text
stringlengths 198
630k
| id
stringlengths 47
47
| metadata
dict |
|---|---|---|
Author: Directors of Tea Leaves Date Posted:1 May 2019
You might be surprised to find that all teas grown around the world originate from the leaves of the Camellia sinensis plant. From this plant, you can generally get five types of teas; these are White, Green, Oolong, Black and Pu Erh. The difference between the tea types is in the harvesting and manufacturing; altering the leaf shape and chemistry for each tea type.
Once the tea is harvested by hand, there are generally a number of processes that your tea goes through prior to you being able to enjoy the tea in your cup. In tea processing there are five basic steps; they are plucking, drying, rolling, fermenting and final drying. The time or number of processes that the tea is subject to depends on the tea desired.
White tea is essentially unprocessed tea, and get its name from the fuzzy white ‘down’ that appears on the unopened or recently opened buds of the tea plant. This tea is simply plucked and allowed to air dry over a number of days.
Green tea is subject to a little more processing; with being plucked, air-dried and rolled either by hand or machine. Heat is applied to the rolling process in the way of steaming or pan-fired by to prevent oxidisation.
Oolong tea is one of the most time-consuming teas to make as it utilises all five processes, with the rolling and oxidising done repeatedly until the desired result is achieved. Oolong teas are oxidised anywhere between 8-80%, and are known to have a much more complex flavour than green or white tea.
Black tea also utilises all five steps in the process, however, black teas are allowed to oxidise longer. None of the processes are repeated, unlike the Oolong, and the process of making black tea is completed in a day.
The way that Pu-erh teas are processed is almost a completely different art. It undergoes the processes similar to green, but before the leaf is dried, it is aged either as a loose leaf tea or pressed into dense cakes and then left to ferment. | <urn:uuid:a44300ef-a0d2-4efd-a46a-545df7733408> | {
"date": "2019-06-20T01:29:32",
"dump": "CC-MAIN-2019-26",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999130.50/warc/CC-MAIN-20190620004625-20190620030625-00056.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9576987624168396,
"score": 2.859375,
"token_count": 452,
"url": "https://www.tealeaves.com.au/tea-types/"
} |
The problem with consumer financial protection regulation is that it doesn’t work.
Yes, many regulatory measures help consumers. And yes, our financial system overall serves millions of people very well.
The core problem, though, is intractable. Few consumers are educated on financial issues, leaving most susceptible to making poor choices and many vulnerable to outright victimization.
How government tries to level things
Governments address this challenge using four main tools.
1. Fostering education. The new Consumer Financial Protection Bureau (CFPB) has an unprecedented focus on this.
2. Banning, or mandating, certain specific product terms and practices.
3. Requiring detailed, standardized consumer disclosures. Disclosure has been the primary measure employed by U.S. law and regulation, aimed at promoting healthy market forces with minimal government interference by equipping consumers to make good decisions.
These last two approaches—concrete mandates or bans, plus disclosures—together make up the effort called “rules-based” regulation.
4. Supplementing all the above with a “principles-based” method, in which they use discretion to seek adherence to general, subjective standards of fair treatment.
Societies have been working on this issue for a very long time. Ancient Athens banned debt bondage in 400 B.C. Cultures throughout the world and over the centuries have outlawed “usury.” In America, Congress and our regulatory agencies have been creating consumer protection laws and rules almost non-stop since the dawn of the consumer movement nearly 40 years ago.
For U.S. banks and their customers, the outcome is an enormous, very high-cost regulatory apparatus that provides some protections. However, it also markedly raises the price of consumer financial products and sometimes perversely distorts markets.
In addition, our current system has ended up delivering disclosure overload, which can actually deter consumer understanding by discouraging efforts even to read so much voluminous and, often, low-value material.
The limitations of these efforts came to a head dramatically in the recent financial crisis, which found millions of Americans terribly harmed by subprime mortgages and other financial products that had, in most cases, met all the extensive, expensive technical requirements mandated by law.
The pendulum swings. Now what?
Congress responded by creating and massively empowering CFPB, while all the prudential bank regulators similarly refocused sharply on consumer protection. The resulting shifts in regulatory approach have knocked the bank compliance world off its axis, with the biggest destabilizer being the sudden tilting of regulatory emphasis toward principles-based, rather than rules-based, regulation.
Today, financial services must be not only “compliant,” but also “fair.” This new approach, embodied in fresh thinking about fair-lending and especially in the heightened federal focus on UDAAP (unfair, deceptive, and abusive acts and practices), is now the top compliance challenge facing the industry.*
My earlier ABABJ.com article, “Compliance Tsunami Survival,” explored what this shift means for banks. In response, some of this website’s readers asked a related question—what does it mean for the regulators?
Specifically, could the new emphasis on principles-based consumer protection potentially replace some of the burdensome old rules, rather than being simply layered on top of them?
This article is the first in a two-part series discussing whether and how this might be done and more broadly, how the regulators might optimize their mix of tools to achieve an ideal blend of rules-based and principles-based protections. I draw on my three-plus decades as a consultant; regulator (full confession—I have written and enforced consumer rules myself); Senate staffer; trade association official; and volunteer with consumer nonprofit and education groups, as well as insights gleaned from discussions with thoughtful bankers, lawyers, and former regulators. Those conversations have included outreach to the United Kingdom, which has traveled this “fairness principles” path considerably longer and farther than we have.
No universal, easy answers
The short answer is that there is no ideal solution.
In fact, the people I consulted differed markedly in their ideas on best approach.
Clearly, regulation must use both concrete rules and supervisory judgment, recognizing that each type of tool carries pros and cons.
In general, rules-based regulation has the advantage of certainty, usually producing a clear yes/no answer on whether the bank has complied. However, concrete rules also tend to be complex, which makes them likely to impose high regulatory costs and burdens as well as, sometimes, technicality-driven penalties that are disproportionate to actual harm done.
In contrast, a principles-based approach can theoretically minimize those problems but has its own drawbacks, especially in almost always increasing uncertainty. Uncertainty in turn opens the door to regulator inconsistency (usually well-meaning but occasionally capricious), which leaves both banks and their customers facing uneven levels of protections and costs.
Also, ironically, uncertainty can actually generate more rather than less expense, as banks feel required to aim excessively high in order to be sure of clearing a regulatory bar that is invisible to them.
The UK’s “Treating Customers Fairly” law (TCF) and evolving emphasis on bank “conduct” have produced what some observers call a ratchet effect, forcing the industry toward a “highest common denominator” of controls and therefore costs due to fear of penalties (which have exceeded 10 billion pounds and are still climbing, almost exclusively for just one product type).
To some extent, the regulators like to see banks aiming very high, and they sometimes intentionally use uncertainty to encourage that behavior. Beyond some point, however, excessively high uncertainty creates problems not only for providers, but also for their customers.
The same is true for excessively complex and cumbersome rules.
Doubling down doesn’t improve things
The current situation—which combines both very high levels of technical requirements and very high levels of subjectivity—is arguably the worst of both worlds. While public sympathy for banks is scarce these days, it is nonetheless true that these problems ultimately harm the consumers whom regulators are striving to protect, in several ways.
First, a suboptimal regulatory mix raises the price of financial services directly through high compliance costs.
Compliance expense is notoriously difficult to measure, mainly because it is embedded in nearly every function a provider performs. All technology, operations, processing, marketing, loan and deposit servicing, HR systems—everything costs extra because every activity must be made and kept compliant with the consumer protection rules.
Studies suggest these costs might account for 20–30% of bank operating budgets. One regional bank I know tells me that 30% of its employees are now in risk management jobs. Community banks, in particular, are sounding an alarm, wondering how and even whether they can survive today’s heightened regulatory challenges, or should even try to do so.
Second, these high costs and risks reduce market competitiveness and consumer access.
Here again, community banks are considering withdrawal from whole product areas for regulatory reasons, while larger banks are contracting activities in products or markets where expected regulatory cost and risk exposure outweigh profit potential.
Such reduced competition will raise prices for everyone.
It will also shrink access to financial services for consumers at the financial margin, who need more, rather than fewer, good choices.
Aiming higher for everyone
Given these risks, the logical question is, could we do better?
CFPB has both the mandate and power to try, and other federal and state regulators also have critical roles to play. How might they best achieve the following widely-shared goals?
• High “protection”
• High consumer access
• High competition (to keep consumer prices low and choices abundant)
• High, healthy innovation (to expand access and constrain prices), and
• Low regulatory costs
Unfortunately, these objectives trade off against each other in complex ways that will always prevent full optimization. For principles-based regulation, the evolution of really good standards will take years.
One of my UK correspondents estimates their financial authorities needed eight years to reach reasonable clarity, and are still working on it.
In the U.S., no matter how smart the regulators are, they cannot quickly, clearly, consistently, and soundly apply broad fairness principles to every product and practice, achieving good outcomes and avoiding unintended consequences, anytime soon. Eventually, their efforts will solidify around some meaningful guidelines, common metrics, and a widely shared ability to make good judgments by both bankers and regulators .
First, however, the whole thing will get much harder before it gets easier.
Similarly, CFPB will need years to rethink and wisely revise the current huge body of consumer laws and regulations. It may or may not ultimately succeed, or even seriously try. Consumer advocates and other industry critics generally agree that the current disclosure apparatus is not sufficiently helpful, but they are always suspicious of changes aimed at streamlining or reducing burdens on banks.
Meanwhile the industry, despite wishing for less complexity and cost, is rightly leery of any regulatory change that requires overhauling systems and processes, which is very expensive to do. Banks know that every regulatory revision will definitely raise costs, at least during transition, and may produce only marginally better rules—and possibly worse ones.
Other daunting factors are at play. CFPB has a mandate to level the consumer protection playing field between banks and non-banks—a very difficult undertaking from every standpoint, including both practical and political obstacles. Add in the wild card of new technology, the reality that Congress and the regulators will have to struggle with novel challenges arising from the tech revolution that is sweeping financial services, producing both pro- and anti-consumer impacts.
Forecast: turbulence ahead
All this means that the next few years will bring a revolutionary transition in financial consumer protection regulation in which all the relevant agencies, and especially CFPB, will be driving change in three realms:
1. Developing increasingly clear and consistent fairness standards through a mix of enforcement, formal and informal guidance, examiner procedures and training, and possibly rule-making;
2. Reviewing the existing body of regulations to determine whether and how technical requirements could be trimmed to reduce complexity and cost, either because they already have low value for consumers or because they eventually become unnecessary as broad-based fairness programs actually succeed in preventing the “unfair, deceptive, or abusive” practices that rules aim to prevent.
3. Leveraging new opportunities created by technology, which will be transforming all three of the relevant functions at once: consumer information and products, industry compliance processes, and regulatory examination and oversight tools.
One thing we know for sure—there will never be a utopia in which all financial consumers make great choices and never experience harm. That sounds like Lake Woebegone, and no one lives there.
Still, we can do better in the future than we have in the past. The next article in this two-part series will suggest principles that might guide the mixing and balancing of principles-based and rules-based regulation for consumer financial protection.
* The federal ban on UDAP with one “A,” i.e. Unfair and Deceptive Acts and Practices, is not new. However, Dodd-Frank added a second “A” for “Abusive” and, more importantly, catalyzed an upsurge in the emphasis placed on these subjective fairness principles by all of the banking regulators. Similarly, the fair lending laws and regulations are old, but are being enforced today with increased focus on unintentional “disparate impact” discrimination—an interpretation that ABA and others have attacked in “friend of the court” briefs and other mechanisms—leading to rising uncertainty on how to satisfy broad regulatory principles. | <urn:uuid:7a6f5ef1-d040-4dcd-a760-44c4ee733164> | {
"date": "2014-03-09T07:41:23",
"dump": "CC-MAIN-2014-10",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999675557/warc/CC-MAIN-20140305060755-00006-ip-10-183-142-35.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.950968861579895,
"score": 2.890625,
"token_count": 2441,
"url": "http://www.ababj.com/blogs-3/books-for-bankers/item/4225-finding-a-path-to-workable-consumer-compliance"
} |
Understanding different types of pitched roofing designs
Pitched roofs cover a huge range of properties, from domestic to commercial and historic. In this article, the different types of pitched roofs are presented.
WHAT IS A PITCHED ROOF?
Pitched roofs slope downwards, normally in two sections away from a central beam that slopes downwards. This is typically in two parts, at an angle away from a central ridge, but sometimes in one part, from one edge to another.
The pitch or slope of a roof is calculated by dividing the vertical rise by its horizontal span.
A pitched roof is different to a flat roof in several ways: (1) a flat roof has a slope below 10o, whereas a pitched roof usually has a slope equivalent to a gradient of 1:40 to 1:80 and (2) pitched roofs are constructed from slate and tile, whereas modern day flat roofs are built from GRP and single ply.
Types of pitched roof
Pitched roof designs exist in many forms:
Mono-pitched roofs have a slope from one side to another. A simple design is popular with modern day buildings as much as Victorian ones. During construction, rafters are secured to adjacent walls at both sides, prior to supporting the roof covering.
A couple pitched roof is a type that has two timber rafters connected together at a central location (usually the top). A pitched slope is then created to and a relevant roof covering is applied.
CLOSED COUPLE ROOF
Closed couple roofs are created by installing timber beams that run horizontal to the couple roof. This makes the roofing structure more secure. Joists used in the process make the wall less prone to deflection and can increase the span of the roof.
Collar roofs are created by increasing the height of the ceiling joists above the rafter base. This allows rooms to be built in the roofing space – often as part of conversions.
Purlin roofs are a form of pitched roof that use the rafters and walls to support roof decking. This means that the roof span can be increased without affecting wall stability.
The installation of a truss offers wider roofing spans to be built. In modern-day houses, a trussed rafter is used to accommodate various different pitch angles. The rafter itself is made by adding tension and compression in the shape of the truss.
The most common types of covering for pitched roofs are made from slate and tile. Standard roofing accessories include soffits & fascias and gutters & downpipes. If you are planning to build your own pitched roof, please take care and follow relevant health and safety guidelines.Contact a roofing specialist | <urn:uuid:9ef18f04-22ba-4bb2-af66-284355370487> | {
"date": "2019-06-24T18:37:05",
"dump": "CC-MAIN-2019-26",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999620.99/warc/CC-MAIN-20190624171058-20190624193058-00096.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9652698040008545,
"score": 3.34375,
"token_count": 555,
"url": "https://www.strandek.co.uk/articles/types-of-pitched-roofs/"
} |
At Kidsperience we follow the standards of the Early Years Foundation Stage (EYFS) of the British National Curriculum
One of our most important goals is to assist children in developing holistically. This means giving our students the means and resources to develop their academic skills outlined in the school curriculum in order to prepare them for their further academic experiences and alongside our curriculum we place emphasis on exposing the children to environment and resources that will develop Healthy Habits.
At Kidsperience we place emphasis on the development of Healthy Habits from a young age as it is our belief that this will then increase your child's chances of continuing these habits throughout their lifetime. Therefore, promoting healthy eating and a healthy lifestyle are a priority for us - a well balanced dietary plan and exercise becomes part of your child's routine at school. In addition, Kidsperience Preschool is part of Eco-Schools Organisation which allows us to encourage the children to be environmentally friendly and live an Eco friendly lifestyle.
Our hands on learning approach has been created to enable the children to think independently and critically and to develop skills that will give them the opportunity to thrive in any environment.
Our school works closely with a learning support team in order for our Kidsperience kids' needs to be met. In addition to this support team, our on campus team includes a SENCO (Special Educational Needs Coordinator) who observes the children regularly. If for whatever reason your child requires support, we also offer a Support Room.
This is all put in place for the benefit of the children, to make sure that all children's needs are appreciated and cared for.
the learning environment
Every detail of the Kidsperience environment is designed to stimulate the children's curiosity and benefit their development in some way.
Each classroom is designed to allow the children to explore, investigate, play and learn independently without continuous direction. Our halls and outdoor play area are also used for the benefit of the child's development and are viewed as a extension of the classrooms.
Our Kidsperience Clubs are extra-curricular activities that compliment the British National Curriculum. They are held in the afternoon hours and are there to offer children a greater selection of activity. If your child attends our Nursery in the morning, they are also able to join our clubs in the afternoon.
A range of clubs are offered each day and they change each term, giving your child more choice and opportunities.
come and visit
If you would like to visit our school and meet with a member to staff to discuss our classes, ethos or to see the facilities for yourself, we’d be happy to show you round!
