduce our carbon foot print and help polar bears in the wild,” said Dr. Meyerson.
Jeff Sailer, the Zoo’s executive director, said, “The Zoo is very happy to be able to share another polar bear cub with our visitors. This cub is not only important for maintaining a healthy and growing population but also for bringing the plight of the wild polar bear population to the forefront. We are proud to welcome this conservation ambassador to the world and to the Toledo Zoo.” | <urn:uuid:f4ea1748-9db4-4cf9-add4-e58ab93af13f> | {
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Large Freshwater Reserves Buried Beneath Oceans
Australian researchers have found large reserves of freshwater beneath oceans.
Water scarcity is growing by the day. Previously, other researchers had estimated that rising global temperatures would leave 500 million or more people without access to drinking water. The new research shows that humans might benefit from half a million cubic kilometres of (120,000 cubic miles) water from seabed on continental shelves.
The freshwater reserves have been found off the coast of Australia, China, North America and South Africa, researchers said.
Previously, researchers knew that freshwater reserves existed below the seabed, but believed that it was a rare phenomenon.
"The volume of this water resource is a hundred times greater than the amount we've extracted from the Earth's sub-surface in the past century since 1900," said lead author Dr Vincent Post of the Flinders University. "Knowing about these reserves is great news because this volume of water could sustain some regions for decades."
Dr Post said that it has taken hundreds of thousands of years for these water bodies to form. The sea level was much lower thousands of years ago than it is today. These reserves are protected by clay and sediments that accumulate above them.
"So when it rained, the water would infiltrate into the ground and fill up the water table in areas that are nowadays under the sea," Dr Post "It happened all around the world, and when the sea level rose when ice caps started melting some 20,000 years ago, these areas were covered by the ocean.
Increase in food production and meat processing has led to a rise in water-use around the world. By 2030, 47 percent of people will be in regions with high water stress, AFP reported.
"Freshwater under the seabed is much less salty than seawater," Dr Post said in a news release. "This means it can be converted to drinking water with less energy than seawater desalination, and it would also leave us with a lot less hyper-saline water.
The study is published in the journal Nature. | <urn:uuid:d4f85dd1-77ed-4da0-9b26-815d5babde4f> | {
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CogniSIM. Simulate Your Robot, Develop Faster
CogniSim is Cogniteam's physics-based simulation platform, using serious games technology to quickly and cheaply develop effective simulations that would otherwise cost hundreds of thousands of dollars.
CogniSim is used to build simulations for robot development, allowing developers to play around with different mechanical design concepts, test placement of parts and sensors, and even test new OCU (operator control unit) designs.
CogniSim can also be used to develop operator training simulations, allowing operators to cheaply and effectively train operating the robots, in dynamic and adversarial environments. | <urn:uuid:d000ceb7-10d2-45a2-b7c4-34dddbb1569a> | {
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Saline Joniche Power Station
|This article is part of the CoalSwarm coverage of Italy and coal.|
The Saline Joniche Power Station is a proposed 1320-megawatt (MW) coal-fired power plant to be built on an unused industrial site in Saline Joniche, Calabria, Italy.
The map below shows Saline Joniche, the approximate location where the plant would be built.
The Saline Joniche plant was launched by SEI S.p.A., an Italian subsidiary of Swiss company Repower, with support from Italian business partners Hera S.p.A., Foster Wheeler Italiana S.p.A. and Apri Sviluppo S.p.A. Original plans called for coal to be transported direct to the plant by ship. The installation was designed to be able to process locally produced biomass in addition to burning coal.
An April 2012 survey conducted by the Italian firm ISPO on behalf of WWF Svizzera revealed strong local opposition to the Saline Joniche plant. However, on April 5, 2013, the Italian Ministry of the Environment cleared the way for the plant to proceed, issuing a positive environmental impact assessment for two coal-fired units at 660 MW capacity each.
In September 2013, a referendum in the Swiss canton of Graubünden, where plant developer Repower is based, resulted in a majority favoring "clean power without coal" and prompted Repower to announce a controlled withdrawal from the Saline Joniche project, to be completed no later than December 2015. As of early 2014, Italian environmental groups including Legambiente and Comitato Acqua Bene Comune had mounted an organized campaign calling for the withdrawal of Italian utility Hera S.p.A. from the project.
- Sponsor: SEI S.p.A.
- Parent company: Repower (main owner), Hera S.p.A., Foster Wheeler Italiana S.p.A. and Apri Sviluppo S.p.A (minority shares)
- Location: Saline Joniche, Calabria, Italy
- Coordinates: 37.934933,15.725 (approximate)
- Unit 1: Shelved
- Unit 2: Shelved
- Gross Capacity:
- Unit 1: 660 MW
- Unit 2: 660 MW
- Type: Ultra-Supercritical
- Projected in service:
- Coal Type: Hard coal
- Coal Source:
- Source of financing:
Articles and Resources
- "L’opinione sul progetto della centrale a carbone di Saline Joniche" ISPO, April 23, 2012.
- "Valutazione d'Impatto Ambientale: Progetto Saline Joniche" Ministero dell'Ambiente website, accessed April 2014.
- "Saline Joniche coal-fired plant" Repower website, accessed April 2014.
- "Hera e la centrale a carbone di Saline Joniche: appello di Legambiente a Matteucci" Ravenna Notizie, March 27, 2014.
- "Hera esca dal progetto di centrale a carbone di Saline Joniche" Acqua Bene Comune website, accessed April 2014.
Related SourceWatch Articles
- Italy and coal
- Europe and coal
- Carbon Capture and Storage
- Carbon Capture and Storage demonstration projects worldwide
- Global use and production of coal | <urn:uuid:0f03d147-9a61-4348-8273-f36b3573d38d> | {
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The current level of carbon dioxide in the atmosphere is 380ppm not 430ppm as we stated in the article below. The higher figure refers to the equivalent carbon dioxide conventration of several greenhouse gases, a distinction lost through editing.
Sir Nicholas Stern was commissioned by Gordon Brown to write a landmark report on climate change, amid growing fears about the human and economic cost of global warming.
Sir Nicholas, an internationally regarded economist, spent more than a year examining the complex problem. After a week of rumours and leaks, yesterday he formally launched his 579-page report. Though dry in its delivery, it had a simple and apocalyptic message: climate change is fundamentally altering the planet; the risks of inaction are high; and time is running out.
This is a summary of the key findings.
Out of this enormously complex report comes a simple conclusion: human activity has raised the amount of the key greenhouse gas carbon dioxide in the atmosphere.
Stern uses the standard scientific measure to show how the amount has risen from 280 parts per million (ppm) before the industrial revolution to 380ppm now. The gas traps heat and has caused the Earth to warm by more than half a degree, with a further half degree at least to come over the next few decades.
If carbon emissions continue as they are, the level will reach 550ppm by 2050 or sooner. Scientists believe that would drive global average temperatures to 2C above pre-industrial levels. It could also release natural stocks of carbon from the soil or permafrost, making the situation worse.
Stern warns: "The scientific evidence points to increasing risks of serious, irreversible impacts from climate change associated with business-as-usual paths for emissions."
With no action to cut emissions, by the end of the century the atmospheric level could hit 750ppm, with a 50% chance that a 5C temperature rise would follow. "An illustration of the scale of such an increase is that we are now only around 5C warmer than the last ice age," the report says.
World emissions of greenhouse gases were the equivalent of 42bn tonnes of carbon dioxide in 2000.
The biggest source (24%) is the use of fossil fuels to generate energy, such as power stations that burn coal, oil and gas to produce electricity. Energy as fuel for transport (14%), industry (14%) and to supply buildings (8%) is also a big emitter. So are agriculture (14%) and changes in land use (18%), which mainly means chopping down forests. Harvesting timber from tropical forests and using the land for oil palm and soya can boost income per hectare from $2 to $2,000. Stern says: "The loss of natural forests around the world contributes more to global emissions each year than the transport sector."
Impact on the planet
Significant warming will profoundly change our planet, the report says.
One of the first impacts will be on the water cycle. Droughts and floods will become more severe in many areas. Rain will increase at higher latitudes and decrease in the dry subtropics. Hotter land drives more powerful evaporation, which brings more intense rainfall and flash floods. "Warming may induce sudden shifts in regional weather patterns such as the monsoon rains in South Asia or the El Niño phenomenon," the report says.
Differences in water availability between regions of the world will become more pronounced. Already dry areas such as the Mediterranean basin, southern Africa and South America could lose 30% of their water if temperatures rise by 2C. By contrast, South Asia, Russia and parts of northern Europe could get 10% more water, causing rivers to burst their banks.
Glaciers are melting - a quarter have gone from the South American Andes since the 1970s - and "some small glaciers are likely to disappear completely in the next decade given current trends".
Slight warming may lift crop yields, such as wheat and rice, in the US, Europe, Australia, Siberia and parts of China. But beyond 3-4C there will be increasingly negative effects. Experiments suggest worldwide cereal production could fall 5% for a 2C rise and 10% if the rise was 4C - a level that would make entire regions unsuitable for crops, including parts of Australia. Africa, western Asia and the Middle East could lose 15-35% of their main crops if temperatures rise by 3-4C. Maize production in tropical regions such as parts of Africa and Central America could suffer substantial declines.
Extra carbon dioxide from the atmosphere dissolving in the oceans is making them more acidic. An atmospheric level of carbon dioxide equivalent to 560ppm (double pre-industrial levels) would decrease average pH by 0.15 units. Such a rapid change has not happened for hundreds of thousands of years and "makes it harder for many ocean creatures to form shells and skeletons from calcium carbonate", Stern says. It could disrupt sea life irreversibly, halting the growth of corals with knock-on effects up the ocean food chain as far as salmon and whales.
Seas will rise by between 20cm and 80cm if the Earth warms 3-4C, increasing the risk of coastal flooding and storm surges. Extreme weather events such as hurricanes and typhoons will become more intense: peak wind speeds of tropical storms increase 15-20% with a 3C rise in sea surface temperature, Stern says.
Warming over the last 40 years has driven species an average of four miles towards the poles a decade, while seasonal events such as flowering and egg laying have come forward several days. Coral bleaching has increased since the 1980s and Arctic and mountain ecosystems are struggling. Climate change has helped wipe out more than 1% of the world's amphibians from tropical mountains.
With further warming, many more species will be unable to adapt or move quickly enough to survive. In the Arctic, species such as polar bears and seals are likely to be very sensitive to the rapid warming and substantial loss of sea ice.
Stern cites one scientific study that found 1C of warming could leave 10% of land species facing extinction, with tropical mountains badly affected. A 2C rise could see 15-40% of land species threatened, including 25-60% of mammals in South Africa and 15-25% of butterflies in Australia. Half the tundra and a quarter of cool conifer forest could disappear.
Warming of 3C threatens 20-50% of land species, with thousands lost from biodiversity hotspots such as African national parks and the Queensland rainforest. Large areas of coastal wetlands will be lost to the rising sea. Some models suggest the Amazon could severely dry and then start to die off, the report notes.
Impact on people
"The impacts of climate change are not evenly distributed," Stern says. "The poorest countries and people will suffer earliest and most."
Changes in water availability will affect billions of people. Population growth combined with a 2C rise could leave 1-4 billion people experiencing growing water shortages, predominantly in Africa, the Middle East, southern Europe and parts of South and Central America. The review says: "Melting glaciers will initially increase flood risk and then strongly reduce water supplies, eventually threatening one-sixth of the world's population, predominantly in the Indian subcontinent, parts of China and the Andes."
Disruption to agriculture from a 2-3C rise will put 30-200 million more people at risk of hunger. Once temperatures rise 3C, 250-550 million extra people will be at risk - more than half in Africa and western Asia. At 4C and above, global food production is likely to be seriously affected.
Stern refers to a World Health Organisation estimate that climate change has killed 150,000 people since the 1970s, mainly in Africa, through diarrhoea, malaria and malnutrition. "Just a 1C increase in global temperature above pre-industrial levels could double annual deaths from climate change to at least 300,000, according to the WHO."
In higher latitudes such as the US, Europe, Russia and Canada, cold-related deaths will decrease. But worldwide, deaths from malnutrition and heat stress will increase. Malaria and dengue fever could become more widespread, with one study saying a 2C rise in temperature could expose 40-60 million more people to malaria in Africa. Other studies say the risk of malaria in west Africa could recede as rainfall decreases.
In cities, heatwaves will become more dangerous, Stern says, with extreme temperatures and more dangerous air pollution. A 4C temperature rise could expose 1.5-2.5 billion more people to dengue fever.
On sea level rise, Stern warns: "According to one estimate, by the middle of the century 200 million people may become permanently displaced due to rising sea levels, heavier floods and more intense droughts." Risks and a need for coastal protection will rise for Bangladesh, Vietnam, small islands in the Caribbean and Pacific, and large coastal cities such as Tokyo, New York, Cairo and London. The report adds: "Damage to infrastructure from storms will increase substantially from only small increases in event intensity. Changes in soil conditions, from droughts and permafrost melting, will influence the stability of buildings."
The new Qinghai-Tibet railway, planned to run over 300 miles of permafrost, has a costly insulation and cooling system to stop melting; most roads, houses and railways are more vulnerable.
Impact on the economy
The Stern review says doing nothing about climate change - the business-as-usual (BAU) approach - would lead to a reduction in global per capita consumption of at least 5% now and forever. That would represent a fall in living standards more than double that experienced in Britain's worst year since the second world war.
Stern warns the cost could be much higher and approach levels not seen since the great depression of the 1930s, when the US economy shrunk by almost 25%. The cost of BAU would be higher still had the model used by the Stern team taken into account three additional factors.
Firstly, if direct impacts on the environment and human health are included, the estimate of the total cost of climate change increases from 5% to 11% of global per capita consumption. While the report admits measuring these effects is difficult, it says the estimate is a cautious one.
Secondly, it says the planet may be even more sensitive to an increase in global temperatures than previously thought, because the carbon sinks that absorbed greenhouse gases are no longer as effective as they were and feedback effects have increased. Once this is factored in, the cost of climate change goes up to 14% of global consumption.
Finally, climate change affects poor parts of the world more than wealthy parts, even though developed countries are responsible for the lion's share of emissions. If the unequal burden was distributed more fairly, the estimate of the impact could rise by more than a quarter than without such adjustment.
"Putting these additional factors together would increase the total cost of BAU climate change to the equivalent of around a 20% reduction in consumption per head, now and into the future," it says.
The report also puts a price on the economic damage caused by every tonne of carbon we currently emit - $85. "But these costs are not included when investors and consumers make decisions about how to spend their money."
Big natural disasters can today cost a low income country about 5% of its GDP and the report says the cost of climate change to India and South-east Asia could be 9-13% of GDP by 2100. An additional 145-220 million people could be forced to live on $2 a day and poverty could kill an extra 165,000-250,000 children every year in South Asia and sub-Saharan Africa.
For developed countries, some initial economic benefits (one study said early climate change could boost the US economy by 1%) will be overrun by the cost of extreme weather events. The report says: "In the UK, annual flood losses could increase from around 0.1% of GDP today to 0.2-0.4% of GDP once global temperature increases reach 3 to 4C."
· Carbon emissions have already increased global temperatures by more than 0.5C
· With no action to cut greenhouse gases, we will warm the planet another 2-3C within 50 years
· Temperature rise will transform the physical geography of the planet and the way we live
· Floods, disease, storms and water shortages will become more frequent
· The poorest countries will suffer earliest and most
· The effects of climate change could cost the world between 5% and 20% of GDP
· Action to reduce greenhouse gas emissions and the worst of global warming would cost 1% of GDP
· With no action, each tonne of carbon dioxide we emit will cause at least $85 (£45) of damage
· Levels of carbon dioxide in the atmosphere should be limited to the equivalent of 450-550ppm
· Action should include carbon pricing, new technology and robust international agreements | <urn:uuid:04ffd5e8-a2a8-4729-a71f-f18268b0c29b> | {
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|tags:||Nonfiction , Politics & Economics , Science & Technology|
WHAT TO DO? It seems as if the human race is ready to throw itself over a cliff. Or, rather, get thrown by the technology it has itself created. We run the risk of going extinct, and the irony is, we did it to ourselves. The ‘smarty pants’ brain that created advanced weapons, complex global economics, vaccines and antibiotics that save lives, universities, YouTube, and public parks (not to mention Bach and baseball) is routinely bossed around by the brain that shoots from the hip, makes often terrible decisions, and reacts more to fear and greed than to reason.
Climate change, nuclear weapons, deadly viruses, crashing markets, poverty and intolerance (to name a few) do not lend themselves to the kinds of solutions that this bossy, ancient brain, which runs most of our lives, can even understand. And the faster our lives go (and the speedier our technologies), the worse things get, because the smarty pants brain is also the slow brain; often, things just happen too fast for the slow brain to get a word in edgewise.
No one in their right mind would deliberately create the means of their own extinction, but that’s what we seem to be doing. The only conclusion is that we’re not in our right minds — which appears to be true. The two books considered in this review may not have an obvious relationship. Fred Guterl’s The Fate of the Species: Why the Human Race May Cause Its Own Extinction and How We Can Stop It, tells a compelling if disturbing narrative of what went wrong, with great stories, clear explanations and just enough optimism to think we might make it after all. But his book, by design I think, doesn’t deal with the biggest danger of all: the very nature of human thought. Daniel Kahneman’s Thinking Fast and Slow deals with the very nature of thought, and it just may be the most important book I've read in many years. Kahneman, a Nobel Laureate in Economics, offers potential solutions that actually might work. In tandem, the books provide a useful map of where the dragons lie (almost everywhere, alas) and also potential paths to safety.
So just how might the human race be rushing toward extinction? Guterl, the executive editor of Scientific American, doesn’t deal much with the human mind. He also doesn’t focus on the tens of thousands of nuclear weapons on hair trigger alert or other non-cyber military threats. He argues that commercial interests may be harder to counter than armies, because they’re so much a part of our everyday lives — and oh so deeply seductive. High on commerce, we create and consume and regurgitate so much stuff that we’ve altered the atmosphere, the oceans, and everything in them; we’re causing mass extinctions of species at an alarming rate — species we depend on for survival. (If it’s any consolation, the rest of life wouldn’t miss us much at all; if humans disappeared from the biosphere, it’s unlikely, according to biologist E.O. Wilson, that any insect species at all would go extinct — with the exception of a few forms of lice.)
Our bloated population and overcrowding combined with agricultural practices and good old evolution (we didn’t invent that, at least) has resulted in a situation where viruses, of all things, may be the single biggest threat to our survival as a species. To take one example, Bird Flu — an innocuous sounding bug that became supercharged in crowded Asian poultry farms — is now in the human population, though so far just barely. The flu can have a 100 percent mortality rate, turning organs into “blackish, gelatinous goo,” rather like Ebola. In our current interconnected world, a serious flu pandemic would make the Black Death seem mild by comparison.
Guterl often shares his own awe at the ingenuity of both the people who chase down these bugs, and the bugs themselves (we are using “bugs” loosely, of course). The virus that causes smallpox, he writes, “may be the most awe-inspiring human pathogen,” a “beast” so well protected by a “fearsome shell of protein” that it “effectively has no expiration date.” We can create vaccines, but they become obsolete before they’re needed because the viruses evolve too fast for the drugs to catch up. Stockpiling of vaccines reminds Guterl of children who stack stuffed animals on their beds “to keep the ghosts away.” It may make us feel better, but it doesn’t do much. And not only is it relatively easy to turn smallpox into an even deadlier disease (and disseminate it fast and widely), it’s getting alarmingly easier to design killer viruses from scratch.
Then there’s climate change, which may already be at a point of no return. As areas of the globe whip-saw between flood and drought (and thus wildfire), the extremes can reinforce each other, tipping the whole system into chaos. Of course, the Earth has experienced extreme climate changes before, including the one that occurred some 2.4 billion years ago, when mutant algae started producing a “poison” that killed much of the life on the planet. That “poison gas” was oxygen, and it gave rise, eventually, to us. Extinction is common on this Earth of ours.
If the bugs and heat don’t do us in, we have our marvelous machines — computers that open up the world, and also leave us vulnerable to mischief (and accidents) on unthinkable scales. Take the infamous computer virus Stuxnet, probably created by the CIA or Israel’s Mossad. Aimed at Iran’s uranium centrifuges, it “had the force of a military airstrike.”
No one really understands the sudden crashes that have melted down markets, and the fragility of the financial system is only the start. Take down the power grid, for example, and pretty soon we’ve got no water, gas, food, medicine, or communication. No bombs required. Simply ones and zeroes strung together by ingenious human beings. And no one seems to know what to do about this.
Kahneman’s book has no such sense of urgency, but his insights about how we think probably offer the only real way out of the mess we’ve created. It’s also a great deal of fun, if you don’t mind learning how badly your mind misleads you. Kahneman offers real solutions, including new ways for us to talk to each other, which are so desperately needed in a time when rant and deception seem to be the major coin of public discourse.
Described by Steven Pinker as one of the most influential psychologists in history, he is also a founder, along with his late collaborator Amos Tversky, of behavioral economics. In his book, Kahneman covers decades of research, much of it his own, in a charming, kindly and mostly accessible manner. In one sense, there’s nothing new here: psychologists, economists and neuroscientists have long known that we don’t behave like the rational actors we believe ourselves to be. Most of the time, our conscious mind doesn’t have a clue as to why we do things — though it’s very good at making up stories after the fact that explain (and excuse) almost any behavior.
What’s new is the growing scientific understanding of the oft-tortured relationship between the older parts of our brains and the complex societies created by the newer parts. Scientists used to think that it was emotion that clouded rational thinking. Now we know that emotion is essential to thinking. Our errors are based not on irrationality but on the very “design of the machinery of cognition,” he writes.
Essentially, we have two different thought systems that work very differently, and Kahneman refers to them throughout the book as characters he calls System 1 and System 2. System 1 is a marvel honed by millions of years of evolution that runs on automatic (and can’t be turned off). It’s a virtuoso at jumping to (usually correct) conclusions on the basis of very little information. A master at coming up with shortcuts (heuristics) that usually work, we couldn’t get through a minute of our day without it. As Kahneman points out, most of what we know about System 1 would have “seemed like science fiction” 30 or 40 years ago. Unfortunately, System 1 can’t be reflective. It can’t know what it doesn’t know, but it always knows that it’s right. And because it works so much faster and more smoothly than System 2, it almost always overrules our more rational selves.
System 2 is generally clueless about System 1’s flaws. It’s too slow and inefficient to handle immediate matters; it consumes huge amounts of energy, takes effort and time, and requires a great deal of self-control. Since “laziness is built deep into our nature,” we mostly glide along on System 1. System 2 is supposed to be the overseer, the skeptic, the doubter, but it’s often busy and tired and defers to System 1, which is gullible and biased. In fact, System 2 is often an apologist for System 1. “Its search for information and arguments is mostly constrained to information that is consistent with existing beliefs,” Kahneman explains.
So if we believe something is true, we also believe just about any argument that could support it, no matter how fragile. This makes us supremely overconfident. In fact, people who hear only one side of an argument are even more confident than those who hear two. Hearing just one side makes it easier to create a sensible story on little information, because there are fewer pieces to the puzzle. Experts can be the worst, because people with the most knowledge often develop both unrealistic illusions about their own skills and the predictability of our world.
System 1 is almost always in charge, often up to mischief, and entirely beneath our “rational” radar. Repeat any lie often enough, and people will believe it. Words such as “war” and “crime,” because they represent immediate threats, attract more attention — and do it faster — than words like “peace” and “love.” Mention words relating to old people to young students, and they start walking more slowly (the Florida effect). Think about money and you become more selfish and reluctant to get involved with others.
Many of these glitches in rationality have serious consequences. For example: when we let loud, authoritative voices, even when they’re wrong, dominate discussions. Or when we make heroes of people who may have simply been lucky and are in fact stupid — what Kahneman calls the “halo effect.” Or “outcome bias,” when we blame people for good decisions that turned out badly due to unforeseen circumstances.
Kahneman demonstrates ways to blunt System 1’s antics by adopting a new vocabulary, and using it in everyday conversations — say, over the “water cooler,” as he puts it. Some examples: “All she is going by is the halo effect from a good presentation.” Or: “Let’s not fall for outcome bias. This was a stupid decision even though it worked out well.” Or: “This was a pure System 1 response. She reacted to the threat before she recognized it.” “Slow down and let your System 2 take control.”
Left to its own devices, System 1 thinking can make “fair” solutions to problems impossible to see, because each side is motivated more by loss than gain, and each feels the other’s concessions are less painful. These proclivities keep us from seeing the enormous role luck plays in both success and failure, and messes with our notions of cause and effect. Praise someone for good work, and they’ll probably do worse the next time. Criticize them for bad work, and they’ll probably do better. Does this mean that criticism works better than praise? No, probably not. Despite what System 1 tries to tell you, it’s simply “regression to the mean.” In other words: a predictable return to what's more or less normal.
Both Guterl and Kahneman are ultimately optimistic, albeit with significant caveats. One big obstacle is simply that no one wants to admit how bad things are: “Most of us view the world as more benign than it really is, our own attributes as more favorable than they truly are, and the goals we adopt as more achievable than they are likely to be,” Kahneman writes. The good news is that our optimistic bias helps us persevere. With enough effort, we can overcome System 1’s irrationality. We should concentrate on situations where the stakes are high.
Guterl sees optimism as our only choice, and reminds us that the same creative (and rational) thinking that made the world a mess will be essential for setting it right. There’s no going back to some pre-scientific world. Yes, synthetic biology can make evil bugs, but it can also create bacteria that produce fuel, clean up dirty water, and develop cheaper and safer drugs. Science is simply knowledge; it’s science in the service of commerce that creates a lot of our problems. In the end, he sums it up nicely: “Humanity is a bold assertion, a derisive snort at nature. We’ve beaten the odds so far. To continue beating the odds will take every good idea.”
The good ideas we need are out there, but System 1 stops most of them from even entering our conscious awareness, because System 1 likes what it already knows. It essentially short-circuits our thinking.
Of course, we can circumvent System 1. For example: cut multitasking to a bare minimum. Spend more time staring into space. Walk, bike, or hike without headphones, so you can hear yourself think. Disallow news crawls during presidential debates. Cut way back on homework so students have time to actually reflect, and create assignments that demand every ounce of creativity. Ban timed tests. Ban high frequency stock trades. Reward failure. Dance. Hug. Put down the cell phone and look the bank teller, the grocery clerk, your dinner companion, in the eye. Reclaim our essential humanity.
In other words, put cognitive speed bumps everywhere we can to give System 2 a chance to get a word in; a chance to take crazy ideas seriously.
The late physicist Frank Oppenheimer, who spent most of his life trying to figure out how to contain the spread of the very nuclear weapons he helped create, once got a letter from a child suggesting we dump mountains of Jell-O on bad guys to stop them in their tracks. It might be just the thing for shutting down Iran’s nuclear reactors.
Okay, that sounds nutty. But maybe it’s not nutty enough.
At least, it’s something to think about. Slowly. | <urn:uuid:28782df1-b4bd-404f-8246-417859d05c54> | {
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If you're looking to make a baby, you might want to put out your cigarette before getting down to business: There's now more evidence linking smoking with decreased fertility in men and women and their offspring.
A new study shows smoking by women during early pregnancy reduces the number of germ cells in the embryo. Germ cells later develop into eggs or sperm, so this reduction has the potential to reduce the baby's future fertility.
And men who smoke develop an imbalance in their levels of a protein, called protamine, that is vital to sperm fertility, another new study suggests.
The findings fall in line with past studies on the effects of smoking and secondhand smoke on fertility, researchers say. Research from the University of Buffalo in 2005 showed male smokers' sperm had a more difficult time binding to an egg than non-smokers' sperm. And research from the University of Rochester in 2008 showed that women who had been exposed to secondhand smoke as children or young adults were more likely to have trouble getting pregnant.
Germ cell study researcher Claus Yding Andersen of the University Hospital of Copenhagen said more research is needed to demonstrate whether the reductions in germ cells are permanent or are compensated for later in the pregnancy. Either way, he told MyHealthNewsDaily, "If women plan to get pregnant, this should be an incentive to quit smoking."
Fertility going up in smoke
For male embryos, the number of germ cells was reduced by more than half when their mothers smoked during the first trimester of pregnancy, compared with mothers who didn't smoke at all, said Andersen. For all embryos, the reduction in germ cells averaged 41 percent.
And the more a mother smoked, the greater the reduction in the germ cells of her embryo, he said.
"The effects probably start very early on, even before a lot of women even realize that they may be pregnant," said Andersen, a professor of human reproductive physiology.
The study was based on examinations of the testes and ovaries of 52 embryos from women whose pregnancies were terminated, and on surveys of the women on their smoking and lifestyle habits.
In men, smoking changes the way DNA is packaged in sperm cells. Because of this, their sperm have a decreased chance of fertilizing an egg. When fertilization does happen, the incidence of miscarriage is higher than it is in non-smokers, according to researchers.
Study researcher Mohamed Hammadeh, professor of obstetrics and gynecology at the University of the Saarland in Germany, told MyHealthNewsDaily that the effect is seen both in fertile men and in men who are having difficulty conceiving a child.
Men who plan to participate in vitro fertilization should stop smoking at least three months before the procedure, Hammadeh said.
Both studies were published Sept. 8 in the journal Human Reproduction.
- Sex Boosts Brain Growth, Study Suggests
- Postnatal Depression May Be Preventable
- 5 Myths of Fertility Treatments | <urn:uuid:3a3ef665-be21-48a3-a50c-5c1594ac8d11> | {
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November 06, 2012
nation's largest collection of deadly wastes left behind from the production of nuclear weapons sits at south-
central Washington's Hanford nuclear reservation. Late last month, the U.S. Department of Energy, which oversees
the site, revealed a slow leak in the oldest of 28 double-shell waste tanks, saying a small amount of waste was
leaking into the space between the inner and outer walls.
tanks to replace the older, already failing single shell tanks that hold millions of gallons of radioactive
blowing group Hanford Challenge originally discovered the new leaking tank, and now the DOE has officially
announced they are working to deal with the problem. It is yet another incident that highlights the dangerous
nature of stored nuclear waste, and underscores the importance of creating a longer term, safer
Kaplan-Woolnerhas more with Tom Carpenter of Hanford
For its part, the Department of Energy says no waste is believed to have leaked from the double walled tank into
the environment on the reservation near Richland.
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This is Passport to Texas
Not all champions cross the finish line first. In state parks we have champion trees that earned their honors for simply existing. Our State park Guide Bryan Frasier explains.
69— By champion trees, we mean the biggest or the oldest or something that’s historically noted about these trees. And one that’s probably the least known, is the second oldest sycamore tree in Texas, which is inside Palmetto State park. I saw it for the first time the other day — could not believe my eyes. In fact, I thought it was a live oak, until I backed up and looked up and saw the leaves on it. It was amazing! And then there’s Old Baldy, which is inside McKinney Falls State Park, right in the city limits of Austin. And it’s a big bald cypress tree; the largest bald cypress tree on public land in the state of Texas. It’s a hundred and three feet tall and the circumference is sixteen feet on this tree, and it’s 500 years old — and it was named Austin’s tree of the year. And then, of course, we can’t not mention the Big Tree at Goose Island State Park. It’s the oldest coastal live oak in the United States at more than a thousand years old. In state parks, we take special care to make sure these champion trees are looked after and that they’re around for generations to see and enjoy in the future.
That’s our show for today…with funding provided by Chevrolet, supporting outdoor recreation in Texas; because there’s life to be done.
For Texas Parks and Wildlife…I’m Cecilia Nasti. | <urn:uuid:7f19e868-27d6-4270-87e0-67ffb28e97f7> | {
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Via the South China Morning Post: Agriculture feels the choke as China smog starts to foster disastrous conditions. Click through for the full report and a video. Excerpt:
Worsening smog on the mainland is blocking natural light and could spell disaster for agriculture, scientists have warned.
He Dongxian , an associate professor with China Agricultural University's College of Water Resources and Civil Engineering, said an experiment in Beijing over recent months showed a drastic slowdown in the photosynthesis process, which allows plants to thrive.
Applied on a larger scale, such a slowdown could affect agriculture, which contributes 10 per cent to GDP. Farm output was likely to be affected by serious air pollution in winter and spring, with the prices of agricultural products expected to rise.
The warning comes as choking air is blanketing a quarter of the mainland and scientists say they are already seeing the detrimental effects. In He's tests, chilli and tomato seeds, which normally take about 20 days to grow into seedlings under artificial light in a laboratory, took more than two months to sprout at a greenhouse farm in Beijing's Changping district.
Membranes and pollutants sticking to the greenhouse's surface cut the amount of light available to the plants by half, He said.
Depriving plants of light means photosynthesis - the process by which plants convert light to chemical energy - can barely be sustained.
Most seedlings at the farm were weak or sick. "They will be lucky to live at all. Now almost every farm is caught in a smog panic," He said, adding that the poor seedling quality would cut agricultural output this year.
And if the smog persisted or intensified, the country's food supply would face devastating consequences, He warned.
"A large number of representatives of agricultural companies have suddenly showed up at academic meetings on photosynthesis in recent months and sought desperately for solutions," He said.
As of midnight Wednesday, local time, Bejing's Air Quality Index was 528 (hazardous), down from a two-day high of 552. | <urn:uuid:7f6358cd-5753-494e-846b-d5c257d9bc1c> | {
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CDC: Hospitals contributing to rise of superbugs
CNN News Wire | 3/5/2014, 10:50 a.m.