For the safety of the children we ask that any members of the public contact us in advance to organise a suitable time to visit and be met by an available staff member. | <urn:uuid:931e8714-46d6-4e42-9f98-6540a37aedee> | {
"date": "2019-04-24T08:38:35",
"dump": "CC-MAIN-2019-18",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578636101.74/warc/CC-MAIN-20190424074540-20190424100540-00296.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.965781033039093,
"score": 2.53125,
"token_count": 572,
"url": "https://www.kidsperience.com.cy/learning/"
} |
Students Crack Code Of Rhode Island Founder
RACHEL MARTIN, HOST:
Now, the real story of a mystery more than three centuries in the making. It revolves around a book, a secret code and one of America's most prominent colonists. The book has no writing on its battered leather cover or spine, the title page is missing, the printed text holds nothing of note but every inch of the margins - the paragraph breaks - every bit of free space, was filled with strange writing in quill and ink. The handwritten passages were too messy for a computer to decipher, so the code would have to be broken manually. And that is just what Lucas Mason Brown and a small team of undergraduates have done. Lucas Mason Brown joins me now from Brown University, where he studies math and the philosophy of science and where the mysterious book is housed. Thanks for being on the program, Lucas.
LUCAS MASON BROWN: Thanks, Rachel, for having me on.
MARTIN: So, how did you hear about this book and the code?
BROWN: Well, I was actually tipped off by an article in the student newspaper. After several attempts to decipher it, they opened up the challenge to undergraduates. And the student newspaper ran a short article about that.
MARTIN: So, what did it look like? What did the code actually consist of?
BROWN: So, the core alphabet consists of 28 different symbols, most of which are derived from Greek and Hebrew symbols. And a lot of the symbols are designed to be very easy to write - most consist of one or two strokes, at most. We learned that this code was based on a popular 17th century shorthand system and that Roger Williams had effectively adapted this system to suit his own personal needs.
MARTIN: So, let's talk a little bit about this. Roger Williams, for people who don't know, was a theologian and founder of Providence Plantation in what is now known as the state of Rhode Island, right?
BROWN: Correct, yeah.
MARTIN: What was the message he had encrypted?
BROWN: Well, so the notes in this book are divided into three sections. And the first and third sections are really not that interesting. The middle section is really the meat of our discovery, and it consists of an original, unpublished theological essay by Williams on the topic of infant baptism.
MARTIN: As I understand it, he was proposing that if someone is to be baptized, they should do so of their own accord. They need to be older to make that decision on their own.
BROWN: Exactly. He was a proponent of the baptism of believers.
MARTIN: What was your response when you found out that this code had something to do with Roger Williams? I mean, is this someone you even knew about? Are you a history buff?
BROWN: No, I'm not at all. In fact, I knew more about the 20th century composer Roger Williams than Roger Williams, the (unintelligible) when his name first came up. But I was eager to learn more about him and that's been another amazing part of this project, you know, delving into the history.
MARTIN: Lucas Mason Brown is an undergraduate at Brown University. He helped crack the code that led the discovery of the last known theological writing of Roger Williams, the founder of Providence Plantation, now known as the state of Rhode Island. Thanks so much, Lucas.
BROWN: Thank you so much, Rachel.
(SOUNDBITE OF MUSIC)
MARTIN: This is NPR News. Transcript provided by NPR, Copyright National Public Radio. | <urn:uuid:eadbfaad-c8ae-4ffc-af3c-c498141f5f14> | {
"date": "2015-10-05T02:07:23",
"dump": "CC-MAIN-2015-40",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443736676547.12/warc/CC-MAIN-20151001215756-00070-ip-10-137-6-227.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9776380062103271,
"score": 2.5625,
"token_count": 770,
"url": "http://kuer.org/post/students-crack-code-rhode-island-founder"
} |
Matter In Our SurroundingsQ1: Define matter.
Answer: Anything that occupies space and has mass is known as matter.
Q2: What are the characteristics of matter?
- A large number of particles together constitute matter.
- These particles are of very small size.
- Particles of matter have spaces among them.
- Particles of matter are in continuous motion i.e. they possess kinetic energy.
- Particles of matter attract each other i.e. inter particle forces of attraction or intermolecular forces.
Answer: solid, liquid and gas.
Q4: How matter is classified in terms of composition?
Answer: element, compound and mixture.
Q5: What are different physical states of matter? Name their properties as well?
Q6: Name matter classification in terms of composition.
Q7: Define Density.
Answer: The mass per unit volume is called density. Its SI unit is Kgm-3.
Q8. What do you mean by the term Volume?
Answer: The space occupied by a substance is known as volume.
Q9: What do you mean by the following terms:
a. The process of liquid changes into vapors on heating even below its boiling point is known as evaporation.
b. Sublimation: The changing of the solid directly into vapors on heating and vapors into solid on cooling.
c. The process at which vapors changes into liquid is termed as condensation.
Q11. Define Latent Heat of Fusion and Latent Heat of vaporisation.
Answer: The latent heat of fusion of a substance is the quantity of heat required to convert one unit mass of the substance from solid state to the liquid state at its melting point without any change of temperature.
The quantity of heat required to convert one unit mass of a liquid into vapour at its boiling point without any change of temperature is called its latent heat of vaporisation.
[Another better definition provided by one of our read Mr. Saheel Deshpande is as follows:]
Latent heat of vaporisation: It is the amount of heat consumed when 1 kg of liquid changes into vapor at constant temperature.
Q 12. Define the term Volatile Liquid.
Answer: Those liquids which can change into vapours easily are termed as volatile liquids.
Q 14. Define the following terms:
a. Melting point
b. Freezing point
c. Boiling point
a. The temperature at which solid changes into liquid is called its melting point.
b. The temperature at which liquid changes into solid.
c. The temperature at which liquid changes into vapors is termed as its boiling point.
Q 15. (NCERT) Which of the following are matter?
Chair, Air, Love, Smell, Hate, Almonds, Thought, Cold, Cold drinks, Smell of perfume
Answer:Anything which occupies space, mass and can be felt by human senses are called matter. So the things from the above list which are matter are:
- Cold drink
- and Smell of a perfume (It is also considered in matter because it is due to the presence of some volatile substance in air).
(Note: Please see question 55. If you consider smell as sensation then it is not matter. But smell of something e.g. smell of perfume or flower is due to the presence of gaseous matter. For example ammonia has pungent smell and its smell is one of the way to detect presence of ammonia.)
Q 16.(NCERT) Give reasons for the following observations. The smell of hot sizzling food reaches you several meters away, but to get smell from cold food you have to go close.
Answer: Particles present in the matter possess kinetic energy and therefore move constantly. At lower temperature, particles have low kinetic energy and thus move slowly. But as soon as the temperature rises, these particles move faster than when they were in cold. As the particles of hot vapors coming out of hot sizzling food move faster, they can reach several meters away. The particles in the cold food move slowly and thus do not reach us when we are away even a few meters. Therefore we have to go closer to smell cold food.
Q17: Why do gases diffuse rapidly?
Answer: The gases diffuse rapidly because the particles in the gases can freely move in all directions and there is lot of intermolecular space in gases.
Q18:(NCERT) The mass per unit volume of a substance is called density (density=mass/volume). Arrange the following in order of increasing density:
Air, Exhaust from chimneys, Honey, Water, Chalk, Cotton and Iron.
Answer:The order in increasing density is:
- Exhaust from chimneys
Answer: Evaporation is a physical process in which a liquid changes to its gaseous state, at a temperature lower than its boiling point.
Q20: Explain compressibility in gases with an example?
Answer: Liquefied petroleum gas (LPG) cylinders are used in our homes for cooking, contains gases in the compressed state. Similarly, compressed natural gas (CNG) is used as a fuel in vehicles. Large volumes of gases can be compressed in small cylinders and are transported to distant places.
Q21: What is SI unit of temperature? Give mathematical relation also.
Answer: SI unit of temperature is Kelvin. T (K)= T (°C) +273
Q22: Convert the following temperature to Celsius scale:
(a) 300 K
(b) 573 K
Answer: (a) 300K = 300 - 273 = 27 °C
(b) 573 K = 573 - 273 = 300 °C
Q23: Draw diagram to show interconversion among states of matter.
Answer: The process of evaporation of water from the aerial parts of plants especially in leaves is called transpiration.
Q25: Which state of matter is most easily compressible?
Answer: Gas state.
Q26: After rains when do rain drops dry away easily– on a cloudy day or on a sunny day? State reason also.
Answer: Rain drops will dry easily on a sunny day. As the temperature is higher in sunny day, evaporation increases. On a cloudy day temperature of the surrounding is low due to humidity while on a sunny day the temperature of the surrounding is high. With an increase of temperature, more number of particles get more kinetic energy to vaporize.
Q27(NCERT): A diver is able to cut through water in a swimming pool. Which property of matter does this observation show?
Answer: The forces of attraction among the particles of water hold it together. But these forces are are not too strong. The force applied by the diver is enough to overcome these forces of attraction. The observation shows the following properties of matter:
- Intermolecular forces in water are not very strong.
- Particles in liquids can be easily displaced from their original position.
- Liquids show reasonably fluidity.
Q28: Arrange the following substances in increasing order of intermolecular force of attraction:
water, sugar, oxygen
Answer: Oxygen < Water < Sugar
Q29: Our own bodies contain examples of all three states of matter. Can you identify these?
- Solid: Teeth, bones
- Liquid: blood
- Gas: air (oxygen and carbon di-oxide) that we breathe in-out through lungs.
(a) 25 °C
(b) 0 °C
(c) 100 °C
(a) 25 °C : liquid
(b) 0 °C : solid or liquid (if melting process is on way).
(c) 100 °C : gas or liquid (if boiling process is on way).
Q31: What do you mean by change in state?
Answer: Change of substance from one physical state to another is called change of state.
E.g. conversion of ice into liquid water is a change of state from solid(ice) to liquid (water).
Q32: (NCERT) Give reasons to justify:
(a) Water at room temperature is a liquid.
(b) An iron almirah is solid.
(a) Water is a liquid at room temperature:
- In water, the intermolecular forces are strong enough to keep its particles bound to each other.
- The melting point of water is below room temperature(so it does not convert into ice).
- Its boiling point is above room temperature (therefore it does not vapourise completely).
- It has fixed shape and definite volume because of strong molecular cohesive forces.
- It is rigid and cannot be deformed easily because of strong molecular forces.
Answer: The speed of particles in any form of matter increases with rise in temperature. Hence the reason.
Q34: How can matter change its state?
Answer: The physical state of any matter can be brought about in the following ways:
- by changing temperature only
- by changing pressure only
- by changing pressure and temperature both.
Answer: Rapid formation and breaking of bubbles in the bulk of a liquid being heated is called boiling.
During boiling particles from the bulk of liquid gain enough energy to get converted to vapour. Therefore it is a bulk phenomenon.
Q36(CBSE): Why does the temperature of a substance remain constant during melting and boiling even when heat is being supplied to it continuously?
Answer: It is because the heat supplied to the substance is used up (or absorbed) in overcoming the intermolecular forces, and therefore, it does not show up as a rise in the temperature.
Following figure shows melting of ice and its vapourisation at 0° C and 100° C respectively.
a. -78.0 °C to Kelvins
b. 775 K to °C
c. 489 K to °C
d. 24 °C to kelvins
Answer: (a) 195 K (b) 502 °C (c) 216 °C (d) 297 K
Q38: Explain with an experiment to show gases do not have fixed shape or volume.
Experiment: To show gases do not have fixed shape or volume.
- Take two balloons of different shapes. For example One round and one heart shape or cylindrical.
- Fill the balloons with air.
Conclusion: This shows air has no definite shape or volume. It takes up the shape of the balloon.
Q39: What is evaporation? Why does evaporation cause cooling?
Answer: The process in which a liquid changes into its vapour state at temperatures below the boiling point is called evaporation.
Evaporation is an endothermic process i.e. liquid absorbs heat during evaporation. This heat may be provided either by the surroundings or by liquid itself.
When the evaporating liquid takes the required heat from other parts of the liquid, the rest of the liquid cools down. On the other hand, if the liquid takes heat from the surroundings, it causes cooling of the surroundings.
E.g. on a hot day (sunny day), we perspire. When this sweat evaporates, it absorbs the required heat from our body, and we feel cool.
Q40: What causes evaporation?
ORExplain evaporation and its cooling effect in terms of kinetic energy of particles.
Answer: During evaporation, the molecules which possess higher kinetic energy leave the liquid and go into the space above the liquid as vapours. The remaining molecules possessing lower kinetic energy are left in the liquid state. Consequently, the average kinetic energy decreases which results in the fall of temperature of the liquid.
Q41: What are the differences between boiling and evaporation?
|1||It occurs at specific temperature.||It occurs at all temperatures.|
|2||It requires heat energy to be supplied by external sources.||In general liquid absorbs heat energy from its surroundings.|
|3||It takes place throughout the liquid.||It is a surface phenomenon and occurs only at the surface of the liquid.|
|4||It is not accompanied by cooling. Temperature of liquid has increased.||In this process the region surrounding the evaporating liquid gets cooler.|
|5||It is a rapid and noisy process.||It is slow and quiet process.|
|6||Temperature of the liquid remains constant at the boiling point.||Usually the temperature of liquid drops.|
Q42: What factors affect the rate of evaporation?
Answer: Factors that affect the rate of evaporation are:
- the surface area exposed to atmosphere i.e. it increases with an increase in surface area.
- temperature. Evaporation increases with increase in temperature.
- humidity. Evaporation decreases with an increase in humidity.
- wind speed. Evaporation increases with an increase in wind speed.
Answer: The region nearby sea will be more humid. Since evaporation decreases with an increase in humidity. Therefore, evaporation will be faster in area far away from sea.
Q44: Which of the following state does not exist at room temperature conditions:
Answer: d) plasma
Q45: Why solids cannot be compressed like gases?
Answer: The particles in solids are so tightly packed that there are no or little inter particle spaces left among them. Therefore solids are not compressible like gases. Gases which have large inter-particle spaces are therefore compressible.
Q46: Why is ice at 273 K more effective in cooling than water at the same temperature?Answer: Ice at 273K or 0 C can absorb a large amount of heat energy as latent heat of fusion to get converted to water state. Therefore Ice at 273K is more effective in cooling.
Q47: List any five physical properties of liquids.
- Liquids do not have fixed shape or boundaries.
- They have fixed volume.
- They exhibit fluidity i.e. they can flow.
- Less compressible as compared to gases but higher than solids.
- Lower density as compared to solids.
- Compared to solids, liquids have higher kinetic energy but less than gases.
- The intermolecular forces of attraction are weaker than that of solids.
- Show the property of intermixing i.e. can diffuse.
Q48: Differences among solids, liquids and gases.
|Mass||Definite mass||Definite mass||Definite Mass|
|Shape||Definite shape||No definite shape||No definite shape|
|Volume||Definite Volume||Definite Volume||No Definite Volume|
|Density||Highest||Lower than solids |
Higher than gases
|Rigidity||Highly Rigid||Less Rigid than Solids||Not rigid|
|Fluidity||Do not flow||From higher level to|
|In all directions|
|Compressibility||Very Low or|
|Free Surface||Infinite||One (Upper Surface)||No free surface|
|Diffusion||Cannot diffuse||Few diffuse|
|Thermal Expansion||Low and Linear||Higher than Solids||Highest|
|Packing of particles||Tightly Packed||Loosely Packed||Very loosely packed|
|Spaces between particles||Very less||Greater space as|
compared to solids
|Forces of Attraction||Very strong||Less than solids||Least|
|Kinetic Energy(KE)||Very low KE||Higher than solids||Highest KE|
|Movement of Particles||Cannot move freely|
|Can move freely|
Translatory & Rotatory
|Can move freely|
Translatory & Rotatory
|Filing a gas container||Do not require container||Requires container||Requires container|
States of Matter
Nice chart for FA assignment
|States of Matter|
(credits:James Childs )
Q49: Why is light not considered matter?
Answer: Matter occupies space and has mass. Light has neither of the two and that's why it is not considered as matter. It is taken as form of energy and electromagnetic radiation.
Q50 Why does steam cause more sever burns than boiling water, though both are at same temperature?
Answer: At 100°C, steam carries additional latent heat than boiling water. Therefore steam cause more sever burns.
Q51: What are the ways a gas can be liquified?
Answer: Applying pressure and reducing temperature can liquefy gases.
Q52: What is a dry ice and what are its properties?
Answer: Solid carbon dioxide ( is known as dry ice. It is stored under high pressure. Solid
CO2 gets converted directly to gaseous state on decrease of pressure to 1 atmosphere without coming into liquid state (i.e. sublimes). This is the reason that solid carbon dioxide is also known as dry ice.
It is mainly used as cooling agent because its temperature is very low than water-ice. Dry ice is commonly used in theaters and in movies to produce the effect of fog.
Q53: How vapour is different from gases? Give examples of each.