Health officials have long been warning us about the overuse of antibiotics and the rise of drug-resistant “superbugs.” Now the Centers for Disease Control and Prevention is shining a light on how hospitals are contributing to the problem.
“Prescribing (antibiotics) varies widely among hospitals,” CDC Director Dr. Thomas Frieden, an infectious disease expert, said in a press conference Tuesday. “Practices that are not optimal are putting patients at unnecessary risk of future drug-resistant infections, allergic reactions and intestinal infections that can be deadly.”
About half of hospitalized patients receive antibiotics during their stay. But there is a significant difference in the rate of antibiotic prescription, with some hospitals prescribing up to three times as many antibiotics as others, according to a new report published Tuesday in the CDC publication Vital Signs.
Clostridium difficile - also known as “C. diff” - is a bacteria that causes diarrhea, and mostly causes infections in patients taking antibiotics. “Reducing the use of high-risk antibiotics by 30% can lower deadly diarrhea infections by 26%,” the report noted.
Frieden said the overuse and misuse of antibiotics is contributing to an increase in drug-resistant bacteria, which render antibiotics useless. He remembers treating patients who had “run out” of antibiotics they could take.
“We have to protect patients by protecting antibiotics,” he said.
In an effort to protect antibiotics, the CDC released suggestions for hospitals and state and local health departments to improve prescribing practices.
Specifically, the CDC’s plan is made up of two broad strategies. Hospitals are being asked to implement a seven-step checklist that includes tracking current prescription practices, reporting patterns of drug-resistant bacteria and educating staff about more effective use of antibiotics.
State and local health departments are being asked to work with hospitals to track rates of drug-resistant bacteria and implement forms that would transfer with patients between facilities, listing information about drug-resistant bacteria the patients may be carrying.
The CDC also suggests physicians order tests before beginning to treat a patient, then start treatment promptly, keeping careful notes about the course of treatment and checking on the patient’s status two days later to ensure the antibiotics are working properly.
For doctors, there’s a tension between thinking of the greater good of society and the immediate needs of the patient, says Dr. Scott Flanders, a professor of medicine at the University of Michigan, who was not involved with the report.
Often, patients come in to hospitals with symptoms that could be indicative of a bacterial infection, and doctors will begin antibiotics immediately, Flanders said, erring on the side of treatment.
In conjunction with the CDC’s suggestions for hospitals and health departments, the federal government is expanding the National Healthcare Safety Network, which helps track infections.
The CDC’s report was released in collaboration with the American Hospital Administration. Dr. John Combes, senior vice president of the AHA, said decreasing the rate of infections caught in hospitals is an important part of decreasing antibiotic prescription rates in hospitals overall.
The AHA will release a list of resources for hospitals to help improve antibiotic-prescription practices in the next year. Reducing rates of antibiotic-resistant bacteria and C. difficile will take some work, Combes said.
“Preventing infections is a never-ending process within the organization, and new challenges and situations are emerging daily,” said Combes. “But we recognize that more can be done and will be done.” | <urn:uuid:b0b10c66-79af-426c-8b4f-77014abff9e1> | {
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For most people, writing is a difficult task. People know what they want to say, but conveying their thoughts effectively through words that others can understand is not easy. Writing effectively and clearly can be even more difficult when you are trying to write in a language that is not your native one. If you are a non-native speaker and writer of English who wants to get his or her writing published, you know that the first impression that a potential publisher has of your writing is extremely important. Their first thoughts about your writing can be crucial in deciding whether you succeed in getting your work published. As captivating as your novel is, or as enlightening as your research report is, you will not get your writing published if your ideas are not clear and concise. Fortunately, there are many affordable editing resources to help you succeed.
Listed below are websites that can help with writing as well as research:
merriam-webster – This online dictionary is an excellent free resource for anyone who wants to write in English.
rong-chang – This website, entitled English as a Second Language, provides a great deal of practical information on grammar, spelling and writing for non-native English speakers and writers.
libraryguides.oglethorpe.edu – This website contains the complex rules as well as example papers for multiple types of research and documentation styles, including MLA, APA, and CSE.
grammar.ccc.commnet – This well-organized and detailed website contains pull-down menus that thoroughly cover rules and examples of grammar usage and writing help, such as punctuation, sentence structure, paragraph organization, use of examples, etc.
owl.english.purdue – This very helpful online resource includes a great deal of information. Besides having useful and detailed facts about grammar and research, it is full of extremely practical instructional information about various types of writing, such as technical, creative, academic, and job search. The academic section includes pertinent facts and tips for writing in diverse subject areas as well as resources for non-native English speakers and writers.
After you have completed your writing to the best of your ability, it is time for you to relax and hire a professional editor who is proficient in English to edit and proofread your work. Any author who is serious about being published should consider hiring an online editor to help them perfect their work. If you decide to use the services of a professional editor at FirstEditing.com, we can help you improve your writing so that it has the best chance possible of being published. In addition, our services are inexpensive; our prices are cheap compared to other online editing services. We even provide free sample editing so that you can see the extremely high quality of our work before you pay for your writing to be edited. So, give us a try! | <urn:uuid:54058ad2-e20f-449a-a054-a9f4fa286d98> | {
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Technique of Expansion of this business in Student’s Papers Work
Straight from the beginning, business venture expansion can be described as that approach that business enterprise experiences progress by improving the quantity of merchants by which potential clients can find company’s services and goods. It demands opening newest sites on the equal firm places far apart from with the carrying cases of moving. Mainly, it can be defined as the increase of business services (Kay, 2003).
Most thriving company startups, over the long haul, look the challenge of administering operation progression or expansion. However, home business improvement consistently is coupled with corresponding or matching surge in fiscal prospects which can be as well both for workforce and lovers. Additionally, growth of a company is observed as substantiation associated with the preliminary industry start up option relying on an businessman, consequently his or her attempts in realizing that prospect to fruition.
For instance, small company businesses could have their operations extended in search for assortment of acceptable strategies. Essentially the most tactic regularly used by small enterprises to improve their hobbies consists of figure increment; i.e., soaring inventory (goods or services) made inside impression that no general enhancements related to businesses, not to mention components of operations, are not manufactured. Then again, as time passes businesses and organizations with functionality and room in your home to cultivate will understand additional options administer to be in use (Kay, 2003).
Next the level of way an organization organisation would wish to buy so that you can apply to expand or the technique to be used, the stakeholders are likely to experience bothersome troubles while they develop their operations. For instance, challenges associated to modify or organize home business processes develop into very difficult. For this reason, this particular are one of the paths used during this process of expansion of corporation;
• Improvement in the course of achievement of some other pre-existing online business
• Promising make it possible for tenure along with other marketers
• Accreditation of intellectual real termpaperswriter.org/coursework-writing/ estate to 3rd celebrations
• Business of business agreements with distributorships in adition to dealerships
• Pursuing new promotion ways e.g. catalogues
• Inventory acquisition transition of policies by employees
• Ad and acquire of inventory choices most definitely common shares
Moreover, some small businesses may likely opt not to widen their surgical procedures inspite of they offer satisfactory possiblity to do for this reason. “For most tad specialists, the greatest fulfillments in running a online business, which on a regular basis use working out pretty much with individuals and associates, unavoidably lower for the reason that niche builds up and proprietor’s component alters,” exhibited Nation’s Business enterprise benefactor Michael Barrier (Kay,2003). “A wide range of business enterprise visionaries would ideally confine improvement than surrender individuals fulfillments.” Other useful tiny business owners, through the interim, largely have to conserve a strategic extended distance from the cerebral aches and pains that unavoidably develop with expansions in staff members over all size, and so on. On top of that, a lot of bit of internet marketers conclude to keep up their surgical procedures in an special amount with the reasons. For this reason, it enables those to commit the perfect time to family members as well as other intrigues that are going to some way as well as other be allotted to production endeavors (Lerner and Schoar, 2010).
In the end, it is usually fairly logic to identify out that; there is a require for ramifications for a variety of enlargement tactics on account of those business owners hoping at reducing the level from the business’s surgical procedures. For instance, your small business operator can prefer to discover an appropriate blend of funding. Having said that, the business people planning to safe money by using world supply cash featuring are likely to relinquish any surfacing demand brought on by decrease the speed of progression. | <urn:uuid:fe474de6-7797-48d4-96a9-03f6bc1d1516> | {
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|Product #: SC-0439554217|
FLUENCY PRACTICE READ-ALOUD PLAYS GRADES 5-6
Short, Leveled Fiction and Nonfiction Plays With Research-Based Strategies to Help Students Build Word Recognition, Oral Fluency, and Comprehension.These engaging short plays offer a purposeful and powerful way to encourage the repeated reading students need to build oral fluency. Students are motivated to read and practice their lines so they can perform at their very best. This rehearsal time encourages them to experiment with aspects of fluent reading, such as phrasing, pacing, and expression. Includes research-based mini- lessons, strategies, teaching ideas, and rubrics and checklists. 80 pages.
Submit a review | <urn:uuid:28b69ec1-d24c-44d8-841e-69a4650af76d> | {
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Gena Marker, a teacher librarian at Centennial High School, joined 24 other Idaho librarians on Monday to learn how to operate, maintain and troubleshoot 3D printers. The Idaho Commission for Libraries is in its third year of the “Make It at the Library” project. This year Centennial High School and Heritage Middle School were selected to participate in a pilot program focused on school libraries.
“Make It at the Library” is designed to support the creation of Makerspaces in Idaho libraries and encourage the delivery of library services to digital users “where they live.” The Commission provides necessary materials and training to implement creative, STEM-based programming for teens. The project encourages the use of new technologies and tools.
“Having a 3D printer at a school library will benefit students because it will give them the opportunity to develop 3D design skills,” Marker said. “Having this program at the school is going to open so many doors especially in the STEM field.”
The commission is providing participating libraries with STEM manipulative kits and materials, customized curriculum, technical support and evaluation and assessment tools.
“We really feel it is important to engage our youth in libraries during out-of-school time. The typical 18-year-old has spent about 18.5 percent of waking hours in a formal education environment by the age of 18,” said Erica Compton, a project coordinator at the Idaho Commission for Libraries. “It is important for our libraries to be community hubs where people can go to actively engage in their own learning.”
Marker works with nearly 1,700 students and is excited that the project will benefit everyone on campus – even if they aren’t enrolled in a STEM class.
“The program and the printers will help students develop critical thinking skills and will teach students how to use the latest technology,” Marker said.
Participating in the project this year
- Caldwell Public Library
- Bear Lake County Library
- Burley Public Library
- DeMary Memorial Library
- Marshall Public Library
- North Bingham County District Library
- Payette Public Library
- Shoshone Public Library
- Centennial High School Library
- Heritage Middle School Library
- Ada Community Library
- Community Library Network
- Gooding Public Library
- Meridian District Library
- Snake River School Community Library
- Aberdeen District Library
- Buhl Public Library
- East Bonner County District Library
- Jerome Public Library
- Portneuf District Library
- Twin Falls Public Library
The project is funded by the Institute of Museum and Library Services. | <urn:uuid:3929c119-2339-45c5-97ed-374c63bc2c7f> | {
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Say I want to begin writing a program some how or some way in machine code and nothing more. This program I am making is expected to be a 3D video game. I would like to write it in some way the processor can implement it and write back the actual data directly from the machine code. But I wish not to use external libraries, pointers or such from programming languages or graphics libraries. I want only machine language and I want to implement the games timing, graphics and color directly from the graphics card and sound card for sounds, duplication of sounds emitted from the direct hardware itself and use building blocks from machine language all the way from the ground up. I REALLY want to write a fairly-usable instructive language from machine language that can optimize and handle data such as memory allocation, timing I plan to do with the processor's quartz clock instructions manually and I'd have to learn how to work with the video/graphics and sound cards from their native capabilities-manually. This way I'd take credit for all the work and feel proud.
But can it be done, in your opinion?
I would also need some way to retrieve the data of the game, such as maybe with EPRAM or some thing, and test it on another computer with capable hardware and find a way to optimize the disc, once burned, to run on game consoles and calibration of the controllers and such. It'll be hard, but worth it......
I want to create a game similar to Final Fantasy 13 in machine language alone, plus the video/graphics and sound card manually.
I expect graphics like this:
Honestly, can it all be done with machine language and native graphics card and sound card instructions and nothing more? | <urn:uuid:74274c5f-b2a0-4b6d-a872-a3049619a1bf> | {
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Lakewood Elementary School, Phenix City Public Schools/ Alabama Virtual Library
Elementary students are often overwhelmed by the amount of information available in AVL databases. Search techniques, however, make research much easier. In this video tutorial, a Boolean search in the Biography Reference Bank helps students find relevant information on President George Washington. Use this video tutorial in the classroom to demonstrate the use of a Boolean search.
Content Areas: Information Literacy
Alabama Course of Study Alignments and/or Professional Development Standard Alignments:
[IL] (0-12) 1: The student who is information literate accesses information efficiently and effectively. | <urn:uuid:b5c0bf14-c740-4da2-8e5f-471013dfff94> | {
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The term presbyopia means “old eyes,” and it is expected in individuals of a certain age. Presbyopia typically becomes apparent when you start having to hold objects or reading materials further away from your eyes in order to see them clearly. Those who already have prescription glasses or contacts often need bifocals or trifocals as presbyopia progresses. However, newer procedures such as Progressive Multi-focal LASIK laser eye surgery can correct vision problems caused by presbyopia without the need for corrective eyewear.
Presbyopia is caused when the eye’s crystalline lens loses its elasticity. The crystalline lens permits the eyes to clearly focus on objects within a close range, its flexibility allowing it to change shape and provide clear focus when adjusting between far and near distances; however, as we age, the lens loses the ability to thicken or flatten. It becomes increasingly difficult for the eyes to adjust focus between near objects and objects at a distance, with near objects taking on a blurry appearance.
The symptoms of presbyopia are often not apparent until years after the condition has begun to set in. Usually occurring after the age of 40, individuals with presbyopia typically experience blurry vision when trying to focus on objects at a distance and while reading print up-close. Working on a computer and reading also become more difficult as presbyopia can cause the eyes to become tired and headaches to set in.
A simple eye exam can diagnose presbyopia. Since the condition causes difficulty focusing on close objects, near vision can be tested by measuring the eye’s power of accommodation. The clarity of your near vision will be evaluated by looking at increasing and decreasing-size print through a variety of lenses. The print will be moved closer and then further away from your eyes. The results should give a clear indication as to whether or not you are presbyopic.
The best thing about presbyopia is that in most cases it is easily treatable. Some of the most effective surgical treatment options for presbyopia include:
Progressive Multi-focal LASIK procedures are innovative new laser treatments designed to treat presbyopia combined with other common conditions such as nearsightedness, farsightedness, and/or astigmatism. This option can improve your vision and reduce the need for eyeglasses or contact lenses.
Implantable lenses, also known as intraocular lenses (IOLs), are effective alternatives to treat presbyopia for those who are not candidates for laser surgery. IOLs replace the eye’s natural lens, positioned either directly behind the iris or between the cornea and the iris, giving you the benefit of a contact lens but not the hassle of daily placement and removal.
This presbyopia treatment option uses radio waves to shrink collagen tissue along the outer cornea, improving the way light enters the eye and helping you focus more clearly on objects at a close distance. This procedure can reduce your dependence on reading glasses and serves as an effective treatment for presbyopia.
Doctors at our vision care facility in San Diego have successfully treated many cases of presbyopia and helped patients improve their vision and enjoy a better quality of life. Contact the Gordon & Weiss Vision Institute to schedule an appointment.
Q: What is Presbyopia?
Q: How long before I can see clearly?
Q: When can I resume daily activities?
Q: How do I find out if I am a candidate for Progressive Multi-focal LASIK? | <urn:uuid:21fa16e5-d853-4211-be33-140d81cf01e2> | {
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Understanding interest rates can save you money
By Jason Alderman
Unless you pay cash for everything, you’re impacted by interest – either as a lender or as a borrower. Understanding the different types of interest can give you a clearer picture of how your money accumulates and what things really cost when financing is factored in.
Interest rates for lenders. Most people don’t think of themselves as lenders, but if you have a savings account or own government or business bonds, you are, in effect, lending money to those institutions and earning interest on the loan. This interest income is often taxable, so shop around for the highest rates to maximize your earnings and help offset inflation.
Savings and interest-bearing checking accounts typically offer low rates – often 1 percent or less. Some even charge fees for not maintaining a certain account balance. You’ll probably do better putting your money into a money-market deposit account or a certificate of deposit. Check www.bankrate.com to compare rates at local and national institutions.
Interest rates for borrowers. Interest has even more impact on you as a borrower, particularly for large credit purchases. Think about it: You could be paying off your home for 30 years or more, so reducing the interest rate by a few points could save tens or hundreds of thousands of dollars over the life of the loan.
Banks charge several different interest rates, depending on the type of loan. Secured loans (those "secured" by property such as a house or car) are often tied to the discount rate the Federal Reserve Bank (the Fed) charges its member banks for loans.
The Fed typically adjusts the discount rate upward when the economy shows signs of becoming overheated (inflation), or downward when the economy’s sluggish (thereby making loans more affordable). Banks pass these increases and decreases on to their customers through higher or lower interest rates, respectively. When rates are particularly low, people often refinance their mortgages to take advantage.
Interest rates for home equity loans and lines and credit cards are often tied (or indexed) to the bank's prime rate, which is the rate it charges its best, or "prime," customers. Because the prime rate has more than doubled since 2004, your interest rates for these types of loans may have climbed recently.
Fixed vs. adjustable. Home mortgages feature interest rates that are either fixed for the life of the loan, or adjustable at predetermined intervals for part or all of the loan period. When rate indexes (like the 10-year Treasury note) are relatively high, some people opt for an adjustable rate mortgage (ARM), which typically has a lower initial rate and is therefore more affordable at the outset. Be careful, though, because when rates climb, monthly ARM payments can rise sharply, often by hundreds of dollars a month.
Practical Money Skills for Life, a free personal finance management site sponsored by Visa Inc., has more information about how interest rates work and other credit issues, at www.practicalmoneyskills.com/english/at_home/consumers/credit/.
It pays to think of yourself as both a lender and a borrower. Remember, if you’re earning 2 percent on savings but shelling out 18 percent on loan balances, you’re actually losing 16 percent – plus paying taxes on the earnings.
Jason Alderman directs the Practical Money Skills for Life program for Visa Inc. Go to www.practicalmoneyskills.com for more information about savings and credit card interest, and other personal finance tips. As always, consult a financial professional regarding your particular situation.
This article is intended to provide general information and should not be considered tax or financial advice. It's always a good idea to consult a tax or financial advisor for specific information on how tax laws apply to your situation and about your individual financial situation.<< Back to Practical Money Matters
Email to a friend | <urn:uuid:fee8e29e-2f72-4b19-999c-b022eba1b4b7> | {
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The term whole foods refers to foods that have not been processed or refined, including whole grains, beans, nuts, seeds, fruits, and vegetables. Whole foods contain compounds known as phytochemicals that may reduce the risk for many diseases. In addition, whole grains, such as brown rice and whole wheat, include the whole kernel of the germ, which includes elements such as fiber that make them more nutritious than refined grains.
The typical North American diet, however, is high in processed foods like white bread, potato chips, and desserts made with white flour and white sugar. In these foods, the fiber, vitamins, minerals, and phytochemicals normally found in whole foods are missing, at least in part. While processed foods used in moderation can be part of a healthful diet, a whole-foods diet provides nutrients and health benefits that the typical American diet does not provide. | <urn:uuid:e73ef5d2-cd78-4b41-ae30-5012a14777d6> | {
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NACA provides an academic program that reflects a commitment to student academic achievement, cultural connections, and creative electives.
- English/language arts classes foster literacy skills and knowledge and, at the middle school level, students connect to indigenous cultures through additional Native Literature and tiered reading classes.
- In social studies students explore New Mexican, US and world history and geography and create projects and presentations for National History Day.
- Numeracy is fostered through the Connected Math Program in middle school and Interactive Math Program in high school.
- General investigation, life, earth, the environment and biology are all topics that are “uncovered” in science.
- Health and wellness are central to NACA’s Personal Wellness classes which are offered from grades 6-10.
- Students also connect to culture in Dine Government and Lakota, Navajo, Tiwa, and Spanish language classes.
- Additionally, to stimulate our students’ creativity, NACA offers classes in visual art, drama, video production and music.
NACA is a Title I school.
Title I is a federally funded program that offers additional federal dollars to support schools in areas with high free-reduced lunch numbers. Additionally, each Title I school receives funds for parent involvement. These funds come from the 1% set-aside from the APS Title I District budget. 95% of these funds are distributed to schools for their parent involvement programs. NACA currently receives $856.00 in parent involvement funds.
Click below to learn more about Title I and how it can support parent involvement. | <urn:uuid:56e2ab09-3133-4b45-a174-907cf12da1f9> | {
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Inge Lehmann grew up with the field of seismology, becoming a pioneer among women and scientists. Born in Denmark, on May 13, 1888, her early education came in Denmark at a coeducational school run by the aunt of Niels Bohr. It was a place where boys and girls studied the same subjects, where all played soccer and rugby and learned needlepoint. In 1920 she earned her master’s degree in mathematics after 12 years of undergraduate and graduate studies at the University of Copenhagen and University of Cambridge, studies that were interrupted by 6 years of full-time actuarial work. In later years, she would study in Germany, France, Belgium, and Netherlands; in 1928 she earned a second master’s degree, in geodesy, from the University of Copenhagen. Lehmann’s career in seismology began in 1925 when she aided N. E. Norlund as he established seismic networks first in Denmark, then in Greenland. By 1928, Lehmann was named the first chief of the seismology department of the newly established Royal Danish Geodetic Institute, a position she held for 25 years. She recorded, analyzed, and cataloged seismograms from Denmark and Greenland, published seismic bulletins, and worked as the “only Danish seismologist,” as she once described herself. In 1936 she published the paper that sealed her place in the history of geophysics. Known simply as “P’ (P-prime),” the paper suggested a new discontinuity in the seismic structure of the Earth, now known as the Lehmann discontinuity, a region that divides the core into inner and outer parts. Using ray theory and travel time curves to interpret seismograms, Lehmann discovered that the P’ phase of seismic waves traveling through the inner Earth was not the result of diffraction, the commonly held interpretation at the time, but a clear indication of an inner core. Later, Lehmann established herself as an authority on the structure of the upper mantle. Extended parts of her later years were spent as a visiting scientist at the Lamont-Doherty Earth Observatory, Dominion Observatory, the Seismological Laboratory at Caltech, and the University of California, at Berkeley. She also led her colleagues as a founder and president of the European Seismological Federation, president of the Danish Geophysical Society, and vice president of the International Association of Seismology and Physics of the Earth’s Interior. In 1971, Inge Lehmann was presented with the William Bowie Medal, the American Geophysical Union’s highest honor, which is granted to a scientist who has made fundamental contributions to the study of geophysics and who has lived up to the AGU ideal of unselfish cooperation in research. Lehmann also was named an AGU Fellow and was awarded honorary doctorates from Columbia University and the University of Copenhagen. —Michael Carlowicz American Geophysical Union Washington, D.C. | <urn:uuid:2c11838a-3df3-472d-8c31-0f280a0e41dd> | {
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Below is the text for Assignment 1, which accompanies the Digital Artefact.
This exegesis evaluates the digital artefact: “Social media in your classroom”, a short animation, constructed using Sparkol VideoScribe software (http://www.sparkol.com/) (Simkin, 2015). This platform was chosen because it contains copyright free sketches and music, offers effective conversion of text and photograph to hand drawn images, and renders into upload-ready film. Scribing animation has been proven to attract and hold viewers’ attention, an important requirement for the artefact. (Air, Oakland, & Walters, 2014). Content was developed using appropriate design principles, based on ADDIE (ADDIE Model, n.d.), selected for simplicity, and application to andragogy. A broad application of knowledge networking theory: physical connectivity, and developing collaborative communities of practice, democratising learning, was the intended message (Price, 2015).
Design commenced with ADDIE’s analysis phase; this clarified instructional objectives, identified the learning environment and acknowledged the audience’s pre-existing knowledge and skills. Informed by the school’s technological vision, the artefact needed to stimulate technology inclusive pedagogy, for 2016. Its purpose needed to be effective, accessible and developed at minimal cost. Modelling a product that could be re-used, or stimulate creation of new artefacts was important.
The form and function needed to engage teachers with the content of the artefact. The selection of VideoScribe over Powtoon, or Office Mix for PowerPoint was made because this style of video is persuasive, and well received (Air, Oakland, & Walters, 2014, p. 3). A comparison with these other products made it a clear winner (Simkin, Artefact Design, 2015).
One of the advantages of scribing is the stimulation of viewer anticipation (Air, Oakland, & Walters, 2014, p. 17). By using drawings to convey meaning, questioning is encouraged, and an element of playfulness produces a positive emotional response (Barrett, 2013, pp. 53-56).
Content was structured to avoid the pathology of Information overload (Bawden & Robinson, 2009, p. 182). Being mindful that teachers’ primary focus is facilitation of the learning was critical for selecting the drawings and words included in the animation. The message that the connected world lies at the heart of the curriculum was crucial (Zuckerman, 2013, p. 266).
Technological challenges affected design. Overall length was reduced to enhance rendering to film and reduce upload speeds. Some desired elements had to be removed, and the spoken narration abbreviated (Simkin, Artefact Design, 2015). Human resources were stretched in terms of pre-existing skills, time and looming deadlines, which impacted quality of the finished product. Such factors will always affect teachers creating digital artefacts for their learning communities.
The context for any digital artefact is the most critical consideration. The region for which this artefact is intended suffers patchy Internet access, so brevity and file size were critical. The clientele comprises a school community seeking to implement higher order technology skills though incorporation into lesson design. The teachers are academically focussed and technologically competent. For the last eleven years, they have used tablet laptops, s their students from Years 9 upwards since 2012. Next year this will extend from Years 6 to 8 with iPads. Recent meaningful change in technological pedagogy in some classes, has sparked momentum on which to build.
Professional learning has offered limited opportunities for meaningful exploration of twenty-first century fluencies, or consideration of the importance of global digital citizenship, the background of core values and personal identity on which all other fluencies depend (Crockett, Jukes, & Churches, 2011, pp. 79 – 82). Some believe that teaching such skills is not the responsibility of subject teachers, however, the Australian Curriculum defines such skills as cross–curricular capabilities (Australian Curriculum, Assessment and Reporting Authority, n.d.). A professional learning day focussing on technology in the classroom is planned for the beginning of Term 3.
Artefact design commenced amidst discussion centred on the type of devices, which cannot create student centred learning environments themselves. The value of technology, with its ability to access, store, manipulate and analyse information, comes from creating a student-centred learning environment, and it is this that must be explored (Wong, Hanafi, & Sabudin, 2010, p. 389). Implemented well, social media ensures that students will spend less time gathering information, and more time reflecting on the objectives they have set, and the learning they have achieved (Wong, Hanafi, & Sabudin, 2010, p. 389).
This artefact, therefore, is aimed at andragogy, which identifies different learning needs to pedagogy (Couros, 2010, p. 113). Motivation for developing new skills is enhanced by adults’ life experiences, so it is vital to consider these needs, and present content of relevance (Couros, 2010, p. 114).
The starting slide was chosen to cause a positive response; smiling before you start recording your voice-over makes you sound upbeat, seeing a smile engenders a degree of optimism (Air, Oakland, & Walters, 2014, p. 46). With scribing, there is also the anticipation of what will appear next: why is this person smiling at me? The evaluation team has reported that this design element is successful.
Adult learners also draw constructive conclusions from mistakes (Couros, 2010, p. 114). A slight slip up in recording the voice-over remains, partly for this reason, but also because of the impending deadline. In the professional learning workshop this will provide a teachable moment. The effectiveness of this cannot yet be evaluated.
Educators face constantly altering expectations, from authorities rewriting curriculum, to administrators changing expectations, and alterations to school policies that cover every aspect of their working life. Therefore it was important that the message imparted by the artefact introduced a new way of working that was easy to adopt, and which offered a way of fulfilling current programs as outlined by the school’s professional learning policy documents. The recently introduced foci on considerations for successful learning experiences within a positive education framework have been effectively woven through the artefact (Grift & Major, 2013).
The social media focus was chosen for its personal familiarity to many teachers; it offers a range of options and is something that can be supported by current “nodes” of networked educators within the college learning community. Richardson recommends that these impassioned teachers have the capacity to assist others to become part of knowledge networks, a powerful way to deal with the vast quantities of accessible information (Richardson, 2010, pp. 295-296). Trials have proven the artefact’s efficacy in arousing interest.
The development phase reflected the need to justify trying social media rather demonstrating how to use it. Such Instruction will follow the viewing of the artefact, and will be able to unfold as participants require. While blogging is the specific media covered within the artefact, it is presented as an option, thus allowing for the ensuing discussion to lead to other examples. The skills of sharing authentic publications, reflecting on progress, creating positive digital footprints and co-learning through collection, curation and evaluation of information are the skills that matter, and which have been clearly articulated throughout the artefact (Richardson, 2010, pp. 297-301).
Social media has the capacity to be applied to any content, as indicated in the artefact. The specific example of Gail Casey will be raised in the ensuing discussion. She promotes a social and participatory approach within her face-to-face Mathematics classes, and builds on her students’ life experiences (Casey, 2013, pp. 60-63). Her work supports the considerations for learning design raised by Grift and Major (Grift & Major, 2013), and the power and multimodality of social media strengthen interdisciplinary literacy (Casey, 2013, p. 60). Brevity constraints precluded the inclusion of such justification for using social media.
Contrary to popular perception, students struggle with interpreting, thinking with, or building multimedia communications and need guidance to develop a multimodal literacy. (Lemke, 2010, pp. 250-251). Many myths abound in relation to older and younger users of technology; while younger people use social media in many forms, they do not realise the potential for learning and knowledge building that it offers (Higgins, ZhiMin, & Katsipataki, 2012, p. 20). Some wonderful images supporting this point had to be removed to allow successful rendering. The message that platforms are so varied and information access so big that no users can know them all could have been more effectively delivered (Weinberger, 2011).
Several invitees have been approached to review the artefact and give feedback as to its value; their comments support VideoScribe’s claim that scribing attracts and holds viewers’ attention (Air, Oakland, & Walters, 2014, p. 3). The artefact has been described as awesome, but assessing the delivery of the message has been difficult. The most evaluative comment identified the core message, and stated a need for more examples and information on how to get involved (Statt, 2015). This indicates that the intention of raising awareness and arousing interest in further involvement has been achieved for this viewer.
Rheingold identifies three aspects relevant to the power of knowledge networking through social media and thriving in an online environment. Firstly, attention, sometimes referred to as multi-tasking, or hyper-attention (attention splitting) (Rheingold, Netsmart: How To Thrive Online, 2012). This aspect of using digital devices is a concern for many teachers. Rheingold suggests that the solution lies in teachers’ design of learning experiences, which should include training as to when and how to apply the “high-beam light of focussed attention” (Rheingold, Netsmart: How To Thrive Online, 2012). In contrast, Andersson et al. report that students feel that laptops have substantially increased distractions and reduced face-to-face social interaction (Andersson, Hatakka, Gronlund, & Wiklund, 2014, pp. 43-44). The narration within the artefact successfully refers to the importance of social media for teaching students appropriate use and meaningful interaction as part of a range of strategies, thereby offering solutions for such concerns.
Secondly, becoming an active citizen in the online space, not a passive consumer, creates a literacy of participation (Rheingold, Attention, and Other 21st-Century Social Media Literacies, 2010). Collaboration moves combined efforts from merely co-operating to really working with others; collective learning in a shared domain of human endeavour is referred to as communities of practice (Wenger, 2012, p. 1). It is the potency of this mix of ages, experiences and knowledge seeking that is so attractive within social media options. The artefact presents this concept through images of face-to-face talking, and circles around the globe, supported by the narrative discussing the links to the world beyond the classroom, irrespective of time and location. The link between these processes, and their current use by universities and workplaces, clearly reinforces the importance of such skills (Christozov, 2013, pp. 1-3).
Finally, Rheingold nominates critical consumption, an issue raised by many others (Rheingold, Netsmart: How To Thrive Online, 2012). Knowing how to use social media to cultivate and utilise networks for learning must be modelled and encouraged by educators. This presents an exciting proposition, offering fulfilment of great hopes while simultaneously challenging many concepts of traditional schooling; the artefact presents this quite well. (Richardson & Mancabelli, Personal Learning Networks: Using the Power of Connections to Transform Education, 2011, pp. 7-8).
Blogging, the example focussed on within the artefact, has developed into a serious means of communication, which for many readers supersedes traditional news media (De Saulles, 2012, p. 15). It offers authentic publication, and a means of quickening the dynamic exchange of ideas, taking teachers from isolated classrooms to virtual spaces where generation of ideas propels innovative ways of becoming involved (Davidson & Goldberg, 2010, p. 176). The potential of connecting with a world-wide network of professionals for support and learning is successfully conveyed by this digital artefact according to viewer feedback (Wheeler, 2015).
Including research findings indicating a correlation between effective technology integration and improved learning outcomes has also resonated (Picardo, 2015). The artefact’s content inclusion, quality of product and download speed have been successful, however, the educational impact is unknown. The real value will only be observable after the workshop if it results in implementation of social media within this targeted school community.
ADDIE Model. (n.d.). Retrieved March 25, 2015, from Wikipedia: https://en.wikipedia.org/wiki/ADDIE_Model
Air, J., Oakland, E., & Walters, C. (2014). Video Scribing; How Whiteboard Animation Will Get You Heard. Sparkol Limited.
Andersson, A., Hatakka, M., Gronlund, A., & Wiklund, M. (2014). Reclaiming the Students – Coping With Social Media in 1:1 Schools. Learning, Media and Technology, 39(1), 37-52. doi:10.1080/17439884.2012.756518
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Information and Communication Technology (ICT) Capability. Retrieved from Australian Curriculum: F-10 Curriculum: http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/ict-capability-across-the-curriculum
Barrett, T. (2013). Can Computers Keep Secrets? How A Six-Year-Olds Curiosity Could Change The World. Edinburgh: No Tosh.
Bawden, D., & Robinson, L. (2009). The Dark Side of Information Overload, Anxiety and Other Paraxes and Pathologies. Journal of Information Science, 35(2), 180-191.
Casey, G. (2013, September). Interdisciplinary Literacy Through Social Media In the Mathematics Classroom: an Action Research Study. Journal of Adolescent and Adult Literacy, 57(1), 60-67.
Christozov, D. (2013). Knowledge Diffusion via Social Netwroks: The C21st Challenge. International Journal of Digital Literacy and Digital Competence, 4(2, April-June), 1-12.
Couros, A. (2010). Developing Personal Networks for Open and Social Learning. In Emerging Technologies in Distance Education (109–128). Athabasca University: AU Press. (pp. 109-128). Athabasca University: A U Press.
Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is Not Enough, 21st-Century Fluencies for the Digital Age. Corwin.
Davidson, C. N., & Goldberg, D. T. (2010). The Future of Thinking: Learning Institutions in a Digital Age. Cambridge: MIT Press.
De Saulles, M. (2012). New Models of Information Production. Information 2.0: New Models of Information Production, Distribution and Consumption., 13-35.
Grift, G., & Major, C. (2013). Teachers As Architects Of Learning: Twelve Considerations For Constructing A Successful Learning Experience. Moorabbin: Hawker Brownlow Education.
Higgins, S., ZhiMin, X., & Katsipataki, M. (2012). The Impact of Digital Technologies on Learning. Durham University. Durham: Education Endowment Foundation. Retrieved from Education Endowment Foundation: http://educationendowmentfoundation.org.uk/uploads/pdf/The_Impact_of_Digital_Technologies_on_Learning_(2012).pdf
Lemke, C. (2010). Innovation Through Technology. In C21st Century Skills: Rethinking How Students Learn (pp. 243-274). Bloomington: Solution Tree.
Pearce, J., & Bass, G. (2008). Technology Toolkits: Introducing You to Web 2.0. South Melbourne: Cengage Learning.
Picardo, J. (2015, March 22). What Impact? 5 Ways to Put Research into Practice in the 1-to-1 Classroom. Retrieved March 23, 2015, from Educate 1 to 1: http://www.educate1to1.org/technology-impact-research-into-practice/
Price, D. (2015, March 23). Six Powerful Motivations Driving Social learning by Teens. Retrieved March 30, 2015, from MindShift: Http://blogs.kqed.org/mindshift/2015/03/six-powerful-motivations-driving-social-learning-by-teens
Rheingold, H. (2010, October 7). Attention, and Other 21st-Century Social Media Literacies. Retrieved March 21, 2015, from Educause: http://www.educause.edu/ero/article/attention-and-other-21st-century-social-media-literacies
Rheingold, H. (2012). Netsmart: How To Thrive Online. London: MIT Press.
Richardson, W. (2010). Navigating Social Networks as Learning Tools. In 21st Century Skills: Rethinking How Students Learn (pp. 285-304). Bloomington: Solution Tree.
Richardson, W., & Mancabelli, R. (2011). Personal Learning Networks: Using the Power of Connections to Transform Education. Bloomington: Solution Tree Press.
Simkin, M. (2015, April 28). Artefact Design. Retrieved from Digitalli: http://thinkspace.csu.edu.au/msimkin/2015/04/28/artefact-design/
Simkin, M. (2015, April 27). Social Media in Your Classroom. Hamilton, Victoria, Australia. Retrieved from https://www.youtube.com/watch?v=YS39JMf6iwA
Simkin, M. (2015, April 29). Survey Results. Retrieved from Digitalli: http://thinkspace.csu.edu.au/msimkin/2015/04/29/survey-results/
Statt, T. (2015, May 1). History teacher. (M. Simkin, Interviewer)
Weinberger, D. (2011). Too Big To Know: Rethinking Knowledge Now That The Facts Aren’t Facts, Experts Are Everywhere, And The Smartest Person In The Room Is The Room. New York: Basic Books.
Wenger, E. (2012). Communities of Practice a Brief Introduction. Retrieved from Wenger Traynor: http://wenger-trayner.com/introduction-to-communities-of-practice/
Wheeler, S. (2015, March 21). Making Connections. Retrieved March 23, 2015, from Learning with ‘e’s My Thoughts About Learning Technology and All Things Digital.: http://steve-wheeler.blogspot.com.au/2015/03/making-connections.html
Wong, S. L., Hanafi, A., & Sabudin, S. (2010). Exploring Teachers’ Perceptions of Their Pedagogical Role With Computers; a Case Study in Malaysia. Procedia: Social and Behavioural Sciences, 2, pp. 388-391.
Zuckerman, E. (2013). Rewire: Digital Cosmopolitans in the Age of Connection. New York: W.W Norton & Company. | <urn:uuid:4a8f36d7-ef29-410e-a05a-30cf9c353a56> | {
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Mal de Debarquement
National Organization for Rare Disorders, Inc.
It is possible that the main title of the report Mal de Debarquement is not the name you expected. Please check the synonyms listing to find the alternate name(s) and disorder subdivision(s) covered by this report.
Mal de debarquement syndrome (MdDS) is a rare and little understood disorder of the body's balance system (vestibular system) and refers to the rocking sensation and/or sense of imbalance that persists for an excessive length of time after an ocean cruise, plane flight or other motion experience. Most people after exposure to an ocean trip or long airplane ride will experience "motion" after the event is over and for a short period of time, with two days being the upper limit of normal. But for persons with MdDS, these sensations may last for 1 month or a year or even many years. Symptoms may diminish in time or periodically disappear and reappear after days, months, or years, sometimes after another motion experience or sometimes spontaneously. This syndrome is probably more common than the literature might lead us to believe, as the level of awareness in the general population as well as among health personnel is very low.
The disproportionate length of time over which the discomfort persists is normally unaccompanied by nausea, nor is it responsive to motion-sickness drugs.
For reasons that are not understood, middle aged women are overwhelmingly more likely to come down with MdDS than are men. However, most studies so far have disavowed hormones as a cause.
American Academy of Audiology
- 11730 Plaza America Drive, Suite 300
- Reston, VA 20190
- Tel: (703)790-8466
- Fax: (703)790-8631
- Tel: (800)222-2336
- Email: [email protected]
- Website: http://www.audiology.org
Genetic and Rare Diseases (GARD) Information Center
- PO Box 8126
- Gaithersburg, MD 20898-8126
- Tel: (301)251-4925
- Fax: (301)251-4911
- Tel: (888)205-2311
- Website: http://rarediseases.info.nih.gov/GARD/
MdDS Balance Disorder Foundation
- 22406 Shannondell Drive
- Audubon, PA 19403
- Fax: (210)641-6077
- Email: [email protected]
- Website: http://www.mddsfoundation.org
NIH/National Institute of Neurological Disorders and Stroke
- P.O. Box 5801
- Bethesda, MD 20824
- Tel: (301)496-5751
- Fax: (301)402-2186
- Tel: (800)352-9424
- Website: http://www.ninds.nih.gov/
Vestibular Disorders Association (VEDA)
- 5018 NE 15th Ave
- Portland, OR 97211
- Tel: (503)229-7705
- Fax: (503)229-8064
- Tel: (800)837-8428
- Email: [email protected]
- Website: http://www.vestibular.org
For a Complete Report
This is an abstract of a report from the National Organization for Rare Disorders (NORD). A copy of the complete report can be downloaded free from the NORD website for registered users. The complete report contains additional information including symptoms, causes, affected population, related disorders, standard and investigational therapies (if available), and references from medical literature. For a full-text version of this topic, go to www.rarediseases.org and click on Rare Disease Database under "Rare Disease Information".
The information provided in this report is not intended for diagnostic purposes. It is provided for informational purposes only. NORD recommends that affected individuals seek the advice or counsel of their own personal physicians.
It is possible that the title of this topic is not the name you selected. Please check the Synonyms listing to find the alternate name(s) and Disorder Subdivision(s) covered by this report
This disease entry is based upon medical information available through the date at the end of the topic. Since NORD's resources are limited, it is not possible to keep every entry in the Rare Disease Database completely current and accurate. Please check with the agencies listed in the Resources section for the most current information about this disorder.
For additional information and assistance about rare disorders, please contact the National Organization for Rare Disorders at P.O. Box 1968, Danbury, CT 06813-1968; phone (203) 744-0100; web site www.rarediseases.org or email [email protected]
Last Updated: 12/13/1969
Copyright 2012 National Organization for Rare Disorders, Inc.
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Perhaps one of Earth's most awe-inspiring spectacles, volcanoes are an incredible force of nature. What happened to the Roman city of Pompeii is prime example of the power of a volcano. In 79 A.D. Mt. Vesuvius erupted, destroying the entire city and burying it under ash for nearly 1700 years, according to history.com.
Volcanoes erupt when the magma of a given area has a lower density than that of the surrounding rock, which causes it to rise. Gas in the magma forms bubbles as it rises, which exert outward pressure causing the magma to explode into the air when it reaches the surface, according to Michigan Technological University.
In addition to the obvious consequences tons of molten rock spewing from the Earth will have on the surrounding terrain, Weather Channel meteorologist Nick Wiltgen describes some of the other effects volcanic eruptions can have.
Although directly getting struck by it would be harmful, one of the least destructive, yet most spectacular, effects of an erupting volcano is volcanic lightning. Volcanic lighting is caused by the ash particles being ejected into the air by the eruption causing positive and negative charge separation similar to how ice particles separate the charge in a normal storm.
The ash particles ejected into the air are also of concern. When most people think of ash, they think of the nearly harmless fine powder one might find after burning wood in a fireplace. Unfortunately, volcanic ash is completely different, and much more dangerous. The particles in volcanic ash are quite sharp, being mainly composed of tiny fragments of rock or obsidian. If breathed in, these particles can cause respiratory problems, especially in children and the elderly, the CDC reports. Volcanic ash can even cause problem for jet engines that suck them in, such as during the 2010 volcanic eruption in Iceland when airports all over Europe were forced to ground their flights.
Sulfur dioxide from the volcanic eruption can lead to locations downwind being exposed to acid rain.
Earthquakes can also be caused by the volcanic eruption. The rock surrounding the area of the eruption will often collapse to fill in the empty space the magma used to occupy, and can cause localized seismic activity, according to the Pacific Northwest Seismic Network.
If the eruption is large enough, it can even cause short-term worldwide climate change, such as the eruption of Mount Pinatubo in the Philippines in 1991. Nick Wiltgen states it was so powerful that it caused significant global cooling for several years afterwards.
MORE ON WEATHER.COM: Volcano's Screams Recorded | <urn:uuid:ff7a36c9-99d3-4124-98bf-ec525b7ba7e6> | {
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¿ECUADOR Y DARWIN? (in English please...)
In the fall of 1885, the Galapagos Islands' most famous visitor, Charles Darwin, arrived on the HMS Beagle and began collecting and observing the archipelago's unique animal and plant life. At the time, Darwin did not fully appreciate what he was seeing. Only after he returned home to England did the scientist begin to formulate his theory of evolution. Though the name Darwin is inseparable from the islands' history, they were actually discovered in 1535 by a Spanish bishop named Fray Tomas de Berlanga, who named the island Galapagos after the impressive giant tortoises.
Much of the same flora and fauna that inspired Darwin's The Origin of Species still thrives on the Galapagos today. Appropriately, ninety-seven percent of the island is national park. The legendary marine and land iguanas, the giant tortoises, and seal colonies of the Galapagos are among nature's most fantastic beings. Visitors will gasp at these stunning animals, all of which are highly approachable as their isolated evolution has not conditioned them to fear humans.
Iguanas and tortoises bask in the sun like bored movie stars, feet away from the photo-snapping Homo Sapiens. Though their indifference may make the animals seem humorously aloof, their very ignorance makes them vulnerable. A few bad experiences with humans can alter their behavior irrevocably and turn them reclusive. Respect their natural hospitality and keep your hands to yourself. | <urn:uuid:c774bdc0-fd62-4fb4-a34b-1762a32fa91d> | {
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Bed bugs (Cimex lectularius Linnaeus, 1758) are a
growing problem in Denver and many other cities in the United
States. Bed bugs do not transmit diseases but suck blood from
people and, once established, multiply rapidly.
This sample was collected in October 2010 in a Denver apartment.
The tenants did not inform the landlord early on about the
infestation. Without professional treatment by an experienced
exterminator bed bugs might make homes uninhabitable.
In a Science Bite released in April, and in an article in the June/July issue of the DMNS
member magazine, Catalyst, Frank Krell provides more information
about the bed bug problem. In addition, Colorado State University
Extension has recently updated their bed bug fact sheet.
Update 20 July 2011: Research on the bed bug problem
intensifies. Trapping them with baits seems to be a viable
solution. See this interview with Prof. Coby Schal from North
Carolina State University about his recently funded project to
develop a baited trap.
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About one-third of Americans admit to having trouble keeping their eyes open in the past 30 days, even though nearly all Americans feel that it’s unacceptable for someone to drive when they are that sleepy, according to the AAA Foundation for Traffic Safety. The AAA Foundation estimates that about one in six deadly crashes involves a drowsy driver.
To save lives and curb the number of fatigue-related crashes, November 12-18, 2012 has been declared Drowsy Driving Prevention Week® by the National Sleep Foundation. The annual campaign aims to educate the public about the risks of driving while drowsy and countermeasures to improve safety behind the wheel of a bus, truck, taxi or car.
When your yawning becomes almost constant, when your vision seems blurry, or when you are blinking hard or frequently, you may be experiencing drowsy driving. If you experience these symptoms, call Mary Washington Healthcare Sleep and Wake Disorders Centers at 540.741.7830 to learn if you may need a sleep study.
At least 100,000 police-reported crashes each year are the direct result of driver fatigue, says the National Highway Traffic Safety Administration. These accidents result in at least 1,550 deaths and 71,000 injuries annually, as well as an estimated $12.5 billion in losses.
Sleepiness can impair drivers by causing slower reaction times, vision impairment, and lapses in judgment. In fact, studies show that being awake for more than 20 hours results in an impairment equal to a blood alcohol concentration of 0.08%, the legal limit in all states. It is also possible to fall into a 3-4 second microsleep without realizing it.
To avoid a drowsy driving-related crash, consider these tips to stay alert, whether you’re driving a truck, bus, taxi or car:
- Don’t attempt long drives alone. According to the AAA Foundation, a driver is half as likely to be involved in a drowsy driving-related accident if someone else is in the car.
- Aim to get plenty of sleep before driving long distances. People who sleep 6-7 hours a night are twice as likely to be involved in a crash as those who sleep 8 hours or more.
- Take a short break from driving every 100 miles or two hours. To stay alert, get a snack. Switch drivers. Stand up to stretch. The caffeine equivalent of two cups of coffee can increase alertness for several hours.
The Mary Washington Hospital Sleep and Wake Disorders Center is accredited by the American Academy of Sleep Medicine. Staff physicians are board certified in sleep medicine. Other staff members include registered polysomnigraphy technicians and trained sleep technicians.
For more information, visit www.mwhc.com.
# # #
Mary Washington Healthcare is a fully integrated, regional medical system that provides inpatient and outpatient care through over 40 facilities and services including Mary Washington Hospital, a 437-bed regional medical center, and Stafford Hospital, a 100-bed community hospital. Mary Washington Healthcare is a nonprofit health system and has a long-standing commitment to provide care regardless of ability to pay. For more information about our services and facilities, visit www.MaryWashingtonHealthcare.com. | <urn:uuid:e7cde549-e485-436c-9522-af7235e17f21> | {
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Being aware of our body composition can always help us to determine the general state of our body’s overall health. It has often been found that in spite of appearing health from the outside and having a weight which appears to be seemingly normal, persons can still have an altered and unhealthy body composition when assessed in the right way.
Body composition index is based on our body’s relative amount of fat-free mass (which consists of our bones, muscles, organs and body tissues) to the amount of body fat that we have within us. Per say, if the quantity of body fat is significantly higher compared to the amount of fat-free mass within our body, then we may always fear of putting ourselves at a risk for severe health problems such as high blood pressure, obesity, heart disease, Type 2 diabetes, fatigue, cancer and more.
Although body fat is in general considered bad for leading a healthy lifestyle, some fat is actually still needed for our overall good health. This body fat not only helps us to protect our internal organs, but it also aids in regulating our hormones and provide us with energy for our wellbeing.
According to clinical findings our body fat should typically make up about 12% of the total body weight of women and 5% for men, to call ourselves healthy.
Body composition is measured by Waist circumference and Hip to waist ratio (WHR), Skin fold thickness and by Bioelectrical Impedance Analysis tests.
Here are a few benefits of having a positive body composition which can help us to live healthily.
Increase energy and endurance.
It has been noticed that people those who have optimal body composition ratio, generally tends to be more energetic. They also possess better endurance level than people who do not have a good body composition and so can work harder and have better resistance towards critical illnesses in their lives.
Have improved circulation
People those who have less fat in their body and possesses recommended body composition often have improved blood circulation in all parts of their body. Thus, having a better circulation helps in reducing the risk of heart diseases and stroke.
Improved lung function capabilities
People who are conscious about their health and have better body composition than others also have improved lung function capabilities. So not only does people who have normal body composition have less respiratory infections but they also suffer less from breathlessness.
Have risk free pregnancy
Women who suffer from bad body composition whereby they are obese and have more fat in their body, generally have a risk of suffering during the term of their gravidity. Excess fat deposits in the abdomen and waistline of the pregnant women often have pregnancy complications which are not all that much prevalent with healthy women.
Have better sleep
It has been clinically observed that people who have better body composition test reports, normally have better sleep than those who do not.
Apart from the above mentioned benefits of having an optimal body composition ratio, having ideal amount of fat in the body also helps us to avoid lower back pain and improves out glucose tolerance and insulin sensitivity. | <urn:uuid:585fc253-96d3-41a7-9fad-3e3d7ed731e0> | {
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LEAD GAS'S OHIO ROOTS
TEL wasn't always the frontrunner to solve the knocking problem common in early 20th-century automobile engines, according to "The Secret History of Lead," an exposé of the leaded gas industry published in The Nation in 2000.
The primary choice was ethanol, the corn derivative that has recently seen a resurgence as a clean-energy source and, coincidentally, is used today as an antiknock agent.
Like TEL, ethanol increases octane—the ability of gasoline to resist premature combustion, which causes the knocking sound—but it didn't promise much in the way of profit because it couldn't be patented. That was a disincentive for General Motors, says Jamie Lincoln Kitman, who won a medal from the group Investigative Reporters and Editors for the exposé, which is now being expanded into a book.
Charles Kettering, an Ohio-born engineer who invented the electric self-starter that replaced the hand crank, took it upon himself to find a money-making solution to the knocking problem. The noise had emerged in Cadillacs outfitted with his self-starting technology.
Kitman says Kettering's ambition took on greater urgency after the copper-cooled Chevrolet—another car marketed on his invention, the air-cooled engine—was pulled off the market.
It was in GM's Dayton lab, which Kettering oversaw, that TEL was found to reduce the engine's pinging sound, thereby cementing its inclusion in gasoline for decades to come. | <urn:uuid:b039f834-d117-48f9-b4e8-e1323151ef84> | {
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The word Millennials is used to describe adults born between the years of 1980 and 2000. They are also known as Generation Y. Jean Twenge, author of Generation Me explained Millennials tend to be more self-focused and may expect to receive a lot of recognition. Sixty Minutes aired an interesting story titled The Millennials are Coming. In this show, they explained how this younger generation expects good things and expects them with little effort. I have noticed that this sense of entitlement has carried into the online classroom setting.
Most of my students are very respectful. They follow directions. They ask questions with the proper tone. However, there are a few that are more demanding. Although I have not formally studied the age group of the students who demonstrate issues with entitlement, I have noticed that my older Baby Boomer students seem to demonstrate more respect.
Some students become frustrated with expectations as they enter higher level programs. Some of my students have managed to get through their undergraduate program with poor writing skills. If I make comments about things that they need to work on for future assignments, some of them become upset or angry. It is as if they expect to receive an A with very little effort. They may make comments that express their indignation that I would even suggest that they might write “a lot” as two words, or indent a paragraph per APA guidelines. I might even receive a note from them about how other professors did not mark down for certain things.
I do not take that many points off for writing or APA-related issues. I teach business-related courses and should not have to make grammar or structure my main focus. What is interesting to me is that their anger does not seem to be about the score received as much as the fact that I have pointed out something they have done incorrectly.
Many students tell me that professors do not insert comments on their assignments. Perhaps that is why some of them react the way they do. However, it seems to me that a graduate-level student should write at a graduate level.
Based on the reaction I get from the younger students, I often wonder if some professors “let things go” in order to keep the peace. I have spoken to other professors who perform peer-reviews and deal with conflict resolution. They have told me that students will complain about many little things. If students complain, professors must respond, and then that creates more of a hassle for them.
The squeaky wheel may get the grease. If professors do not want to tell students the truth, for fear of reprimand, they may just let things slide. My concern is that younger students’ entitlement issues have made them complain too easily and kept them from developing important skills.
- Sheldon Cooper is in an EQ Stupor
- Jumping Through Hoops to Please Millennials
- Is the Millennial Generation the Best Generation Ever?
- Millennials Embrace Online Education
- Millennials Unique Expectations | <urn:uuid:19a60a0b-1dbe-4591-b651-b08879797ab5> | {
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It’s always been a taboo in the workplace: never ask a coworker how much they make. When you applied for your job, HR probably gave you an offer you couldn’t refuse, gave you exactly what you expected, or had to haggle and learn the range employees with that job position made. During salary negotiations, you’ll find HR basing how much you deserve based on several factors: your related experience, your daily commute, the weight of the job description, your credentials, and more.
But according to those who believe in what is known as the “Gender Wage Gap,” another factor quietly but strongly comes into play: your sex.
What is the Gender Wage Gap?
According to the Gender Wage Gap, men make more money than a woman doing the exact same job. For every dollar a man makes, women only make 75 cents. It’s believed that some companies are taking away women’s wages because we have more reasons to become incapacitated to work. Women can take a sick leave for severe menstrual cramps once a month, get pregnant and file for leave months before the baby is due, and then spend the next few months recuperating and caring for the child.
Why the Gender Wage Gap is a Myth
The strongest argument against the Gender Wage Gap is that if women were paid less for the same job, companies would stop hiring men because women are capable of producing the same output for less. In the earlier decades of the United States, labor-intensive jobs in factories and agriculture-related sectors were given to working-class immigrants because they were willing to work for such low wages that white Americans were not willing to work for. Yet, we don’t see corporations pulling this kind of treatment on its employees and hiring all-women labor forces.
Women are just as ambitious as men. Regardless of sex, employees have the right to ask for promotions, which women do. In truth, the statistics that women make less than her male counterpart is just a case of mislabeled data. The one dollar is to 75 cents statistic was calculated by taking the median earnings of full-time female employees and dividing it by the median earnings of full-time male employees.
While the results may be close to 75 to 77 cents, the calculations do not account for factors such as occupation, education, age, and the actual number of men and women in the workplace. And according to the research of the American Association of University Women (AAUW), when you consider these factors and the choices men and women make, the wage gap drops to a little over six cents.
The Effects of Choices in Wage Gap
Several studies by independent researchers and the United States Department of Labor argue that the supposed wage gap is not because of sexism, but because of the different choices men and women have when it comes to their careers.
For example, out of the five top-paying college degrees at Georgetown University, only one degree had more female than male graduates: Pharmaceutical Sciences, with 52 percent of females. In the other four courses – Petroleum Engineering, Mathematics and Computer Science, Aerospace Engineering, and Chemical Engineering – had a female population ranging between 12 to 33 percent.
But when you look at the top five worst-paying college degrees – Counselling and Psychology, Early Childhood Education, Theology and Religious Vocations, Human Services and Community Organizations, and Social Work – women dominate the population in four out of five degrees, with women ranging between 74 to 97 percent of the population.
In fact, there are so many variables that the Department of Labor and the AAUW concede that there aretoo many variables to determine why it appears men make more than women. But the fact remains that you can’t really just divide the median income of two sexes and immediately call it unfair.
However, one could argue that these choices (while it helps step away from the wage gap argument) points to another factor of the workplace that explains why it appears women make less. And to explain that, we may have to look beyond wages.
Not a Wage Gap, a Job Gap
Women, in general, earn 15 percent less than men, according to The Economist. But it’s not because they’re paid less for the same job. Rather, it is because more women work in lesser-paying jobs and have fewer senior positions. In Britain, France, and Germany, up to 90 percent of executive jobs are held by men.
Women also tend to choose different occupations, more likely to pick the lesser paying job in any industry. In the United States, over 80 percent of teachers, nurses, and secretaries are female, and these are the lesser paying jobs in their respective industries. Primary school teachers earn less than 20 percent of an average graduate job.
Female Employees and Motherhood
With regards to the arguments that the wage gap is partially due to the risk of a woman getting pregnant and decreasing in productivity for a number of months to have and raise her child, there is some truth to it.
In Britain, France, and Australia respectively, 70, 55 and 56 percent of mothers have reduced their working hours or switched to a less demanding job after having their first child; in comparison, only 11, 13, and 19 percent of fathers have done the same. While in the United States, when a woman goes back to work, her salary is on average much lower than it would have been if she did not have a child. As a result, women are less likely to climb up the career ladder and aim for better-paying job positions and promotions compared to men who do not need to recuperate after their wife produces a child.
So, men become doctors, women become nurses. Women become teachers, men become professors. Does this sound a little sexist to you? It should, because while the gender wage gap may be a myth, the evidence used to argue for it points to a different phenomenon that, based on facts rooted in history, shows sexism in the workplace in a different light.
History of Women in the Workforce
In the past, women were expected to play three roles in their lifetime: daughter, wife, and mother. While women in the United States today could consider her life successful with a thriving job without a spouse and child, careerwomen in the past were frowned upon because they did not live up to society’s expectations. But in the late 1800’s to the 1920s, when there were fewer men in the workforce due to the war and when educated daughters were becoming a trend for middle and upper-class families, more women entered the workforce (I’ve written a separate article here about this and how this eventually led to women’s right to vote).
By the Progressive Era, African American and immigrant women were working in factories, domestic service, and the agriculture industry, while white women could work as secretaries and phone operators. Some people, particularly traditional men and families, were against women working. As a result, there were some women who saw jobs and careers as something to fill their time before they got married and settled on a life as a housewife. And by the time the wars were over and men were back home, more women decided to leave their jobs.
You have to remember that this was in the 1920s, almost a hundred years ago. Your great-grandmothers may have been living as housewives (and may have not been able to vote until their middle ages). Women were only getting the hang of the workforce at that time, while men have had over a century to dominate the workplace.
What Does This Mean for the Present?
Take note that women in the workplace were not an instant part of history. It was a gradual occurrence that took years to develop, especially in conservative states, and I bet that even today, some women still hear the occasional “women should stay in the kitchen” comment in the workplace.
So, while the gender wage gap may be a myth, the gender job gap may not be, and it’s because of the rooted history of women playing second fiddle to men in the workforce. Men had centuries to climb up their own career ladders, while women had a hundred years and were constantly pulled down the ladder by societal expectations and gender roles.
Since people argue that the gender wage gap does not exist because it’s unprofitable to hire men and women were not treated the same way low-wage immigrants were paid before, let’s use a similar example to prove why gender job gaps exist.
If you name some of the first-world countries right now –United States, United Kingdom, China, Japan, Spain, to name a few – you’ll find that one of the things they have in common is that all of them, at one point in history, colonized and even oppressed countries that, today, remain developing countries. Nations in Africa, Southeast Asia, and South America remain poor and underdeveloped because they spent a huge part of their history serving their colonizer. While you could argue that some colonized countries such as Singapore and South Korea made it out just fine, you can’t deny that other developing countries’ progress was hindered because they were given the means to thrive at such a later time.
While it’s not a perfect analogy, the fact is, women have been given the opportunity to thrive in the workplace much later than men. And today, it still shows based on how women are still making bigger strides in progressing in the workplace because we know we’re not there yet. It’s why you’ll find more people supporting women in S.T.E.M. courses, or why we celebrate women reaching the highest positions in large corporations – because it is not yet the norm in the workforce.
While we’re admittedly still a long way to go to achieve gender equality, there’s no denying from data and statistics that men aren’t paid more than women based on sex alone. However, it could be argued that women in the workplace are still developing and taking strides after years of working lesser-paying jobs compared to a larger portion of men.
That’s not to say women aren’t taking strides in the present. Perhaps years from now, when more women are empowered to enter male-dominated degree courses and achieve higher positions, the gender wage gap myth disappears because evidence that creates a gender job gap disappears with it. | <urn:uuid:86d527b0-515a-4d9a-8c7a-4d9e5260d879> | {
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ON THE CANTERBURY TALES
1. Studying a single pilgrim: choose one portrait from the catalogue of pilgrims in the General Prologue, and “unpack” it, not paraphrasing but focusing on the significance of details as insight into Chaucer’s cultural time. Then, reach out to a couple of other pilgrims as well as a couple of moments in one of the tales to place your pilgrim more firmly in the context of the poem (through comparison or contrast).
2. Studying a set of pilgrims: consider one of the following groups, and explain how they relate to each other (comparison, contrast) and what as a group these characters convey about the cultural diversity within a category:
a. women: from the Prologue, the prioress and the wife of Bath; from "The Miller’s Tale," Alisoun; from "The Wife of Bath’s Tale," the crone-bride
b. clerks: from the Prologue, the clerk, the doctor of physic, and the parson; from "The Miller’s Tale," Nicholas and Absolon
c. con men: from the Prologue, the friar, doctor of physic, and pardoner; from "The Miller’s Tale," Nicholas; from "The Pardoner’s Tale," the pardoner (again)
d. pairs: knight and squire; monk and friar; parson and plowman; summoner and pardoner
3. Studying a story: choose one of the three tales we have read (including prologue & epilogue, if relevant), and discuss as representative of Chaucer’s skill in the following ways: (1) treatment of genre (how does it illustrate its medieval story form?); (2) cultural commentary (how does it provide insight into medieval life on subjects such as gender roles, marriage, hierarchy, manners, and the realities of ordinary life?); and (3) style (how does it illustrate Chaucer’s virtues as storyteller in humor, vocabulary, word play, and rhetorical flourishes?).
4. Studying a theme: The opening verse paragraphs of the General Prologue to The Canterbury Tales invite us to perceive the poem at the level of the sacred (spiritual, religious), the secular (nature, sexuality), and the worldly (commercial, recreative). Using at least three chunks of the poem (General Prologue, stories), illustrate what this intersection of the sacred/secular/worldly contributes to characterization and meaning.
When quoting, don’t copy long passages verbatim; instead, indicate them (as relevant) by citing the line #’s and giving the first and last few words. For example, if I wanted to cite Nicholas’s one-upmanship of the carpenter, I might indicate it thus: “A clerk hadde …/… carpenter bigile” (p. 325, ll.191-2). | <urn:uuid:639afa8f-8f02-4fb0-815f-4d1e2fc5d4f4> | {
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Common Snakes of Ohio
There are more than 25 snake species found in Ohio. Out of this number, 3 are venomous species and the rest of them are non venomous.
Venomous snakes of Ohio
Three venomous snake species native in Ohio are:
Eastern Massassauga Rattlesnake-this snake species is a rattlesnake, rather small (on average, 20-30 inches long). It resides in northern Ohio and in the west glaciated areas.
Timber Rattlesnake-this is another smaller rattlesnake, approximately 35-55 inches long.
Northern Copperhead- this is pit viper approximately 20-35 inches long.
Non venomous snakes of Ohio
As mentioned already, there is about 22 non venomous snakes that are common in Ohio and these are:
Common Watersnake- this non venomous snake is approximately 40-45 inches long. Its color varies and can be black, brown, gray, dark red and brown with the significantly lighter underbelly area.
Rat Snake-this non venomous snake eats rats, mice, lizards and venomous copperhead snakes. They are great in keeping the number of rodents and venomous snakes under control in suburban areas where they can reside near the sheds and garages.
Eastern Hognose- the name comes from the uniquely shaped nose. It is 20-30 inches long and loves to eat frogs. They live all over the Ohio, but are most often found in central, north-west and south areas of the state. most prolifically in the northwest, central and southern regions.
Northern Ring-Necked- this is brown, olive, gray or black snake with distinctive yellow ring on the neck and very light colored (cream/white-ish or yellow/orange). Smallest Ohio non venomous snake, grows to max 15 inches in length and resides usually around Lake Erie and south, central and east Ohio.