Answer: In general, those substances which are liquids at room temperature and turn into gas state due to evaporation are called vapours. While the substances which are in gaseous state at room temperature are termed as 'gases'.
e.g. Sulphur, camphor exhibit phase change and turn into vapours. While Carbon Dioxide (CO2), Oxygen (CO2), Nitrogen (N2), Helium (He) exist as gases at room temperatures.
Q54: How heat is transferred when a solid sublimes?
Answer: Certain solids like iodine, naphthalene, solid-CO2 sublimes on heating. Heat is absorbed by the molecules of these solids and is transferred to kinetic energy of molecules. Due to which the molecules show phase change into gaseous state.
Q55: Is smell of garlic or perfume a matter?
Answer: Smell is a sensation. It is an ability of humans or animals how they perceive an odour. However the origin or cause of smell is a chemical (matter). e.g. The smell of garlic is due to the chemical, allicin.
Q56: The mass per unit volume of a substance is called density.(density = mass/volume). Arrange the following in order of increasing density – air, exhaust from chimneys, honey, water, chalk, cotton and iron.
Answer: Exhaust from chimneys, air, cotton, water, honey, chalk, and iron
Q57: Why do solids expand a bit on heating and contract a bit on cooling?
Answer: The solid molecules do not have sufficient inter-molecular (or inter particle) space thus it expands a bit on heating. The inter-particle forces of attraction are very strong which do not let solid particles to leave its mean position. Therefore solid contracts a bit on cooling. | <urn:uuid:cb6a8918-49dd-4961-b483-93026e7b6331> | {
"date": "2014-09-30T09:46:09",
"dump": "CC-MAIN-2014-41",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037662882.4/warc/CC-MAIN-20140930004102-00282-ip-10-234-18-248.ec2.internal.warc.gz",
"int_score": 4,
"language": "en",
"language_score": 0.9016892313957214,
"score": 3.84375,
"token_count": 4029,
"url": "http://cbse-notes.blogspot.com/2012/03/cbse-class-9-science-ch1-matter-in-our.html"
} |
A new oxygenator for cardiopulmonary bypass procedures, believed to have significant advantages over existing units, is in early clinical use at St. Barnabas Hospital, New York City.
The single-pass device, which is considerably smaller in both gross size and required priming volume than other units, has been used successfully with eight patients, according to Teruo Hirose, MD, PhD.
It also has been used as an adjunct to delicate intracardiac procedures with animals for nearly two years.
The oxygenator was invented by Hazen F. Everett, medical engineer. Developmental work was supported by St. Barnabas Hospital and C. P. Bailey, MD, director of thoracic and cardiovascular surgery. For the past two years, experimental investigation has been extensively conducted under the direction of Dr. Hirose, who is attending surgeon and chief of surgical research, Department of Thoracic and Cardiovascular Surgery.
Advantages of the oxygenator, they believe, include: | <urn:uuid:062eaf6b-8b9b-4873-b366-531bef66f68b> | {
"date": "2013-12-07T00:46:40",
"dump": "CC-MAIN-2013-48",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163052912/warc/CC-MAIN-20131204131732-00002-ip-10-33-133-15.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9690981507301331,
"score": 2.828125,
"token_count": 205,
"url": "http://jama.jamanetwork.com/article.aspx?articleid=657936"
} |
The History of the Arcology
The idea of the arcology was coined in the 1950s by a man named Paolo Soleri and was a forrunner of the ecological movement. His idea was buildings and communities that were built into and along enviromental lines, rather than clearing, flattening, and creating massive urban sprawls that turned wilderness into concrete. Science fiction has latched onto the idea and it has since evolved into the idea of megastructures supporting super high population densities, sometimes as giant parasites on the land, and others as self sufficient utopias. From a structural standpoint, the idea of the arcology is sound. By using a large building, less gound is covered by human habitation and more people can live comfortably (or less so) in a small footprint. With centralized water and waste reclamation, the structure is more environmentally friendly that a city sprawling over several square miles.
There are three main things that currently vex the arcological community. The first is power. Vertical structures require a large amount of electricity to operate, with some of the highest power usage coming from pumping water hundreds or thousands of feet into the air to support residences dozens or hundreds of floors above the ground. The current line of thought has the arcology being covered with solar panels and the roof studded with windmills. The future, the playground of science fiction offers plenty of quick fixes. Safe nuclear reactors, fusion reactors, dimensional manipulation engines, and other exotic and widely replicated power sources can be built into the structure to solve the power problem. The second problem is food, farming isn't easy inside a building. There are proposed 'Green Towers' that would be agro-arcologies, or vertical farms. These farms suffer from the same power problem, but with sci-fi handwavium reactors the second problem is fixed. Most arcologies would be supported by two or three much smaller vertical farms. There would also be a shift towards fast growing foodstuffs and a lessened demand, or increased cost for luxury food items like most kinds of meat, or tree fruits. The final problem is the one most frequently hand waved, the sheer difficulty of building megastructures. As buildings get taller, they get heavier. This necessitates bigger and bigger supports, meaning that with modern materials, a megastructure is going to be stunningly heavy, and contain massive amounts of concrete. A far cry from the artists imagry of soaring towers of crystal and silver.
An Arcology is much like a space ship, most of its systems are closed, recirculated, recycled, monitored, filtered, and otherwise man managed. Regardless of shape, size, population, or principle occupation, there are vital services that have to run day and night otherwise the entire system fails.
Power: People stay calm as long as the lights stay on, but when the power goes out, civilization as we know it isn't far behind. Power is principally generated and distributed through the arcology by a series of power sub stations. This modular system prevents building wide blackouts, allows for regions to be taken offline for maintenance, and for other such grid concerns. It also has the advantage of being able to maintain control of a populace by blacking out their block in times of civic disobedience. This decentralized power system also makes the system less vulnerable to sabotage. The most heavily monitored and guarded part of an arco besides the command and control center is the central power plant. This plant can colloquially be referred to as the Boiler Room, the Furnace, the Devil's Basement, or other equally colorful names. Members of Power Crews are often seen as being a step above all other maintenance personel,
Water: Without water, there isn't life. An Arcology collects rainfall as well as accessing local water supplies to meet its needs. Rather than sitting like a giant sponge, soaking up and wasting water, most have enclosed water systems. All water is collected and recycled for use throughout the building. The treatment facilities are likely located in the sub levels of the building, where gravity brings the fouled water. Once purified, it can be reused as basic potable water. Water intended for consumption, versus toilets, showers and sinks, can be given a further step of having minerals and other things added or removed from them. Water crews, often identified by blue jumpsuits are generally considered to be on the bottom of the maintenance totem pole.
Food and Supplies: Food, sundry goods, and other manufactured goods, unless produced internally by the Arcology, have to be brought in from outside. Like malls and department stores, an Arcology has distribution hubs scattered through it. This ranges from basic needs like food and medicine, to less vital needs such as designer clothing, entertainment items and the like. Stores and corporations remain in place, and many of the giant companies maintain private arcologies of their own as headquarters. In this regard, little has changed, though the notion of planned obsolescence is now frowned upon. Waste is a problem and while there is no problem with a company wanting to sell goods and make profits, most things are made with an eye towards longevity. Once the next big thing comes out, the older merchandise is resold, or recycled and generally filters down from the ultra wealthy down to the poor who live in the less savory parts of the arcology.
Waste Disposal and Recclammation: Once something is kicked out of the system for being waste, such as things that cannot be recycled (medical waste, the extruded solid waste from water recclamation, toxic materials) it is sent to Waste Disposal. One on side, Waste Disposal does handle recycling, sending preprocessed goods to either local centers that handle it, or to transports that will carry the material to an arco that does handle it. On the other hand, Waste Disposal also deals with the true elements of waste. These are often handled by incineration, or some other process that renders the material inert.
Health and Human Services: Doctors and medicine are still a common part of arcology life, and each block of an arco is likely to support a hospital center, with a central 'ivory tower' hospital that is referred all of the strange and hard to diagnose problems. Medical recovery, ala ambulances and such are also used, likely on a deck by deck level.
Blocks and Decks
A vertical arcology is collected into decks or floors, that in turn are grouped together and managed as blocks. A block comprises 5 to 10 floors, seperated from the blocks above and below it by a structural 'bulkhead' deck. Rather than being an armor plate, this is a mechanical floor for the power substations, water pumps, and other day to day unseen functions of the arcology. The Bulkhead floor is restricted to maintenance and security personel.
Residential Blocks: These blocks are comprised of decks filled with homes for full time residents. Each home unit typically contains a number of bedrooms, a kitchen, bathroom, a common entertainment room, and a small amout of storage space. This can increase or decrease depending on the planned income of the residents of the block. Blocks intended for low income housing tend to be much smaller, while luxury accomodations can be quite large. Blocks are typically income sorted by altitude, lower income blocks are closer to the ground, while the rich dwell in the top of the towers of men. While this might seem contrary to safety concerns, most of the upper most block have easy access to the roof where they can be rescued by helicopter, VTOL aircraft, and other airships. Those living in the lower levels are closer to the power plant, the water processing facilities and the like. If a water main bursts in the Blue block, its drinking water, if a water main blows in the red deck, chances are its a human waste pipe from a higher deck. The center or middle deck of a residential block is a "Main Street" deck and houses no residences, but the local businesses such as food sevices, shopping, and the like. If there are parks and recreation facilities (common in Yellow and Green blocks, non existant in red blocks) this is where they will be found.
Industrial Blocks: These blocks are composed of the factories, processing centers, and distribution centers that make the move the finished goods that society demands. Industrial automation is common, but manual labor to an extent has been phased back in, as people need jobs to occupy their hands and minds. Automated factories can expect higher taxes while businesses that use human labor can expect tax breaks and incentives. most daily goods are assembled and made locally, such as soap, processed foods, and garments and such. Higher end finished goods, such as vehicles, electronics, designer name brands and luxury goods can be made, but many are made more for export to other arcologies, or are part of a supply chain between arcos. One arco might make motors for VTOLs, while another handles the final assembly. But for the most part, these blocks are not involved in heavy industry.
Commercial Blocks: These blocks are generally only found in affluent arcos, and in the middle to top layers of those. Residences are rare, and any industry present is light or presentation (made to order) based. Like megamalls these are the centers of trade and commerce. Trade, banking, finance, and the like also occur in commercial blocks. As can be expected, a commercial block is likely the social and cultural center of an arcology and it is this block that is most likely to be known by residents of other arcologies. If the 'Main Street' deck of the residential block is main street, then this block is Wall Street and 5th Avenue rolled together.
Other Sectors: There are several other large portions of an arcology that are not classified with the block system. The lowest region of the arcology is the engineering section, where the power plant and water facilities are. These have been addressed above, but the engineering block is a totally off limits part of the arco, protected by locked doors and in some places, by security personel. Someone with access to the core power and water supplies can do a huge amount of damage. It is also easy to become disoriented and lost in the labyrinthine bowels of these giant buildings. Storage tanks, catwalks, pipes hang overhead, and team underfoot like massive iron snakes. Invariably, someone does get lost, and search parties are send out similar to someone getting lost in the forest. This is also the 'port' of the arcology where goods are moved in and out of the building, along with raw materials and waste as pressures demand. The command and control center is also located in a discrete location inside the Arcology. Due to security reasons, the location of the CIC is seldom common knowledge. Many arcologies have observation lounges and decks around the top of the building, many also have air traffic control centers also on the top of the building. It is a common misconception that the ATC center is also the CIC. The CIC is typically near the middle of the arcology, near the core axis of the building. This is done partially to protect the literal brain of the building, but also to ensure that the operating crew is looking inward, at the job at hand, and not sitting looking out the windows.
Utopia or Crapsack?
Mood and theme are important to keep in mind when building arcologies, there are two fairly popular modes of portrayal, the utopia and the crapsack tower. In the Utopian Tower, the arcology is an ivory tower where the menial concerns of labor and worries of environmental shortages and suffering are non-existant. Everything is good, all the furniture is polished, and there is decorate wood trim on the control panel for the elevator lifts. The other end is the Crapsack Tower, where there are too many people piled into a single megabuilding, where power flickers, there is a Soylent Green index, and pretty much everything is horrible. These both work, to an extent.
The Utopian Tower either becomes idyllic to the point of breaking the veil of disbelief. No one is that happy wearing silver pants living in a giant gold cage. It is also common in the Utopian setting for the Arcology to function as a microcosm of society, showing that under the happy exterior there is something either festering underneith or there is something horrible in the basement. The Utopian society is slowly eroding because of foolosh tampering with genetics, or the thought and mood control drugs are running out and the end of Utopia is imminent. The elders are usually corrupt, and it is revealed to be a golden prison. Another common theme with Utopia is that the Arcology is shining silver blight on the world around it. The residents are unaware, or dont care about the pipes that are draining the oceans to feed their showers, or the strip mining and invasive farming practices used to keep their plates full. These usually show a massive difference in wealth and quality of life between those who live in the tower, and those who live in the big scary world, picking through their trash piles.
The Crapsack Tower becomes pessimistic and grim to the point of absurdity. If the resources are that scarce, and the iron handed overlords were that cruel, there would be a revolt, a rebellion, systematic organized terrorists fighting to undermine them, or even bring the whole building coming down in a cloud of debris. Still, the Crapsack tower was a useful function as a microcosm of the great world, with big things like resources and maintaining the environment removed from a global scale and moved down to something that most people can understand.
The truth of the arcology would more likely come somewhere between the two. For that I have come up with a basic grading system, scored from A to F.
The Arcological Caste System
The A Grade Arcology is the literal ivory tower, and there aren't reasonably going to be any arcos that are A rated across the entire structure. Rather, a portion of an arco can be, and would represent the 'good part' of town, or the wealthy part of town. The housing units are massive, and they have easy access to means of egress. Typical A grade zones have immediate access to the roof heliport, or a side mounted helipad for evacuation in case of emergency. Full length windows, unrestricted water and power use are also key features. Industrial a grades are comparable to computer factories, while a grade commercial districts are the same as the streets that give their names to prosperity and couture, such as 5th Avenue or Rodeo Drive.
The B Grade Arcology is upper middle class, with comfortable housing units, upscale industry, and high quality shopping, but it doesnt extend into the stratospheric level like the a grade.
The C Grade Arcology is typical middle class, the units are just about what people need for terms of space, and the industrial zones are typical manufacturing, assembly, and cubicle farming jobs. Commercial zones are similar to the level of a local mall in a large, but not major city.
The D Grade Arcology is lower middle class, with cramped units, water and things like climate control have limits of use (but not to the point of hoarding, a normal family will have what they need, but within arco determined reason. Industrial zones are low end manufacturing, and facility maintenance, and a good section of the service industry. Commercial zones are small town strip malls and factory outlets.
The F Grade Arcology is Poverty level. Units are built to accommodate people like inmates, water and electricity are rationed and things like long hot baths are luxuries. Industry is crminal level, prostitution and other bare minimum wage jobs. Many occupants of an F-grade arco are likely on some sort of state subsidy. Commercial zones are minimal, and comparative to a Dollar Store next to a convience store next to a McFat Burger.
Very few arcologies are going to be graded one grade across the entire structure, rather there would be a 3 grade spread across a building, if the top deck is A Grade, the base level is going to be C Grade at the worst. To prevent a homogenous economic culture, an arco has a minimum of 2 grade levels, and a maximum of 4. If it is a white tower, the infectious human waste doesnt live inside the great ivory tower, and if the arco is a hive of scum and villainy, there aren't gold and platinum level shopping and industrial options.
The arcology discussed thusfar has been a multi use non denominational population center. There are certain factors that can lead to the creation of dedicated arcologies, such as the presence of a large existing population structure, but a need for more industrial operations, or non-localizable industry needing more room for residential zones. In an Arco-Plex, or arcology complex, multiple arcologies might each have their own specific purpose, and the group work together, much like a living organism.
The Residential Arcology:
The Residential arco has for it's main purpose housing people. There are still commercial and light industrial/economic activities within the building, but these are essential or convenience based services. A residential arco is likely associated with agriculture, mining, or some other economic activity that cannot be put into a building. The first arcologies are likely to be Residential models built in major cities to alleviate urban congestion and resource waste and strain on the grid. People would migrate in and out of the arco via mass transit systems.
The Industrial Arcology:
Raw materials enter the base of the industrial arco, and the building processes, manufactures, sub-assembles, assembles, packages, and exports finished goods the other side. Many major factories, producing things like cars and other durable goods can spread across hundreds of square acres, sometimes even miles. Stacked inside a building, they take up less valuable room, and can share resources and reduce the amount of wasted transit moving part a to part b sub assembly to part c process, etc. Like the Japanese concept of Zaibatsu, almost everything needed by the industrial arco is likely to be manufactured or supplied by a sub plant inside the building. Pure industrial arcos are going to be rare, and owned by megacorporations and manufacture things like weapons, combat vehicles, automobiles, aircraft, and other things build by huge factories. These industrial arcos are likely to also be involved with building the basic machinery for other arcology industrial zones. Within a nation, an Industrial arco is likely to be a major economic powerhouse, or potential liability.
The Commercial Arcology
The commercial arcology is comparative to a major theme park or amusement park, mated with a stack of super malls, on top of a few dozen big box stores. Visiting a commercial arcology is basically visiting a city sized mall, for lack of a better expression. Like the other types of arcos, the commercial arco has levels dedicated to residences and industry, but again these are basic functions or convenience based. A pure commercial arcology is going to tend towards the upper end of the grade scale, and if the industrial arco is an economic heart of a region, a commercial arco is a cultural heart of a region. Commercial arcologies can only exist in high density population areas and exist typically as part of an arco-plex, or core of a commerce or trade based city, such as a major port.
The Green Tower is the most common sort of dedicated arcology. The population is minimal, as the main purpose of the green tower is to produce food for a sibling standard arco. Most agro-arcos, also known as green towers, agro-arks, food factories, etc are not full sized full fledged megastructures. The decks are large and largely open for the maximization of growing space to produce as much raw food material as possible. This is generally limited to fast growing, heavy yield basic crops, such as certain grains, pulses and legumes. There is also a limited scale of animal farming, producing meat and genuine protein for middle and upper income households. Most dairy can reasonably be replaced by soy and plant derived synthetics (margarine anyone?) And with the production of mycoproteins (quorn) the demand for chicken is reduced. Things like fruit from trees and red meat are luxury items, but the synthetic stuff is cheap and abundant.
Thus far, the only arcological form discussed is the megastructure tower, there are certainly several other forms that the environmentally friendly super structure can form. These alternate forms generally follow the same basic purposes and grades as the bsic arcos mentioned above, but with major cosmetic differences.
The Aquatic Arcology
70% of the world's surface is water, and there is nothing in the speculative fiction future that prevents us from building out cities underwater. The Seacology is built underwater, likely more loosely connected than a major building, and compartmentalized for safety purposes. On a construction level, they will be easier to build that kilometer tall buildings. The seacology also has the advantages of aquaculture, raising seaweed and kelp for food production as well as maintaining large fisheries and fish farming operations. With large populations already near the water, residential arcos can be built in the water as land space runs out.
The Subterranean Arcology
Also called a geocity or geofront (I prefer the second, as the first reminds me too much of primitive yahoo websites from the 90s) are built entirely underground. Like the seacology they are easier to build than megabuildings, but require a huge amount of excavation. The geofront is a natural bunker, and many can expect to have industrial and mining as their core operation, secondary to population centers. In areas where the local geology prevents the building of huge buildings, it can be much easier and more feasible to build down, rather than up. Geofronts typically range closer to the bottom of the grade spectrum, and with the lack of natural light they are much more likely to be cramped and claustrophobic even if they are larger than a contemporary standard arcology.
The Raft City
Build of interlocking floating panels, the Raft City literally floats on the surface of the ocean, the individual sections rising and falling a tiny amount with each wave. Each block could be the relative size of a medium ocean liner, linked together with other blocks until it is several hundred square acres, to even square miles in size. Raft Cities are likely to be associated with a pre-existing coastal city, and will be built as an extension of that city, such as New Hong Kong or New Taiwan, or Mar Angeles.
Conversation Thread from CthulhuTech Forums, which contains a link back to the Citadel | <urn:uuid:33827f32-859c-46fd-989e-052075b0d243> | {
"date": "2015-03-05T20:25:17",
"dump": "CC-MAIN-2015-11",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936464840.47/warc/CC-MAIN-20150226074104-00112-ip-10-28-5-156.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9584856629371643,
"score": 3.046875,
"token_count": 4727,
"url": "http://strolen.com/viewing/6426"
} |
Briefly, we introduced the idea of a solar companion star to explain an apparent periodicity in the occurrence of both mass extinctions and crater formation by impacts on Earth. Independent of whether Nemesis exists or not, the danger of future impacts of asteroids and comets with the Earth is very real. For information about impact danger, see for example the NASA JPL site or the NASA Ames site .
Interestingly, our hypothesis keeps drawing new attention: it was recently featured in the book Nine Crazy Ideas in Science: A Few Might Even Be True" (I like the subtitle!) by Robert Ehrlich, together with hypotheses such as `Radiation exposure is good for you' and `distributing more guns reduces crime'.
The motivation for the Nemesis hypothesis came from the suggestion made in 1983 by David Raup and John Sepkoski that the last ten major mass extinctions had not occurred at random times, but instead showed a discernible periodicity. They quoted an average time span between extinctions of roughly 26 million years. At that time, it had already become clear that the K/T mass extinction, during which the dinosaurs died out, had been caused by an impact. Because the original idea had focused on an asteroid as the impactor, the logical task was to find a clockwork mechanism with a period of tens of millions of years that somehow involved perturbations in the orbits of asteroids. That was quite a challenge, given that asteroids have orbital periods of years, not millions of years. And although some modulation in these orbits will occur on much longer time scales, it was unclear how anything like a significant periodic disturbance could be set up on such a time scale of 26 million years.
It was only after we realized that comets will pose a comparable danger for impacts on Earth as asteroids do, that we found a possible solution. Many comets, in contrast to asteroids, move on orbits that bring them far out of the planetary system, into the Oort cloud that extends out to a distance of at least a light year from the Sun. If there would be a periodic disturbance on the orbits of such comets, a time scale of many millions of years would not be unnatural. This brought us to the idea of a companion star moving around the Sun in an elliptic orbit with a period of some 26 million years. Each time that the companion star would reach perihelion (the point in its orbit closest to the Sun), it would greatly increase the perturbations it would exert on the Oort comet cloud, thereby increasing the number of comets thrown into the inner planetary system. Therefore, soon after each perihelion passage of Nemesis the chance for impacts of comets on Earth would be significantly enhanced. For some recent developments, including tentative evidence of a higher cratering rate over the last 400 million years, see the work by Rich Muller's team on dating of lunar spherules.
Fortunately, the question as to the existence of Nemesis will not remain open indefinitely: as soon as a repeated infrared all-sky survey will reach a positional sensitivity of an arcsecond, even a dim companion to the Sun can be discovered because of its lack of proper motion, together with its high parallax (at a distance of one or two light years, its parallax should exceed one arcsecond).
Here is an interview with Richard muller, and a story about a far more speculative suggestion for what Nemesis could be.
A more serious criticism concerned the lack of stability of an orbit around the Sun with a period of tens of millions of years. Such an orbit would not be far from the sphere of influence of nearby stars, which would constantly perturb the orbit. Not only would these perturbations threaten to unbound Nemesis, they would also preclude a precise periodicity, long before they would disrupt its orbit.
This problem was addressed through a large number of simulations of different candidate Nemesis orbits in the article How stable is an astronomical clock which can trigger mass extinctions on earth? by Hut, P., 1984, Nature 311, 638-641, where I showed that all is well: even though the orbital periodicity will become noisy through the perturbations of other stars, in most cases the periodicity is still well preserved over the period of 250 million years for which Raup and Sepkoski originally fitted the timing of the last ten major mass extinctions.
In a preprint version of our 1984 paper, we proposed four different names: Kali, Indra and George (the dragon-slaying Saint) together with Nemesis (cf. Nemesis by Rich Muller; Weidenfeld and Nicholson, 1988, pp. 114,115). While the first three did not survive the editorial pruning process of Nature, the name George did make it into Scientific American (Vol. 250, p. 68, 1984, in A Star named George). I prefer the name Kali for the same reasons as given by Stephen J. Gould (Natural History 93, No. 8, p. 14), who proposed the name Shiva. Unlike Nemesis, Kali does not only connote threats, but also life-giving qualities. This seems to fit with the double role of mass extinctions: after the disappearance of the dinosaurs, the mammals found themselves with extra playing room.
Back to activities or to table of contents.
Back to Piet Hut's home page. | <urn:uuid:32df2235-d92c-4aa7-b510-9e5b73f10057> | {
"date": "2014-03-08T07:28:46",
"dump": "CC-MAIN-2014-10",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999653836/warc/CC-MAIN-20140305060733-00006-ip-10-183-142-35.ec2.internal.warc.gz",
"int_score": 4,
"language": "en",
"language_score": 0.9550250768661499,
"score": 3.953125,
"token_count": 1090,
"url": "http://www.ids.ias.edu/~piet/act/geo/Nemesis/index.html"
} |
This is part 4 in "Mentor Me" questions about Social and Emotional Learning (SEL). There are five components of SEL: self-awareness, responsible decision-making, relationship skills, social awareness, and self-management. Classrooms where teachers both overtly and organically teach these crucial skills give students the tools they need to be successful.
When I get anxious, I write things down. I make lists. I make lists to go with those lists. I make calendars on paper, electronically, and for home and school. I send my husband those calendars. Organization is the key to my self-management, both in the "get things done" way, but also emotionally, as I juggle the same types of lives many of you do. If I feel overwhelmed, it helps me keep all the balls in the air.
I don't know when this habit was formed exactly, but I remember folding a piece of paper into quarters to plan out my week as early as middle school, which makes sense given the added responsibilities and activities that come with that territory. Simply writing down what I need to do releases endorphins that have gotten me through the rough patches. It's my means of self-comfort when others can't possibly understand what I am feeling because, well, they aren't me.
Many schools use a planner simply as a matter of fact. How many times have you written the assignment on the board, given the kiddos time to copy it, only to receive emails from parents who want to know what the homework is because there's nothing written in the planner? Despite my initial hesitation, I now teach students to set Google Calendar Alerts and reminders on their phones. When something is really important, I advise them to take a picture and message it to their parents. I know the cell phone issue is a double-edged sword, but if they have this powerful tool in their pocket, I might as well teach them how to use it the way adults do instead of abuse it.
It is so important for educators to acknowledge and honor the specific emotional situations that our students are facing, ranging from test anxiety to peer pressure or all the way to trauma. My solutions are not right for everyone, and until recently, it had never occurred to me that I might actually make matters worse. It was a turning point in my thinking as I realized that my solutions can be someone else's stressor. Imagine how often that translates into issues in the classroom! It occurred to me that I had scheduled, listed, and calendared my students into anxiety on more than one occasion. As teachers, we must realize that our role is to facilitate the social and emotional growth of our students through added responsibility and complicated new peer interactions.
So many of the organizational tools we provide students or demand of them are meant to help students "keep all the balls in the air." We can't stand in for them and do the juggling that is required of them, but rather, we need to teach them how to do it themselves. Don't get me wrong, I love an organized binder as much as the next middle school teacher, but I've also watched some people cling to the organization as if it were the learning itself. In the same way, if we are requiring excessively specific management tools, aren't we contributing to the problem of students who can't figure out how to do things themselves—a sort of learned helplessness that grows from our good intentions? We might think we are doing the best thing for students, but if we don't seek their input and tend to their social and emotional needs, we might actually be contributing to our students' future struggles.
Amber Chandler is an ELA teacher and the ELA department chair at Frontier Middle School in Hamburg, New York.
Published in AMLE Magazine
, October 2017. | <urn:uuid:7c5be0d6-1621-4480-8dac-9e00448ee722> | {
"date": "2017-11-21T06:11:05",
"dump": "CC-MAIN-2017-47",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806317.75/warc/CC-MAIN-20171121055145-20171121075145-00056.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9780297875404358,
"score": 2.78125,
"token_count": 781,
"url": "http://www.amle.org/BrowsebyTopic/YoungAdolescentDevelopment/YADet/TabId/207/ArtMID/841/ArticleID/858/How-can-I-help-my-students-keep-organized-amidst-so-many-distractions-at-home-and-at-school.aspx"
} |
Chapter 1 of The Underground History of American Public Education
Whoever controls the image and information of the past determines what and how future generations will think; whoever controls the information and images of the present determines how those same people will view the past.
~ George Orwell, 1984 (1949)
Take at hazard one hundred children of several educated generations and one hundred uneducated children of the people and compare them in anything you please; in strength, in agility, in mind, in the ability to acquire knowledge, even in morality — and in all respects you are startled by the vast superiority on the side of the children of the uneducated.
~ Count Leo Tolstoy, "Education and Children" (1862)
A Nation From the Bottom Up
Fifty children of different ages are teaching each other while the schoolmaster hears lessons at his desk from older students. An air of quiet activity fills the room. A wood stove crackles in the corner. What drove the nineteenth-century school world celebrated in Edward Eggleston’s classic, The Hoosier Schoolmaster, was a society rich with concepts like duty, hard work, responsibility, and self-reliance; a society overwhelmingly local in orientation although never so provincial it couldn’t be fascinated by the foreign and exotic. But when tent Chautauqua with its fanfare about modern marvels left town, conversation readily returned to the text of local society.
Eggleston’s America was a special place in modern history, one where the society was more central than the national political state. Words can’t adequately convey the stupendous radicalism hidden in our quiet villages, a belief that ordinary people have a right to govern themselves. A confidence that they can.
Most revolutionary of all was the conviction that personal rights can only be honored when the political state is kept weak. In the classical dichotomy between liberty and subordination written into our imagination by Locke and Hobbes in the seventeenth century, America struggled down the libertarian road of Locke for awhile while her three godfather nations, England, Germany, and France, followed Hobbes and established leviathan states through the eighteenth and nineteenth centuries. Toward the end, America began to follow the Old World’s lead.
For Hobbes, social order depended upon state control of the inner life, a degree of mental colonization unknown to the tyrants of history whose principal concern had been controlling the bodies of their subjects. But the sheer size of an America without national roads or electronic networks ensured that liberty would be nurtured outside the ring of government surveillance. Then, too, many Americans came out of the dissenting religious sects of England, independent congregations which rejected church-state partnerships. The bulk of our population was socially suspect anyway. Even our gentry was second and third string by English standards, gentlemen without inheritances, the rest a raggle-taggle band of wastrels, criminals, shanghaied boys, poor yeomanry, displaced peasants.
Benet, the poet, describes our founding stock:
The disavouched, hard-bitten pack
Shipped overseas to steal a continent
with neither shirts nor honor to their back.
In Last Essays, George Bernanos observes that America, unlike other nations, was built from the bottom up. Francis Parkman made the same observation a century earlier. What America violently rejected in its early republic was the Anglican "Homily On Obedience" set down by English established-church doctrine in the Tudor state of 1562, a doctrine likening order in Heaven with the English social order on Earth — fixed and immutable:
The sun, moon, stars, rainbows, thunder, lightning, clouds, and all the birds of the air do keep their order. The earth, trees, seeds, plants, herbs, corn, grass, and all manner of beasts keep themselves in order…. Every degree of people in their vocations, callings and office has appointed to them their duty and order.
By 1776 the theocratic utopia toward which such a principle moves, was well established in the Britain of the German Georges, as well as in the three North German states of Prussia, Saxony, and Hanover. Together with England, all three were to play an important role in twentieth-century forced schooling in America. The same divine clock, superficially secularized, was marking time in the interlude of Enlightenment France, the pre-revolutionary utopia which would also have a potent effect on American school thought. Hobbes and his doctrine of mental colonization eclipsed Locke everywhere else, but not in America.
You Had To Do It Yourself
Cut to Abe Lincoln, by the fireplace in a log house. "An American," Francis Grund remarked in 1837, "is almost from his cradle brought up to reflect on his condition, and from the time he is able to act, employed with the means of improving it."
Lincoln, hardly a slouch as writer, speaker, or thinker, packed fifty weeks of formal schooling into his entire life over the twelve-year period between 1814 and 1826. Even that little seemed a waste of time to his relatives. Unless you want to argue that those few weeks made a decisive difference to Abe, we need to look elsewhere for his education. Clifton Johnson thinks it happened this way:
He acquired much of his early education at home. In the evening he would pile sticks of dry wood into the brick fireplace. These would blaze up brightly and shed a strong light over the room, and the boy would lie down flat on the floor before the hearth with his book in front of him. He used to write his arithmetic sums on a large wooden shovel with a piece of charcoal. After covering it all over with examples, he would take his jack-knife and whittle and scrape the surface clean, ready for more ciphering. Paper was expensive and he could not afford a slate. Sometimes when the shovel was not at hand he did his figuring on the logs of the house walls and on the doorposts, and other woodwork that afforded a surface he could mark on with his charcoal.
In Lincoln’s Illinois and Kentucky, only reading, writing, and ciphering "to the Rule of Three" were required of teachers, but in New England the business often attracted ambitious young men like Noah Webster, confident and energetic, merely pausing on their way to greater things. Adam Gurowski, mid-nineteenth-century traveler in our land, took special notice of the superiority of American teachers. Their European brethren were, he said, "withered drifters" or "narrowed martinets."