Plains Garter Snake, Eastern Garter Snake and Butler’s Garter Snake- this family of non venomous garter snakes live in wetlands on the north west of Ohio. They consume earthworms, frogs and salamanders.
Queensnake- this non venomous snakes reaches 25 inches and can be found all over Ohio, but urban and non-urban areas. It is dark, green-brown, black or dark brown.
Lake Erie Watersnake- living only around Lake Erie, this snake has thick greenish-brown body.
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page for more information about Common Snakes of Ohio. | <urn:uuid:1966f6d7-a9d9-4143-992c-a1bcc0f199a8> | {
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Colorful floating polka dots make the perfect spot for kids to experiment with sinking and floating. We played outside in our water table because the weather permitted (hello spring!), but you could also play inside in a large container or bath tub. Water activities are always enjoyed, you can see it all over my kid’s faces
This post is part of our Creative Preschool theme for the week. In case you missed it, other themes have included Shapes, Science Experiments, Learn About Food, Fine Motor Skills, Hair & Body, Fairy Tales, Ocean, Rain Forest, Flower & Plants and Solar System.
|Filling up the water table always puts a smile on my kid’s faces!|
Polka Dot Splash
|Pin me please! 🙂|
Foam sheet circles (I found ours at the dollar store)
Water table/Large container or Bath tub
Small toys or blacks
Food coloring for water (optional)
1. Fill up the water table and have child float the polka dots on the water.
2. Give children toys or blocks to balance on top of the polka dots. Have them see how many they can get on each polka dot before they splash and sink into the water.
Use different sized polka dots so children can see how surface are affects the ability to hold things and keep it floating.
Creative Preschool Water Play Ideas
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Have a great day! | <urn:uuid:0737343a-b759-49da-8b8e-ab19b0016af4> | {
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There’s a tech maxim that the history of personal computing evolved from the principle of One Computer Per Household, to One Computer Per Person, to, with the advent of smartphones, Multiple Computers Per Person. It’s a pretty extraordinary leap from the days when computers used to be government-only technology that needed to be kept in a room the size of a small barn. Compared with other kinds of technology throughout history, those changes came about at lightning speed.
EWC Technologies prides itself on being at the cutting edge of computer technology’s future, but sometimes it’s helpful to take a look back at its storied past to know how we got here in the first place. From the quaint and bulky era of the 1970s to the modern era of powerful and compact NUCs, we present a brief history of small form factor computers.
Have It Your Way
It wouldn’t be right to start the story of small form computers without mentioning the first personal computers to start it all. Microsoft and Apple opened the doors for accessible computer technology in the late 1970s, turning cumbersome machines once used for research and complex calculations into household helpers anyone could use and get the hang of. The unveiling of the Macintosh 128k, released in 1982, became that year’s major cultural event—it even took center stage at the Superbowl. This unveiling signified the age of the personal computer was here, and here to stay.
From that point onward, PC technology evolved in inverse proportion regarding strength and size: more powerful processors and tech were molded into increasingly more compact models. Laptop computers weren’t far behind the advent of smaller desktops, and smartphones came swiftly after those. Convenient size and muscular, versatile processing abilities became the name of the game, and consumers were only too happy to partake.
Still, phones and laptops wouldn’t be able to cut the mustard forever, for what you received in terms of convenience you gave up in terms of power and range of ability. The perfect blend of all three elements: convenience, power, and range of ability, was still waiting just around the corner.
The Rise of the Small Form Factor Computer
What we know now as “small form factor” computers didn’t exist as such until the mid-2000s. Back then, “small form factor” computers were frequently referred to as “shuttle form factor” computers. While they pioneered much of today’s small format computer tech, “shuttle form factor” computers weren’t as advanced in comparison to modern-day desktop computers. For example, many of them weren’t optimized for gaming and contained several physical limitations that kept them from being as effective as their other personal computer brethren. The passion to innovate was there, but the technology itself hadn’t quite caught up with it yet.
It wasn’t until the end of the aughts and into the early part of this decade that small form factor computers began to reach their potential. Programmers and designers began to develop PCs of this sort into a multitude of subcategories and experiment with the different roles they could provide in a user’s life. From “nettop” computers that offered a low price point, high power, and fast internet access while sacrificing some of the more complex duties of the personal computer, to home-theater boxes that put the fidelity of your living room setup into a tiny cubic package, the potential for the small form computer seemed to grow broader by the week.
Now that the technology caught up with the imagination, small form factor computers still needed one last push to turn them into a household name. That’s where the NUC came in.
Intel first introduced the idea of the NUC, or Next Unit of Computing, with the “Sandy Bridge” model back in 2009. This version of the tech proved popular, and as developers began to realize the possibilities of the technology the NUC slowly but surely became powerful enough to compete with even the most advanced desktop computers. The goal of having all the power and versatility of a tower PC with the portability and user friendliness of a laptop—all with the level of customization typically afforded only to DIY rigs—was finally within reach.
NUCs are currently leading the pack when it comes to small form computers, and there’s no sign that this is going to change anytime soon. Whether it’s a model crafted for tackling the business needs of an expanding company or a pint-sized heavyweight you can rely on to run the latest and greatest video games, there’s almost nothing a traditional desktop PC can do that these units can’t handle as well, at a fraction of the cost and with exponentially more customization options than ever before.
Get Your Hands on a NUC Today
But why settle for reading about the history of small form computers when you could become a part of it right now? EWC Technologies is at the vanguard of the NUC computer, and we’re willing to send you a free demonstration of our products so you don’t have to simply take us at our word. Get in contact with us today and see how you or your business can start making the most of your endeavors with the small size and simple strength of one of our NUCs.
If you have any questions about our products, take a look at our FAQ. If you want to stay up to date with news, opinions, and more regarding the world of NUCs, keep up with our blog and make sure you never again find yourself out of the loop. If you have anything you’d like to say about our condensed history of the small-form computer, leave a comment right down below. And for fast, strong, convenient and cost-effective computing solutions for you or your business, stay right here with us at EWC Technologies today. | <urn:uuid:3344a782-4736-4d64-93c1-56354b940d9c> | {
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There is no single model for how to manage rapid urbanization, but there are hopeful examples. One is Seoul, the capital of South Korea.
Between 1960 and 2000 Seoul's population zoomed from fewer than three million to ten million, and South Korea went from being one of the world's poorest countries, with a per capita GDP of less than $100, to being richer than some in Europe. The speed of the transformation shows. Driving into Seoul on the highway along the Han River, you pass a distressingly homogeneous sea of concrete apartment blocks, each emblazoned with a large number to distinguish it from its clones. Not so long ago though, many Koreans lived in shanties. The apartment blocks may be uninspiring on the outside, urban planner Yeong-Hee Jang told me, but life inside "is so warm and convenient." She repeated the word "warm" three times.
Every city is a unique mix of the planned and the unplanned, of features that were intentionally designed by government and others that emerged organically, over time, from choices made by the residents. Seoul was planned from the start. The monks who chose the site in 1394 for King Taejo, founder of the Choson dynasty, followed the ancient principles of feng shui. They placed the king's palace at an auspicious spot, with the Han River in front and a large mountain in back to shield it from the north wind. For five centuries the city stayed mostly inside a ten-mile-long wall that Taejo's men had built in six months. It was a cloistered, scholarly town of a few hundred thousand. Then the 20th century cleaned its slate.
World War II and then the Korean War, which ended in 1953, brought more than a million refugees to the bombed-out city. Not much of Seoul was left—but it was filled for the first time with a potent mix of people. They were burning to improve their miserable lot. In their hearts, the ancient Confucian virtues of loyalty and respect for hierarchy fused uneasily with Western longings for democracy and material goods. "The explosive energy of my generation," says Hong-Bin Kang, a former vice mayor who now runs Seoul's history museum, dates from this period. So does South Korea's population explosion, which was triggered, as elsewhere, by rapid improvements in public health and nutrition.
It's an uncomfortable fact that a dictator helped organize all that energy. When Park Chung-Hee took power in a military coup in 1961, his government funneled foreign capital into Korean companies that made things foreigners would buy—knockoff clothes and wigs at first, later steel, electronics, and cars. Central to the process, which created conglomerates like Samsung and Hyundai, were the women and men streaming into Seoul to work in its new factories and educate themselves at its universities. "You can't understand urbanization in isolation from economic development," says economist Kyung-Hwan Kim of Sogang University. The growing city enabled the economic boom, which paid for the infrastructure that helped the city absorb the country's growing population.
A lot was lost in the bulldozing, high-rising rush. If you lived in old Seoul, north of the Han River, in the 1970s and 1980s, you watched an entirely new Seoul rise from verdant paddies on the south bank, in the area called Kangnam. You watched the city's growing middle and upper classes leave sinuous alleys and traditional houses—lovely wooden hanok, with courtyards and gracefully curved tile roofs—for antiseptic high-rises and a grid of car-friendly boulevards. "Seoul lost its color," says Choo Chin Woo, an investigative journalist at the newsweekly SisaIN. "Apartment high-rises all over town—it looks stupid." Worse, the poor often got shunted aside as their makeshift neighborhoods were redeveloped with high-rises they couldn't afford.
But over the years an increasing share of the population has been able to cash in on the housing boom. Today half the people in Seoul own apartments. Koreans like to heat their homes to 77 degrees, says urban planner Yeong-Hee Jang, and in their well-equipped apartments they can afford to do that. One reason the buildings in Kangnam line up like soldiers on parade, she adds, is that everyone wants an apartment that faces south—for warmth as well as feng shui.
Seoul today is one of the densest cities in the world. It has millions of cars but also an excellent subway system. Even in the newer districts the streets seem, to a Westerner, anything but colorless. They're vibrant with commerce and crowded with pedestrians, each of whom has a carbon footprint less than half the size of a New Yorker's. Life has gotten much better for Koreans as the country has gone from 28 percent urban in 1961 to 83 percent today. Life expectancy has increased from 51 years to 79—a year longer than for Americans. Korean boys now grow six inches taller than they used to.
South Korea's experience can't be easily copied, but it does prove that a poor country can urbanize successfully and incredibly fast. In the late 1990s Kyung-Hwan Kim worked for the UN in Nairobi, advising African cities on their staggering financial problems. "Every time I visited one of these cities I asked myself, What would a visiting consultant have said to Koreans in 1960?" he says. "Would he have imagined Korea as it was 40 years later? The chances are close to zero."
The fear of urbanization has not been good for cities, or for their countries, or for the planet. South Korea, ironically, has never quite shaken the notion that its great capital is a tumor sucking life from the rest of the country. Right now the government is building a second capital 75 miles to the south; starting in 2012, it plans to move half its ministries there and to scatter other public institutions around the country, in the hope of spreading Seoul's wealth. The nation's efforts to stop Seoul's growth go back to Park Chung-Hee, the dictator who jump-started the economy. In 1971, as the city's population was skyrocketing past five million, Park took a page from the book of Ebenezer Howard. He surrounded the city with a wide greenbelt to halt further development, just as London had in 1947.
Both greenbelts preserved open space, but neither stopped the growth of the city; people now commute from suburbs that leapfrogged the restraints. "Greenbelts have had the effect of pushing people farther out, sometimes absurdly far," says Peter Hall, a planner and historian at University College London. Brasília, the planned capital of Brazil, was designed for 500,000 people; two million more now live beyond the lake and park that were supposed to block the city's expansion. When you try to stop urban growth, it seems, you just amplify sprawl.
Sprawl preoccupies urban planners today, as its antithesis, density, did a century ago. London is no longer decried as a tumor, but Atlanta has been called "a pulsating slime mold" (by James Howard Kunstler, a colorful critic of suburbia) on account of its extreme sprawl. Greenbelts aren't the cause of sprawl; most cities don't have them. Other government policies, such as subsidies for highways and home ownership, have coaxed the suburbs outward. So has that other great shaper of the destiny of cities—the choices made by individual residents. Ebenezer Howard was right about that much: A lot of people want nice houses with gardens.
Sprawl is not just a Western phenomenon. By consulting satellite images, old maps, and census data, Shlomo Angel, an urban planning professor at New York University and Princeton, has tracked how 120 cities changed in shape and population density between 1990 and 2000. Even in developing countries most cities are spreading out faster than people pour into them; on average they're getting 2 percent less dense each year. By 2030 their built-up area could triple. What's driving the expansion? Rising incomes and cheap transportation. "When income rises, people have money to buy more space," Angel explains. With cheap transportation, they can afford to travel longer distances from home to work.
But it matters what kind of homes they live in and what transportation they use. In the 20th century American cities were redesigned around cars—wonderful, liberating machines that also make city air unbreathable and carry suburbs beyond the horizon. Car-centered sprawl gobbles farmland, energy, and other resources. These days, planners in the U.S. want to repopulate downtowns and densify suburbs, by building walkable town centers, for instance, in the parking lots of failed malls. Urban flight, which seemed a good idea a century ago, now seems in the West like a historic wrong turn. Meanwhile in China and India, where people are still flooding into cities, car sales are booming. "It would be a lot better for the planet," Edward Glaeser writes, if people in those countries end up "in dense cities built around the elevator, rather than in sprawling areas built around the car."
Developing cities will inevitably expand, says Angel. Somewhere between the anarchy that prevails in many today and the utopianism that has often characterized urban planning lies a modest kind of planning that could make a big difference. It requires looking decades ahead, Angel says, and reserving land, before the city grows over it, for parks and a dense grid of public-transit corridors. It starts with looking at growing cities in a positive way—not as diseases, but as concentrations of human energy to be organized and tapped.
With its quiet commercial streets and Arts and Crafts houses, Letchworth, England, today feels a bit like the garden city that time forgot. Ebenezer Howard's ideal of a self-sustaining community never happened. The farmers in Letchworth's greenbelt sell their sugar beets and wheat to a large cereal company. The town's residents work mostly in London or Cambridge. John Lewis, who runs the foundation that Howard started, which still owns much of the town's land, worries that Letchworth is "in danger of becoming a dormitory." Still, it has a key aspect of what many planners today think of as sustainability: It wasn't designed around cars. Howard ignored the new invention. From anywhere in Letchworth you can walk to the center of town to shop or take the train to London. The truth is, Letchworth looks like a very nice place to live; it's just not for everyone. No place is.
Thirty-five miles to the south, London remains unsupplanted. Eight million people live there now. All attempts to impose sense on its maze of streets have failed, as anyone who has crossed the city in a taxi can attest. "London wasn't planned at all!" Peter Hall exclaimed one afternoon as we stepped into the street in front of the British Academy. But the city did two sensible things as it ballooned outward in the 19th and 20th centuries, Hall said. It preserved large, semiwild parks like Hampstead Heath, where citizens can commune with nature. Most important, it expanded along railway and subway lines. "Get the transportation right," said Hall. "Then let things happen."
With that he disappeared into the Underground for his ride home, leaving me on the crowded sidewalk with a great gift: a few hours to kill in London. Even Ebenezer Howard would have understood the feeling, at least as a young man. When he returned after a few years in the U.S.—he'd flopped as a homesteading farmer in Nebraska—he was jazzed by his native city. Just riding an omnibus, he later wrote, gave him a pleasantly visceral jolt: "A strange ecstatic feeling at such times often possessed me The crowded streets—the signs of wealth and prosperity—the bustle—the very confusion and disorder appealed to me, and I was filled with delight." | <urn:uuid:388d6798-1a99-4f21-afc3-c39cee32104f> | {
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Have you ever wondered where some sports come from? Well, they haven't always been the flashy, multi-billion dollar businesses they are today. Basketball started out with a peach basket and hockey has been called a bunch of different names - like hurley, wicket, ricket and even break-shins. Weird, huh?
Sports Origins - BasketballDr. James Naismith, a Canadian who was teaching at Springfield College in Massachusetts, needed to come up with a game to entertain the school's rugby and football players during the winter months. So he grabbed a peach basket he found in the janitor's closet of the school and hung it on a railing about 10 feet from the floor. Every time the players made a shot though, they had to take down the basket and grab the ball, which became really annoying. Dr. Naismith decided to cut a hole in the basket so the ball would go straight through without them having to dig it out all the time. On December 21, 1891 he made the first 13 rules for basketball, which resemble many of the rules used today.
Sports Origins - HockeyThe exact origin of hockey is harder to pinpoint. Some people say it started from hurling - an Irish game that is kind of like lacrosse. Others say it came from the English game of field hockey. One theory is that when the English came to North America they realized that they could move way faster on the ice covered ponds than the grass, so they started playing ice hockey. Yet another guess at how hockey was invented is that the name "hockey" came from the French word "hocquet" meaning "Shepherd's Crook", which is the shape of a hockey stick.
Sports Origins - RugbyIn 19th century England (in a town called - you guessed it - Rugby), a soccer player who was sick of only being able to use his feet to move the ball, decided to pick it up and run with it. At first other people were mad about this because it was against the rules, but then they accepted it and took it on as a separate sport - rugby.
Sports Origins - FootballIt is widely believed that American football is a spin-off of two popular European games - soccer (known as football in Europe) and rugby. In the late 1800s, players in the United States decided to use an oval ball instead of a round one and took rules from both games to form a brand new one. For awhile, early American football was very similar to rugby - until the rules changed enough to produce the game you've come to know and love on Super Bowl Sunday. | <urn:uuid:8e6155e8-6270-47e3-9a05-c054f8768f91> | {
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Next year will mark the 40th anniversary of Title IX, the law prohibiting discrimination in educational programs receiving federal tax dollars, including sports.
Every year, the Secretary of Education and countless women’s organizations commemorate the program’s success, citing many impressive statistics. Since the law passed in 1972, female participation in sports at NCAA member institutions has increased six-fold. At the high school level it’s even better–girls’ participation has increased ten-fold.
But we can do better.
This year I want to lay down a challenge to every advocate, every group, and the government itself to go beyond proclamations and statistics. Title IX’s 39th anniversary isn’t until June, enough time to craft a campaign and celebrate a true victory–one that will make a difference around the globe. Success will send a message of equality to women still under the dominance of religious governments that don’t recognize females as full citizens of the world.
As the old saw goes, we need to get the International Olympic Committee (IOC) to put its money where its mouth is when it comes to women and sports. The Olympic charter states flatly that “the practice of sport is a human right,” and “any form of discrimination with regard to a country or a person on grounds of race, religion, politics, gender or otherwise is incompatible with belonging to the Olympic movement.”
That’s a very clear statement–and the IOC has backed it up before. The Committee banned South Africa from the Olympic movement in 1964 over the country’s racial apartheid and maintained the ban until 1992.
But oh my–how times have changed. In response to a New York Times inquiry last November about why Saudi Arabia is still allowed to ban female athletes, spokeswoman Emmanuelle Moreau exposed the organization’s double standard. Underscoring that the IOC doesn’t consider gender apartheid in sports on a par with racial apartheid, she said “the IOC does not give ultimatums nor deadlines, but rather believes that a lot can be accomplished through dialogue.”
Meanwhile, Saudi women’s sports advocates are using the U.S. Title IX example to argue for change–and we need to give them a boost. If the IOC were to adhere to its charter and ban Saudi Arabia from the Olympic Games until it recognizes the human rights of women to participate, it would fast-forward progress and make a statement to the world that females are in fact equal citizens. No country can exclude athletes on the basis of race. It should be the same for gender.
What can the United States do? For starters, our lawmakers can weigh in. The United States Olympic Committee (USOC) is chartered by Congress, meaning Congress has oversight. Hearings have been held in the past calling leaders on the carpet for poor management, possible corruption, and medal awards. Why not lean on the USOC to make its voice heard regarding the IOC’s tolerance of gender apartheid? If we lead the way, other countries are bound to speak out. The IOC doesn’t have to listen, but bad publicity and world pressure have worked before.
As the women who got Title IX enacted 39 years ago know, it took pushing every button they could find–legal, political, and moral. What better way to commemorate the anniversary than with Congressional hearings and a media campaign to change the outcomes for Saudi women–and their sisters worldwide in the bargain. | <urn:uuid:c3ca017e-1748-4c13-9018-368e6cda2d66> | {
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- the describing of an event as taking place before it could have done so
- the treating of a future event as if it had already happened
- the anticipating and answering of an argument before one's opponent has a chance to advance it
Origin of prolepsisClassical Latin from Classical Greek prol?psis, an anticipating from prolambanein, to take before from pro-, before + lambanein, to take: see lemma
- The anachronistic representation of something as existing before its proper or historical time, as in the precolonial United States.
- a. The assignment of something, such as an event or name, to a time that precedes it, as in If you tell the cops, you're a dead man.b. The use of a descriptive word in anticipation of the act or circumstances that would make it applicable, as dry in They drained the lake dry.
- The anticipation and answering of an objection or argument before one's opponent has put it forward.
Origin of prolepsisLate Latin prolēpsis from Greek from prolambanein to anticipate pro- before ; see pro- 2. lambanein lēp- to take
- pro·lep′tic pro·lep′ti·cal
- (rhetoric) The assignment of something to a period of time that precedes it.
- (logic) The anticipation of an objection to an argument.
- (grammar, rhetoric) A construction that consists of placing an element in a syntactic unit before that to which it would logically correspond.
- (philosophy, epistemology) A so-called "preconception", i.e. a pre-theoretical notion which can lead to true knowledge of the world.
- (botany) Growth in which lateral branches develop from a lateral meristem, after the formation of a bud or following a period of dormancy, when the lateral meristem is split from a terminal meristem.
From Latin prolepsis, from Ancient Greek Ï€Ïόληψις (prolepsis, “preconception, anticipation"), from Ï€Ïολαμβάνω (prolambano, “take beforehand, anticipate") | <urn:uuid:2a18a8f2-8cee-48a9-840a-b366228a2e01> | {
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MATCHING AND SORTING!
Sorting, classifying and matching are the basic skills required for maths development. These skills are the foundations for kindy and prep curriculum areas with which teachers will access each child to gain their understanding in these foundational mathematical principles.
The FACE MATCH CARDS activity is a great activity to develop fine motor development, coordination, concentration, learning about colours, features and characteristics. Sorting and Matching activities are very easy to set-up. All you need are some objects to ‘sort’ and objects to ‘match.’ An easy and simple activity is to use counters in various colours and shapes found in all classrooms. These activities will always arouse any child’s playfulness and curiously to have-a-go!
This activity from the Lizard Learning Club PLUS Membership will have your child developing and using skills such as fine motor control, hand/eye co-ordination, problem solving, concentration, perseverance to complete a set task, classifying/sorting/matching and language development.
Remember, if you are feeling overwhelmed with planning, you’re spending too much time on school work and not enough at home with your family, your leisure time is non-existent…we give you all this free-time back by planning, preparing and creating teaching resources that have been developed by classroom teachers who have over 40 years’ experience teaching children in the classroom.
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LIZARD LEARNING YOUTUBE CHANNEL – https://www.youtube.com/channel/UCSC-P0U4nGNmsmud1K6JQzA | <urn:uuid:c6f7ec55-2842-4a2b-8206-e0317444c270> | {
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In less than five days, GOP candidates will meet in Washington, D.C., to discuss national security and foreign policy. This first-ever presidential debate sponsored by The Heritage Foundation and the American Enterprise Institute will be the occasion for candidates to explain their vision for American foreign policy. Some presidential candidates’ views are rather well-known; others’ views are not. In fact, the question has been raised, does the President need to know anything about the subject. Who, under the Constitution, makes foreign policy?
The Constitution vests the power to make foreign policy in the federal government, specifically in the President and the Senate. The President takes the lead in crafting American foreign policy as the nation’s chief diplomat with the constitutional power to make treaties and appoint ambassadors. This authority, however, is checked by the Senate’s power of “Advice and Consent”: Not only does the Senate need to approve any presidential appointments or treaty agreements, but it can also amend those treaties.
While the House of Representatives is given no official role in directing foreign policy beyond declaring war, it can through the power of the purse express public sentiments about the actions of the President and Senate.
With this division of power, the Founding Fathers found a way to permit the effective and energetic conduct of foreign relations while imposing a system of accountability.
This question was reprinted from the new First Principles page at Heritage.org. For more answers to frequently asked questions, visit http://www.heritage.org/Initiatives/First-Principles/basics. | <urn:uuid:69629ef6-0638-469a-bb5c-822c4111680a> | {
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Ayton is a small town located 6 miles north west of Berwick-upon-Tweed in the Borders.
The pretty conservation town of Ayton has had a long turbulent past. There is evidence of ancient human activity in the surrounding area including ring marks, stone circles, burial cairns and hill forts. The Romans are also known to have made incursions into the area.
Ayton Castle was originally a medieval tower house. The present castle dates largely from the 19th century and was designed by James Gillespie Graham and has been fully restored.
The nearby Ayton Old Church has been the scene of negotiations between King James IV and Henry VII of England. On 30 September 1497 they signed the treaty of Ayton whuch paved the way for a seven year truce. | <urn:uuid:339fa1e1-618b-4579-aa03-92c0dbeebc9f> | {
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Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer.
March 11, 1996
Hubble Telescope Maps Pluto
Credit: A. Stern (SwRI), M. Buie (Lowell Observatory), NASA, ESA,
Explanation: No spacecraft from Earth has yet explored Pluto but astronomers have found ways of mapping its surface. A stunning map of this distant, diminutive planet, the first based on direct images, was revealed late last week in a Hubble Space Telescope press release. Above are two opposite hemisphere views of the computer constructed map of Pluto's surface (north is up). The grid pattern is due to the computer technique used where each grid element is over 100 miles across. The map is based on Hubble images made when Pluto was a mere 3 billion miles distant. It shows strong brightness variations - confirming and substantially improving upon ground based observations. While the brightness variations may be due to surface features like craters and basins they are more likely caused by regions of nitrogen and methane frost. The frost regions should show "seasonal" changes which can be tracked in future Hubble observations. Yes, Pluto is a planet even though it is only 2/3 the size of Earth's Moon!
Authors & editors:
NASA Technical Rep.: Sherri Calvo. Specific rights apply.
A service of: LHEA at NASA/ GSFC | <urn:uuid:1306aefb-876d-4d92-a95f-c2f1c536e26f> | {
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This stamp shows Albert Calmette and was issued in France in 1948 to celebrate the first International Congress on BCG in Paris.
Léon Charles Albert Calmette was born in Nice on 12 July 1863. He joined the French Navy as a doctor in 1881. He travelled a lot, serving in Japan, North America and Africa. When he returned to France in 1890, he worked with Louis Pasteur at the Pasteur Institute in Paris from where he was sent to French Indo-China, to set up a branch of the Pasteur Institute in Saigon.
Back in France again, in 1895, he was put in charge of the Pasteur Institute in Lille. He was very interested in infections, especially tropical diseases. He studied malaria, sleeping sickness and developed anti-venom against snake bite.
The urology connections
Albert Calmette helped develop the BCG (Bacillus Calmette-Guerin) vaccine against tuberculosis (TB). In urology, BCG is used to treat bladder cancer. Put into the bladder, it can reduce the chance of bladder cancer coming back or getting worse.
Calmette also studied filariasis or elephantiasis and wrote his medical thesis on it. Filariasis can cause huge swelling of the body, so the person looks almost like an elephant. It is a cindition we sometimes see in urology, usually affecting the scrotum and legs.
← Back to Stamp Collection | <urn:uuid:183ace95-8e70-47ec-9532-371c5fa99006> | {
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Posts for tag: oral cancer
This month marks the 20th annual observance of Oral Cancer Awareness Month. Last year, over 50,000 people in the US were diagnosed with oral cancer, and over 10,000 people died from the disease. The 5-year survival rate for oral cancer is only around 57%, making it more deadly than many other types of cancer. But if oral cancer is caught and treated early, the 5-year survival rate jumps to over 80%. This is one reason why regular dental checkups are so important—we can be your best ally in detecting oral cancer in its early stages.
Oral cancer is particularly dangerous because it often develops without pain or obvious symptoms. Early detection greatly improves the chances of successful treatment, but signs of the disease frequently go unnoticed until the cancer is advanced. Fortunately, dentists and dental hygienists are trained to recognize signs of oral cancer in the early stages, when it is most treatable. Oral cancer can appear on any surface of the mouth and throat, with the tongue being the most common site, particularly along the sides, followed by the floor of the mouth. As part of a regular dental exam, we examine these surfaces for even subtle signs of the disease.
Screenings performed at the dental office are the best way to detect oral cancer, but between dental visits it's a good idea to check your own mouth for any of the following: white or red patches, lumps, hard spots, spots that bleed easily or sores that don't heal. Let us know if any of these symptoms don't go away on their own within two or three weeks.
Using tobacco in any form is a major risk factor for oral cancer, especially in combination with alcohol consumption. Although the majority of people diagnosed with oral cancer are over age 55, the fastest growing segment of new diagnoses are among young people due to the rise in cases of sexually transmitted human papillomavirus (HPV) in young adults.
A routine dental visit can do much more than preventing and treating tooth decay and gum disease—it might even save your life! If you have questions about oral cancer or are concerned about possible symptoms, call us as soon as possible to schedule an appointment for a consultation.
Your regular dental checkups should periodically include an important screening for oral cancer, especially as you grow older. Although oral cancers make up less than 3% of all other types, they’re among the most deadly with a 58% survival rate after five years.
Besides hereditary factors, oral cancer is strongly linked to tobacco use, alcohol abuse or diets low in fresh fruits and vegetables. It’s also a greater concern as we age: 90% of new cases of oral cancer occur in people over the age of 40, heightening the need for regular screenings. These screenings become all the more important because many early sores or lesions can mimic other conditions like canker sores — without early detection, the disease could already be in advanced stages when it’s diagnosed.
An oral screening for cancer involves both sight and touch. We’ll first look for any suspicious lesions and red or white patches in the soft tissues of the face, neck, lips and mouth. We’ll then feel for any abnormal lumps on the mouth floor, the sides of the neck and in gland locations. We’ll also examine all sides of the tongue including underneath, as well as the tissues lining the back of your throat.
If we notice anything that’s concerning we may then perform a biopsy by removing a small bit of the suspicious tissue and have it examined microscopically for the presence of cancer cells. We may also remove any lesions deemed pre-cancerous as an added precaution against possible cancer development.
The American Cancer Society recommends an oral cancer screening annually for people forty years or older and every three years for people between the ages of 20 and 39. Even better, we recommend all adults undergo a screening every year. This, along with ending tobacco use and other lifestyle and dietary changes, will greatly improve your chances of remaining free of oral cancer.
If you would like more information on detecting and treating oral cancer, please contact us or schedule an appointment for a consultation. You can also learn more about this topic by reading the Dear Doctor magazine article “Oral Cancer.” | <urn:uuid:762d658b-74c4-4c8f-98c9-72d93bb2a62f> | {
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The finding provides new hope that a "functional" cure for HIV -- where the virus is brought down to low levels but not eradicated in the body -- may one day be possible.
The 18-year-old female, whose mother was HIV positive, was given antiretroviral treatment soon after birth but stopped at age six and has since maintained undetectable levels of the virus in her blood -- known as remission -- for 12 years.
"This is the first [time] long-term remission has been shown in children, or adolescents," said Asier Saez Cirion from the Institut Pasteur in France, who presented the findings at the 8th IAS conference on HIV pathogenesis, treatment and prevention
, in Vancouver this week.
The researchers believe there may be something unique in her biology that, combined with early treatment, enabled her to control the infection. But for now, the reason remains a mystery.
She was initially treated with antiretroviral drugs as a prophylactic to prevent infection, and then given a combination of four antiretroviral drugs when the virus was found to persist. She was monitored as part of a group of child HIV patients, but failed to go in for observations between the age of five and six, during which time her family chose to stop her treatment.
On returning for check-ups one year later, medical teams found undetectable levels of HIV in her blood despite her break from treatment.
More than 12 years later, the virus remains undetectable.
Learning from adults
"We have already found it was possible in adults," said Saez-Ciron. This work follows on from his previous research, in which 14 adults with HIV in France -- known as the "Visconti patients
" -- were treated for HIV soon after infection but stopped taking their drugs three years later and showed no resurgence in the amount of virus found in their blood. The group are considered to be post-treatment controllers of the virus.
Today, 12 remain in control of their infection and without drugs, and they have an average of 10 years in remission.
What these adults have in common with the French teenager is the early initiation of antiretroviral treatment, thought to aid remission by preventing the formation of HIV reservoirs inside the body.
"Again, treatment was initiated very close to the period of infection," said Saez-Ciron.
However, in practice, most adults infected with HIV aren't diagnosed until the virus has taken hold -- making early treatment a challenge. But children at risk of infection from their mothers can be identified -- and treated — during pregnancy, or at birth.
But pediatric experts warn this kind of remission is not common.
A rare exception?
"This case is very rare," said Deborah Persaud, a virologist at Johns Hopkins Children's Center
in Baltimore, who worked on the case of the "Mississippi baby
," an infant once believed to have been functionally cured of HIV as a result of immediate treatment with antiretrovirals. No virus was detected for more than two years, before it again showed up in tests.
Persaud is excited that remission has been achieved for this length of time in the teenager, but warns it is unlikely to be replicated easily. "Many kids have gone off treatment -- and treated that early -- and we haven't seen this outcome," she said. "Parents should not take their child of their antiretroviral regimen to see if they're like this child."
The team at the Pasteur Institute agrees.
"The fact that you initiate treatment very early doesn't imply you will achieve remission of infection," said Saez-Ciron.