Young people in America were expected to make something of themselves, not to prepare themselves to fit into a pre-established hierarchy. Every foreign commentator notes the early training in independence, the remarkable precocity of American youth, their assumption of adult responsibility. In his memoir, Tom Nichols, a New Hampshire schoolboy in the1820s, recalls the electrifying air of expectation in early American schools:
Our teachers constantly stimulated us by the glittering prizes of wealth, honors, offices, and distinctions, which were certainly within our reach — there were a hundred avenues to wealth and fame opening fair before us if we only chose to learn our lessons.
Overproduction, overcapacity, would have been an alien concept to that America, something redolent of British mercantilism. Our virgin soil and forests undermined the stern doctrine of Calvinism by paying dividends to anyone willing to work. As Calvinism waned, contrarian attitudes emerged which represented a new American religion. First, the conviction that opportunity was available to all; second, that failure was the result of deficient character, not predestination or bad placement on a biological bell curve.
Character flaws could be remedied, but only from the inside. You had to do it yourself through courage, determination, honesty, and hard work. Don’t discount this as hot air; it marks a critical difference between Americans and everyone else. Teachers had a place in this process of self-creation, but it was an ambiguous one: anyone could teach, it was thought, just as anyone could self-teach. Secular schools, always a peripheral institution, were viewed with ambivalence, although teachers were granted some value — if only gratitude for giving mother a break. In the southern and middle colonies, teachers were often convicts serving out their sentences, their place in the social order caught in this advertisement of Washington’s day:
RAN AWAY. A servant man who followed the occupation of Schoolmaster. Much given to drinking and gambling.
Washington’s own schoolmaster, "Hobby," was just such a bondsman. Traditional lore has it that he laid the foundation for national greatness by whipping the devil out of Washington. Whipping and humiliation seem to have always been an eternal staple of schooling. Evidence survives from ancient Rome, Montaigne’s France, Washington’s Virginia — or my own high school in western Pennsylvania in the 1950s, where the teacher’s personalized paddle hung prominently at the entrance to many a classroom, not for decoration but for use. The football coach and, if I recall correctly, the algebra teacher customized their paddles, using a dry cell battery to fashion devices similar to electrified cattle prods.
Something in the structure of schooling calls forth violence. While latter-day schools don’t allow energetic physical discipline, certainly they are state-of-the-art laboratories in humiliation, as your own experience should remind you. In my first years of teaching I was told over and over that humiliation was my best friend, more effective than whipping. I witnessed this theory in practice through my time as a teacher. If you were to ask me now whether physical or psychological violence does more damage, I would reply that slurs, aspersion, formal ranking, insult, and inference are far and away the more deadly. Nor does law protect the tongue-lashed.
Early schools in America were quick with cuff or cane, but local standards demanded fairness. Despotic teachers were often quarry themselves, as Washington Irving’s "Legend of Sleepy Hollow" warns us. Listen to the fate of schoolmaster Thomas Beveridge at the hands of the upper-class Latin School in Philadelphia, eleven years before the Revolution:
He arrives, enters the school, and is permitted to proceed until he is supposed to have nearly reached his chair at the upper end of the room, when instantly the door, and every window shutter is closed. Now shrouded in utter darkness the most hideous yells that can be conceived are sent forth from three score of throats; and Ovids and Virgils and Horaces, together with the more heavy metal of dictionaries, are hurled without remorse at the astonished preceptor, who, groping and crawling under cover of the forms, makes the best of his way to the door. When attained, a light is restored and a death-like silence ensues.
Every boy is at his lesson: No one has had a hand or a voice in the recent atrocity.
In the humbler setting of rural Indiana recreated by Eggleston for Hoosier Schoolmaster (1871), we can easily see that passage of more than a century (and the replacement of rich kids by farmer’s sons and daughters) hasn’t altered classroom dynamics:
When Ralph looked round on the faces of the scholars — the little faces full of mischief and curiosity, the big faces full of an expression which was not further removed than second-cousin from contempt — when young Hartsook looked into these faces, his heart palpitated with stage fright. There is no audience so hard to face as one of schoolchildren, as many a man has found to his cost.
While Ralph was applying to a trustee of the school committee for this job, a large ugly bulldog sniffed at his heels, causing a young girl to "nearly giggle her head off at the delightful prospect of seeing a new schoolteacher eaten up by the ferocious brute." Weary, discouraged, "shivering with fear," he is lectured:
You see, we a’n't none of your soft sort in these diggin’s. It takes a man to boss this deestrick…if you git licked, don’t come to us. Flat Crick don’t pay no ‘nsurance, you bet! …it takes grit to apply for this school. The last master had a black eye for a month.
No Limit To Pain For Those Who Allow It
One of the most telling accounts of schooling ever penned comes directly from the lips of a legendary power broker, Colonel Edward Mandel House, one of these grand shadowy figures in American history. House had a great deal to do with America’s entry into WWI as a deliberate project to seize German markets in chemicals, armor plate and shipping, an aspect of our bellicosity rarely mentioned in scholastic histories. When peace came, House’s behind-the-scenes maneuvering in the League of Nations contributed to repudiation of the organization. His management of President Wilson led to persistent stories that Wilson was little more than a puppet of the Colonel.
In his memoirs, The Intimate Papers of Colonel House, we get a glimpse of elite American schooling in the 1870s. House’s early years were school-free. He grew up after the Civil War, near Houston, Texas:
My brother James, six years older than I, was the leader…. We all had guns and pistols… there were no childish games excepting those connected with war. [House was nine at the time.] In the evening around the fireside there were told tales of daring deeds that we strove to emulate…. I cannot remember the time when I began to ride and to shoot…. I had many narrow escapes. Twice I came near killing one of my playmates in the reckless use of firearms. They were our toys and death our playmate.
At the age of fourteen House was sent to school in Virginia. The cruelty of the other boys made an indelible impression on his character, as you can sift from this account:
I made up my mind at the second attempt to haze me that I would not permit it. I not only had a pistol but a large knife, and with these I held the larger, rougher boys at bay. There was no limit to the lengths they would go in hazing those who would allow it. One form I recall was that of going through the pretense of hanging. They would tie a boy’s hands behind him and string him up by the neck over a limb until he grew purple in the face. None of it, however, fell to me. What was done to those who permitted it is almost beyond belief.
At the Hopkins Grammar School in New Haven at the age of seventeen, during the Hayes-Tilden campaign of 1876, House began to "hang around" political offices instead of "attending to studies." He came to be recognized and was given small privileges. When the election had to be ultimately settled by an Electoral Commission he was allowed to "slip in and out of hearings at will." House again:
All this was educational in its way, though not the education I was placed in Hopkins Grammar School to get, and it is no wonder that I lagged at the end of my class. I had no interest in desk tasks, but I read much and was learning in a larger and more interesting school.
House’s story was written over and over in the short, glorious history of American education before schooling took over. Young Americans were allowed close to the mechanism of things. This rough and tumble practice kept social class elastic and American achievement in every practical field superb.
The Art Of Driving
Now come back to the present while I demonstrate that the identical trust placed in ordinary people 200 years ago still survives where it suits managers of our economy to allow it. Consider the art of driving, which I learned at the age of eleven. Without everybody behind the wheel, our sort of economy would be impossible, so everybody is there, IQ notwithstanding. With less than thirty hours of combined training and experience, a hundred million people are allowed access to vehicular weapons more lethal than pistols or rifles. Turned loose without a teacher, so to speak. Why does our government make such presumptions of competence, placing nearly unqualified trust in drivers, while it maintains such a tight grip on near-monopoly state schooling?
An analogy will illustrate just how radical this trust really is. What if I proposed that we hand three sticks of dynamite and a detonator to anyone who asked for them. All an applicant would need is money to pay for the explosives. You’d have to be an idiot to agree with my plan — at least based on the assumptions you picked up in school about human nature and human competence.
And yet gasoline, a spectacularly mischievous explosive, dangerously unstable and with the intriguing characteristic as an assault weapon that it can flow under locked doors and saturate bulletproof clothing, is available to anyone with a container. Five gallons of gasoline have the destructive power of a stick of dynamite. The average tank holds fifteen gallons, yet no background check is necessary for dispenser or dispensee. As long as gasoline is freely available, gun control is beside the point. Push on. Why do we allow access to a portable substance capable of incinerating houses, torching crowded theaters, or even turning skyscrapers into infernos? We haven’t even considered the battering ram aspect of cars — why are novice operators allowed to command a ton of metal capable of hurtling through school crossings at up to two miles a minute? Why do we give the power of life and death this way to everyone?
It should strike you at once that our unstated official assumptions about human nature are dead wrong. Nearly all people are competent and responsible; universal motoring proves that. The efficiency of motor vehicles as terrorist instruments would have written a tragic record long ago if people were inclined to terrorism. But almost all auto mishaps are accidents, and while there are seemingly a lot of those, the actual fraction of mishaps, when held up against the stupendous number of possibilities for mishap, is quite small. I know it’s difficult to accept this because the spectre of global terrorism is a favorite cover story of governments, but the truth is substantially different from the tale the public is sold. According to the U.S. State Department, 1995 was a near-record year for terrorist murders; it saw 300 worldwide (200 at the hand of the Tamil Tigers in Sri Lanka) compared to 400,000 smoking-related deaths in the United States alone. When we consider our assumptions about human nature that keep children in a condition of confinement and limited options, we need to reflect on driving and things like almost nonexistent global terrorism.
Notice how quickly people learn to drive well. Early failure is efficiently corrected, usually self-corrected, because the terrific motivation of staying alive and in one piece steers driving improvement. If the grand theories of Comenius and Herbart about learning by incremental revelation, or those lifelong nanny rules of Owen, Maclure, Pestalozzi, and Beatrice Webb, or those calls for precision in human ranking of Thorndike and Hall, or those nuanced interventions of Yale, Stanford, and Columbia Teachers College were actually as essential as their proponents claimed, this libertarian miracle of motoring would be unfathomable.
Now consider the intellectual component of driving. It isn’t all just hand-eye-foot coordination. First-time drivers make dozens, no, hundreds, of continuous hypotheses, plans, computations, and fine-tuned judgments every day they drive. They do this skillfully, without being graded, because if they don’t, organic provision exists in the motoring universe to punish them. There isn’t any court of appeal from your own stupidity on the road.
I could go on: think of licensing, maintenance, storage, adapting machine and driver to seasons and daily conditions. Carefully analyzed, driving is as impressive a miracle as walking, talking, or reading, but this only shows the inherent weakness of analysis since we know almost everyone learns to drive well in a few hours. The way we used to be as Americans, learning everything, breaking down social class barriers, is the way we might be again without forced schooling. Driving proves that to me.
Two Approaches To Discipline
Rules of the Stokes County School November 10, 1848
Wm. A. Chaffin, Master
1. Boys & Girls Playing Together
4. Fighting at School
5. Quarreling at School
6. Gambling or Betting at School
7. Playing at Cards at School
8. Climbing for every foot over three feet up a tree
9. Telling Lies
10. Telling Tales Out of School
11. Nick Naming Each Other
12. Giving Each Other ILL Names
13. Fighting Each Other in Time of Books
14. Swearing at School
15. Blackguarding Each Other
16. For Misbehaving to Girls
17. For Leaving School Without Leave of the Teacher
18. Going Home With Each Other without Leave of Teacher
19. For Drinking Spiritous Liquors at School
20. Making Swings & Swinging on Them
21. For Misbehaving when a Stranger is in the House
22. For Wearing Long Finger Nails
23. For not Making a Bow when a Stranger Comes in
24. Misbehaving to Persons on the Road
25. For not Making a Bow when you Meet a Person
26. For Going to Girl’s Play Places
27. For Going to Boy’s Play Places
28. Coming to School with Dirty Face and Hands
29. For Calling Each Other Liars
30. For Playing Bandy
31. For Bloting Your Copy Book
32. For Not Making a bow when you go home
33. For Not Making a bow when you come away
34. Wrestling at School
35. Scuffling at School
36. For Weting each Other Washing at Play Time
37. For Hollowing and Hooping Going Home
38. For Delaying Time Going Home or Coming to School
39. For Not Making a Bow when you come in or go out
40. For Throwing anything harder than your trab ball
41. For every word you miss in your lesson without excuse
42. For Not saying yes Sir or no Sir or yes Marm, no Marm
43. For Troubling Each Others Writing Affairs
44. For Not Washing at Play Time when going to Books
45. For Going and Playing about the Mill or Creek
46. For Going about the barn or doing any mischief about
Whatever you might think of this in light of Dr. Spock or Piaget or the Yale Child Study folks, it must be apparent that civility was honored, and in all likelihood, no one ever played Bandy a second time! I’ve yet to meet a parent in public school who ever stopped to calculate the heavy, sometimes lifelong price their children pay for the privilege of being rude and ill-mannered at school. I haven’t met a public school parent yet who was properly suspicious of the state’s endless forgiveness of bad behavior for which the future will be merciless.
At about the same time Master Chaffin was beating the same kind of sense into young tarheels that convict Hobby had beaten into little Washington, Robert Owen, a Scottish industrialist usually given credit for launching utopian socialism, was constructing his two-volume Life. This autobiography contains "Ten Rules of Schooling," the first two of which show a liberalization occurring in nineteenth-century educational thought:
1st Rule — No scolding or punishment of the Children.
2nd Rule — Unceasing kindness in tone, look, word, and action, to all children without exception, by every teacher employed so as to create a real affection and full confidence between the teachers and the taught.
The Owenite colony had what we now call a theory of holistic schooling as its foundation. Owen was a genuine messiah figure and his colony operated in a part of Indiana which was removed from prying eyes. New Harmony, as it was called, was the center of the transatlantic upperclass world’s fascinated attention in its short existence. Yet it fell apart in three years, slightly less time than it took for John Dewey’s own Lab School to be wrecked by Owenite principles unmistakably enough to suggest to Dewey it would be the better if he got out of Chicago. And so he did, transferring to Teachers College in Manhattan, where, in time, his Lincoln School carried on the psychological traditions of New Harmony before it, too, ultimately failed.
The Schools Of Hellas
Wherever it occurred, schooling through the eighteenth and nineteenth centuries (up until the last third of the nineteenth) heavily invested its hours with language, philosophy, art, and the life of the classical civilizations of Greece and Rome. In the grammar schools of the day, little pure grammar as we understand it existed; they were places of classical learning. Early America rested easily on a foundation of classical understanding, one subversive to the normal standards of British class society. The lessons of antiquity were so vital to the construction of every American institution it’s hardly possible to grasp how deep the gulf between then and now is without knowing a little about those lessons. Prepare yourself for a surprise.
For a long time, for instance, classical Athens distributed its most responsible public positions by lottery: army generalships, water supply, everything. The implications are awesome — trust in everyone’s competence was assumed; it was their version of universal driving. Professionals existed but did not make key decisions; they were only technicians, never well regarded because prevailing opinion held that technicians had enslaved their own minds. Anyone worthy of citizenship was expected to be able to think clearly and to welcome great responsibility. As you reflect on this, remember our own unvoiced assumption that anyone can guide a ton of metal traveling at high speed with three sticks of dynamite sloshing around in its tanks.
When we ask what kind of schooling was behind this brilliant society which has enchanted the centuries ever since, any honest reply can be carried in one word: None. After writing a book searching for the hidden genius of Greece in its schools, Kenneth Freeman concluded his unique study The Schools of Hellas in 1907 with this summary, "There were no schools in Hellas." No place boys and girls spent their youth attending continuous instruction under command of strangers. Indeed, nobody did homework in the modern sense; none could be located on standardized tests. The tests that mattered came in living, striving to meet ideals that local tradition imposed. The word sköle itself means leisure, leisure in a formal garden to think and reflect. Plato in The Laws is the first to refer to school as learned discussion.
The most famous school in Athens was Plato’s Academy, but in its physical manifestation it had no classes or bells, was a well-mannered hangout for thinkers and seekers, a generator of good conversation and good friendship, things Plato thought lay at the core of education. Today we might call such a phenomenon a salon. Aristotle’s Lyceum was pretty much the same, although Aristotle delivered two lectures a day — a tough one in the morning for intense thinkers, a kinder, gentler version of the same in the afternoon for less ambitious minds. Attendance was optional. And the famous Gymnasium so memorable as a forge for German leadership later on was in reality only an open training ground where men sixteen to fifty were free to participate in high-quality, state-subsidized instruction in boxing, wrestling, and javelin.
The idea of schooling free men in anything would have revolted Athenians. Forced training was for slaves. Among free men, learning was self-discipline, not the gift of experts. From such notions Americans derived their own academies, the French their lycees, and the Germans their gymnasium. Think of it: In Athens, instruction was unorganized even though the city-state was surrounded by enemies and its own society engaged in the difficult social experiment of sustaining a participatory democracy, extending privileges without precedent to citizens, and maintaining literary, artistic, and legislative standards which remain to this day benchmarks of human genius. For its 500-year history from Homer to Aristotle, Athenian civilization was a miracle in a rude world; teachers flourished there but none was grounded in fixed buildings with regular curricula under the thumb of an intricately layered bureaucracy.
There were no schools in Hellas. For the Greeks, study was its own reward. Beyond that few cared to go.
The Fresco At Herculaneum
Sparta, Athens’ neighbor, was a horse of a different color. Society in Sparta was organized around the concept of cradle-to-grave formal training. The whole state was a universal schoolhouse, official prescriptions for the population filled every waking minute and the family was employed as a convenience for the state. Sparta’s public political arrangements were an elaborate sham, organized nominally around an executive branch with two legislative bodies, but ultimate decision-making was in the hands of ephors, a small elite who conducted state policy among themselves. The practical aspect of imitation democracy figures strongly in the thought of later social thinkers such as Machiavelli (1532) and Hobbes (1651), as well as in minds nearer our own time who had influence on the shape of American forced schooling.
Spartan ideas of management came to American consciousness through classical studies in early schooling, through churches, and also through interest in the German military state of Prussia, which consciously modeled itself after Sparta. As the nineteenth century entered its final decades American university training came to follow the Prussian/Spartan model. Service to business and the political state became the most important reason for college and university existence after 1910. No longer was college primarily about developing mind and character in the young. Instead, it was about molding those things as instruments for use by others. Here is an important clue to the philosophical split which informed the foundation of modern schooling and to an important extent still does: small farmers, crafts folk, trades people, little town and city professionals, little industrialists, and older manorial interests took a part of their dream of America from democratic Athens or from republican Rome (not the Rome of the emperors); this comprised a significant proportion of ordinary America. But new urban managerial elites pointed to a future based on Spartan outlook.
When the instructional system of Athens transferred to Imperial Rome, a few schools we would recognize began to appear. The familiar punishment practices of colonial America can be found anticipated vividly in the famous fresco at Herculaneum, showing a Roman schoolboy being held by two of his classmates while the master advances, carrying a long whip. Roman schools must have started discipline early in the morning for we find the poet Martial cursing a school for waking him up at cock’s crow with shouts and beatings; Horace immortalizes pedagogue Orbilius for whipping a love of old poets into him. But we shouldn’t be misled by these school references. What few schools there were in Rome were for boys of prosperous classes, and even most of these relied upon tutors, tradition, and emulation, not school.
The word pedagogue is Latin for a specialized class of slave assigned to walk a student to the schoolmaster; over time the slave was given additional duties, his role was enlarged to that of drill master, a procedure memorialized in Varro’s instituit pedagogus, docet magister: in my rusty altar-boy Latin, The master creates instruction, the slave pounds it in. A key to modern schooling is this: free men were never pedagogues. And yet we often refer to the science of modern schooling as pedagogy. The unenlightened parent who innocently brings matters of concern to the pedagogue, whether that poor soul is called schoolteacher, principal, or superintendent, is usually beginning a game of frustration which will end in no fundamental change. A case of barking up the wrong tree in a dark wood where the right tree is far away and obscure.
Pedagogy is social technology for winning attention and cooperation (or obedience) while strings are attached to the mind and placed in the hands of an unseen master. This may be done holistically, with smiles, music, and light-duty simulations of intellection, or it can be done harshly with rigorous drills and competitive tests. The quality of self-doubt aimed for in either case is similar.
Pedagogy is a useful concept to help us unthread some of the mysteries of modern schooling. That it is increasingly vital to the social order is evinced by the quiet teacher-pay revolution that has occurred since the 1960s. As with police work (to which pedagogy bears important similarities), school pay has become relatively good, its hours of labor short, its job security first rate. Contrast this with the golden years of one-room schooling where pay was subsistence only and teachers were compelled to board around to keep body and soul together. Yet there was no shortage then of applicants and many sons of prominent Americans began their adult lives as schoolteachers.
With the relative opulence of today, it would be simple to fill teaching slots with accomplished men and women if that were a goal. A little adjustment in what are rationally indefensible licensing requirements would make talented people, many performance-tested adults in their fifties and sixties, available to teach. That there is not such fluid access is a good sign the purpose of schooling is more than it appears. The year-in, year-out consistency of mediocre teacher candidates demonstrates clearly that the school institution actively seeks, nurtures, hires, and promotes the caliber of personnel it needs.
The Seven Liberal Arts
When Rome dissolved in the sixth century, Roman genius emerged as the Universal Christian Church, an inspired religious sect grown spontaneously into a vehicle which invested ultimate responsibility for personal salvation in the sovereign individual. The Roman Church hit upon schooling as a useful adjunct, and so what few schools could be found after the fall of Rome were in ecclesiastical hands, remaining there for the next eleven or twelve centuries. Promotion inside the Church began to depend on having first received training of the Hellenic type. Thus a brotherhood of thoughtful men was created from the demise of the Empire and from the necessity of intellectually defining the new mission.
As the Church experimented with schooling, students met originally at the teacher’s house, but gradually some church space was dedicated for the purpose. Thanks to competition among Church officials, each Bishop strove to offer a school and these, in time to be called Cathedral schools, attracted attention and some important sponsorship, each being a showcase of the Bishop’s own educational taste.
When the Germanic tribes evacuated northern Europe, overrunning the south, cathedral schools and monastic schools trained the invading leadership — a precedent of disregarding local interests which has continued ever after. Cathedral schools were the important educational institutions of the Middle Ages; from them derived all the schools of western Europe, at least in principle.
In practice, however, few forms of later schooling would be the intense intellectual centers these were. The Seven Liberal Arts made up the main curriculum: lower studies were composed of grammar, rhetoric, and dialectic. Grammar was an introduction to literature, rhetoric an introduction to law and history, dialectic the path to philosophical and metaphysical disputation. Higher studies included arithmetic, geometry, music, and astronomy. Arithmetic was well beyond simple calculation, entering into descriptive and analytical capacities of numbers and their prophetic use (which became modern statistics); geometry embraced geography and surveying; music covered a broad course in theory; astronomy prepared entry into physics and advanced mathematics.
Between the eleventh and the fourteenth centuries, an attempt to reduce the influence of emotionality in religion took command of church policy. Presenting the teachings of the Church in scientific form became the main ecclesiastical purpose of school, a tendency called scholasticism. This shift from emotion to intellect resulted in great skill in analysis, in comparison and contrasts, in classifications and abstraction, as well as famous verbal hairsplitting — like how many angels could dance on the head of a pin. Scholasticism became the basis for future upper-class schooling.
The Platonic Ideal
The official use of common schooling was invented by Plato; after him the idea languished, its single torchbearer the Church. Educational offerings from the Church were intended for, though not completely limited to, those young whose parentage qualified them as a potential Guardian class. You would hardly know this from reading any standard histories of Western schooling intended for the clientele of teacher colleges.
Intense development of the Platonic ideal of comprehensive social control through schooling suddenly reappeared two-thousand years later in eighteenth-century France at the hands of a philosophical cultus known to history as philosophes, enthusiastic promoters of the bizarre idea of mass forced schooling. Most prominent among them, a self-willed man named Jean Jacques Rousseau. To add piquancy to Rousseau’s thought, you need to know that when they were born, he chose to give away his own five offspring to strangers at birth. If any man captures the essence of enlightenment transformation, it is Rousseau.
The Enlightenment "project" was conceived as a series of stages, each further leveling mankind, collectivizing ordinary humanity into a colonial organism like a volvox. The penetration of this idea, at least on the periphery of our own Founders’ consciousness, is captured in the powerful mystery image of the pyramid on the obverse of our Great Seal. Of course, this was only one of many colors to emerge with the new nation, and it was not the most important, an inference that can be drawn from the fact that the pyramid was kept from public notice until 1935. Then it appeared suddenly on the back of our one-dollar bill, signaling a profound shift in political management.
The ideal of a leveling Oriental pedagogy expressed through government schooling was promoted by Jacobin orators of the French National Convention in the early 1790s, the commencement years of our own republic. The notion of forced schooling was irresistible to French radicals, an enthusiasm whose foundation had been laid in preceding centuries by utopian writers like Harrington (Oceania), More (Utopia), Bacon (New Atlantis), Campanella (City of the Sun), and in other speculative fantasy embracing the fate of children. Cultivating a collective social organism was considered the ingredient missing from feudal society, an ingredient which would allow the West the harmony and stability of the East.
Utopian schooling is never about learning in the traditional sense; it’s about the transformation of human nature. The core of the difference between Occident and Orient lies in the power relationship between privileged and ordinary, and in respective outlooks on human nature. In the West, a metaphorical table is spread by society; the student decides how much to eat; in the East, the teacher makes that decision. The Chinese character for school shows a passive child with adult hands pouring knowledge into his empty head.
To mandate outcomes centrally would be a major step in the destruction of Western identity. Management by objectives, whatever those objectives might be, is a technique of corporate subordination, not of education. Like Alfred’s, Charlemagne’s awareness of Asia was sharpened in mortal combat. He was the first secular Western potentate to beat the drum for secular schooling. It was easy to ignore Plato’s gloomy forecast that however attractive utopia appears in imagination, human nature will not live easily with the degree of synthetic constraint it requires.
Counter-Attack On Democracy
By standards of the time, America was utopia already. No grinding poverty, no dangerous national enemies, no indigenous tradition beyond a general spirit of exuberant optimism, a belief the land had been touched by destiny, a conviction Americans could accomplish anything. John Jay wrote to Jefferson in 1787, "The enterprise of our country is inconceivable" — inconceivable, that is, to the British, Germans, and French, who were accustomed to keeping the common population on a leash. Our colonial government was the creation of the Crown, of course, but soon a fantastic idea began to circulate, a belief that people might create or destroy governments at their will.
The empty slate of the new republic made it vulnerable to advanced utopian thinking. While in England and Germany, temptation was great to develop and use Oriental social machinery to bend mass population into an instrument of elite will, in America there was no hereditary order or traditional direction. We were a nation awash in literate, self-reliant men and women, the vast majority with an independent livelihood or ambitions toward getting one. Americans were inventors and technicians without precedent, entrepreneurs unlocked from traditional controls, dreamers, confidence men, flim-flam artists. There never was a social stew quite like it.
The practical difficulties these circumstances posed to utopian governing would have been insuperable except for one seemingly strange source of enthusiasm for such an endeavor in the business community. That puzzle can be solved by considering how the promise of democracy was a frightening terra incognita to men of substance. To look to men like Sam Adams or Tom Paine as directors of the future was like looking down the barrel of a loaded gun, at least to people of means. So the men who had begun the Revolution were eased out by the men who ended it.
As early as 1784, a concerted effort was made by the Boston business community to overthrow town meetings, replacing them with a professionally managed corporation. Joseph Barrell, a wealthy merchant, claimed that citizen safety could be enhanced this way — and besides, "a great number of very respectable gentlemen" wished it. Timothy Dwight, longtime president of Yale after 1795, and a pioneer in modern education (advocating science as the center of curriculum), fought a mighty battle against advancing democracy. Democracy was hardly the sort of experiment men of affairs would willingly submit their lives and fortunes to for very long.
This tension explains much about how our romance with forced schooling came about; it was a way to stop democracy aborning as Germany had done. Much ingenuity was expended on this problem in the early republic, particularly by so-called liberal Christian sects like Unitarians and Universalists. If you read relics of their debates preserved from select lyceums, private meetings at which minutes were kept, journals, recollections of drawing room conversations and club discussions, you see that what was shaping up was an attempt to square the circle, to give the appearance that the new society was true to its founding promise, while at the same time a sound basis could be established for the meritorious to run things. Once again, the spirit of Sparta was alive with its ephors and its reliance on forced instruction. In discussions, speeches, sermons, editorials, experimental legislation, letters, diaries, and elsewhere, the ancient idea of mass forced schooling was called forth and mused upon.
How Hindu Schooling Came To America (I)
By the end of the first quarter of the nineteenth century, a form of school technology was up and running in America’s larger cities, one in which children of lower-class customers were psychologically conditioned to obedience under pretext that they were learning reading and counting (which may also have happened). These were the Lancaster schools, sponsored by Governor DeWitt Clinton of New York and prominent Quakers like Thomas Eddy, builder of the Erie Canal. They soon spread to every corner of the nation where the problem of an incipient proletariat existed. Lancaster schools are cousins of today’s school factories. What few knew then or realize now is that they were also a Hindu invention, designed with the express purpose of retarding intellectual development.
How Hindu schooling came to America, England, Germany, and France at just about the same time is a story which has never been told. A full treatment is beyond the scope of this book, but I’ll tell you enough to set you wondering how an Asiatic device specifically intended to preserve a caste system came to reproduce itself in the early republic, protected by influentials of the magnitude of Clinton and Eddy. Even a brief dusting off of schooling’s Hindu provenance should warn you that what you know about American schooling isn’t much. First, a quick gloss on the historical position of India at the time of the American Revolution — for Lancaster schools were in New York two decades after its end.
India fell victim to Western dominance through nautical technology in the following fashion: When medieval Europe broke up after its long struggle to reconcile emergent science with religion, five great ocean powers appeared to compete for the wealth of the planet: Portugal, Spain, France, the Netherlands, and England. Portugal was the first to sail for treasure, leaving colonies in India, China, and South America, but its day in the sun was short. Spain emerged as the next global superpower, but after 1600, her character decayed rapidly from the corrupting effects of the gold of the Americas, which triggered a long national decline. The Netherlands’ turn followed because that nation had the advantage of a single-minded commercial class in control of things with one aim in mind: wealth. The Dutch monopolized the carrying trade of Europe with globe-trotting merchant ships and courageous military seamanship, yet as with Portugal before it, the Dutch population was too small, its internal resources too anemic for its dominance to extend very long.
Beginning in the seventeenth century, England and France gradually built business in the East, both balked for a time by the Dutch who controlled the spice trade of the Indies. Three naval wars with the Dutch made the Royal Navy master of the seas, in the process developing tactics of sea warfare that made it dominant for the next two centuries. By 1700, only France and England remained as global sea powers with impressive fighting capability, and during the last half of that century these giants slugged it out directly in Canada, India, and in the territory which is today the United States, with the result that France went permanently into eclipse.
In India, the two contended through their commercial pseudopodia, the British and French East India Companies: each maintained a private army to war on the other for tea, indigo, turmeric, ginger, quinine, oilseeds, silk, and that product which most captivated British merchants with its portability and breakaway profit potential — opium. At Plassey, Chandernagor, Madras, and Wandiwash, this long corporate rivalry ended. The French abandoned India to the British. The drug monopoly was finally England’s.
Out of this experience and the observations of a wealthy young Anglican chaplain in India, the formula for modern schooling was discovered. Perhaps it was no more than coincidence this fellow held his first gainful employment as a schoolteacher in the United States; on the other hand, perhaps his experience in a nation which successfully threw off British shackles sensitized him to the danger an educated population poses to plutocracies.
How Hindu Schooling Came To America (II)
Andrew Bell, the gentleman in question, used to be described in old editions of the Britannica as "cold, shrewd, self-seeking." He might not have been the most pious cleric. Perhaps like his contemporary, Parson Malthus, he didn’t really believe in God at all, but as a young man following the flag he had an eye out for the main chance. Bell found his opportunity when he studied the structure Hindus arranged for training the lower castes, about 95 percent of the Indian population. It might well serve a Britain which had driven its peasantry into ruin in order to create an industrial proletariat for coal-driven industry.
Bell was fascinated by the purposeful nature of Hindu schooling. It seemed eminently compatible with the goals of the English state church. So as many another ambitious young man has done throughout history when he stumbles upon a little-known novelty, he swiped it. Before we turn to details of the Hindu method, and how Bell himself was upstaged by an ambitious young Quaker who beat him into the school market with a working version of Bell’s idea, you should understand a little about Hindu religion.
After the British military conquest of India (in reality a merchant conquest) nothing excited the popular mind and the well-bred mind alike more than Hindu religion with its weird (to Western eyes) idols and rituals. Close analysis of Sanskrit literature seemed to prove that some kind of biological and social link had existed between the all-conquering Aryans, from whom the Hindus had descended, and Anglo-Saxons, which might explain theological similarities between Hinduism and Anglicanism. The possibilities suggested by this connection eventually provided a powerful psychic stimulus for creation of class-based schooling in the United States. Of course such a development then lay far in the future.