The search for a reason
The team are now exploring the biology behind this ability to control infection in hope of identifying key factors -- or markers -- in the body that could predict the possibility of remission, and ideally a functional cure, in others. It's hoped this form of "cure" would result in virus levels being so low, they no longer do enough damage to the immune system to cause adverse health consequences.
"Most people are not going to be able to control after treatment interruption, but some can," said Saez-Ciron. "What we are trying to do now is understand why some can and most do not." That could help develop strategies to aid this type of remission in others.
Nobel laureate Francoise Barre-Sinoussi, who co-discovered HIV in 1983, and works at the Institut Pasteur, said: "We are learning from this patient, that's why it's so exciting.
"We are learning clearly which kind of response the strategy for the future should use. This is critical if we want to make progress in the field of remission in the future."
Saez-Ciron also presented the results at the 2015 Towards an HIV Cure symposium
, held at the beginning of the conference, in which HIV cure researchers gathered from around the world to hear the latest news in the field.
The announcement of the case of the French teenager was met with restrained excitement, but also a desire for more examples of this kind of functional cure.
"Being free of viral rebound is impressive," said Anthony Fauci, head of the U.S. National Institute of Allergy and Infectious Diseases
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LUBBOCK, Texas —
Three years into a five-year project aimed at stemming a massive decline of quail in Texas, researchers with a conservation alliance based at Texas Tech University are finding that last year’s blistering drought didn’t help that rescue effort one bit.
“Even though we’ve seen improvement in this year’s reproductive efforts, it’s important to look at reality,” said Brad Dabbert, Quail-Tech Alliance research project director and associate professor in Texas Tech’s Department of Natural Resources Management. “We’re coming off one of the worst droughts on record and we’re seeing a corresponding reproductive failure. While environmental conditions improved during winter and spring, we can’t expect populations to rebound in a single year.”
Starting in 2009, Quail-Tech Alliance and Texas Tech designated a 38-county research area in west central and northwest Texas, an area that encompasses more than 22 million acres or roughly 10 times the size of Yellowstone National Park. Within each of the counties, one ranch is designated as an anchor ranch to serve as a field research or demonstration site.
Among the historic ranches on the list attempting to save the small bird, known as a northern bobwhite quail, are the 6666 Ranch, Guthrie’s Pitchfork Ranch, Vernon’s W. T. Waggoner Ranch, Collingsworth County’s Mill Iron Ranch and Archer County’s Circle A Ranch.
While the Lone Star state’s historic drought inhibited reproduction over most of the Rolling Plains last summer – exasperating bird deaths over the winter – researchers are encouraged to see many birds in reproductive condition this nesting season.
“It’s amazing what a little timely rain can do,” Dabbert said. “We’ve had reports of broods in many areas of the Rolling Plains.”
Meanwhile, this fall the team is taking a closer look at another factor affecting quail longevity – predators. They’re initiated an ongoing program to monitor predator activity using cameras on the anchor ranches in the Quail-Tech Alliance program. The initial results are still being examined, but among the animals caught on camera are skunks, coyotes, raccoons, and, amazingly, a bobcat. | <urn:uuid:d40f5956-5950-44fa-aff2-4fc2e067ef48> | {
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Is Ophelia, as far as the text reveals, guilty of any of the womanly sins of which Hamlet accuses her?
How do Polonius and Claudius view the meeting? How does Hamlet behave before the play begins? What is the purpose of the scene with Horatio? What is Hamlet hoping to accomplish in the speech of the player king and queen? Explain the extended simile Hamlet employs with Rozencranzt and Guildenstern. What is the irony in Hamlets concluding remarks in Act 3, Scene 2? What action does Claudius take against Hamlet after the play?
1 Answer | Add Yours
One question per day, please.
First of all, I'm not sure what "womanly sins" are, or how they are different from "manly sins." Second, a sin depends on the context of the religion and the personal relationship with God. So, Hamlet would not be in a position to judge Ophelia regardless; her sins are between her and God.
Having said that, I don't think she commits any obvious Christian sins. In the very Christian play Hamlet, Ophelia is rather blameless. The only mistake she makes is being a pawn of her father directly and king indirectly. She gets caught in the crossfire of male versus male revenge and suffers dearly for it. Her role is a sub-eiron: one who suffers by extension. She is no doubt a victim of male sexism.
But, here's the rub. I don't think Hamlet is talking to Ophelia at all when he says "get thee to a nunnery." Hamlet is talking to his mother. Hamlet knows that Ophelia will relay his words to her father, and her father will relay them back to Claudius, and Claudius will relay them to Gertrude. Hamlet is judging Gertrude, not Ophelia, with this game of telephone. Hamlet wants Gertrude to feel guilty and confess her crimes of incest and hasty, illegitimate marriage.
Second, Ophelia is a sacrificial lamb in Hamlet's revenge plot. She's the "whipping boy" who must hear his painful words. Hamlet is the hero in the main plot and all the subplots except this one: with Ophelia Hamlet is the villain. He knows this, but his duty to his father as an avenger supersedes his duty to his girlfriend. Sadly, Ophelia is Hamlet's pawn too.
Join to answer this question
Join a community of thousands of dedicated teachers and students.Join eNotes | <urn:uuid:5c7347f9-e0e3-4fdb-9805-a7237a7b0074> | {
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540 Chemistry and
Internet chemistry resources (Rensselaer Polytech.) - very comprehensive resources, classified by type (e.g. software) and subject. Look especially at "teaching"
World Lecture Hall - CHEMISTRY section (Univ. of Austin Texas) - a collection of university courses from around the world, organised by subject. In some cases actual lecture notes, images etc are provided online, often in concise form. Can be very useful aid to the student .
Web Elements (Mark Winter, Univ. of Sheffield, UK) - online interactive Periodic Table.
Crystallography (WWWVL) -
distr. from Geneva
Silicate Structure Types (Kurt L. Bartelmehs, Univ. of Texas) - very useful one page summary of the main silicate classes, with quick loading structural images (including sylised tetrahedral type). You won´t get a faster, clearer account than this.
Surface explorer - a WWW oriented tool to display netplanes and surfaces in crystal lattices from Fritz Rammer (FHI)
The Mineral Gallery (Amethyst
Galleries Inc.)- mineral descriptions, images and specimens. The minerals are arranged by
class and/or alphabetically. Additional information also.
The Natural History Museum - MINERALOGY (UK) - brief but useful explanations online of a few projects: caves, Electron microscopy + analysis, environmental minerals, meteorites and black smokers (ocean ridge hydrothermal minerals).
Smithsonian Institute mineral collection. - thumbnail pictures and short descriptions of the chief minerals, arranged by type. The thumbnails open to larger format high quality pictures. | <urn:uuid:4316f635-0676-4168-b6e3-92534752c343> | {
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Because right now, in this economy, no one who is in office is fairing particularly well.
I found that the last dive I had done the day before had flattened out the fairing on the belly of the ship.
But you must promise me, on your life, on your soul, to keep my fairing a close secret.
Approaching from this angle, the structures of the fairing were between him and the fire.
This had to be part of the ridge wall of the valley in which lay the buildings of the fairing.
Yet another time the Virgin went to the fair to buy flax, and the Child said that He too would like to have a fairing.
Yet, no matter how you may be fairing, you must not look for help from me, for only today I burned my left hand with the iron!
Fancy or no fancy, if a woman asked him for a fairing, he would give it her, or I don't know my gentleman.
Why, you know it is fair day, and you promised Bessie that you would buy her a fairing,—to say nothing of me.
It was fairing himself who saw this deed which saved Kathleen's life.
"piece added for streamlining purposes," 1865, from fair (v.) a ship-building word meaning "to make fair or level, to correct curvatures," from fair (adj.).
Old English fæger "beautiful, lovely, pleasant," from Proto-Germanic *fagraz (cf. Old Saxon fagar, Old Norse fagr, Old High German fagar "beautiful," Gothic fagrs "fit"), perhaps from PIE *pek- "to make pretty" (cf. Lithuanian puošiu "I decorate").
The meaning in reference to weather (c.1200) preserves the original sense (opposed to foul). Sense of "light-complexioned" (1550s) reflects tastes in beauty; sense of "free from bias" (mid-14c.) evolved from another early meaning, "morally pure, unblemished" (late 12c.). The sporting senses (fair ball, fair catch etc.) began in 1856. Fair play is from 1590s; fair and square is from c.1600. Fair-haired in the figurative sense of "darling, favorite" is from 1909. First record of fair-weather friends is from 1736.
early 14c., from Anglo-French feyre (late 13c.), from Old French feire, from Vulgar Latin *feria "holiday, market fair," from Latin feriae "religious festivals, holidays," related to festus "solemn, festive, joyous" (see feast). | <urn:uuid:b030b945-dfca-40e7-9170-c94b938cf632> | {
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It is a shrub from 30 cm to 170 cm tall with evergreen foliage. In some exceptional cases the shrub can grow up to 3 m in height. The leaves are opposite, oval, 1-2 cm long and 1-1.5 cm broad, entire, glossy dark green, with a spicy scent if crushed. The flowers are drooping, 1 cm diameter with four or five white or pale pink petals and numerous short stamens; the fruit is a small red, white or purple berry 1 cm diameter with a strong strawberry flavour. In its natural habitat; the Valdivian temperate rain forests the fruit matures in autumn from March to May.
The fruit is cultivated to a small extent for the production of strawberry flavouring. It was first described by Juan Ignacio Molina (hence its name) in 1782. It was introduced to England in 1844 by the botanist and plant collector William Lobb, where it became a favourite fruit of Queen Victoria. It is also grown as an ornamental plant.
The usage of murta in cuisine is limited to southern Chile where it grows. It is used to make the traditional liqueur Murtado that is made of aguardiente and sugar flavoured by conserving murtas inside the bottle. It is also used to make jam and the Murta con membrillo dessert. | <urn:uuid:7ec07e8d-eba6-40a1-acda-910e44bb796e> | {
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posted on 19 August 2016
from The Conversation
Such everyday advice implies that dehydration is a common problem, but the traditional view when it comes to the science is that this view is not supported by research. Rather it has been assumed that if your lifestyle does not include prolonged activity, or the temperature is not particularly high, most of the time the level of fluid in your body will be in the normal range.
However, our new research, published in The American Journal of Clinical Nutrition, is challenging this received wisdom. We found, for the first time, that the functioning of our brains can be compromised by just a minor degree of dehydration.
Previous studies have found when there is a water loss of around 2% of body weight then memory, attention and mood are adversely affected. This is typically associated with periods of extended physical activity - and much dehydration research has focused on this area, rather than the everyday water loss that we examined.
Water makes up nearly two-thirds of the body and is an essential nutrient, necessary for all aspects of bodily functioning including the distribution of oxygen and other nutrients, the removal of waste products and the regulation of temperature. Its importance is illustrated by a person dying within as little as three to five days if they do not drink. However, the body can be affected by dehydration well before the point of death.
It is well accepted that the performance of athletes will suffer if they lose too much fluid. During a single match, a footballer may run 12 or more kilometres and lose up to 3% of their body weight. If they initially weigh 75kg they will have lost 2.25kg - that is nearly five pounds of weight - which reflects a loss of half a gallon of water.
Not always as extreme as this. www.shutterstock.com/
But fluid loss is a feature of daily life too, and occurs not just when we are exercising. We found that lack of water in the body begins to have an adverse influence well before the 2% loss that is typically associated with extended athletic activity.
To find out, we conducted a study involving 101 healthy adult participants in a controlled environment at 30℃ for four hours. We used an electronic scale to measure each participant's body weight 50 times at five second intervals, to control for body movements. The scale was sensitive enough to measure to within 5g, so changes in weight due to breathing and perspiration could be detailed over short periods.
At the end of the four-hour period, we tested each participant's memory by asking them to recall a word list after they had heard it. Focused attention was assessed using a flankers test, where the subject is asked to say whether an arrow is facing left or right with some distractions.
After an hour and a half into the study, the extent to which thirst was experienced predicted poorer memory and attention. At this point there was a loss of only 0.22% of body weight, a change that may well occur on warm days, when you are active or if you do not drink regularly. After four hours, when there was an average loss of 0.72% of body weight, urine concentration predicted cognitive functioning: those who were more dehydrated had poorer memory and attention. Those who reported being more thirsty felt less energetic and more anxious; at the end of the four-hour period the other test subjects who had consumer water found the tests easier.
These findings show that the brain function of healthy adults is affected at a much lower level of dehydration than previously thought - but there may be groups that are at a higher risk of becoming dehydrated. Children, for example, have a greater body surface area and often rely on adults to offer them a drink. Previous research we conducted found that when school children were given a drink in the afternoon, they had a better memory and spent more time on their classroom tasks. Older adults too may also be at particular risk of dehydration as their kidneys become less efficient and the sensation of thirst declines.
The take away message is that even a minor degree of dehydration can disrupt brain functioning, so there is a need to take a few common sense precautions. Ensure you drink regularly and realise that if you sense thirst the functioning of your brain may be already compromised.
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This Web Page by Steven Hansen ---- Copyright 2010 - 2017 Econintersect LLC - all rights reserved | <urn:uuid:f2e2e66f-0859-4eba-bace-fb9f6ef1cf1d> | {
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Although it is likely to surprise readers who associate cogeneration with Lovins' criticisms of "centralized planning," the Soviets were actually huge fans of cogeneration. This might be taken as evidence that cogeneration isn't necessarily all it's cracked up to be, as anyone who has lived in St. Petersburg in the summer when the municipal hot water is turned off can tell you. I imagine it's a lot less fun when the system fails during the winter, which I've heard about but have been mercifully spared in my own experience. Because of these problems it's increasingly common for Russians to install water heaters in their apartments.
Whatever the shortcomings of the centralized water and space heating systems found in Soviet cities, they combined with the Soviet penchant for nuclear technology to inspire the creation of the Атомная теплоэлектроцентраль (АТЭЦ)--a nuclear plant designed to produce both heat and electricity. Officially, this term was reserved for a special variant of the VVER-1000 that was under construction in Odessa and Kharkov in the 1980s. These plants were canceled following Chernobyl. However, the principle of nuclear cogeneration was demonstrated before this at the Bilibinskaia AES in northeastern Siberia.
So here's what I'm wondering: why isn't the Bilibino nuclear plant "micropower?" It's much smaller than some of the fossil-fuel fired cogeneration plants that RMI includes in its statistics for "micropower," and it certainly has a better claim for climate-friendliness. In Forget Nuclear, RMI defined "micropower" as follows:
1. onsite generation of electricity (at the customer, not at a remote utility plant)—usually cogeneration of electricity plus recovered waste heat (outside the U.S. this is usually called CHP—combined-heat-and-power): this is about half gas-fired, and saves at least half the carbon and much of the cost of the separate power plants and boilers it displaces;It's pretty clear that most of the combined heat and power (CHP) plants in RMI's statistics are larger than Bilibino and no less removed from the consumer. But somehow I doubt that Bilibino has ever been included in RMI's tally of "micropower," or that Soviet plutonium-production reactors that also served a similar role in their cities of residence were included. I wonder why?
2. distributed renewables—all renewable power sources except big hydro plants, which are defined here as dams larger than 10 megawatts (MW). | <urn:uuid:8eed0622-c0c5-48ad-8aec-7e8b80101855> | {
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Better Students Ask More Questions.
In "The Notorious Jumping Frog of Calaveras County" why had the narrator's friend...
1 Answer | add yours
Mark Twain writes with a humorous tone throughout his short story "The Notorious Jumping Frog of Calaveras County." The narrator suggests that his friend ask Wheeler about Leonidas Smiley for the same reason...to be funny. The narrator's friend is setting him up because he knows what the outcome will be. There is no such person as Leonidas Smiley. When asked about him, Wheeler is reminded of Jim Smiley and begins to tell the narrator the story of the gambling Jim Smiley. The narrator is literally cornered by Wheeler unable to escape the rambling story until Wheeler is interrupted. The narrator is finally "free" realizing that his friend has successfully gotten the best of him.
Posted by bcsaund on April 23, 2013 at 2:29 AM (Answer #1)
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Join to answer this question
Join a community of thousands of dedicated teachers and students. | <urn:uuid:c04d780a-a171-45ac-870a-d0628315db52> | {
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The corn plant (D. fragrans) has lovely striped leaves. (ALBERT PARSONS/FOR THE SUN)
A greenhouse bench loaded with D. indivisa greets customers to most greenhouses in the spring. (ALBERT PARSONS/FOR THE SUN)
Newer varieties of D. fragrans are being developed. This one has striking white markings on its green leaves.
(ALBERT PARSONS/FOR THE SUN)
This small D. marginata will eventually grow into a tall “dragon tree”; until it does, it can be displayed as a table top plant. (Albert Parsons/For the Sun) (ALBERT PARSONS/FOR THE SUN)
The dracaena plant family is huge and includes plants that we use both in our outdoor gardens and to grace our indoor landscapes. These tough, versatile plants are useful and low maintenance, making them popular with indoor gardeners and outdoor gardeners alike.
While most gardeners are familiar with the dracaena spikes used in outdoor landscapes, particularly in containers (Dracaena indivisa), fewer are aware of the wide variety of dracaenas that are used in indoor spaces.
Quite a number of these plants go unnoticed or taken for granted in public spaces like offices and malls where they add greenery highlights to large indoor spaces.
Probably the best recognized indoor dracaena is the corn plant (Dracaena fragrans), which has long narrow leaves that have interesting striping of various shades of green and yellow. The leaves are not erect; they tend to hang down from the stems, much like the leaves do on corn plants in our vegetable gardens — thus its common name.
Sometimes the leaves are slightly wavy, which adds even more interest to the plant. Corn plants are usually potted in threes — there will be three stalks in the pot, all different heights.
Corn plants like even moisture and high humidity, as do all dracaenas. Lacking either, the leaf tips will turn brown and brown markings might even appear on the leaf surfaces themselves.
Keep the planting medium of a corn plant evenly moist and do not allow it to dry out. In a dry-air environment, the plant will appreciate being misted but at the very least, set the pot on a pebble tray and have other plants nearby to add moisture to the surrounding air.
A corn plant might gradually get more and more brown-tipped leaves and when they begin to detract too much from the beauty of the plant, you can cut it back.
New taps or heads will emerge from the leaf axils below the cut-off points to form new stems — if you wish to start a new plants with the tops of the stems you remove, simply plant them in dampened soilless mix.
Corn plants, like all dracaenas, like heat — they are originally from tropical Africa. They become almost dormant when subjected to temperatures much below 20 C. Do not locate any dracaena near a cold window during the winter or near a doorway where it will have drafts of cold air waft past it.
Water all dracaenas with pure water, as they are sensitive to fluoride and chlorine. They also are sensitive to salt buildup in the soil, so flush the soil periodically, and fertilize with very low applications, as dracaenas burn easily from too much fertilizer.
Another kind of dracaena is the Madagascar dragon tree (D. marginata), which has reddish-purple leaves. The dragon tree is an interesting architectural plant to work into an interior landscape and both it and the corn plant are commonly used in offices and other public spaces because of their tolerance for low light levels.
‘Janet Craig’ dracaena (D. deremesis) is a large green type of dracaena that has wider leaves than many other dracaenas. It also adds a sense of form to the interior landscape; there is a miniature variety that serves well as a tabletop plant.
Most dracaenas are used as floor plants, but of course, all dracaenas start off as small plants, and any of them can be displayed on tables and shelves while they are small. Under-potting them will ensure that they grow slowly to extend the time they can be displayed this way.
All dracaenas grown indoors need to have their leaves cleaned regularly — usually by wiping them with a soft, damp cloth. This not only removes dust but also any insects that are attempting to set up shop. An occasional shower will also aid in deterring insects.
Although most dracaenas will be happy in bright light — the outdoor ones can be grown in full sun — the dragon tree and corn plant, as well as the deremesis types, will all tolerate quite low light levels, which make them ideal plants to use in our homes to fill in dark corners and other low-light locations.
Whether you choose a plain green ‘Janet Craig’, a corn plant with yellow markings, or a dragon tree sporting reddish foliage, a dracaena will add both colour and form to your interior landscape.
Keep your eye open for some small starter plants at your local garden centres and pick one up if you get the chance.
Albert Parsons is a consultant for garden design and landscaping who lives in Minnedosa.
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Jobs for Cyber Security Degree Holders
In the 1950s, the U.S. government boosted mathematics and science education to help win the space race.
Now, the government is racing to build a line of defense against attacks in cyberspace.
The recent cyberspace attack by the United States against the Iranian uranium enrichment facilities – code-named “Olympic Games” – indicates how important cyber security and knowledge has become for the U.S. government.
[Let Us Match You With Top Cyber Security and STEM Programs Now]
The Comprehensive National Cybersecurity Initiative, launched in 2008, is the government’s multi-part program to protect its computers as well as those in the private sector.
Cybersecurity experts are in high demand with the federal government; so much so that representatives from the Department of Defense and the National Security Agency went recruiting last year at Defcom, an annual conference for computer hackers.
Richard George, technical director of the NSA’s Information Assurance Directorate, was among the attendees.
"Today it’s cyber warriors that we’re looking for, not rocket scientists,” he said, according to an article in The Huffington Post.
STEM Education A Key Part of Cyber Security Plan
Part of the government plan echoes the 1950s: boost mathematics and science education, according to an October 2011 article on the Department of Defense Web site.
Gen. Keith B. Alexander is the director of the National Security Agency and commander of U.S. Cyber Command. He wants to see more students pursuing degrees in STEM – science, technology, engineering and mathematics.
Only 4% of U.S. students earn STEM degrees, compared to 47% in China, 38% in South Korea and 28% in Germany.
USA Today reported in February that the NSA was planning to hire 3,000 additional cybersecurity experts while the Department of Homeland Security planned 1,000 new hires.
A Cyber Security Degree Can Lead to a Government Job
With the federal government clamoring for their talents, STEM graduates, particularly those with the right computer stuff, could find themselves in a government position.
If they can wait that long, that is.
In 2009, DHS announced plans to hire 1,000 cybersecurity experts. But, as reported on National Defense Magazine’s Web site, Philip R. Reitinger, deputy undersecretary for the National Protection and Programs Directorate, told a House Homeland Security Committee hearing last year that the department so far had hired only 260. A new and more modest goal was revealed: 400 hires by October.
National Defense places the blame on the federal government’s “infamously long, laborious hiring process." Cybersecurity positions have the added procedural burden of requiring a security clearance.
Also, working for the government can seem dead boring to those used to unlimited cyber freedom.
[Browse Top Online Homeland Security Degree Programs Now]
“Many of the government organizations in this field are gigantic, top-down, and super-hierarchical,” blogs hacker Mike Subelsky, a former Navy officer and government contractor. “You will made to turn as a soulless cog in a giant machine.”
“Cyber defense is often the opposite of a creative activity,” Subelsky writes, blaming that on the layers of regulations and bureaucracy endemic to most government organizations.
Government Cyber Jobs Offer Security, Cutting Edge Technology
Subelsky’s points may be valid, says William Jackson on the Government Computer News Web site, but they are countered by some equally valid arguments.
For one, government “power users … such as NASA, the National Oceanic and Atmospheric Administration and the Energy Department’s national labs often are at the cutting edge of science and technology,” Jackson wrote on the Website. So security in those departments can mean handling some of the newest, fastest and most powerful technology.
Also, Jackson writes, there is “a wealth of sensitive and critical data to protect. State secrets. Military plans. Things that spies from other nations are dying to get their hands on. These stakes add some interest to the game.”
Plus, there’s the bottom line. Government employment most often means job security. For job seekers less interested in the thrills of cyberspace trailblazing and more attracted to a solid and dependable position, the federal government’s commitment to growing its cybersecurity ranks is welcome news.
The University of Maryland University College launched an online Cyber Security degree program in 2010 and other schools have followed suit. In addition to the bachelor’s program, a two-year master’s program also is available. | <urn:uuid:cc26a0dd-df3c-4ade-b956-4129bc3e5a32> | {
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A cataract surgery can be defined as the removal of the eye’s natural lens due to the development of fiber-like structures that cause partial blindness. These fiber-like structures that form on the lens are known as cataracts. The main cause of cataracts in the eyes is old age. However, other people apart from the elderly can also get cataracts, for instance, hereditary factors and even certain environment that may lead to the formation of cataracts. In most cases, visual impairment and loss of sight is usually caused by the development of cataracts. This reduces the quality of life and can cause accidents now and then. It is important for cataracts to be removed through surgical procedures so as to rectify a person’s vision. Below are some of the benefits of undergoing a cataract surgery.
One of the benefits of cataracts surgery is that it improves the quality of life of a person. The development of cataracts is usually slow and gradual. A person does not notice that their vision is growing poorer each day, hence they will not know why they cannot drive at night or even see clearly in the evening, or even why they keep falling often and knocking things off now and then. In order to restore one’s vision, it is advisable to undergo a cataract surgery so as to enable one to live their life normally doing what they love, hence increasing the quality of life.
Undergoing a cataract surgery will increase safety by reducing the chances of accidents happening. The formation of cataract impairs vision hence one cannot see obstacles clearly. This can result to falling and fractures which can be very fatal especially in aged individuals. Having a cataract surgery is good since it restores one’s vision and hence one can be able to see obstacles and avoid them. Restoring the vision of a person will help them to avoid breaking limbs since they can see clearly and avoid accidents.
Undergoing cataract surgery has successfully made the aged individuals live longer. When cataracts form in a person’s eyes and the partially or completely lose their vision, they are likely to fall into depression and despair, lose hope of living which might result to easy death. Additionally, since cataracts cause blindness, they might result to accidents that may reduce the life-span of an elderly person. Therefore, having a cataract surgery will enable an elderly person to see clearly, thus they will be able to participate in different activities of life and do things by themselves, and hence they will be happy and live longer. Removal of cataracts also reduces the chances of the old people falling, hence increasing their safety, resulting in long life.
What Almost No One Knows About Surgeries
5 Uses For Surgeries | <urn:uuid:bf9217fc-c85e-45ed-a754-045482ef7525> | {
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||Achieving well below their ability?
||Saying "I don't care" or "I can't" ?
||Having difficulty taking responsibility?
||Lacking in self-discipline & self-control?
||Lacking in self-esteem & self-confidence?
||Making poor decisions about their behavior?
Lack of motivation directly effects student on-task behavior and task completion, which directly impacts student achievement and test scores. By attending this workshop you can join the thousands of teachers (K-12) who have found practical ways to teach students to continually encourage, reinforce, monitor and motivate themselves. These teachers have taught their students to develop a sense of responsibility, to make thoughtful decisions about their behavior, set and meet academic goals, and build positive attitudes about school and themselves. They have found that applying these strategies has a direct and positive impact on student performance, grades and assessment. Most teachers apply the strategies with their whole class and report that they see positive results throughout the entire class.
You will leave this fast-paced, active workshop with a variety of reasearch-based, specific, practical, readily usable strategies, techniques and activities. These can be applied immediately, and will help you to:
||Improve On-Task Behaviors
||Improve Student Self-Control
||Build Intrinsic Motivation
||Teach Positive Self-Talk
||Teach Student Self-Evaluation
||Improve Test Taking
||Increase Academic Time
||Develop Student Responsibility
||Make Academic Content More Personally Meaningful to Students
||Focus on the Positive
||Change Self-Defeating Student Attitudes
||Teach Students to Make Thoughtful Choices
This fast paced class
balances hands-on learning with short lectures, discussion, and
planning. The workshop revolves around some basic ideas that thousands
of teachers have been able to implement easily and successfully
in their classrooms, at every grade level:
need to teach students to be self-motivated and self-directed.
can and will operate in a more self-motivated and responsible
manner if they are taught in an environment that fosters success,
provides opportunities for insight, allows students to see what
power they have over what happens to them, and teaches students
to make thoughtful choices about their behaviors based on the
external and internal consequences.
are more likely to operate in a way that leads to success if
they are more engaged and involved, both academically and non-academically,
in what is going on in the classroom, and also when they see
some personal meaning in what happens.
book of over 190 pages is provided for
use during and after the workshop, which includes not only information
covered in the class, but also other topics, including rule-setting,
reinforcement, expressive writing, transition time, logical consequences,
providing feedback, goal setting, and lots more. The book includes
dozens of reports from teachers (K-12) who have attended the workshop,
telling exactly how they have applied the information and how
it has worked. These descriptions are a real aide to understanding
how the strategies work and are filled with wonderful ideas for
cost of the book is included in the live or video workshop fee
and is also available for purchase, if
you cannot take the live or video workshop.
class can also be taken via video.
back to top
Comments from Elementary School Teachers:
(To read what participants of the VIDEO class have to say, please click here.)
- "This is my sixth year of teaching. I was beginning to feel 'burnt-out'. The wonderful knowledge gained from your workshop has given me inspiration. I feel excited to teach again!" (3rd Grade)
- "One of the most useful, thought-provoking workshops I have ever attended." (5th Grade)
- "Great material to use right away." (2nd Grade)
- "It was interesting to see the results in children so young." (1st Grade)
- "Thank you for getting this information out to teachers so we can meet the needs of our students." (4th Grade)
- "Motivating the Unmotivated is one of the most practical, informational and inspirational workshops I have ever attended. Teaching Title I classes by definition means working with children who are often restless, distracted, irresponsible, unsuccessful and to become productive and more confident students" (Title I, Grades 1 and 3)
- "This class has been a valuable resource for myself, personally as well as professionally. I have received a lot of valuable strategies which I have used and will continue to implement in the future; I was amazed at how well the strategies worked in the little time I had to implement them. I liked that most of the strategies can be implemented without much work on the teacher's part," (4th Grade)
- "As a music teacher, I sometimes feel that there is nothing I can do to change a classes' attitude because I only see them for an hour a week. Your workshop helped me to see how I can make a difference and has enabled me to use the skills an techniques to make a better environment for my students and me." (Music)
- "This class has taught me many things that have proven to be an excellent way to motivate my students." (2nd Grade)
Comments from High School Teachers:
- "Directly addressed things to do. Practical & realistic" (Social Studies)
- "Very practical and useful. Many of the ideas can be used to motivate and increase self-awareness in my students." (Math)
- "Excellent! The workshop had so many uses for the classroom." (Biology)
- "Many new ideas." (English)
- "Good information, good ideas." (English as a Second Language)
- "The biggest pleasure I have gained from implementing your system is in seeing the pride the students have taken in their work." (Computer)
- "Your workshop has given me the tools to help students help themselves." (Alternative)
- "Making these changes saved my job, or at least my sanity" (Occupational)
- "Lots of interesting, valuable information" (Special Education)
- "The tie-in to curriculum is great" (Math/Science)
- "Thanks so much! It was an invaluable experience!" (Independent Study)
Comments from Middle School and Junior High School Teachers:
- "I immediately used strategies from the class; I realized that I now could help students alter their attitudes, and that I had concrete ways to stop the undesirable behaviors. " (6th-7th Gr.) "One of the best, if not the best workshop I have ever attended." (Lang. Arts)
- "I'm leery about workshops because some are drawn out & boring. Thoroughly enjoyed this! " (8th Gr. Math)
- "Great info that will support my class strategies. " (Spec. Ed.)
- "I have a plan for 3 things to use in my class immediately! " (Social Studies)
- "I truly felt motivated to go back to my classroom and help students to take full responsibility for their motivation to learn & stay in school" (6th Gr.)
- "Great - Thanks for the info!" (English) "I'm excited about trying these ideas out! " (7th Gr. Science)
- "I learned so much and plan to use it immediately. " (Phys. Ed.)
- "I was surprised at how easily the techniques worked. " (Spec. Ed.)
- "It Works! It's only been two weeks since I started using your material, and I'm amazed at the results. " (Music.)
Comments from Special Educators:
- "I came away with numerous ideas that have helped to alleviate my students' negative feelings about school. " (LD - Middle School)
- "Wow! Lots of good ideas. I now see a ray of hope. " (High School Spec. Ed.)
- "All of the activities I have used have been wonderful. " (Junior High - Self-Contained.)
- "The workshop provided me with practical strategies that can be adapted to any grade level." (Speech & Language)
- "I received information I can immediately put into practice, and easy to explain and share with other teachers." (Resource K-5)
- "Great ideas - I can't wait to try them " (Behavior Disordered - High School)
- "Good info - an enjoyable and productive workshop. " (School Psychologist)
- "As a result of using your techniques the students are taking responsibility for staying on task, and their reading scores have gone way up."(K-12)
Comments from Counselors:
- "I found the class and tapes to be very practical and useful. I was very pleased that the material was closely related to concepts in counseling. I found the examples offered in the book to be particularly helpful in incorporating the information into our school" (Middle School)
- "What a timely topic for a workshop! The students with whom I work can greatly benefit from the strategies and techniques from this workshop."(K-8)
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Bob Wack brings a broad range of classroom teaching and teacher training experience to his high energy presentations. He has taught at the elementary and secondary levels in general ed, special ed, remedial ed, and at two alternative schools, as well as serving in several consultative positions. In addition creating and presenting his own workshops on teaching self-motivation, cooperative learning, writing strategies, classroom management, conflict resolution and consultation and supervision techniques, he has conducted inservice presentations for numerous schools and districts around the US.
In 1984, Bob created Effective Learning Resources as a means to offer quality, practical training to teachers and other educators. He has trained over 24,000 teachers in the last 21 years.
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Bob Wack is also available for on-site presentations on this and other topics.
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October 26, 2007
Holiday Inn Airport
15500 E. 40th Ave.
November 5, 2007
595 Hotel Circle South
November 14, 2007
15471 Royalton Road
December 3, 2007
Red Lion Aiport
7101 NE 82nd Ave.
8:00 - 3:30
Registration, refreshments: 7:45 (lunch on own)
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Cost for one day workshop: $140 (Payable to Effective Learning Resources), if payment or purchase order is received at least five days before the class, $145 up to the day of the class, or $150 if payment or p.o. is received after the class. If three or more teachers from the same school register together, there will be a $10 discount per person. $10 discount if this is your first year teaching. (Discounts can be combined.)
There are three options if you are interested in taking the course for academic credit. All fees mentioned on this page will be collected at the workshop.
Live Class Only: 1.5 Quarter (= 1 Semester units or credits).
Name & # of Course: Motivating the Unmotivated TED 7240
Cost: $81, Payable to CSUEB (Cal. State Univ., Hayward) (You can also take the course for one Quarter credit for $54.)
Requirements: Participation in the live workshop, plus a paper which mostly describes how you used the information from the class and how it worked. (Even if you not currently teaching, I promise you will still be able to complete the assignment.)
Live Class Plus: 3 Quarter ( = 2 Semester units or credits) OR 4.5 Quarter ( = 3 Semester units or credits)
Name & # of Course: Motivating the Unmotivated TED 7240
The way the non-live portions of the class work is that after the live workshop you complete the rest of the workshop on your own.
2 Semester: You will complete the rest of the class via audio tape.
3 Semester: Part of this will be done via audio tape and the rest either on audio cd or video (your choice). There will also be several simple related readings.
As you listen to, or view the tape, there are several brief in-class assignments which need to be completed. You will also need to write a paper that mostly describes how you used the information from the workshop and how it worked. (Even if you are not currently in the classroom, I promise you will still be able to complete the assignment.)
Cost: There are two separate fees if you are taking the additional credits, one to ELR and one to CSUEB
1) You will pay one $40 fee for the non-live portion to Effective Learning Resources. The fee is the same whether you take 2 or 3 semesters option, you will pay no more for the instruction for 3 semesters than you would for 2. There will also be a $20 deposit on whatever media you use (tapes, cds, etc.), the $20 will be returned to you when the tapes, etc. are returned to me.
($10 discount per person if more than one person is using the same set of media.)
Total to Effective Learning Resources = $60, $20 refunded when media is returned.
This fee can be paid by check or credit card (Discover, Visa, Mastercard, or American Express.)
(If 2 or more people use the same tapes, etc. the fee is reduced to $30 per person + only one of the group will pay the $20 deposit- one deposit of $20.)
2) Academic Credit Fees payable to CSUEB (Cal. State Univ., East Bay), check or Visa / Mastercard
3 Quarter ( = 2 Semester units or credits): $162
4.5 Quarter ( = 3 Semester units or credits): $243
The credit issued by California State University, East Bay is upper division, post-baccalaureate (postgraduate) credit. The University doesn't call it graduate credit because it is not automatically applicable to a graduate degree program in the California State University system. Almost every state and school district treats this credit just as if it was graduate credit. I have never had anyone who reported that this credit was denied for salary increment. I have on rare occasions received calls from people who have taken the class who have been told that the credit would not be honored, but in every case, once I explained the credit to the administrator, the credit was accepted. If you, or someone in your district has questions about the applicability of the credit, please don't hesitate to contact me.
California State University, East Bay has both baccalaureate and graduate degree programs and is accredited through the Western Conference of Colleges and Universities.
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Registration: You can register by printing out the Live Workshop form, filling in the pertinent information, and faxing or mailing it back to Effective Learning Resources as directed on the form.
You can also email registration information to us. Simply provide the information below in your email:
Method of payment that will be coming (e.g., check, purchase order, credit card).
We accept Discover, Visa, Mastercard & American Express. You can e-mail your credit card number, be sure to include the expiration date.
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Reviewed by Leslie Wyatt
If you’re looking for a unique way for beginning students (ages 4-8) to practice penmanship skills, check out the 2004 Classic Edition of ReadyWriter. Built on the understanding that printing and cursive writing are based on “stylus skills,” author Edwin C. Myers, Ph.D. and illustrator Nellie M. Myers have created a resource to help students master the basic strokes used in forming letters.
A Learning Vitamins Unit in the Character and Competence Series of Education Materials, this resource is very durable—wire bound so it opens out flat, with glossy card-stock covers and quality paper that stands up to multiple erasings. In a total of 192 exercise pages, ReadyWriter contains 12 pages each of 16 sequential exercise levels. By repeating a given level each day—a daily “vitamin” of 5-8 minutes—your student will complete this supplemental book in one school year.
Designed in a fun format with supporting short stories for each level, students master basic strokes while cutting brownies, fixing the barn, or waking up the sheep. This consumable book is copyrighted, though the materials may be copied by the purchaser for use by immediate family members, and masters suitable for copying are available for in-home use if desired.
Teacher prep time is virtually nil—just get your student started on the vitamin of the day. At $18.95, this colorful course gives visual and kinetic learners the boost they need, and the stories appeal to auditory learners as they practice penmanship strokes. ReadyWriter is also a super product to have on hand for pre-schoolers who want to “do school” along with older siblings. They can have their own worksheets and actually be acquiring basic skills while mom works with someone else. Completed sheets work well for coloring, too, if desired.
The authors of Learning Vitamins seek to provide a biblical and moral frame of reference as well by including Bible texts on every exercise. ReadyWriter can enhance character building by exploring these with students.
Designed to “bridge the gap between learning what to do and being able to do it well,” this is one daily vitamin that goes down easy!
At a glance:
|Reviewed by Leslie Wyatt|
|Author:||Edwin C Myers, Ph.D.| | <urn:uuid:5f0e0696-9164-425f-8c27-8978ccf87cfa> | {
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Introducing New Zealand�s Fungi
Fungi are one of the largest groups of organisms in New Zealand, and are very common in forests, parks, farms, streams, and also around the home. You may find them decaying wood and leaves, recycling nutrients for plants, helping plants absorb food, being themselves food for insects and other animals,
or causing diseases of plants and animals, including us. While it�s been estimated there are 20�24,000 different kinds (species) of fungi in New Zealand, only about 1/3 (7,500 species) have been discovered so far. In this introductory guide we are not including the many lichenised fungi (more often
known as lichens) � their structure is mainly fungal tissue with the colour and ability to photosynthesise coming from the associated microscopic algal cells.
How to identify fungi
10 suggested books for further reading
Among our fungi are many that are distinctive and special to New Zealand. These include:
Sky-blue mushroom (Entoloma hochstetteri), a brilliant blue-coloured mushroom featured on our NZ$50 bank note along with the
kokako bird � the kokako has a wattle on its cheek of the same colour.
Vegetable caterpillar (Cordyceps robertsii), a native parasite of certain native caterpillars where the fungus eats out the inside of the caterpillar
to form a mummy and then forms a fruiting body by growing out through its head � not a pleasant experience for the caterpillar! This was the first fungus to be described as a new species from New Zealand.
Wood ear (Auricularia cornea), a native, ear-shaped, wood decay fungus in forests, and New Zealand�s only exported native fungus � known
locally as "Taranaki Wool", huge quantities were sent to China in late 19th/20th C.
Beech strawberry (Cyttaria sp.), a native parasite of beech trees causing a cancer-like growth (gall) on branches and forming yellow golfball-like
fruiting bodies that are eaten by pigeons and other animals.
Bootlace mushroom (Armillaria spp.), native mushrooms that cause wood decay of living and dead trees. It can also cause serious
diseases of kiwifruit and pine trees. One kind is edible and was widely collected and eaten by Maori; known as "harore" this term is also the best Maori word for fungi in general.
Sooty mould, the black carpet often covering trunks of beech trees. This carpet is a mixture of several kinds of dark-coloured fungi that feed on sugary honey-dew produced by sap-sucking native scale insects.
Autumn mushroom carpets, carpets of a different kind composed of colourful mushrooms and truffle-like fungi of many different species forming on soil in beech forests. Beneath each mushroom is a direct connection to living roots of a beech tree (a beneficial relationship known as "ectomycorrhiza"
meaning "fungus-root") where the fungus helps the tree absorb food while itself getting food from the tree root.
Ganoderma sp. "Awaroa"
While this introductory guide to New Zealand fungi deals mainly with those fungi that have large fruiting bodies, a majority of fungi in fact have microscopic fruiting structures. And all have a feeding stage, typically hidden within soil, wood, or other material, that is made up of microscopic parts
(usually tiny threads called "hyphae"). Examples of microscopic fungi are of those that cause diseases, for example, diseases of crop and native plants, diseases of animals such as facial eczema in sheep (due to a fungal toxin) and a fatal disease in native frogs.
Some fungi are threatened with extinction mainly due to habitat loss. Forty-nine species of fungi are listed by the Department of Conservation as "Nationally Critical", among New Zealand�s most threatened species. An example is a bracket fungus (Ganoderma sp.) known only from the Waikato and last seen
Use the section on "how to identify fungi" and the "simple key" to help identify mushrooms and other fungi that you find. We will progressively add to the number and range of fungi included in this website.
[Illustrations yet to be provided: thumbnail for all species mentioned above.]
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How to identify fungi
This brief guide to fungal identification is mainly confined to characteristics observable with the naked eye and to those fungi that produce large fruiting bodies. A hand lens (e.g., 5-10 x magnification as purchased from an optician) is helpful for some subtle macroscopic characters. Identification
of many fungi, however, requires use of a microscope; microscopic features are not discussed here.
Use of the simple key is intended to help identify some of the most common and distinctive New Zealand fungi, assisted by images and brief descriptions. For this key, fungi are arranged in two large groups � basidiomycetes (mushrooms, brackets, puffballs, coral fungi,
etc.) that form their microscopic spores, mostly 4 at a time, directly from a cell known as a basidium; and ascomycetes (truffles, cup fungi, many parasitic fungi) that form their spores, mostly in groups of 8, inside a tiny sac known as an ascus.
Key features to note when looking at a fungal fruiting body include:
Form of fruiting body
What type of fruiting body is it? Use the diagrams and photos on the first page of the simple key to identify the general type of fruiting body.
If the fruiting body has a cap, shelf, or otherwise a distinct upper and lower surface, check the features, particularly of the lower (often spore-producing) surface. Does the lower surface have gills, or tubes opening as pores, or teeth, or is it smooth? External features? If the fungus is a mushroom,
check if there is a ring(s) on the stalk, a broken cup-like structure (volva) at the base of the stalk, where the stalk attaches to the cap (central or to the side?), and whether there are scales on the stalk and upper surface of the cap � see diagram.
Colour of fruiting body
What colours are the different parts of the fruiting body, best noted when fresh as with age and bruising the colour may change � this change may be diagnostic, too. Smell, texture. Is there a distinctive smell or texture?
Colour of spores
Note that spore colour may differ from the colour of the spore-producing surface. A natural �spore print� might be visible immediately below a mature mushroom if spores have accumulated in sufficient quantity. Colours vary from white to pink, green, brown, or black.
Where the fungus is found � on or under what? Note: the non-reproductive/feeding stage of the fungus will be beneath or beside where you see the fruiting body.
Host or associate
What plant or other organism(s) is it associated with, and what part? What vegetation is nearby? Disease-causing? Is the fungus causing an apparent disease symptom, e.g., wood rot of living tree?
What is the time of year? Different fungi may fruit during particular seasons.
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10 suggested books for further reading
- Bell, A. 1983: Dung Fungi, an Illustrated Guide to Coprophilous Fungi in New Zealand. Wellington, Victoria University Press.
- Buchanan, P.K.; May, T.W. 2003: Conservation of New Zealand and Australian fungi. New Zealand Journal of Botany 41: 407�421.
- Galloway D.J. 2005: Flora of New Zealand Lichens, Revised Second Edition, Including Lichen-forming and Lichenicolous Fungi. Lincoln, Manaaki Whenua Press.
- Glare, T.R.; O�Callaghan, M.; Wigley, P.J. 1993: Checklist of naturally-occurring entomopathogenic microbes and nematodes in New Zealand. New Zealand Journal of Zoology 20: 95�120.
- Hood, I.A. 1992: An Illustrated Guide to Fungi on Wood in New Zealand. Auckland, Auckland University Press.
- Hughes, S.J. 1976: Sooty moulds. Mycologia 68: 693�820.
- McKenzie, E.H.C. (ed.) 2004: Introduction to Fungi of New Zealand. Fungi of New Zealand 1: 1�498.
- McKenzie, E.H.C.; Buchanan, P.K.; Johnston, P.R. 2000: Checklist of fungi on Nothofagus species in New Zealand. New Zealand Journal of Botany 38: 635�720.
- Stephenson, S.L. 2003: Myxomycetes of New Zealand. Fungi of New Zealand 3: 1�238.
- V�nky, K.; McKenzie, E.H.C. 2002: Smut Fungi of New Zealand. Fungi of New Zealand 2: 1-259.
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Article and Guides
Parasites - External and Internal Parasites
What makes pets such a prime target for parasites? Animals provide the prefect living environment. Blood, sweat, and tears
isn't just a rock band from 60's--to the parasites, they're a three-course lunch. Pet hair also is a warm, protective environment and a means of transportation to another host.
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Its distinguishing features include a prehensile tail, light brown skin, and blue-green tuberclues on ots flanks and upper limbs. Like many in the Bradypodion species, it has an erratic gait. It can be seen on tops of bushes during the day and hides within them during the night.
This species is listed in the CITES II database meaning that trade is limited. According to the IUCN Redlist of endangered species, it is of ‘least concern’ in since its population has not been fully assessed and its range is more than 5500 sq.km. It may be composed of two subspecies and a common name has been proposed for the bright-green individuals (emerald dwarf chameleon) in the southern part of its range (Wikipedia).
1) Arkive – www.arkive.org/drakensberg-dwarf-chameleon/bradypodion-dracomontanum/
2) Wikipedia – en.wikipedia.org/wiki/Drakensberg_dwarf_chameleon
3) IUCN Redlist – www.iucnredlist.org/details/176291/0
4) CITES Appendix II – cites.org/eng/app/appendices.php
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Find the Right COMPUTER School for You
Popular Computer Careers
In a computer networking career, you'll have opportunities to interpret problems and provide technical support for networking hardware, software and systems.
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The increasing popularity of the Internet and advances in browser functionality have made talented and well-trained web developers a hot commodity in today's job market.
If you have technical, business and leadership skills, and are willing to get the appropriate IT management training, a career in information technology management may just be right for you.
Information technology is a vast and growing field, covering such occupations as computer support specialist, network engineer, database administrator, web developer and webmaster.
Specializing in both organizational knowledge and computer systems expertise, information systems training leads to careers building and maintaining an organization’s IT infrastructure.
Computer Career Spotlight
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Earning a computer certification proves that you have specialized knowledge and competency in core hardware or operating system technologies.
Computers are used in nearly every business, and career opportunities are plenty. Attending a computer school is an excellent way to get started.
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Keep up with the latest computer school news, gossip and trends. Read these recent posts on our Virtual Café Community News Board.
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- From CAD School to a Career | <urn:uuid:f84c5ee0-edd1-4695-8ea3-b9a69b08a58b> | {
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If you really want to do logic with relays, you'll be happier making mux-based logic. You can think of a SPDT relay as a mux with the coil as the control input, the common as the output and each throw as an input. From that you can build all your common logic gates. I was writing about that a few months ago: http://www.drdobbs.com/embedded-systems/making-contacts/240152060
This is much denser than just using parallel and series switching circuits.
the relay I see is a balance relay. The 20 mA current is probably correct because the telephone company uses this as a max current spec on their lines. Balance relays were used in burgalar alarms for those who could afford the telephone company leased line charge. you had a battery usually 24 or 48 volts subrtract the relay voltage of 5 volts the rest of the voltage is dropped across the telephone line and series "burden" resistors placed at each end of the telephone line at the central office and the "bank".
Any disturbance in the resistance of the loop causes a change in current and when that change becomes large enough the alarm is tripped. as long as the burden resistors at each end are large compared to the telephone line resistance normal changes due to climate conditions will not trip the circuit. Anyone seeking to circumvent the circuit must keep the current constant in the loop so cutting or shorting the wires is out of the question. The A and B contacts are adjustable to set sensitivity and the spring is adjustable to set loop current balance point.
There were two types of open wire telephone lines in the '60's and 70's.Steel wire was used for local service,but long distance required copper wires.
Most poles for long distance had 10 crossarms, with 10 wires on each, and a transposition bracket every so often(can't remember exact spacing intervals).The transpositon brackets prevented noise and induction from the earth's magnetic field.
These wires ran for hundreds of miles,from office to office across the country.
The wires were left up long after they were obsoleted, then someone realized that there were millions of dollars worth of copper on the poles,and started having them removed.If they had stored the wire until today, it would have been a better investment than just about anything else.
@David: I was thinking about how to do (say) a full adder with relays....or maybe a 4-digit counter....
I must admit that I'm starting to rein myself in -- I don;t want to spend years doing this -- I just want to get a relay "thing" that's doing something vaguely useful and clicking away while doing it -- I'll be asking for suggestions in a future blog -- one think might be generating the value of Pi to an infinite number of digits (well, a large number) -- maybe outputting the values on a Teletype?
@Max "I prefer to work with 5V relays (or 12V at a push)."
Don't we all.....I think I will chuck them eventually, no use to man or beast.
You're certainly ambitious....I was thinking about how to do (say) a full adder with relays....or maybe a 4-digit counter....but it rapidly gets bigger than Ben Hur ( almost literally....) thank god for TTL and CMOS....
@Max....I have possibly 30 or 40 relays, with DPDT (ie 2 changeovers) BUT they have 48 volt coils. They are not as old looking as yours above, standard looking relay with a transparent case. If they'd be of interest I'll root them out and give you more details. I might be able to find a 48V power supply as well (oh, hang on, that'd be for our 240V AC mains.... :-( )
@SteveDAus...most of those nice relays are probably slowl leaching heavy metals into our water table, in a landfill somewhere....
Strowger exhanges were lovely to listen to, The guys who worked in them could pick up sticky relays and malfunctioning selectors just by the sound. When I lived in a very small town in Zimbabwe about 11 years ago, we still had a 1000 line Strowger exhange for our town. I told the techs I'd trained on that stuff and they let me look around. Nostalgia par excellence.... you had to remember to put ATDP commands in your modem strings (for pulse dialling) or nothing happened...
Even more primitive than a relay computer is the educational Paperclip computer, introduced by the book "How To Build a Working Digital Computer" by Alcosser, Phillips, and Wolk. See http://archive.org/details/howtobuildaworkingdigitalcomputer_jun67/
NASA's Orion Flight Software Production Systems Manager Darrel G. Raines joins Planet Analog Editor Steve Taranovich and Embedded.com Editor Max Maxfield to talk about embedded flight software used in Orion Spacecraft, part of NASA's Mars mission. Live radio show and live chat. Get your questions ready.
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To look up terms related to concepts discussed throughout the
web site and in your RLC classes, click on the letter below that
your term starts with:
To return to this alphabet key after you have looked up your term, click your browser's "Back" button.
Analysis: To analyze literally means to break the whole
into parts, yet an analysis does more than just identify the main
parts of a text as a summary would. An analysis explains the meaning
of certain aspects of the text, such as the symbolism of images
in a literary text, or the significance of data in a scientific
Archaic: These are the residual beliefs and practices
that are outmoded but hang on in some ways of speaking or behaving
(as when we say, "The sun rose late today."). Archaic
practices are sometimes regarded with nostalgia and reverence.
Argument: When you argue, you seek to present your opinions
and ideas in such a way that you affect a mental change in your
reader or listener - you try to get her to agree with you, to
change his mind, or at the very least, to respect your thinking.
To argue effectively, you must first decide on your goal: do you
seek to change minds? Hearts? To defeat those who do not agree
with you? For all purposes of argument, you should consider why
your audience disagrees with you and develop ways, through logic,
to nudge them toward agreement or acceptance.
Brainstorming: One prewriting strategy that can help you
discover many options is called brainstorming. When you brainstorm,
you simply write whatever comes into your mind on the subject--as
fast as you can and without making any judgments about it. In
this way, you can accumulate a lot of details, ideas, and information
that you can use in a variety of ways later.
Conflict: A conflict does not necessarily denote an argument
or a fight, but rather a set of differing--often many differing--perspectives
or emotions. A conflict can be within the self as well as between
the self and others. Conflicts often occur when a person's conscious
or unconscious beliefs, expectations, or desires meet with resistance
of some kind; or when arguments may seem rational or logical,
but somehow don't feel right; or vice versa.
Conventions: These are the expected style and format requirements
of a discipline and they can vary greatly from one subject area
to the next. For example, you should write a literary analysis
in the present tense, but a lab report for chemistry in the past
tense. Conventions include format and publications requirements
such as which style of documentation you must use ij your papers,
and which voice is appropriate for writing your essays.
Cultural Analysis: Cultural analysis asks students to
relate the values, practices, or beliefs of a text they are reading
to other, often different or seemingly unrelated ideas, beliefs,
or practices from the same time period in which the text was produced.
When we engage in cultural analysis, we act as social scientists
taking a cross?section of a culture's development and examining
the complex interrelationships of various attitudes and beliefs
within a culture at a single period of time. This study of the
ways in which values, attitudes, and beliefs from any single time
period complement, reinforce, contradict, or work against each
other is what we call cultural analysis.
Discipline: A field of study, such as history, natural
science, literature or mathematics. Each discipline has certain
conventions which its practitioners and students follow to create
standards for academic research.
Dominant: What is referred to as the dominant are the
practices that are embodied in the majority of the society or
within its ruling or most powerful class. They are often beliefs,
values, ways of behavior, and experiences that we take for granted.
Dominant practices are usually, though not always, derived from
the past and tend to be conservative.
Double Entry Journal: In a double-entry journal, students
write two kinds of notes in two columns or on facing pages. On
the left are the key ideas in the reading selection, with the
page on which they occur, either directly quoted or paraphrased;
on the right are students' thoughts about those ideas. Some students,
preferring an easy-to-read method, compose their double-entry
journal on a word processor.
Emergent: What is referred to as the emergent are practices
that are being developed, usually unconsciously, out of a new
set of social interactions, as society changes. They are often
very different from and actively challenge the dominant. They
start at the margins of society, and may eventually become less
marginal. But they may not ever become central. They may themselves
become dominant, but that is not an inevitable process.
Fastwriting: In fastwriting assignments, students time
themselves for ten to fifteen minutes and write as much as they
can, with no editing. These assignments are meant to allow students
to get some of their initial ideas down on paper before they forget
them and before the class discusses them. Students can often go
back and analyze their fastwriting work after they have read more
and written more reflectively to see why they initially thought
or reacted as they did. Such analysis of their own work can be
very helpful in enabling students to discover assumptions underlying
their surface-level statements. Fastwriting close to talking through
students' ideas in writing as they can get.
Historical Analysis: Historical analysis asks students
to relate the values, practices, or beliefs of a text you are
reading to those of a different time period from that in which
the text was produced. When we look at a subject historically,
we come to see that perspectives on it have developed over time,
as they come to be interpreted within different social and political,
or ideological frameworks. Historical analysis, as used throughout
this book, is more than just pretending that you are back in time;
it is the active movement back and forth from the present to the
past or between two different points in the past. This study of
the ways in which values, attitudes, and beliefs change or remain
the same across time is what we call historical analysis.
Ideology: Ideology is the conscious or unconscious beliefs,
habits, and social practices of a particular society. These often
seem true, correct, and universal to members of that society,
when in fact they are relative and specific to the society. Ideology
pervades every aspect of our lives from our table manners to our
politics; it is reflected in the kinds of clothes we wear just
as much as in our religious and educational practices. We are
most likely to become conscious of our own ideology when we visit
or study a foreign culture whose lifestyles and customs are radically
different from our own. Ideologies are continually in conflict
within any society; at any given point, however, certain ones
are always dominant.
Thus, all societies are made up of different and changing beliefs,
habits, practices, assumptions, and lifestyles. They differ to
some extent from person to person, social group to social group;
or by gender, race, religion, or social class. Some are dominant,
these are the ones that are embodied in the majority of the society
and are usually, though not always, derived from the past and
tend to be conservative. They are often, that is, though not always,
residual. By residual is meant those beliefs, practices, etc.
that are derived from an earlier stage of that society, often
very long ago, and which may in fact reflect a very different
social formation (different political, or religious beliefs, etc.)
from the present. Other practices are emergent, those that are
being developed, usually unconsciously, out of a new set of social
interactions, as societies change.
Mapping: Also known as clustering, this is a prewriting
strategy that enables you to visually represent relationships
to your topic. Start by writing the topic in the middle of a piece
of paper; then write related concepts around the topic until you
have a map or cluster of ideas.
Myths: The myths of a culture are the beliefs that are
held unquestioningly about the society: for example, in American
society that everyone has equal educational and job opportunities;
that all Americans strive to achieve the American Dream; that
the American Dream means having a well paying job, owning a house,
being in a heterosexual marriage, and having children; that any
American could become.
Narrative: A narrative tells a story with a beginning,
a middle, and an ending. It answers the question, "What happened?"
The order of a narrative does not have to be chronological - it
can begin in the middle or at the end and use techniques like
flashback and foreshadowing to proceed to the ending. To engage
your readers, it is essential that your narrative shows the story's
events in vivid detail rather than tells that certain events occurred.
Overdetermination: No one social factor causes people to
take certain actions (a cause and effect relationship is called
determination) because any situation is overdetermined, that is,
there are many causes for a particular action, sometimes working
together and sometimes working against each other. On a personal
level, we are all surrounded by such a wealth of complex and contradictory
ideological forces that we must continually negotiate among them.
Perspective: A perspective is a point of view from which
a person or group of people looks at something at a given time.
In this book, we argue that while each perspective seems "personal,"
it is also linked with the larger beliefs of the culture. Thus,
it can only be understood and analyzed once it has been placed
in those larger contexts.
Questioning: Ask questions as a prewriting strategy to
find out what other information you need to address your topic
or essay question thoroughly. Questions remind you of what you
need to know to move forward with the writing assignment.
Residual: What is referred to as the residual are beliefs
and practices that are derived from an earlier stage of a given
society, and which may in fact reflect a very different social
formation from the present. Residual beliefs often remain dominant
long after the social conditions that made them dominant have
Rhetoric: The art of persuasion or the presentation of
ideas in clear, persuasive language that makes a powerful and
convincing appeal to an audience, whether you are writing or speaking.
Summary: A summary restates the main ideas of a reading
without adding too much of the reader's opinion. A useful summary
involves both immediacy and detachment in order to see the trees
as well as the proverbial forest. As you read the text to be summarized,
mark key points by underlining and making marginal notes. Do not
try to read and write at the same time because you will probably
include too much too soon and too little later.
Symptomatic Reading: Symptomatic comes from symptom, which
is what a doctor observes in a patient's condition or behavior
that suggests an illness lies "under the surface." A
doctor cannot simply accept a symptom such as a patient's cough
literally; that is, the doctor cannot simply say "my patient
just happens to cough a lot" and leave it at that. Rather,
the doctor must read the symptom as a sign of something else and
try to analyze and hypothesize about what it could mean. When
readers do symptomatic readings of texts, they are similarly attentive,
looking for something that disrupts the surface of the text. In
medicine, it might be a nagging cough or a rash. In the text,
it might be a disruption in language or tone, or a stray remark,
or an unexplained contradiction. Having recognized a symptom--say
a contradiction in the text--readers should not read it literally,
but rather as a sign, a symptom, of something else that is going
on within the larger culture.
Synthesis: A synthesis involves the combination of two
or more texts, such as by comparison or contrast. As the relationships
between the texts are explained, the meaning of each becomes clear.
Thesis: This is the main idea that you want to express
in your essay. More than a statement of fact or an announcement
of your topic, your thesis represents your unique individual approach
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Spring is the breeding season for most birds, but how do birds mate? Coming together in sexual copulation is essential to fertilize eggs to raise young birds, but the sex act is only a brief part of birds' courtship and pair bonds.
The Reproductive Anatomy of Birds
Most birds do not have the same reproductive body parts as mammals. Instead, both male and female birds have a cloaca – one opening (also called the vent) that serves as the bodily exit for their digestive, urinary and reproductive systems.
This means that the same opening that excretes feces and urine is where eggs are laid. During the breeding season, the cloaca swells and protrudes slightly outside the body, while during the rest of the year it is much less prominent.
When birds are ready to breed, their reproductive organs – the testes and ovaries – swell and produce the sperm and ova. Male birds store sperm in their cloaca until an opportunity to mate arises, and females will receive that sperm into their cloaca before it travels to fertilize their ova.
The courtship between a pair of birds can last much longer than the actual act of copulation. Courtship behavior may include several stages, from initially claiming territory to actually wooing a prospective mate with visual and auditory displays – stunning plumage, spectacular flights, intricate songs or even elaborate dances. The courtship period is when a male bird shows off his health and strength to convince a female that he is her best possible mate and will help her create the strongest, healthiest chicks with the best chance to survive.
How Birds Have Sex
Once a female bird is receptive to a mate – whether it is a new mate every breeding season or simply renewing ties with a life-long partner – the actual mating can take place. The positions and postures birds assume to mate can vary, but the most common is for the male bird to balance on top of the female.
The female may hunch or bow to give the male easier balance. She will then move her tail aside to expose her cloaca to his reach, and he will arch his body so his cloaca can touch hers. The brief rubbing of cloacas may last less than a second, but the sperm is transferred quickly during this "cloacal kiss" and the mating is complete. The balancing may take longer as the birds stay touching one another, and several "kisses" might occur within a few moments. Birds will remain excited by their hormones for a week or more and may mate several times during that period to increase the chances of successful insemination.
Some bird species, most notably several species of swans, geese and ducks, do not have cloacas, but instead male birds have an actual phallus (penis) that is inserted into the female during mating. The penis is formed by an extension of the cloacal wall, and unlike mammals, is erected by lymph rather than blood. Having a penis helps different types of waterfowl mate in the water without the sperm washing away. Several other bird species, including cassowaries, kiwis and ostriches, also have penises rather than cloacas, but the mating act is still only a brief encounter.
After mating, the sperm travels to the ova for fertilization.
Eggs may be laid in just a few days or it may be several months before eggs are ready to be laid and the final brooding of the nest begins.
If You See Mating Birds
Many birders are at first thrilled to see unique bird behavior, then quickly become embarrassed when they realize they are watching birds mate. Because the mating act is so brief, being observed does not typically disturb the birds, but it is important to realize that this is still a delicate time for bird pairs.
If you see mating birds, it is best to keep your distance – approaching more closely may spook the birds and force them to leave, which can interrupt their courtship or hurt their bond. This may also cause difficulties for raising a brood or completing a successful mating if the pair splits prematurely. If they are severely disturbed, they may leave their carefully chosen territory and be forced to relocate to a less suitable area that may not provide for all their hatchlings' needs.
After the birds have mated, they may remain nearby to nest and raise their brood. This can provide a unique opportunity for birders to observe a growing bird family, but the same caution should be taken to stay away from the nest in order to safeguard young birds. Too much attention can distress parent birds, forcing them to abandon the nest or hatchlings. Drawing attention to the nest can also attract predators, and birders should take great care to not disturb nesting birds in any way.
Seeing mating birds can be exciting, and it's a great reminder of how special spring birding can be. By understanding how birds mate, birders can better realize what unique behaviors they see in the field and can take steps to protect nesting birds and their young. | <urn:uuid:f9d1f8f4-23b8-4ba8-9142-0e65f6260cdf> | {
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Year 1 learn about Road Safety
Our children in Year 1 enjoyed a practical road safety training last Monday. Covering a range of interactive scenarios, two police officers from the local police station gave children advice on effective pedestrian skills, child safety seat and booster seat usage, and in-car safety guidelines. Through different pedagogical activities in which all the children had the opportunity to participate, officers introduced several on the road issues, such as where and how is best to cross, the importance of holding hands when crossing, what road signs mean and the meaning of traffic light colours.
The session was aimed to help children feel more confident, recognise dangerous situations, and promote and encourage effective ways to stay safe. It was a totally worthwhile experience which will certainly have a huge impact on their awareness of road safety, and, in turn, reduce the likelihood of them finding themselves in vulnerable circumstances.
Published on: 12th enero 2015 | <urn:uuid:a0ad74cf-a5bb-4845-aff3-67d45d2a8119> | {
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9:30 am to 12:30 pm
This seminar explores the historical processes by which slavery was proclaimed abolished by various national, imperial, and colonial decrees between the age of democratic revolutions (1770s-1820) through World War I. Background readings, historical texts, and visual documents have been selected in order to take advantage of the increasingly similar questions about slavery’s ending that have emerged in the historical literatures of many different countries. The course therefore takes advantage of growing interdisciplinary and cross-national scholarly research about slavery and emanipations in order to compare and contrast emancipatory processes in regions of the Caribbean (especially St. Domingue/Haiti and Jamaica), North America (especially the United State), Brazil, and West Africa (especially Francophone West Africa– Senegal, Ivory Coast, Guinea). Course materials can be used to explore the following questions: How have historians explained slavery’s abolition? What different social groups embraced abolitionism and how did their visions of freedom differ?; What varying roles did slaves and freeborn black people play in ending slavery and how did their visions of society after emancipation differ?; Did formerly enslaved men and women experience emancipation differently? How did abolition affect ideas about public life and citizenship? How did abolition affect conceptions of domestic and nominally private relations of household life? How was unfree labor redefined in the wake of slavery’s abolition? What contrasts distinguish the early abolitions that occurred during the American, French, and Haitian revolutions from later abolitions in the British West Indies, the United States, Cuba, Brazil, and West Africa and what questions are raised by these contrasts? Do any meaningful similarities in slave emancipation emerge from such a chronologically broad, transAtlantic cross-national comparisons? What similarities, if any, do you observe and what do you make of them? The seminar is offered in the spirit of stimulating new perspectives on familiar questions. | <urn:uuid:f43891da-d5fc-463b-b2ff-c549ae951e32> | {
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APPLICATIONS OF TECHNOLOGY:
- Lithium-ion batteries for electric vehicles and consumer electronics
- Reduces battery weight
- Improved conductivity
- Longer cycle life
- Single material has dual function as electrolyte and separator
- Could enable the use of lithium anodes
A team of Berkeley Lab researchers has invented a solid electrolyte for lithium-ion batteries that can reduce battery weight and improve safety, as liquid electrolytes are the most flammable component of lithium-ion cells.