The caste system of Hinduism or Brahmanism is the Anglican class system pushed to its imaginative limits. A five-category ranking (each category further subdivided) apportions people into a system similar to that found in modern schools. Prestige and authority are reserved for the three highest castes, although they only comprise 5 percent of the total; inescapable servility is assigned the lowest caste, a pariah group outside serious consideration. In the Hindu system one may fall into a lower caste, but one cannot rise.
When the British began to administer India, Hindus represented 70 percent of a population well over a hundred million. Contrast this with an America of perhaps three million. In the northern region, British hero Robert Clive was president of Bengal where people were conspicuously lighter-skinned than the other major Indian group, having features not unlike those of the British.
Hindu castes looked like this:
The upper 5 percent was divided into three "twice-born" groups.
- Brahmins — Priests and those trained for law, medicine, teaching, and other professional occupations.
- The warrior and administrative caste.
- The industrial caste, which would include land cultivators and mercantile groups.
The lower 95 percent was divided into:
- The menial caste.
- Pariahs, called "untouchables."
The entire purpose of Hindu schooling was to preserve the caste system. Only the lucky 5 percent received an education which gave perspective on the whole, a key to understanding. In actual practice, warriors, administrators, and most of the other leaders were given much diluted insight into the driving engines of the culture, so that policy could be kept in the hands of Brahmins. But what of the others, the "masses" as Western socialist tradition would come to call them in an echoing tribute to the Hindu class idea? The answer to that vital question launched factory schooling in the West.
Which brings us back to Andrew Bell. Bell noticed that in some places Hinduism had created a mass-schooling institution for children of the ordinary, one inculcating a curriculum of self-abnegation and willing servility. In these places hundreds of children were gathered in a single gigantic room, divided into phalanxes of ten under the direction of student leaders with the whole ensemble directed by a Brahmin. In the Roman manner, paid pedagogues drilled underlings in the memorization and imitation of desired attitudes and these underlings drilled the rest. Here was a social technology made in heaven for the factories and mines of Britain, still uncomfortably saturated in older yeoman legends of liberty and dignity, one not yet possessing the perfect proletarian attitudes mass production must have for maximum efficiency. Nobody in the early years of British rule had made a connection between this Hindu practice and the pressing requirements of an industrial future. Nobody, that is, until a thirty-four-year-old Scotsman arrived in India as military chaplain.
How Hindu Schooling Came To America (III)
Young Bell was a go-getter. Two years after he got to India he was superintendent of the male orphan asylum of Madras. In order to save money Bell decided to try the Hindu system he had seen and found it led students quickly to docile cooperation, like parts of a machine. Furthermore, they seemed relieved not to have to think, grateful to have their time reduced to rituals and routines as Frederick Taylor was to reform the American workplace a hundred years later.
In 1797, Bell, now forty-two, published an account of what he had seen and done. Pulling no punches, he praised Hindu drill as an effective impediment to learning writing and ciphering, an efficient control on reading development. A twenty-year-old Quaker, Joseph Lancaster, read Bell’s pamphlet, thought deeply on the method, and concluded, ironically, it would be a cheap way to awaken intellect in the lower classes, ignoring the Anglican’s observation (and Hindu experience) that it did just the opposite.
Lancaster began to gather poor children under his father’s roof in Borough Road, London, to give them rudimentary instruction without a fee. Word spread and children emerged from every alley, dive, and garret, craving to learn. Soon a thousand children were gathering in the street. The Duke of Bedford heard about Lancaster and provided him with a single enormous schoolroom and a few materials. The monitorial system, as it was called, promised to promote a mental counterpart to the productivity of factories.
Transforming dirty ghetto children into an orderly army attracted many observers. The fact that Lancaster’s school ran at tiny cost with only one employee raised interest, too. Invitations arrived to lecture in surrounding towns, where the Quaker expounded on what had now become his system. Lancaster schools multiplied under the direction of young men he personally trained. So talked about did the phenomenon become, it eventually attracted the attention of King George III himself, who commanded an interview with Joseph. Royal patronage followed on the stipulation that every poor child be taught to read the Bible.
But with fame and public responsibility, another side of Lancaster showed itself — he became vain, reckless, improvident. Interested noblemen bailed him out after he fell deeply in debt, and helped him found the British and Foreign School Society, but Lancaster hated being watched over and soon proved impossible to control. He left the organization his patrons erected, starting a private school which went bankrupt. By 1818 the Anglican Church, warming to Bell’s insight that schooled ignorance was more useful than unschooled stupidity, set up a rival chain of factory schools that proved to be handwriting on the wall for Lancaster. In the face of this competition he fled to America where his fame and his method had already preceded him.
Meanwhile, in England, the whole body of dissenting sects gave Lancaster vociferous public support, thoroughly alarming the state church hierarchy. Prominent church laymen and clergy were not unaware that Lancaster’s schools weren’t playing by Hindu rules — the prospect of a literate underclass with unseemly ambitions was a window on a future impossible to tolerate. Bell had been recalled from his rectory in Dorset in 1807 to contest Lancaster’s use of Hindu schooling. In 1811, he was named superintendent of an organization to oppose Lancaster’s British and Foreign School Society, "The National Society for Promoting the Education of the Poor in the Principles of the Established Church." Since those principles held that the poor were poor because the Lord wanted it that way, the content of the society’s schooling leaves little about which we need to speculate. Bell was sent to plant his system in Presbyterian Scotland, while the patronage advantage of Bell-system schools contained and diminished the reach of Lancaster. For his services to the state, Bell was eventually buried in Westminster Abbey.
At first, Lancaster was welcomed warmly in the United States, but his affection for children and his ability to awaken pride and ambition in his charges made him ultimately unacceptable to important patrons who were much more interested in spreading Bell’s dumbed-down method, without its Church of England baggage attached. Fortunately for their schemes, Lancaster grew even more shiftless, unmethodical, and incapable of sustained effort (or principled action). In the twenty remaining years of his life, Lancaster ranged from Montreal to Caracas, disowned by Quakers for reasons I’ve been unable to discover. He once declared it would be possible to teach illiterates to read fluently in twenty to ninety days, which is certainly true. At the age of sixty he was run over by a carriage in New York and died a few hours later.
But while he died an outcast, his system outlived him, or at least a system bearing his name did, albeit more Bell’s than Lancaster’s. It accustomed an influential public to expect streets to be clear of the offspring of the poor and to expenditures of tax money to accomplish this end. The first Lancaster school was opened in New York City in 1806; by 1829 the idea had spread to the Mexican state of Texas with stops as far west as Cincinnati, Louisville, and Detroit. The governors of New York and Pennsylvania recommended general adoption to their legislatures.
What exactly was a "Lancaster" school? Its essential features involved one large room stuffed with anywhere from 300 to 1,000 children under the direction of a single teacher. The children were seated in rows. The teacher was not there to teach but to be "a bystander and inspector"; students, ranked in a paramilitary hierarchy, did the actual teaching:
What the master says should be done. When the pupils as well as the schoolmaster understand how to act and learn on this system, the system, not the master’s vague discretionary, uncertain judgment, will be in practice. In common school the authority of the master is personal, and the rod is his scepter. His absence is an immediate signal for confusion, but in a school conducted on my plan when the master leaves the school, the business will go on as well in his absence as in his presence. [emphases added]
Here, without forcing the matter, is our modern pedagogus technologicus, harbinger of future computerized instruction. In such a system, teachers and administrators are forbidden to depart from instructions elsewhere written. But while dumbing children down was the whole of the government school education in England, it was only part of the story in America, and a minor one until the twentieth century.
Unless you’re a professional sports addict and know that Joe Montana, greatest quarterback of the modern era, went to Waverly school in Monongahela, or that Ron Neccai, only man in modern baseball history to strike out every batter on the opposing team for a whole game did, too, or that Ken Griffey Jr. went to its high school as well, you can be forgiven if you never heard of Monongahela. But once upon a time at the beginning of our national history, Monongahela marked the forward edge of a new nation, a wilder West than ever the more familiar West became. Teachers on a frontier cannot be bystanders.
Custer’s Last Stand in Montana had no military significance. Braddock’s Last Stand near Monongahela, on the other hand, changed American history forever because it proved that the invincible British could be taken. And twenty-one years later we did take them, an accomplishment the French and Spanish, their principal rivals, had been unable to do. Why that happened, what inspiration allowed crude colonials to succeed where powerful and polished nations could not, is so tied up with Monongahela that I want to bring the moment back for you. It will make a useful reference point, you’ll see, as we consider the problem of modern schooling. Without Braddock’s defeat we would never have had a successful American revolution; without getting rid of the British, the competence of ordinary people to educate themselves would never have had a fair test.
In July of 1755, at the age of twenty-three, possessing no university degrees, the alumnus of no military academy, with only two years of formal schooling under his belt, half-orphan George Washington was detailed an officer in the Virginia militia to accompany an English military expedition moving to take the French fort at the forks of the Monongahela and Allegheny, the point that became Pittsburgh. His general, Edward Braddock, was an aristocrat commanding a well-equipped and disciplined force considerably superior to any possible resistance. Braddock felt so confident of success, he dismissed the advice of Washington to put aside traditional ways of European combat in the New World.
On July 9, 1755, two decades and one year before our Revolution commenced under the direction of the same Washington, Braddock executed a brilliant textbook crossing of the Monongahela near the present Homestead High Bridge by Kennywood amusement park. With fife and drum firing the martial spirit, he led the largest force in British colonial America, all in red coats and polished metal, across the green river into the trees on the farther bank. Engineers went ahead to cut a road for men and cannon.
Suddenly the advance guard was enveloped in smoke. It fell back in panic. The main body moved up to relieve, but the groups meeting, going in opposite directions, caused pandemonium. On both sides of the milling redcoats, woods crackled with hostile gunfire. No enemy could be seen, but soldiers were caught between waves of bullets fanning both flanks. Men dropped in bunches. Bleeding bodies formed hills of screaming flesh, accelerating the panic.
Enter George, the Washington almost unknown to American schoolchildren. Making his way to Braddock, he asked permission to engage the enemy wilderness fashion; permission denied. Military theory held that allowing commands to emanate from inferiors was a precedent more dangerous than bullets. The British were too well trained to fight out of formation, too superbly schooled to adapt to the changing demands of the new situation. When my grandfather took me to the scene of that battle years after on the way to Kennywood, he muttered without explanation, "Goddamn bums couldn’t think for themselves." Now I understand what he meant.
The greatest military defeat the British ever suffered in North America before Saratoga was underway. Washington’s horse was shot from under him, his coat ripped by bullets. Leaping onto a second horse, his hat was lifted from his head by gunfire and the second horse went down. A legend was in the making on the Monongahela that day, passed to Britain, France, and the colonies by survivors of the battle. Mortally wounded, Braddock released his command. Washington led the retreat on his hands and knees, crawling through the twilight dragging the dying Braddock, symbolic of the imminent death of British rule in America.
Monongahela began as a town fourteen years later, crossing point for a river ferry connecting to the National Road (now Route 40) which began, appropriately enough, in the town of Washington, Pennsylvania. In 1791, leaders of the curious "Whiskey Rebellion" met in Monongahela about a block from the place I was born; Scots-Irish farmers sick of the oppression of federal rule in the new republic spoke of forging a Trans-Allegheny nation of free men. Monongahela might have been its capital had they succeeded. We know these men were taken seriously back East because Washington, who as general never raised an army larger than 7,000 to fight the British, as president assembled 13,000 in 1794 to march into western Pennsylvania to subdue the Whiskey rebels. Having fought with them as comrades, he knew the danger posed by these wild men of the farther forests was no pipedream. They were descendants of the original pioneers who broke into the virgin forest, an evergreen and aggressive strain of populism ran through their group character.
Monongahela appears in history as a place where people expected to make their own luck, a place where rich and poor talked face to face, not through representatives. In the 1830s it became a way station on the escape route from Horace Mann—style Whiggery, the notion that men should be bound minutely by rules and layered officialdom. Whiggery was a neo-Anglican governing idea grown strong in reaction to Andrew Jackson’s dangerous democratic revolution. Whigs brought us forced schooling before they mutated into both Democrats and Republicans; history seemed to tell them that with School in hand their mission was accomplished. Thousands of Americans, sensibly fearing the worst, poured West to get clear of this new British consciousness coming back to life in the East, as if the spirit of General Braddock had survived after all. Many of the new pilgrims passed through Mon City on the road to a place that might allow them to continue seeing things their own way.
Each group passing through on its western migration left a testament to its own particular yearnings — there are no less than twenty-three separate religious denominations in Monongahela, although less than 5,000 souls live in the town. Most surprising of all, you can find there world headquarters of an autonomous Mormon sect, one that didn’t go to Nauvoo with the rest of Smith’s band but decamped here in a grimier utopia. Monongahela Mormons never accepted polygamy. They read the Book of Mormon a different way. From 1755 until the Civil War, the libertarianism of places like Monongahela set the tone for the most brilliant experiment in self-governance the modern world has ever seen. Not since the end of the Pippin Kings in France had liberty been so abundantly available for such a long time. A revolution in education was at hand as knowledge of the benefits of learning to the vigor of the spirit spread far and wide across America. Formal schooling played a part in this transformation, but its role was far from decisive. Schooled or not, the United States was the best-educated nation in human history — because it had liberty.
When I was a schoolboy at the Waverly School in Monongahela, Peg Hill told us that David Farragut, the U.S. Navy’s very first admiral, had been commissioned midshipman at the ripe old age of ten for service on the warship Essex. Had Farragut been a schoolboy like me, he would have been in fifth grade when he sailed for the Argentine, rounding the Horn into action against British warships operating along the Pacific coast of South America.
Farragut left a description of what he encountered in his first sea fight:
I shall never forget the horrid impression made upon me at the sight of the first man I had ever seen killed. It staggered me at first, but they soon began to fall so fast that it appeared like a dream and produced no effect on my nerves.
The poise a young boy is capable of was tested when a gun captain on the port side ordered him to the wardroom for primers. As he started down the ladder, a gun captain on the starboard side opposite the ladder was "struck full in the face by an eighteen-pound shot," his headless corpse falling on Farragut:
We tumbled down the hatch together. I lay for some moments stunned by the blow, but soon recovered consciousness enough to rush up on deck. The captain, seeing me covered with blood, asked if I were wounded; to which I replied, "I believe not, sir." "Then," said he, "where are the primers?" This brought me to my senses and I ran below again and brought up the primers.
The Essex had success; it took prizes. Officers were dispatched with skeleton crews to sail them back to the United States, and at the age of twelve, Farragut got his first command when he was picked to head a prize crew. I was in fifth grade when I read about that. Had Farragut gone to my school he would have been in seventh. You might remember that as a rough index how far our maturity had been retarded even fifty years ago. Once at sea, the deposed British captain rebelled at being ordered about by a boy and announced he was going below for his pistols (which as a token of respect he had been allowed to keep). Farragut sent word down that if the captain appeared on deck armed he would be summarily shot and dumped overboard. He stayed below.
So ended David Farragut’s first great test of sound judgment. At fifteen, this unschooled young man went hunting pirates in the Mediterranean. Anchored off Naples, he witnessed an eruption of Vesuvius and studied the mechanics of volcanic action. On a long layover in Tunis, the American consul, troubled by Farragut’s ignorance, tutored him in French, Italian, mathematics, and literature. Consider our admiral in embryo. I’d be surprised if you thought his education was deficient in anything a man needs to be reckoned with.
When I was a schoolboy in Monongahela, I learned how Thomas Edison left school early because the school thought him feeble-minded. He spent his early years peddling newspapers. Just before the age of twelve he talked his mother into letting him work on trains as a train-boy, a permission she gave which would put her in jail right now. A train-boy was apprentice of all work. Shortly afterwards a printer gave Edison some old type he was about to discard and the boy, successfully begging a corner for himself in the baggage car to set type, began printing a four-page newspaper the size of a handkerchief about the lives of the passengers on the train and the things that could be seen from its window.
Several months later, twelve-year-old Edison had 500 subscribers, earning a net profit monthly about 25 percent more than an average schoolteacher of the day made. When the Civil War broke out, the newspaper became a goldmine. Railroads had telegraph facilities so war news was available to Edison as quickly as to professional journalists, but he could move it into print sooner than they could. He sold the war to crowds at the various stops. "The Grand Trunk Herald" sold as many as 1,000 extra copies after a battle at prices per issue from a dime to a quarter, amassing for Edison a handsome stake. Unfortunately, at the same time he had been experimenting with phosphorus in the baggage car. One thing led to another and Edison set the train on fire; otherwise there might never have been a light bulb.