The researchers modified a metal-organic framework (MOF), through which ions can flow; specifically, they modified a magnesium-based MOF that forms honeycomb-like hexagonal tubes only 13 Å wide. These tubular structures have the ability to convey ions, but their natural resistance is too high to serve as a practical solid electrolyte. This limitation was overcome by a process that added a lithium isopropoxide to the MOF to increase its ionic conductivity to 10-4 S/cm, which is within the performance range necessary for implementation in lithium-ion batteries today. The rigid structure of this new solid-state MOF allows it to serve as both electrolyte and separator, which keeps anode and cathode layers physically apart.
The Berkeley Lab technology may enable the design of lithium-ion batteries with anodes made of lithium rather than lithium-intercalated graphite. Lithium anodes have a theoretical charge capacity much higher than those of graphite, but during charging cycles form destructive structures called dendrites that penetrate the separators, shorting the battery. The solid structure of the MOF electrolyte inhibits dendrite growth and enables lightweight, higher capacity lithium anodes, a valuable to future battery design.
STATUS: Patent pending. Available for licensing or collaborative research.
FOR MORE INFORMATION:
Wiers, B. M., Foo, M-L., Balsara, N.P., Long, J.R. “A Solid Lithium Electrolyte via Addition of Lithium Isopropoxide to a Metal-Organic Framework with Open Metal Sites, Journal of the American Chemical Society 2011, 133, 14522-14525.
SEE THESE OTHER BERKELEY LAB TECHNOLOGIES IN THIS FIELD:
REFERENCE NUMBER: IB-3097 | <urn:uuid:ee42b427-adb0-492e-b83d-e1b63ca267a6> | {
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Part 1: ELECTRIC MOTORS. Theory, Performance and Constructional Features Of Induction Motors; Motor Torque, Load Torque and Selection Of Motors; Duties Of Induction Motors; Starting Of Squirrel Cage Induction Motors; Starting and Control Of Slip-Ring Induction Motors; Static Control and Braking Of Motors; Special Purpose Motors; Transmission Of Load and Suitability Of Bearings; Winding Insulation and Its Maintenance; Installation and Maintenance Of Electric Motors; Philosophy Of Quality Systems and Testing Of Electrical Machines; Protection Of Electric Motors; A Few Rules of Thumb for day-to-day Use.
Part 2: SWITCHGEAR ASSEMBLIES AND CAPTIVE POWER GENERATION. Switchgear and Controlgear Assemblies; Painting Procedure of Switchgear and Controlgear Assembiles and Treatment of Effluent; Testing of a Metal Enclosed Switchgear Assembly; Instrument and Control Transformers : Application and Selection; Captive Power Generation; Selection of Power Cables
Part 3: VOLTAGE SURGES, OVER VOLTAGES AND GROUNDING PRACTICES. Voltage Surges - Causes, Effects and Remedies; Surge Arresters : Application and Selection; Circuit Interrupters; Temporary Over Voltages; Grounding Philosophy; Grounding Practices
Part 4: POWER CAPACITORS. Switching Phenomenon and Power Factor Improvement; System Regulation (Use of Series Capacitors); Making of Capacitor Units and Ratings of Switching Devices; Protection, Maintenance and Testing of Capacitor Units; Power Reactors
Part 5: BUS SYSTEMS. Power Carrying through Metal Enclosed Bus Systems; Recommended Practices to Mount the Buses and Making the Bus Joints; Properties and Ratings of Current Carrying Conductors; Isolated Phase Bus System; Testing of a Metal Enclosed Bus System
Never before has so much ground been covered in a single volume reference source. This five-part work is sure to be of great value to students, technicians and practicing engineers as well as equipment designers and manufacturers, and should become their one-stop shop for all information needs in this subject area.
This book will be of interest to those working with: Static Drives, Static Controls of Electric Motors, Speed Control of Electric Motors, Soft Starting, Fluid Coupling, Wind Mills, Generators, Painting procedures, Effluent treatment, Electrostatic Painting, Liquid Painting, Instrument Transformers, Core Balanced CTs, CTs, VTs, Current Transformers, Voltage Transformers, Earthquake engineering, Seismic testing, Seismic effects, Cabling, Circuit Breakers, Switching Surges, Insulation Coordination, Surge Protection, Lightning, Over-voltages, Ground Fault Protections, Earthing, Earth fault Protection, Shunt Capacitors, Reactive control, Bus Systems, Bus Duct, & Rising mains
*A 5-part guide to all aspects of electrical power engineering
*Uniquely comprehensive coverage of all subjects associated with power engineering
*A one-stop reference resource for power drives, their controls, power transfer and distribution, reactive controls, protection (including over voltage and surge protection), maintenance and testing electrical engineering
Electrical, Plant and Facilities / Maintenance Engineers practicing in industry. Students, designers and equipment manufacturers.
- No. of pages:
- © Newnes 2001
- 8th October 2001
- eBook ISBN:
- Hardcover ISBN:
Independent Electrical Engineering Consultant with extensive experience within the industry as well as managing his own company handling similiar products. | <urn:uuid:8eddc710-afbb-4015-9f70-6d0f4594fc82> | {
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The landscapes of Namibia owe much of their distinctive nature to the long and complex geological history. Some of the rocks of Namibia are as much as 2,600 million years old! Tectonic compression has resulted in uplifting of many mountain ranges with exposed bedrock and large rift valleys. The extreme heat and lack of precipitation resulted in the Namib and Kalahari deserts, which are home to the world’s oldest and highest sand dunes (in excess of 400 metres). Ancient clay pans have formed – the largest across Northern Namibia forming the Etosha National Park. Smaller clay pans are found in central and southern Namibia and we enjoyed photographing Deadvlei from dawn to dusk on several days. The skeletal trees are ancient camel thorn trees that flourished 900 years ago when the pan was full of water: now the conditions are so dry that the trees do not rot. The cold Atlantic Benguela current meets the heat of the desert in North West Namibia and creates a strange microclimate with ever-present fog – the Skeleton Coast. This microclimate supports a population of hundreds of species of lichens, Namibia’s only endemic bird and a colony of 200,000 Cape fur seals. The Skeleton Coast is one of the most treacherous coastlines in the world with rocky reefs and sand dunes stretching into the sea spelling disaster for any vessel that gets caught up in the gale-force winds and all-enveloping sea fogs. Once ashore there is no water or habitation to assist shipwrecked sailors.
© Robin Williams Photography | <urn:uuid:ad712da5-b36d-4ca3-a221-97188cb832d9> | {
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2013. 8 p.
Journal of Health, Population and Nutrition, 31 (1)
School-based HIV/AIDS education is a common and well-proven intervention strategy for providing information on HIV/AIDS to young people. However, lack of skills among teachers for imparting sensitive information to students can lead to programme failure in terms of achieving goals. A cross-sectional study was conducted among teachers to identify the factors that support or hinder their role in HIV/AIDS education. A self-administered questionnaire was used for interviewing teachers from randomly-selected schools in two adjacent districts in Bangladesh. Based on exposure to teachers’ training, the districts were divided into control and intervention areas and the teachers’ ability, skill, and their participation in HIV/AIDS education were compared between the districts. Trained teachers in the intervention schools were more likely to participate, less likely to face difficulties, and more likely to use interactive teaching methods in HIV/AIDS classes compared to the controls who did not receive any training. Inadequate allocation of time for conducting the HIV/AIDS class was found to be barriers to HIV/AIDS education that suggest the need to provide teachers with more support in terms of training and logistics.
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Climate change is affecting our health
Something should be done now
The core concern is succinctly stated: Climate change endangers health in fundamental ways. The warming of the planet will be gradual, but the effects of extreme weather events – more storms, floods, droughts and heatwaves – will be abrupt and acutely felt. Both trends can affect some of the most fundamental determinants of health: air, water, food, shelter, and freedom from disease.
This brochure presents six paintings, produced by the Italian painter Elisabetta Farina and commissioned by WHO are linked to a broader initiative named Art for Health aimed at using art work to support awareness-raising about the health consequences of climate change. It underlines the global impact making use of images of women from different regions speaking the six World Health Organization (WHO) official languages. It stresses the common agenda while underlining diversity of vulnerability. It points out that women are one of the groups vulnerable to the health consequences of climate change while recognizing their role as actors of change. The collection is part of a suite of other products and initiatives developed for a global advocacy and outreach campaign. Data on the present and expected impacts of climate change on health are provided alongside the different subjects and languages. | <urn:uuid:841febde-a0cc-412b-bb5c-2d36ddfbbf87> | {
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All animals need some form of shelter in their habitat. Many species use
shrubs and trees for protection from predators as well as the weather. Birds,
squirrels, and many other animals seek nesting sites in trees and bushes. For
ground inhabiting animals, shelter can be enhanced easily in many backyards.
You can provide shelter in your yard in several ways.
Plant a variety of shrubs, trees, and herbaceous plants. Some species of
birds may find these attractive as nesting sites. Even if the birds you see
in your yard prefer more secluded sites for nesting, trees and shrubs will
encourage them to visit your yard--even if for only a few minutes. Placed
near birdfeeders, trees become a convenient place for many species to eat
their seeds and offer protection from the weather and neighborhood cats. A
large evergreen can be especially attractive as shelter in the winter for
many species. Low growing plants will provide protection for small animals
such as rabbits.
Provide shelter for ground dwelling species--such as toads and
chipmunks--with small piles of rocks, branches, or a decaying log or stump.
A piece of drain tile or other tubular material can provide protection from
predators and the weather.
Birdhouses may provide alternative nesting sites for some species. Before
placing a birdhouse in your yard, determine what kind of bird you want as a
tenant. Birds have specific requirements for the type of house and the size
of the entry hole they will use. If the species you want doesn’t like the
house you select, a less desirable species may move in. Also, make sure the
house is the specified height above the ground and offers access to
vegetation and water.
Provide the creatures with building materials. While the nest form is
unique to each species, the materials used to build it will vary with what
materials are available locally. Suitable nest building materials for a
variety of species include 8 to 10 inch lengths of string, yarn, strips of
cloth, or thread. Cotton, wool, excess hair from your cat or dog, dried
grass, and dried sphagnum or Spanish moss also may be helpful.
For more information on wildlife habitat and other Backyard
Conservation practices, contact your local conservation district or the Natural
Resources Conservation Service. Or call 1-888-LANDCARE (toll free) for a free
colorful Backyard Conservation booklet and tip sheets. | <urn:uuid:f6d318ca-db99-467b-b1c8-07a7f4250c95> | {
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All too often I hear people say that they have cut all carbohydrates out of their diet. This always prompts me to ask – even fruits and vegetables? They usually look at me as though I am crazy, and tell me that they mean bread, pasta, and other grains.
Carbohydrates have had plenty of press time in the last few decades thanks to some popular diet fads. Despite this, many people still do not understand what carbohydrates actually are, and why our bodies need them. And given all of the misinformation in the media, it is not surprising.
So what exactly are carbohydrates? And what do we mean by simple, complex, and refined?
Carbohydrates are compounds consisting of either single or multiple sugar units.
Simple carbohydrates are made from either one sugar unit, or two sugar units linked together.
Simple carbohydrates include sugars found naturally in foods (such as fructose in fruit and lactose in milk), and sugars added during processing or preparation of foods (such as table sugar in coffee or high fructose corn syrup in sugar-sweetened drinks).
Complex carbohydrates are long chains of sugar units that form either starch or fiber.
Starch is made up of thousands of glucose molecules in long strands. It is the way plants store glucose. When we eat the plant, we break the starch down into individual glucose molecules and use them primarily for energy. Foods containing starch include:
- Grains (such as rice, oats, wheat, barley, corn, rye, millet, and buckwheat)
- Beans and peas ( such as garbanzo beans, kidney beans, lentils, and split peas)
- Tubers (such as potatoes, carrots, beets, and parsnips)
- Refined starches added to food as thickeners and stabilizers (such as corn starch)
Fiber is also composed primarily of long strands of glucose molecules. However, unlike starch, the glucose molecules in fiber cannot be broken apart by human digestive enzymes. Therefore most fiber passes through the human digestive system without providing any energy. Instead, fiber helps maintain healthy bowel function, keeps blood cholesterol levels down, and helps modulate blood glucose levels. Fiber also helps us feel full after a meal, thereby stopping us from eating too much food.
Refined carbohydrates are those that have had the coarse (and nutritious) parts removed.
A whole grain kernel has four parts:
- Germ – the inner part of the grain that is rich in nutrients
- Endosperm – the main starchy part of the grain
- Bran – the fibrous coating that protects the grain, where most of the fiber lives
- Husk – the inedible outer part of the grain
When we eat whole grains, we eat the first three parts, including the nutrient-rich germ and the fiber-rich bran. Refined grains, on the other hand, have had the husk, bran, and germ removed to leave only the starchy endosperm. While many people think it makes for a more pleasing texture and taste, refined grains are devoid of many of the healthy nutrients and fibers contained in whole grains.
Even when refined grains are enriched to have some of the nutrients put back in, they are still not nutritionally equivalent to whole grains. When you choose refined grains over whole, you are depriving your body of the healthy nutrients and fiber that were once part of the grain.
In addition, the starch in refined carbohydrates can be broken down to glucose more rapidly than the starch in unrefined carbohydrates. This results in a faster release of glucose into the blood stream.
Should I be eating carbohydrates?
Glucose is the preferred energy fuel for the human body, especially the brain and nerves.
Glucose contains six atoms of carbon. Those six atoms are held together by chemical bonds. Those bonds are made from the sun’s energy during the process of photosynthesis in green plants (remember back to those school science classes?) That energy from the sun captured in carbohydrates is what our body uses to drive the processes that allow us to live.
In the absence of glucose, the human body will encounter two problems:
- It will use protein to make glucose. This is a problem because excess protein is not stored in the body. Therefore, in the absence of glucose for energy, the body will divert blood, organ, or muscle proteins from their own crucial functions to be converted to glucose.
- It will try to use fat for energy, resulting in the production of acidic, fat-related compounds called ketone bodies. Ketone bodies accumulate in the blood causing ketosis. Eventually the levels of ketone bodies in the blood can get high enough to disturb the acid-base balance in the body, with many potential negative health consequences.
Does it matter which carbohydrates I eat?
Naturally occurring unrefined complex carbohydrates, particularly those rich in fiber, are the best source of glucose in our diet.
Unrefined complex carbohydrates contain vitamins, minerals, fiber, and phytochemicals that are all extremely beneficial to health. With complex carbohydrates, the human body has to take the time to break down the long strands of glucose, thereby slowing its release into your blood stream, unlike simple carbohydrates. In addition, the fiber contained in most unrefined complex carbohydrates slows down the movement of food from the stomach into the intestine (gastric emptying). This also helps slow the release of glucose into the blood, and helps maintain a feeling of fullness after a meal.
The simple carbohydrates found in fruit (fructose) are also great to include in your diet, as fruit contains many other healthful compounds including vitamins, minerals, and antioxidants.
Refined carbohydrates and foods with added sugars, on the other hand, are not such a good source of carbohydrates and should be limited.
So what should you actually eat?
- Whole grains, such as whole grain bread, whole grain pasta, whole grain rice
- Legumes, such as beans, peas, and lentils
And what should you limit/avoid?
- Refined grains, such as white bread, white pasta, white rice
- Added sugars, such as those in sugar-sweetened drinks, cereals, and other processed foods.
How many carbohydrates should I eat per day?
The Dietary Guidelines for Americans 2010 recommend that carbohydrates should provide between 45% and 65% of daily calories for children and adults.
For someone eating 2,000 calories a day, that equates to between 900 and 1,300 calories a day from carbohydrates, or 225 to 325 grams of carbohydrates per day.
For someone eating 2,500 calories a day, that equates to between 1,125 and 1,625 calories a day from carbohydrates, or 281 to 406 grams of carbohydrates per day.
The Institute of Medicine states that, at a minimum, all adults and children should consume at least 130 grams of digestible carbohydrates per day (i.e. not including fiber) to make sure the brain gets enough glucose.
Carbohydrate content of common foods
What does that mean in real terms? Listed below are the approximate carbohydrate contents of some common foods. You can find the carbohydrate content of more foods on the United States Department of Agriculture National Nutrient Database.
1 slice of bread (white or whole wheat) – 15 grams
1 plain bagel – 50 grams
1 8” flour tortilla – 25 grams
1 cup cooked oatmeal – 30 grams
1 cup cooked brown rice – 45 grams
1 cup cooked white rice – 53 grams
1 cup whole wheat spaghetti – 37 grams
1 average corn-on-the-cob – 15 grams
1 medium baked potato with skin – 37 grams
1 cup canned, drained garbanzo beans – 35 grams
1 cup canned, drained red kidney beans – 33 grams
1 cup canned, drained black beans – 40 grams
1 medium apple – 25 grams
1 medium banana – 27 grams
1 cup sliced strawberries – 13 grams
1 medium peach – 14 grams
The bottom line
- Carbohydrates are the preferred energy source for the human body.
- Eliminating carbohydrates from your diet entirely is not a good idea.
- Carbohydrates should account for 45 to 65% of your daily calories.
- Naturally occurring unrefined complex carbohydrates, particularly those rich in fiber, are the best source of glucose in your diet.
- The best sources are whole grains, legumes, fruits, vegetables, and milk.
- Refined carbohydrates and added sugars should be limited. | <urn:uuid:611d0595-bc76-4533-84ac-4aa5426f513c> | {
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Glowing like a neon lasso, Saturn’s aurora is seen spinning above Saturn’s north pole over the course of most of a Saturn day in this movie made from multiple images taken by the ultraviolet imaging spectrograph on NASA’s Cassini spacecraft.
Saturn’s auroral lights are the result of a rain of electrically charged particles from the magnetic bubble, called the magnetosphere, that surrounds the planet. When the particles strike gaseous hydrogen in Saturn’s atmosphere, the hydrogen becomes excited and glows, creating aurora. Neon signs work in a similar way: electricity is used to excite a gas, usually neon or argon, in a tube.
Changes that occur in Saturn’s magnetosphere can cause fluctuations in the aurora. Undulations in the aurora may be caused by waves moving along magnetic field lines. A surge in auroral brightness is the result of a sudden injection of particles into the magnetosphere. These charged particles come from a variety of sources, including the sun, Saturn’s rings, and the water ice plume of Saturn’s moon Enceladus.
Twenty-six ultraviolet images make up the movies, taken over an 8-hour and 15-minute period. (Saturn’s day is about 10 hours and 46 minutes.) The images were taken May 25, 2007.
Saturn's aurora was discovered by NASA’s Pioneer 11 spacecraft in 1979 and observed in the Saturn flybys by the NASA Voyager 1 and 2 spacecraft in the early 1980s. NASA’s Hubble Space Telescope first obtained images of the aurora in 1994. From Cassini’s always-changing orbit around Saturn, fresh observations in ultraviolet and infrared wavelengths are being combined with other data to help characterize similarities and differences among the aurorae of Saturn, Jupiter and Earth.
The Cassini-Huygens mission is a cooperative project of NASA, the European Space Agency and the Italian Space Agency. NASA's Jet Propulsion Laboratory, a division of the California Institute of Technology in Pasadena, manages the mission for NASA's Science Mission Directorate, Washington, D.C. The Cassini orbiter was designed, developed and assembled at JPL. The ultraviolet imaging spectrograph was designed and built at, and the team is based at the University of Colorado, Boulder.
For more information about the Cassini-Huygens mission, visit http://saturn.jpl.nasa.gov/ . The ultraviolet imaging spectrograph team home page is at http://lasp.colorado.edu/cassini.
Credit: NASA/JPL/ University of Colorado/Central Arizona College | <urn:uuid:f9277823-6bde-4c51-853c-c85f95731b99> | {
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Gabriel and Charles Voisin were among Europe's leading pioneer aviators. Their classic 1907 pusher biplane was one of the most significant aircraft of the pre-World War I era. In 1912, they developed a military version. Thereafter they built aircraft almost exclusively for military contracts. The Voisin 1912 Type, as it was referred to by the French military, also called the Type 1, launched the standard configuration of almost all Voisin aircraft throughout the war. The Voisin design philosophy was conservative. There were only slight, incremental design changes in the airframes during the war. Improvements principally consisted of installing more powerful engines, usually necessitating wings of greater span. The Voisin Type 8 entered service with French night bombing squadrons in November 1916.
NASM's Voisin Type 8 is the oldest surviving aircraft that was specifically designed as a bomber. When manufactured in February 1916, it was equipped as a night bomber, with internal bomb racks, cockpit lights, and provision for landing lights.
Transferred from the U.S. War Department.
Single-engine, two-seat French World War I pusher biplane bomber aircraft; 220 horsepower Peugeot 8Aa engine. Silver finish overall.
Gabriel and Charles Voisin were among Europe's leading pioneer aviators. Gabriel began his formal aviation career in 1903 when he was engaged by a prominent French aeronautical promoter, Ernest Archdeacon, to build gliders for him. In 1905 he formed the first commercial aircraft manufacturing company in Europe with the soon-to-be famous Louis Blériot. Numerous disputes between the two quickly arose, however, and Voisin bought out Blériot's interest in the venture in 1906. He immediately reformed the company with his brother Charles, thus establishing the highly successful Appareils d'Aviation Les Frères Voisin. The firm's first truly successful airplane appeared in 1907.
The classic Voisin pusher biplane design of 1907 was one of the most significant aircraft of the pre-World War I era. Many of Europe's leading aviators flew the Voisin. On January 13, 1908, Henri Farman made the first one-kilometer circuit in Europe with a Voisin biplane, winning a 50,000-franc prize and much acclaim for the Voisin product. By 1912, Les Frères Voisin had produced more than 75 airplanes that were based on the simple and sturdy 1907 design.
In 1912, the Voisin brothers developed a version of their successful design for the military. Thereafter they built aircraft almost exclusively for military contracts. The Voisin 1912 Type, as it was referred to by the French military, also sometimes identified as the Voisin Type 1, launched the standard configuration of almost all Voisin aircraft throughout the war. Designated the Type L by the Voisin factory, this seminal airplane was an equal-span biplane with no dihedral, with a short nacelle carrying the crew of two in front and an 80-horsepower Le Rhône 9C engine at the rear. A cruciform tail was attached to the wings with a set of booms, and it had a quadricycle landing gear. A second pre-war military design, similar to the Type L, powered by a 70-horsepower Gnome 7A engine, was produced in 1913. Although they were largely obsolete by the start of the war, the sturdiness and the reliability of these, and subsequent, Voisin aircraft enabled them to form the backbone of the French night bomber force until late in 1918.
Les Frères Voisin was conservative in its design philosophy. There were only slight, incremental design changes in the airframes during the war. Improvement in performance of the successive types was made principally by installing more powerful engines, usually necessitating wings of greater span. The first wartime version, the Voisin 3, powered by a 120-horsepower Salmson M9 engine, had a range of 200 km (125 mi), carrying a bomb load of 150 kg (330 lb). The 1918 Voisin 10 by comparison, which in outward appearance looked much like the Voisin 3, had a range of 350 km (220 mi) with a bomb load of 300 kg (660). The 280-horsepower Renault 12Fe engine of the Voisin 10 gave it a maximum speed of 135 kph (84 mph) at 2,000 m (6,562 ft) altitude, 37 kph (23 mph) faster than the Voisin 3 at the same altitude.
During the war, the Voisin pusher series performed a variety of missions, including reconnaissance, artillery spotting, training, day and night bombing, and ground attack. The first recorded armed aerial victory of the war occurred on October 5, 1914, when a French pilot and his observer, flying a Voisin 3, downed a German Aviatik B.1 with bullets fired from a Hotchkiss machine gun.
The Voisin 3 is also notable in having equipped the first dedicated bomber units. Voisin 3 units staged a retaliatory attack against the Badische Anilin Gesellschaft at Ludwigshaven, Germany, on May 26, 1915, shortly after the German Army introduced poison gas in battle. Successful daytime attacks on targets within Germany ensued, but by 1916 the Voisin 3 and its immediate successors became vulnerable to new, better performing, German fighters. (The Voisin Type 4 was similar to the Type 3, but was fitted with a 47 mm cannon and used primarily for ground strafing. The Types 5 and 6 were virtually the same as the Type 3, except that they had more powerful Salmson engines.) The Voisins were slow and with their pusher configuration they were defenseless from the rear. Despite these limitations, these rugged and reliable aircraft still had a role to play. Voisins were used as trainers and for night missions for the remainder of the war. Voisin pusher aircraft were supplied to, or built under license by, twelve countries, including Britain, Russia, Italy, and the United States.
The Voisin Type 8 entered service with French night bombing squadrons in November 1916. (The Type 7 was a transitional model of which only about a hundred were built.) The Type 8 was intended to be powered by a 300-horsepower Hispano-Suiza engine, nearly double the output of the 155-horsepower Salmson used on the Type 6. But the Hispanso-Suizas were not available in sufficient numbers, and a 220-horsepower Peugeot 8 Aa inline was substituted. To accommodate the bulkier and heavier Peugeot, the Type 8 required an enlarged and strengthened fuselage, and greater wingspan. It was fitted with either a single machine gun or a 37 mm cannon.
The new engine provided a nominal increase in performance over the Voisin Type 6 while carrying the same bomb load of 180 kg (396 lb); but it was unreliable. Voisin then developed the Type 10, which combined a lighter and more powerful 280-horsepower Renault 12Fe engine with the Type 8 airframe. The Type 10, with improved range, speed, and bomb load, replaced the Voisin Type 8 early in 1918. (Only one Type 9 was built. It was a modified Type 8 with 160-horsepower 8G engine intended for reconnaissance.)
The Voisin 8 in the NASM collection was one of three aircraft purchased by the United States Government early in 1917 through the American Ambassador, Mr. Sharp. The Voisin was acquired, along with a Caudron G.4 (also in the NASM collection) and a Farman aircraft, for technical evaluation by the United States. However, by the time the aircraft were transported to the U.S. and prepared for flight demonstrations, they were already outmoded. On July 12, 1918, Lt. Col. L.S. Horner, of the War Department's Bureau of Aircraft Production, wrote to Smithsonian Institution Secretary, Charles Walcott, regarding "obsolete airplanes for exhibition purposes," offering to the Institution the Voisin, the Caudron, and the Farman. The offer was accepted and the three airplanes were delivered to the museum on September 16 and 17, 1918. The Farman was very incomplete and was deemed unacceptable for exhibition. It was returned to the War Department in June 1921. (Because of an oversight when packing the Farman for shipment, its wings remained at the Smithsonian until September 1925, when they were either returned to the War Department or destroyed. The record is unclear.)
Like the Caudron, the Voisin arrived at the Smithsonian without an engine. It was displayed in the Smithsonian's Arts and Industries building until 1928 when it was removed and placed in storage. It was restored in 1989-1991 for display in the museum's First World War exhibition, Legend, Memory, and the Great War in the Air. A 220-horsepower Peugeot Aa engine that had been transferred to NASM from the U.S. Air Force Museum in 1983 was installed during the restoration.
NASM's Voisin Type 8, serial number 4640, is the oldest surviving aircraft that was specifically designed as a bomber. When manufactured in February 1916, it was equipped as a night bomber, with internal bomb racks, cockpit lights, and provision for landing lights. Painted in the markings of French bombing squadron VB 109, it is the sole survivor of the 1,100 Type 8s produced. | <urn:uuid:1f2b6ddf-459c-44de-abe9-1e5ac76be7c2> | {
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LONDON (AP) — A famous German WWII bomber has spent decades submerged in the English Channel — but that's about to change.
British officials on Friday announced a complex salvage operation to rescue the only known surviving example of the German Dornier Do 17 bomber, an aircraft nicknamed "the flying pencil" because of its narrow fuselage.
The wreck is located just off the Kent coast in southeast England in about 60 feet (20 meters) of water. The plane had been shot down during the 1940 Battle of Britain, a monthslong struggle over the skies of Britain that saw RAF fighters engaged in a colossal life-or-death struggle with the German Luftwaffe.
Experts said the bomber, discovered by divers five years ago, is remarkably undamaged despite the passage of time.
Officials at the RAF Museum in London said the challenging salvage will be the biggest recovery of its kind and they hope to one day display the bomber at the museum.
Museum director Peter Dye said the bomber will be exhibited next to a Hawker Hurricane fighter that had also been shot down during the Battle of Britain.
"We feel it's important that they be exhibited side by side," he said, pointing out that two German airmen died in the Dornier. "With time, we recognize that young men died on both sides, which is why we don't intend to restore it. We will conserve it and place it on exhibition alongside the wreck of a Hurricane shot down at much the same time in which a British pilot died."
Plans call for the plane to be lifted out of the water in three or four weeks if preparations go well. But Dye cautioned that the recovery would be dangerous — divers will only be able to work for 45 minutes at a time, among other challenges.
"We are not guaranteed success," he said. "There have been previous aircraft recovery projects that didn't go so well, cases where the structure has disintegrated on retrieval. When it breaks the surface, gravity and the laws of mechanics come into play, so we very much hope the frame we've constructed will support that structure."
Corrosion is another obstacle that could spoil the procedure, he said.
Dye said the German government told about the recovery operation. | <urn:uuid:0781f8ca-c016-4821-92f9-c86c6fa19ebe> | {
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Catholic Encyclopedia (1913)/Quantity
(Gr. poson; Lat. quantitas, quantum, correlate to tantum)
Aristotle, in his "Categories" places quantity (with which he deals at length from the logical standpoint in the sixth chapter) first in his enumeration of the nine accidents. His list of the possible heads of classification of predicates has reference to a concrete, material subject, and, as shown by the last two predicaments (jacere and habere), principally to man. Quantity does not, therefore, as philosophy is at present divided, fall properly under the treatment of ontology, but of cosmology. It presupposes the material. In "Metaphysics", IV, the concrete quantum is described as "that which is divisible into the parts included in it, of which any and each is potentially one and hoc quid". By this description the inexistent parts of the quantum are discriminated from the elements in the compound, the matter and the form, which are not each potentially "one and hoc quid". Quantity is distinguished into
(1) continuous, and
Continuous (geometrical) quantity is that which consists of parts having position in reference to each other, so that the limit of the one is the limit of the next. These parts, each potentially "one and hoc quid", do not form a multitude, an aggregate of units, but one divisible quantum, or measurable size. They are not actual entities. (This doctrine is not unanimously held in the School.) Continuous quantity is further subdivided into;
(1) successive, and
Time and movement are examples of successive, the line, surface or tridimensional body of permanent continuous quantity. It is to be noted that time and movement have no reality apart from quantified things which move, and of which the movement is measurable; and that the line and superficies are no more than abstractions practised upon the real quantum — tridimensional body. Discrete (arithmetical) quantity is made up of discontinuous parts. The resultant whole is a unity per accidens, in which the elements coexist as a plurality. Number and speech are given as examples. Quantity has no contrary, nor does it admit degrees. There is no contrary to a given length or superficies; nor is any one quantity, as such, more a quantity than another is. Large, small, etc., as used in reference to extended things, fall more properly under the category of relation. Equal and unequal are affirmed of objects in virtue of their quantity alone. Not only is material substance affected by the accidental form of quantity, but all the other accidents are measurable, at least per accidens, as when we say "much and little white". St. Thomas ("Summa", III, Q. lxxvii, a. 2) makes all the accidents "related to their subject by the medium of dimensive quantity, as the first subject of colour is said to be the superficies". An important question is raised as to the nature of the distinction to be drawn between substance and quantity. The School generally, following Aristotle, holds that, as quantity is that reality which makes the indivisible substance potentially divisible (Physics, 1. 2), the distinction to be admitted is a real one. There is considerable diversity of opinion as to whether this can be demonstrated by arguments of natural reason. Aristotle's own argument lies in the consideration that length, breadth, and depth are quantities, but are not substances. But against this it has been urged that these things do not exist as such at all. They are abstractions formed by the dissociation produced by varying concomitants. Suarez, Pesch, De San, Nys, and others hold that the distinction is demonstrable; but most of the arguments advanced are negative ones. For Descartes and his school, quantity, or extension, is the essence of corporeal substance. The distinction to which allusion has just been made has no place in the system (cf. DESCARTES). The definition of the Council of Trent, however, teaches that quantity is really distinct from substance. It is of faith that the substances of bread and wine in the Eucharist are changed at the consecration (Sess. XIII, cap. iv); but the quantity remains sensibly unaltered. To escape this difficulty, the Cartesians had recourse to several explanations, none of which seems to be in any way satisfactory. Continuous quantity is seen to be, in the philosophy of the School, an attribute and accident of body. Corporeal substance, as such, is not quantitatively divisible. When actuated by quantity it becomes so; but is not yet spatially displayed. The accident is thus distinguished by Scholastics from the further accident of formal extension which is complementary to it, and by which the parts, already rendered distinct by quantity, are localized in space. Through the aptitude to being determined by this accidental form, matter is held to be individuated; the principle of individuation of corporeal beings is materia quantitate signata.
GROTE, Aristotle (London, 1872); HAAN, Philosophia naturalis (Freiburg, 1898); LORENZELLI, Philosophi Theoretic Institutiones (Rome, 1896); MERCIER, Ontologie (Louvain, 1902); NYS, Cosmologie (Louvain, 1906); ST. THOMAS AQUINAS, Opera (Parma, 1852). (Cf. especially De principio individuationis, De natura materia et dimensionibus interminatis, De natura generis, De natura accidentis.) | <urn:uuid:36f82781-52ff-43a8-b221-9e87719332c2> | {
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Self Assembly and Entropy
How are small and large scale systems formed when the
universe favours entropy?
It seems that the probability of forming them are very low.
Your question is the result of a common misunderstanding of the
Second Law of Thermodynamics. This misunderstanding has several
origins. The first misunderstanding is that processes that result
in a decrease in entropy cannot occur. This is an incorrect statement
of the Second Law. Every time water freezes the entropy of the
transition of water to ice decreases. The same can be said of many
other processes. The Second Law states the following: "Some things
happen -- other things do not." It is a succinct statement of many
billions of empirical observations. It is an empirical observation
that processes that can occur are accompanied by an increase in the
total change in entropy. That means not only the entropy change of
some parts of the total system (the Universe if you want to be grandiose
about it) but in practice the "system" is usually some small sub-set of
the Universe. There are many alternative, but equivalent, statements of
this observation. One alternative statement is that Nature left to itself
does not create gradients. A simple example is that a bar of metal at a
constant temperature does not, left to itself, evolve into a condition
where one end of the bar is hotter / colder than the other. Another is
that a balloon, pricked by a pin, does not "unpop". It always "pops".
Because the Second Law is a statistical rule, there is a remote, a very
very remote possibility that it could "unpop", but the probability
(which can actually be computed) is older than the age of the Universe,
so betting on "unpoping" is not a very good bet.
Saying that the "Universe favors entropy" is misleading because the
niverse does not have a choice in the matter. A clearer, more correct
statement of the Second Law is this: "Some things (events) happen; some
things do not." Those events which happen are associated with an increase
in the TOTAL entropy change calculated according to a set of very specific
set of rules. That does not mean that there cannot be "local" decreases
in entropy, sometimes very large decreases. Every event that has ever
been observed to occur, always has associated with it a positive increase
in the TOTAL entropy. Repeating -- this does not mean that there cannot be
"local" decreases in entropy -- it means that the TOTAL entropy is positive.
Historically, "the Universe" got involved in statements of the Second Law,
which is unfortunate because in the translation from German to English the
term "Universe" takes on a philosophical context that in not intended in the
original language. There is nothing mysterious about the Second Law if you
keep in mind the empirical statement that, "Some things happen. Some things
do not." And also remember that the ultimate "happening" or "not happening"
has nothing to do with the speed of it happening. It only refers to the
ultimate "possibility" or ultimate "impossibility" of the event occurring.
Entropy is not just a matter of how matter is distributed in space. The
other factor to consider is the distribution of energy. Just as entropy is
maximized by the dispersion of matter, it is also maximized by the dispersion
of energy. In many processes, these two tendencies work in opposite directions.
A classic example of this interplay is the formation of a star by the
gravitational collapse of a cloud of gas. Clearly, such a process causes
matter to become more localized rather than more dispersed. How can this be
consistent with the fact that all processes that actually occur act to increase
entropy? The answer is the distribution of energy. The dispersed gas cloud has
fairly high potential energy, since all the molecules of gas, which attract each
other gravitationally, are far apart. As they move together under the force of
their mutual gravitational attraction, they speed up. So, as their potential
energy decreases, their kinetic energy increases by the same amount. In fact,
if that were all there was to the story, the gas cloud never could actually
collapse. The molecules would be moving so fast when they are close together
that they would never stay close: they would simply zoom back out just as
separated as they were at the beginning.
The key is that their kinetic energy is sapped by another process: radiation.
As the molecules move faster, they become hotter (temperature basically IS
molecular kinetic energy). Hot things emit more electromagnetic radiation than
cold things, and some of this radiation escapes the collapsing cloud entirely.
Thus, the cloud can continue to collapse, and the molecules come closer together,
even while getting hotter. Matter becomes more localized, but energy is
radiating out into space, beyond the dimensions of the original gas cloud.
When you take energy into account, you see that the entropy of the universe is
All other spontaneous processes that cause matter to become localized involve a
compensating delocalization of energy, typically as the production of heat or
Department of Physics and Astronomy
University of Wyoming
Click here to return to the Material Science Archives
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Critical thinking, communication and honest working relationships between doctors and nurses leads to better patient care. This sounds like common sense, but it is also the result of an analysis done by Dr. Barbara Loeb and RNs Mary Sue Dailey and Cheryl Peterman.
In brief, the three main areas that need improvement and hold potential for better patient care are:
1) Critical thinking–focusing on solving problems rather than blaming, analyzing root causes, looking at issues in different lights
2) Communication–doctors and nurses being open with each other about their concerns and sharing vital information, rather than assuming that important information is already known to everybody
3) Collaboration and collegiality–mutual respect and positive interactions between doctors, nurses and other healthcare providers.
As we have discussed before, communication and teamwork are an essential aspect of good medical care. | <urn:uuid:d6e1f4f7-d4b2-4162-9438-c0a46c737f31> | {
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By studying the number of people identified with a developmental disability at different points in time, we at the Centers for Disease Control and Prevention (CDC) can find out if the number is rising, dropping, or staying the same. We also can compare the number of children with developmental disabilities in different areas of the country and among different groups of people, such as girls and boys, and children in different racial and ethnic groups. This information can help direct our research into potential risk factors and causes and can help communities direct their outreach efforts to those who need it most.
The Importance of Tracking
Through CDC’s work in tracking developmental disabilities over the past 20 years, more is known about which children are more likely to have developmental disabilities, at what age they are likely to be diagnosed, and whether progress has been made in early identification of children with developmental disabilities. This is the information communities need to plan for services and understand where improvements can be made to help these children. On a national scale, CDC’s work on developmental disabilities is guiding critical research and informing programs and policies.
Following are activities that CDC conducts or funds in order to learn more about developmental disabilities.
Autism and Developmental Disabilities Monitoring (ADDM) Network
To get a better picture of the scope of autism spectrum disorders (ASDs) in the United States, the Children’s Health Act of 2000 authorized CDC to create the Autism and Developmental Disabilities Monitoring (ADDM) Network. The ADDM Network is a group of programs funded by CDC to estimate the number of children with autism spectrum disorders (ASDs) and other developmental disabilities living in different areas of the United States. The ADDM Network currently monitors ASDs, cerebral palsy, and intellectual disability, and is the largest multisite collaboration monitoring these conditions in the United States.
The ADDM Network sites all collect data using the same method, which is modeled after the method used by CDC’s Metropolitan Atlanta Developmental Disabilities Surveillance Program (MADDSP). Each ADDM Network site is made up of a geographic region within a state. The ADDM Network site tracks the number and characteristics of 8-year-old children who live in that geographic region.
The ADDM Network uses a two-stage, records-based tracking method. First, trained abstractors review and abstract detailed information from health and education records at multiple sources that evaluate and provide services to children with developmental disabilities. The abstracted information from all sources for a given child is then reviewed by trained clinicians. These trained clinicians determine if the child meets the criteria for one or more of the developmental disabilities that the ADDM Network tracks.
The goals of the ADDM Network are to:
- Provide data about how common ASDs and other developmental disabilities are in a specific place and during a specific time period (also known as prevalence).
- Describe the population of children with ASDs and other developmental disabilities.
- Identify changes in the occurrence of ASDs and other developmental disabilities over time.
- Understand the impact of ASDs and other developmental disabilities in US communities.
Current ADDM Network Activities:
- The ADDM Network is now in its third phase of funding. Currently there are 12 ADDM Network sites monitoring the prevalence of ASDs among 8-year-old children living in these communities during 2010.
- CDC also has provided supplemental funding to six ADDM Network sites to monitor the prevalence of ASDs among younger children (4-year-olds) using ADDM Network methods. These efforts will increase our understanding of the characteristics and early identification of younger children with ASDs.
- Some ADDM Network sites also study the prevalence of other developmental disabilities, including cerebral palsy, intellectual disability, hearing loss, and vision impairment.
Understanding the characteristics and number of children who have ASDs and other developmental disabilities is key to promoting awareness of the condition, helping educators and providers to plan and coordinate service delivery, and identifying important clues for future research.
Learn more about the conditions that the ADDM Network tracks:
Metropolitan Atlanta Developmental Disabilities Surveillance Program (MADDSP)
CDC’s Metropolitan Atlanta Developmental Disabilities Surveillance Program (MADDSP) estimates the number of children with selected developmental disabilities in the metropolitan Atlanta area. CDC began tracking the prevalence of intellectual disability, cerebral palsy, hearing loss, vision impairment, and epilepsy among children 10 years of age in 1984 as part of the Metropolitan Atlanta Developmental Disabilities Study (MADDS). The success of that study prompted CDC to establish MADDSP in 1991 to identify children in the metropolitan Atlanta area who had one or more of four developmental disabilities—cerebral palsy, hearing loss, intellectual disability, and vision impairment. Autism spectrum disorders (ASDs) were added to the program in 1996. MADDSP served as the model for the creation of the Autism and Developmental Disabilities Monitoring (ADDM) Network and, since 2000, has participated as one of the sites in the ADDM Network.
MADDSP has contributed a wealth of information on the characteristics of children with developmental disabilities and changes in prevalence over time. In addition, by linking with other datasets, MADDSP has examined a range of risk factors, costs, and resource needs associated with developmental disabilities.
National Center on Birth Defects and Developmental Disabilities (NCBDDD) staff have written scientific papers using information from MADDSP. These papers looked at such topics as how common autism spectrum disorders are and whether low birthweight is a risk factor for autism spectrum disorders, intellectual disability, cerebral palsy, hearing loss, and/or vision impairment. You can find a list of these papers (starting in 1990) by using the keyword search on the NCBDDD publications webpage.
CDC conducts nationally representative surveys that provide data on the health of children in the United States: the National Health and Nutrition Examination Survey (NHANES) III and the National Health Interview Survey (NHIS). These surveys include information on developmental disabilities and delays.
CDC also collaborates on the development and management of other nationally representative surveys sponsored by the Maternal and Child Bureau of the U.S. Health Resources and Services Administration: the National Survey of Children’s Health (NSCH) and the National Survey of Children with Special Health Care Needs (NSSHCN). These surveys also provide data on children’s health and development.
CDC has used data from these national surveys to conduct a range of studies on the prevalence of developmental disabilities, demographic characteristics of children with developmental disabilities, health and health care needs of children with developmental disabilities, and family impacts of parenting a child with special needs.
Brick Autism Project (Project Completed)
In late 1997, a citizen’s group in Brick Township, New Jersey, told the state Department of Health and Senior Services about what seemed to be a larger than expected number of children with autism spectrum disorders (ASDs) in Brick Township. CDC and the Agency for Toxic Substances and Disease Registry (ATSDR) worked together to find out how common ASDs were in Brick Township and to study the possible relationship of environmental factors to ASDs in the community.
The prevalence of ASDs in Brick Township was 6.7 per 1,000 children. This was higher than prevalence estimates from other studies conducted at that time, particularly studies conducted in the United States. However, the prevalence of ASDs in Brick Township was within the range of studies that used more thorough case-finding methods among smaller populations.
CDC supports public health research, including studying potential causes of developmental disabilities. Both public health tracking and research efforts provide information necessary to direct prevention efforts.
Following are some of the research programs that CDC is conducting or has been involved in.
Study to Explore Early Development (SEED)
SEED is currently the largest study in the United States to help identify factors that might put children at risk for autism spectrum disorders (ASDs). SEED is being conducted in diverse communities across the country. There are sites in California, Colorado, Georgia, Maryland, North Carolina, and Pennsylvania.
SEED’s main research goals are to compare young children (2 through 5 years of age) who have ASDs, children who have developmental problems other than ASDs, and children from the general population to better understand characteristics of ASDs and genetic and environmental factors that might affect child development. In SEED, the environmental factors we study are very broad and include characteristics of the pregnancy, the birth and newborn period, and the first few years of life to see what might affect a child’s risk of having an ASD. A key strength of SEED is its ability to look at detailed information on the characteristics of ASDs and at environmental and genetic factors at the same time to see how they all interact.
The information is obtained by directly evaluating the children using several established developmental instruments and procedures, conducting interviews with the mothers, reviewing medical records, and collecting saliva and blood samples from the children and their parents.
The CDC–Denmark Program (Project Completed)
The CDC–Denmark Program was set up to look at many public health issues. The program highlighted the work done using Danish national public health data systems. The Danish data systems include more than 200 long-term disease and administrative registries. These systems are linked with one another. Thus, they can be used to make data sets with information on very large numbers of people. These data sets cover long periods of time. Therefore, they can be used to look at health trends and disease traits. They also can be used to study some less common risk factors or diseases in detail.
The Metropolitan Atlanta Developmental Disabilities Follow-up Study of Young Adults (Project Completed)
In the mid-1980s, CDC conducted the Metropolitan Atlanta Developmental Disabilities Study (MADDS), a study of developmental disabilities among 10-year-old children living in metropolitan Atlanta. The Metropolitan Atlanta Developmental Disabilities Follow-up Study of Young Adults contacted many of the original study participants years later, when they were young adults. They were asked questions about various subjects, such as their health, living arrangements, socialization, employment, and quality of life. This information continues to be helpful in understanding the functioning and transition of children with developmental disabilities into young adulthood.
- Centers for Disease Control and Prevention
National Center on Birth Defects and Developmental Disabilities
Division of Birth Defects and Developmental Disabilities
1600 Clifton Road
Atlanta, GA 30333
TTY: (888) 232-6348
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Although plenty of people experiment with illicit drugs, they might not know that their first dose can change their brains in ways that cause them to want more. Heroin activates the reward pathways of your central nervous system, making you feel as though you’ve done something good for yourself even though it’s unhealthy. Over time, the drug changes the way that your brain functions. Heroin detox is the first step toward combating a psychological or physical addiction.
When you take opioids, you feel euphoric effects as the drugs bind to specific receptors in your brain. If you use these types of drugs for a long period of time, your body stops making its own feel-good neurotransmitters. You end up being reliant on the drugs to make you feel normal and balanced.
However, you develop a tolerance. Your brain becomes used to having opioids in its system, and it begins to need more to feel intense effects.
When you take heroin, you usually experience a euphoric effect. This rush makes you feel good and leaves you wanting more.
But your body has its own ways of making you feel pleasure. Mood-enhancing neurotransmitters in your system bond with certain receptors in your brain, giving you natural pain relief and a sense of well-being. Heroin bonds to the same receptors.
If you use heroin regularly, your body believes that it doesn’t need to produce natural feel-good chemicals anymore. Therefore, when you stop using heroin, you may feel worse than you did before you started.
Heroin withdrawal symptoms can begin shortly after you take your last dose. If you take more, you flood your receptors with pleasure again, and the heroin withdrawal symptoms go away.
However, your body becomes accustomed to the chemicals. You may never experience a high that’s as intense as the first one. Because of this, many people take the drug in larger and more frequent doses. Your body quickly becomes addicted to the positive sensations.
You may know that using the drug isn’t healthy. You may be able to talk yourself into quitting. However, your brain wants to feel pleasure. Distressing heroin withdrawal symptoms can be strong enough to make you ignore the rational part of your mind.
Until you eliminate the substance from your body through a heroin detox program, your brain will operate under its influence. It doesn’t matter how badly you want to quit. The receptors in your central nervous system are impelled by the chemicals.
Counseling and support are vital to the heroin detox process. Although you may be physically addicted to the substance, you probably have psychological reasons for using heroin as well. If you’ve used heroin as a way to cope with trauma, escape stress or manage anxiety, you might feel hopeless without it. But you can’t change the way that you think about the drug while it’s still in your body.
One of the reasons that it’s so hard to stop using heroin is that your body becomes severely imbalanced when you quit. Heroin withdrawal can be excruciating. It’s difficult to get through it without assistance and support.
Some heroin withdrawal symptoms include:
• Sweating and chills
• Nausea and diarrhea
• Crawling skin
• Cravings for the drug
The withdrawal process can take a long time. Heroin detox is different for everyone depending on their medical and psychological history, their frequency of use and the length of time for which they were addicted.
Typically, symptoms come on within 6 to 12 hours of the last dose. Heroin withdrawal symptoms feel like a horrible case of the flu. They peak within 48 to 72 hours. After a week, acute heroin withdrawal should begin to die down.
Many people have post-acute withdrawal syndrome, or PAWS, which produces longer-lasting side effects as your system attempts to find equilibrium. Some of the symptoms of PAWS include:
Getting adequate assistance during the detox stage sets the foundation for a successful recovery.
The best heroin detox program provides you with physical, mental and emotional support. You’re probably going to feel awful as you go through the process. Undergoing heroin detox at home allows you to stay as comfortable as possible.
Our professionals will tailor their heroin detox plan to address your needs. We can offer medication that relieves or reduces heroin withdrawal side effects. Don’t let the fear of detox stop you from getting the care that you need. Contact us to learn more about our heroin detox at home programs so that you can get on the road to recovery as soon as possible.
The journey toward recovery from opioids starts with detox. Eliminating drugs from your body initiates the healing process.
Understanding symptoms of alcoholism and alcohol use disorder may help you learn whether you need help.
ADHD stands for attention deficit hyperactivity disorder. ADHD is a psychiatric behavioral disorder that affects all ages.
Methadone is often used to treat substance abuse disorders. However, methadone is an extremely addictive drug.
Heroin detox is the first step toward combating a psychological or physical addiction.
Suboxone detox at home can help people ease through withdrawal in a restful, secure environment.
Oxycodone detox is necessary because you cannot regain equilibrium while the drug is still in your system.
During the fentanyl detox process, you should be medically supervised. Make sure that you have adequate support.
In many cases of prescription drug addiction, you don’t feel as though you can function normally without the substance.
The first step that you need to take to combat your addiction is to go through alcohol detox. A home detox program can help you do this safely.
If you’re struggling with a substance abuse disorder, you should understand how your mental health plays into the battle.
Medical detox enables your body to adjust to the absence of drugs & can ease withdrawal symptoms.
Substance use disorder is unique to everyone, our support team confidently address the issues that lead to drug & alcohol abuse.
If you’ve become addicted to opioids and want to stop using them, you’ll probably need to undergo treatment.
Examples of co-occurring disorders include the combinations of depression and substance use disorder. | <urn:uuid:602394f7-41c2-4952-8112-5547aabbabd7> | {
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Patuxent Wildlife Research Center
This online document--PDF format (and compact disc) contains the 35 reports in the Contaminant Hazard Reviews (CHR) that were published originally between 1985 and 1999 in the U.S. Department of the Interior Biological Report series. The CD was produced because printed supplies of these reviews--a total of 105,000--became exhausted and demand remained high. Each review was prepared at the request of environmental specialists of the U.S. Fish and Wildlife Service and each contained specific information on selected metals and metalloids (silver, arsenic, boron, cadmium, chromium, copper, mercury, lead, molybdenum, nickel, tin, selenium, zinc), organics (polychlorinated biphenyls, polycyclic aromatic hydrocarbons, dioxins, acrolein, diazinon, atrazine, fenvalerate, famphur, chlordane, chlorpyrifos, cyanide, diflubenzuron, mirex, carbofuran, toxaphene, compound 1080, paraquat, pentachlorophenol), ionizing radiation, and a cumulative index to chemicals and species. Each report reviews and synthesizes the technical literature on a single contaminant and its effects on terrestrial plants and invertebrates, aquatic plants and animals, avian and mammalian wildlife, and other natural resources. The subtopics include contaminant sources and uses; physical, chemical, and metabolic properties; concentrations in field collections of abiotic materials and living organisms; deficiency effects, where appropriate; lethal and sublethal effects including effects on survival, growth, reproduction, metabolism, mutagenicity, teratogenicity, and carcinogenicity; proposed criteria for the protection of human health and sensitive natural resources; and recommendations for additional research. All reports were authored by Dr. Ronald Eisler, previously of the USGS Patuxent Wildlife Research Center located in Laurel, Maryland. Patuxent staff who participated in producing this CD were Ronald Eisler, Robert E. Munro, Lois M. Loges, Kinard Boone, Mary M. Paul, and Lynda J. Garrett.
A free copy of the CD, while supplies last, may be obtained by contacting: Librarian, USGS Patuxent Wildlife Research Center, Laurel, Maryland 20708-4030 (telephone 301-497-5551 or 5550; email: [email protected]).Contaminant Hazard Reviews Online! | <urn:uuid:a4c5981e-93ff-4c3b-b8a5-7fb330c58b84> | {
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Growth in both population and the intensity of economic activity, in the face of limited capacity of the environment to assimilate wastes and supply resources necessary to the production process and its essential life-support services, raises concern about sustainable development.
Papua New Guinea has suffered from some serious environmental problems since the start of its economic development. Some of the most pressing issues include unsustainable logging operations, dumping of tailings into rivers by mining companies, dynamite fishing and so on. One way of addressing the issues related to environmental management is the establishment of an environmental accounting system. This study discusses a methodology for the development of environmental accounting in PNG, which is based on the United Nations 1993 System of National Accounts (SNA) and the System of Environinental and Economic Accounting (SEEA) framework.
Various approaches and methodologies for environmental accounting are reviewed in this paper. None of them is perfect, but all represent a step in the right direction. PNG may fall in the category, where population density and growth rate are low, large land area and a high level of dependence on natural capital, combined with some serious environmental problems, reinforce the need for sound management and monitoring of environmental impacts. Environmental accounting may provide the answer to such problems and is also a matter of national interest.
The study makes an empirical contribution to the debate about an environmental accounting framework for PNG by calculating user cost and net price estimates for the OK Tedi gold mine for the period 1984 to 1997. These estimates are then used to compute sustainable income for the gold mine. The results show wide variation in the estimates. A comparison of the two methods is made and the net price is judged to be more appropriate to the PNG situation. The thesis advocates natural resource database as the first step in establishing Environmental Accounting in PNG. | <urn:uuid:97f04df5-6b6f-4cd6-b323-4012c65da48f> | {
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Psalms in Worship Showcase
The Psalms are a font of inspiration, encouragement, and instruction in the life of both public and private prayer.
From Basil to Bonhoeffer to Bono, the enthusiasm that emanates from wise Christian writers of every historical period points to the Psalms as one of the richest sources of wisdom for the practice of worship.
- Wise is the worshiping community that promotes faithful and fruitful use of the biblical psalms in Christian worship.
- Wise is the church leader who recognizes the long history of Christian psalmody as well as the recent outpouring of new psalm settings—for praying and singing—from a wide range of Christian traditions and cultures.
- Happy is the congregation that carries the spiritual vitality and rugged beauty of the psalms from corporate worship into weekday living.
Psalms for All Seasons: A Complete Psalter for Worship (Faith Alive, 2012)
by Martin Tel, Joyce Borger, and John D. Witvliet.
This book is one of the most comprehensive resources on the Psalms for use in Christian worship. It covers the history, reception, and practice of psalm use and contains all 150 psalms, most in multiple formats.
The Biblical Psalms in Christian Worship: A Brief Introduction and Guide to Resources
by John D. Witvliet.
This book opens with a summary of key biblical-theological themes related to the practice of worship. It continues with reflections on every step in the process of preparing to use the psalms in worship, drawing on insights from writings on the history, theology, and pastoral practice of worship, liturgy, and preaching.
Voicing God’s Psalms
by Calvin Seerveld.
This poignant volume, along with its finely produced audio CD, will help people hear the voice of God speaking through fresh verse translations of the biblical psalms.
by The Psalms Project.
The texts are fresh and contemporary settings of the ancient biblical psalms. The tunes are also fresh and contemporary versions of 16th century tunes from the Genevan Psalter of 1562, produced under the leadership of John Calvin.
Music of the Genevan Psalter (CD) (Calvin College, 1999)
This CD brings the music of the 16th century Genevan Psalter to life! Selections include settings of Psalms 23, 25, 33, 42, 100, 103, 116, 124, 134, 138, 150 and the Song of Simeon.
Jazz Psalms (CD) (Calvin College, 2004)
A part of Calvin College's worship history was a weekly service known as Jazz Vespers: students gathered to walk through an ancient prayer service in a contemporary, creative, informal, improvisational, and multi-sensory way.
Psalms for Young Children (Eerdmans Books For Young Readers, 2008)
by Marie-Helen Delval (Author) and Arno (Illustrator)
This collection of Psalms, paraphrased for young readers, uses simple yet powerful imagery to help children express their feelings.
Psalms: God Cares How I Feel (Friendship Ministries, 2010)
Friendship Ministries integrates songs inspired by the Psalms with student materials, group leader’s resources that include a DVD, and a special devotional CD. Friendship Ministries reaches people with intellectual disabilities (“friends”), developing mentors, and equipping caregivers to communicate God’s love.
150: Finding Your Story in the Psalms (Square Inch, 2010)
by Kevin Adams
In this book, Kevin Adams shares stories of unlikely psalm prayers and an unpredictable God, opening up the honest and earthy world of the psalms in new and unexpected ways.
Praying the Psalms: Engaging Scripture and the Life of the Spirit (Cascade Books, 2007)
by Walter Brueggemann
In this thoroughly revised edition, Walter Brueggemann guides the reader into a thoughtful and moving encounter with the Psalms. This new edition includes a revised text, new notes, and new bibliography.
Seeing the Psalms: A Theology of Metaphor (Westminster John Knox Press, 2002)
by William P. Brown
The psalmists' use of metaphor, the author argues, has the power to captivate the imagination, edify the mind, and cultivate moral discernment and theological reflection.
Psalms: The Prayer Book of the Bible (Augsburg Fortress Publishers, 1974)
by Dietrich Bonhoeffer
"The richness of the Word of God ought to determine our prayer, not the poverty of our heart." Thus we find the book of Psalms to be a rich treasury of prayers that are part of God's inspired word, and therefore a true place to learn how God would have us pray.
Honest to God: Psalms for Scribblers, Scrawlers and Sketchers (Faith Alive Christian Resources)
by James Schaap
In this series of meditations on the Psalms, James C. Schaap invites you to take off on a riff the way a blues saxophonist might. Even if you don't have a musical bone in your body, he wants you to pick up a pen or a pencil and respond to the melody these meditations bring to mind. Let loose. Let yourself go. Let yourself dream.
Psalms by Sandra McCracken (CD, 2015)
This collection on songs includes settings of Pslms 42, 43, 62, 104, 113, and 119.
Our Sacred Song
Church Music Director, Jason Locke, offers new settings of the mass, short songs and psalm settings for use in Christian worship.
Using More Psalms in Worship
There are so many wonderful ways to sink psalms into worshipers' hearts, minds, and lives.
Singing More Psalms in Worship
Rediscovering the Psalms as the Bible’s songbook helps congregations navigate the paradoxes of moving toward full communion with God.
Psalms in Worship: God knows we need help praying
Congregations have discovered that the Psalter provides a powerful vocabulary of faith.
The Psalm Project: Reworking Genevan psalms for a new generation
Composer Eelco Vos founded The Psalm Project to make ancient biblical psalms accessible to today’s worshipers.
Psalms of Ascent: songs for the journey
The psalms were written long ago by people living in a time and place very different from ours. Yet they express emotions we all feel, which makes them helpful for our journey through life.
Why Persecuted Christians Sing Psalms in Pakistan
Rev. Eric Sarwar is on a mission to help Pakistani Christians reclaim a heritage of singing Psalms in Punjabi, set to indigenous melodies and rhythms.
Two Thanksgiving Litanies: With Responses from the Psalms
A responsive reading for a Thanksgiving service that starts out being thankful for the "big picture items" but progresses down to some close and personal items for which we also need to be thankful to God.
All Nature Sings: The Ecological Witness of the Psalms
Listen for what the psalms have to say about creation's unique capacity for praise, as well as the psalms' implicit critique of any attempt to stifle creation's song.
Singing the Shepherd Psalm
Part 1 of a 3 article series.
Psalms for All Seasons: A Complete Psalter for Worship
The companion website to the publication Psalms for All Seasons. It includes additional resources such as performance notes, teaching video on chanting the psalms, church year resources, and much more.
Psalmfest Mini-grants Program
The Calvin Institute of Christian Worship is providing support to worshiping communities to host a public worship event (Psalmfest) that features congregational singing based on our brand-new publication Psalms for All Seasons: A Complete Psalter for Worship. | <urn:uuid:2c828a78-ce40-491e-a474-f935cdf41a9d> | {
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|Part of the series on|
The Liar paradox is usually given as "This statement is false".
The truth value of the statement cannot be evaluated because the statement refers to the truth value of itself. Kurt Gödel managed to encode this paradox into number theory and to conclude that no sufficiently complete axiomatic system can be consistent, and vice versa.
The liar paradox is sometimes attributed to Epimenides of Crete, who said "All Cretans are liars" (although it should be noted that, in the original context (a poem written to advance a theological argument), he probably meant "All Cretans but me are liars about this one thing"). In Titus 1:12-13, St. Paul makes a passing reference to Epimenides' paradox, in furtherance of a serious argument that Cretans were "evil beasts." (Although, again, it is not fully paradoxical in Paul's argument, as he seems to have taken it to mean "almost all Cretans are liars".) A similar statement ("I said in my haste, All men are liars.") shows up in Psalm 116, although, again, the context is not fully within the Liar paradox (in this case, the statement is explicitly an oversimplification, and is easily read as "All men lie sometimes").
An alternative formulation, popular in medieval Europe, is:
- Plato: What Socrates is about to say is false.
- Socrates: Plato has spoken correctly.
In this case, the paradox does not consist of a single proposition, but a referential cycle of two propositions. | <urn:uuid:91969814-e0c7-4401-892b-e4ffa3653bf8> | {
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It seems like hardly a day goes by without some new report about the health hazards of plastics.
For an informed yet practical approach to reducing the toxic effects of plastic, we consulted two experts who also happen to be parents:
Susan Nagel, a professor of obstetrics, gynecology and women’s health at the University of Missouri, has been researching plastics for more than 10 years. Vincent Cobb is founder of the online store Reusable Bags, which features nonplastic — or at least safer plastic — food-storage products. If you’d like to reduce your family’s exposure to plastics, here are some places Nagel and Cobb recommend you start:
• Food storage and kitchenware. As you can, replace plasticware with glass, porcelain or stainless steel. Until then, just be cautious in how you use plastic storage containers. Don’t put plastic in the microwave, ever. Heat can break down plastic so that it leaches chemicals into food. Try not to put plastic in the dishwasher. If you put it in the dishwasher, use the top rack. Older plasticware tends to leach the most, so replace it first.
• Plastic wrap and bags. There aren’t as many practical alternatives to this one. Try aluminum foil. For microwaving, you can cover foods with paper towels.
• Water bottles. Yes, it’s possible to live without a plastic water bottle. Nalgene, which pioneered the shatterproof sports bottle, is now making BPA-free polycarbonate bottles. “I’d still recommend something else,” Nagel says. “Use stainless steel or glass.”
• Canned foods. Many of the metal cans used for food are lined with a resin that contains BPA. Instead of canned fruits and vegetables, buy fresh or frozen. Instead of canned beans, buy dried. Look for tomatoes in glass jars, or try canning your own.
• Use glass baby bottles if possible. If not, several companies make BPA-free bottles. | <urn:uuid:cd3fd723-ae07-45e7-bf42-ececb5b4f9dd> | {
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Secondary Mathematics Teachers and IWB: Pedagogical and Practice ChangesProceedings of the 39th Annual Meeting of the Research Council on Mathematics Learning (2012)
This qualitative study explored how secondary mathematics lesson planning, classroom use, assessment methods, and student learning pedagogy and practice changed over a period of three years due to interactive whiteboard (IWB) use. Two active and two future IWB users were individually interviewed each year. Findings indicate that IWBs became increasingly vital to pedagogy, lesson planning became easier, and perceived value to student learning grew more positive for active users. Future IWB users’ perceptions of the positive and negative effects remained consistent throughout the study. Implications for mathematics teacher professional development and how teachers perceive IWB-based instruction will be discussed.
- Interactive Whiteboards,
- Mathematics education,
- Secondary mathematics
Publication DateJanuary 1, 2012
Citation InformationJeffery Hall and Gregory Chamblee. "Secondary Mathematics Teachers and IWB: Pedagogical and Practice Changes" Proceedings of the 39th Annual Meeting of the Research Council on Mathematics Learning. Ed. Stacy Reede. Charlotte, NC: , 2012. 127-134. Available at: http://works.bepress.com/gregory_chamblee/34 | <urn:uuid:fdbde16d-6e51-445e-b3ba-fe1af5968d48> | {
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