When I was a schoolboy in Monongahela, I learned with a shock that the men who won our Revolution were barely out of high school by the standards of my time: Hamilton was twenty in the retreat from New York; Burr, twenty-one; Light Horse Harry Lee, twenty-one; Lafayette, 19. What amounted to a college class rose up and struck down the British empire, afterwards helping to write the most sophisticated governing documents in modern history.
When I was a schoolboy in Monongahela, I learned the famous Samuel Pepys, whose Diary is a classic, wasn’t just an old gossip but president of the Royal Society, the most prominent association of scientists in existence in the seventeenth century. He was also Secretary of the Admiralty. Why that’s important to our investigation of modern schooling is this: Pepys could only add and subtract right up to the time of his appointment to the Admiralty, but then quickly learned to multiply and divide to spare himself embarrassment. I took a different lesson from that class than the teacher intended, I think.
At the age of five, when I entered the first grade, I could add, subtract, and multiply because Dad used to play numbers games with my sister and me in the car. He taught me the mastery of those skills within a matter of a few hours, not years and years as it took in school. We did all calculations in our heads with such gusto I seldom use a pencil today even for much more intricate computation. Pepys verified my father’s unstated premise: You can learn what you need, even the technical stuff, at the moment you need it or shortly before. Sam Pepys wasn’t put in charge of Britain’s sea defense because he knew how to multiply or divide but because he had good judgment, or at least it was thought so.
Ben Franklin was born on Milk Street, Boston, on January 17, 1706. His father had seventeen children (four died at birth) by two wives. Ben was the youngest. Josiah, the father, was a candlemaker, not part of the gentry. His tombstone tells us he was "without an estate or any gainful employment" which apparently means his trade didn’t allow wealth to be amassed. But, as the talkative tombstone continues, "By constant labor and industry with God’s blessing they maintained a large family comfortably, and brought up thirteen children and seven grandchildren reputably."
Writing to his own son at the age of sixty-five, Ben Franklin referred to his circumstances as "poverty and obscurity" from which he rose to a state of affluence, and to some degree, reputation. The means he used "so well succeeded" he thought posterity might like to know what they were. Some, he believed, "would find his example suitable to their own situations, and therefore, fit to be imitated."
At twelve he was bound apprentice to brother James, a printer. After a few years of that, and disliking his brother’s authority, he ran away first to New York and soon after to Philadelphia where he arrived broke at the age of seventeen. Finding work as a printer proved easy, and through his sociable nature and ready curiosity he made acquaintance with men of means. One of these induced Franklin to go to London where he found work as a compositor and once again brought himself to the attention of men of substance. A merchant brought him back to Philadelphia in his early twenties as what might today be called an administrative assistant or personal secretary. From this association, Franklin assembled means to set up his own printing house which published a newspaper, The Pennsylvania Gazette, to which he constantly contributed essays.
At twenty-six, he began to issue "Poor Richard’s Almanac," and for the next quarter century the Almanac spread his fame through the colonies and in Europe. He involved himself deeper and deeper in public affairs. He designed an Academy which was developed later into the University of Pennsylvania; he founded the American Philosophical Society as a crossroads of the sciences; he made serious researches into the nature of electricity and other scientific inquiries, carried on a large number of moneymaking activities; and involved himself heavily in politics. At the age of forty-two he was wealthy. The year was 1748.
In 1748, he sold his business in order to devote himself to study, and in a few years, scientific discoveries gave him a reputation with the learned of Europe. In politics, he reformed the postal system and began to represent the colonies in dealings with England, and later France. In 1757, he was sent to England to protest against the influence of the Penns in the government of Pennsylvania, and remained there five years, returning two years later to petition the King to take the government away from the Penns. He lobbied to repeal the Stamp Act. From 1767 to 1775, he spent much time traveling through France, speaking, writing, and making contacts which resulted in a reputation so vast it brought loans and military assistance to the American rebels and finally crucial French intervention at Yorktown, which broke the back of the British.
As a writer, politician, scientist, and businessman, Franklin had few equals among the educated of his day — though he left school at ten. He spent nine years as American Commissioner to France. In terms only of his ease with the French language, of which he had little until he was in his sixties, this unschooled man’s accomplishments are unfathomable by modern pedagogical theory. In many of his social encounters with French nobility, this candlemaker’s son held the fate of the new nation in his hands, because he (and Jefferson) were being weighed as emblems of America’s ability to overthrow England.
Franklin’s Autobiography is a trove of clues from which we can piece together the actual curriculum which produced an old man capable of birthing a nation:
My elder brothers were all put apprentice to different trades. I was put to the grammar school at eight years of age, my father intending to devote me, as the tithe of his sons, to the services of the (Anglican) church. My early readiness in learning to read (which must have been very early, as I do not remember when I could not read) and the opinion of all his friends, that I should be a good scholar, encouraged him in this purpose…I continued, however, at grammar school not quite one year.
Young Ben was yanked from grammar school and sent to another type less ritzy and more nuts and bolts in colonial times: the "writing and arithmetic" school. There under the tutelage of Mr. Brownell, an advocate of "mild, encouraging methods," Franklin failed in arithmetic:
At ten years old I was taken home to assist my father in his business…. Accordingly I was employed in cutting wick for candles, filling the dipping mold and the molds for cast candles. Attending the shop, going on errands, etc. I disliked the trade, and had a strong inclination for the sea, but my father declared against it.
There are other less flattering accounts why Franklin left both these schools and struck out on his own at the age of ten — elsewhere he admits to being a leader of mischief, some of it mildly criminal, and to being "corrected" by his father — but causation is not our concern, only bare facts. Benjamin Franklin commenced school at third grade age and exited when he would have been in the fifth to become a tallow chandler’s apprentice.
A major part of Franklin’s early education consisted of studying father Josiah, who turns out, himself, to be a pretty fair example of education without schooling:
He had an excellent constitution…very strong…ingenious…could draw prettily…skilled in music…a clear pleasing voice…played psalm tunes on his violin…a mechanical genius…sound understanding…solid judgment in prudential matters, both private and public affairs. In the latter, indeed, he was never employed, the numerous family he had to educate and the straitness of his circumstances keeping him close to his grade; but I remember well his being frequently visited by leading people, who consulted him for his opinion in affairs of the town or of the church…and showed a great deal of respect for his judgment and advice…frequently chosen an arbitrator between contending parties.
We don’t need to push too hard to see a variety of informal training laboratories incidentally offered in this father/son relationship which had sufficient time to prove valuable in Franklin’s own development, opportunities that would have been hard to find in any school.
Josiah drew, he sang, he played violin — this was a tallow chandler with sensitivity to those areas in which human beings are most human; he had an inventive nature ("ingenious") which must have provided a constant example to Franklin that a solution can be crafted ad hoc to a problem if a man kept his nerve and had proper self-respect. His good sense, recognized by neighbors who sought his judgment, was always within earshot of Ben. In this way the boy came to see the discovery process, various systems of judgment, the role of an active citizen who may become minister without portfolio simply by accepting responsibility for others and discharging that responsibility faithfully:
At his table he liked to have as often as he could some sensible friend or neighbor to converse with, and always took care to start some ingenious or useful topic for discourse, which might tend to improve the minds of his children. By this means he turned our attention to what was good, just, and prudent in the conduct of life; and little or no notice was ever taken of what related to the victuals on the table…I was brought up in such perfect inattention to those matters as to be quite indifferent what kind of food was set before me.
No course of instruction or quantity of homework could deliver Franklin’s facility with language, only something like Josiah’s incidental drills at the dinner table. We can see sharply through Franklin’s memoir that a tallow chandler can indeed teach himself to speak to kings.
And there were other themes in the family Franklin’s educational armory besides arts, home demonstrations, regular responsibility, being held to account, being allowed to overhear adults solving public and private problems, and constant infusions of good conversation:
He…sometimes took me to walk with him, and see joiners, bricklayers, turners, braziers, etc., at their work, that he might observe my inclination, and endeavor to fix it on some trade or other…. It has ever since been a pleasure to me to see good workmen handle their tools; and it has been useful to me, having learnt so much by it as to be able to do little jobs myself.
As it is for most members of a literate society, reading was the largest single element of Franklin’s educational foundation.
From a child I was fond of reading, and all the little money that came into my hands was ever laid out in books. Pleased with Pilgrim’s Progress my first collection was of John Bunyan’s works in separate little volumes. I afterwards sold them to enable me to buy R. Burton’s Historical Collections; they were small chapman’s books, and cheap, 40 to 50 in all. My father’s little library consisted chiefly of books in polemic divinity, most of which I read…. Plutarch’s Lives there was in which I read abundantly, and I still think that time spent to great advantage. There was also a book of Defoe’s, called an Essay on Projects, and another of Dr. Mather’s, called Essays to Do Good, which perhaps gave me a turn of thinking that had an influence on some of the principal future events in my life.
You might well ask how young Franklin was reading Bunyan, Burton, Mather, Defoe, Plutarch, and works of "polemic divinity" before he would have been in junior high school. If you were schooled in the brain development lore of academic pedagogy it might seem quite a tour de force.
How do you suppose this son of a workingman with thirteen kids became such an effective public speaker that for more than half a century his voice was heard nationally and internationally on the great questions? He employed a method absolutely free: he argued with his friend Collins:
Very fond we were of argument, and very desirous of confuting one another, which disputatious turn is based upon contradiction. [Here Franklin warns against using dialectics on friendships or at social gatherings] I had caught it [the dialectical habit] by reading my father’s books of dispute about religion…. A question was started between Collins and me, of the propriety of educating the female sex in learning, and their abilities to study. He was of the opinion that it was improper…. I took the contrary side.
Shortly after he began arguing, he also began reading the most elegant periodical of the day, Addison and Steele’s Spectator:
I thought the writing excellent and wished, if possible, to imitate it. With that in view I took some of the papers, and making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, try’d to complete the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand. Then I compared my Spectator with the original, discovered some of my faults, and corrected them.
This method was hammered out while working a sixty-hour week. In learning eloquence there’s only Ben, his determination, and the Spectator, no teacher. For instance, while executing rewrites, Franklin came to realize his vocabulary was too barren:
I found I wanted a stock of words…which I thought I should have acquired before that time if I had gone on making verses; since the continual occasion for words of the same import, but of different length, to suit the measure, or of different sound for the rhyme, would have laid me under a constant necessity of searching for variety, and also have tended to fix that variety in my mind and make me master of it.
As a good empiricist he tried a home cure for this deficiency:
I took some tales and turned them into verse; and after a time when I had pretty well forgotten the prose, turned them back again. I also sometimes jumbled my collection of hints [his outline] into confusions and after some weeks endeavored to reduce them into the best order, before I began to form the full sentences and complete the paper. This was to teach me method in the arrangement of thoughts. By comparing my work afterwards with the original I discovered many faults and amended them; but I sometimes thought… I had been lucky enough to improve the method or the language.
By the time he was sixteen Franklin was ready to take up his deficiencies in earnest with full confidence he could by his own efforts overcome them. Here’s how he handled that problem with arithmetic:
Being on some occasion made asham’d of my ignorance in figures, which I had twice failed in learning when at school, I took Crocker’s book of Arithmetick, and went through the whole by myself with great ease. I also read Seller’s and Shermy’s book of Navigation and became acquainted with the geometry they contain.
This school dropout tells us he was also reading John Locke’s Essay Concerning Human Understanding, as well as studying the arts of rhetoric and logic, particularly the Socratic method of disputation, which so charmed and intrigued him that he abruptly dropped his former argumentative style, putting on the mask of "the humble inquirer and doubter":
I found this method safest for myself and very embarrassing to those against whom I used it; therefore I took a delight in it, practis’d it continually, and grew very artful and expert in drawing people, even of superior knowledge, into concessions, the consequences of which they did not foresee, entangling them in difficulties out of which they could not extricate themselves, and so obtaining victories that neither myself nor my cause always deserved.
Might there be an instructive parallel between teaching a kid to drive as my uncle taught me to do at age eleven, and the incredible opportunities working-class kids like Franklin were given to develop as quickly and as far as their hearts and minds allowed? We drive, regardless of our intelligence or characters, because the economy demands it; in colonial America through the early republic, a pressing need existed to get the most from everybody. Because of that need, unusual men and unusual women appeared in great numbers to briefly give the lie to traditional social order. In that historical instant, thousands of years of orthodox suppositions were shattered. In the words of Eric Hoffer, "Only here in America were common folk given a chance to show what they could do on their own without a master to push and order them about." Franklin and Edison, multiplied many times, were the result.
A good yardstick to measure how far modern schooling has migrated from the education of the past is George Washington’s upbringing in the middle eighteenth century. Although Washington descended from important families, his situation wasn’t quite the easeful life that suggests. The death of his father left him, at eleven, without Ben Franklin’s best rudder, and the practice of primogeniture, which vested virtually the entire inheritance in the first son (in order to stabilize social class) compelled Washington to either face the future as a ward of his brother, an unthinkable alternative for George, or take destiny into his own hands as a boy. You probably already know how that story turned out, but since the course he pursued was nearly schoolless, its curriculum is worth a closer look. For the next few minutes imagine yourself at "school" with Washington.
George Washington was no genius; we know that from too many of his contemporaries to quibble. John Adams called him "too illiterate, too unlearned, too unread for his station and reputation." Jefferson, his fellow Virginian, declared he liked to spend time "chiefly in action, reading little." It was an age when everyone in Boston, even shoeblacks, knew how to read and count; it was a time when a working-class boy in a family of thirteen like Franklin couldn’t remember when he didn’t know how to read.
As a teenager, Washington loved two things: dancing and horseback riding. He pursued both with a passion that paid off handsomely when he became president. Large in physical stature, his appearance might have stigmatized him as awkward. Instead, he developed the agile strength of a dancer and an equestrian, he was able to communicate grace through his commanding presence, élan that counterpoised his large build at any gathering. Thanks to his twin obsessions he met his responsibilities with the bearing of a champion athlete, which saved his life during the Revolution. In the midst of the fray, a British sharpshooter drew a bead on this target, but found himself unable to pull the trigger because Washington bore himself so magnificently! George Mercer, a friend, described Washington as a young man in the following way:
He is straight as an Indian, measuring six feet, two inches in his stockings and weighing 175 pounds…. His frame is padded with well developed muscles, indicating great strength.
British military superiority, including the best available war-making technology, would have made hash of a brainless commander in spite of his admirable carriage, so we need to analyze the curriculum which produced "America’s Fabius," as he was called.1
Washington had no schooling until he was eleven, no classroom confinement, no blackboards. He arrived at school already knowing how to read, write, and calculate about as well as the average college student today. If that sounds outlandish, turn back to Franklin’s curriculum and compare it with the intellectual diet of a modern gifted and talented class. Full literacy wasn’t unusual in the colonies or early republic; many schools wouldn’t admit students who didn’t know reading and counting because few schoolmasters were willing to waste time teaching what was so easy to learn. It was deemed a mark of depraved character if literacy hadn’t been attained by the matriculating student. Even the many charity schools operated by churches, towns, and philanthropic associations for the poor would have been flabbergasted at the great hue and cry raised today about difficulties teaching literacy. American experience proved the contrary.
In New England and the Middle Atlantic Colonies, where reading was especially valued, literacy was universal. The printed word was also valued in the South, where literacy was common, if not universal. In fact, it was general literacy among all classes that spurred the explosive growth of colleges in nineteenth-century America, where even ordinary folks hungered for advanced forms of learning.
Following George to school at eleven to see what the schoolmaster had in store would reveal a skimpy menu of studies, yet one with a curious gravity: geometry, trigonometry, and surveying. You might regard that as impossible or consider it was only a dumbed-down version of those things, some kid’s game akin to the many simulations one finds today in schools for prosperous children — simulated city-building, simulated court trials, simulated businesses — virtual realities to bridge the gap between adult society and the immaturity of the young. But if George didn’t get the real thing, how do you account for his first job as official surveyor for Culpepper County, Virginia, only 2,000 days after he first hefted a surveyor’s transit in school?
For the next three years, Washington earned the equivalent of about $100,000 a year in today’s purchasing power. It’s probable his social connections helped this fatherless boy get the position, but in frontier society anyone would be crazy to give a boy serious work unless he actually could do it. Almost at once he began speculating in land; he didn’t need a futurist to tell him which way the historical wind was blowing. By the age of twenty-one, he had leveraged his knowledge and income into 2,500 acres of prime land in Frederick County, Virginia.
Washington had no father as a teenager, and we know he was no genius, yet he learned geometry, trigonometry, and surveying when he would have been a fifth or sixth grader in our era. Ten years later he had prospered directly by his knowledge. His entire life was a work of art in the sense it was an artifice under his control. He even eventually freed his slaves without being coerced to do so. Washington could easily have been the first king in America but he discouraged any thinking on that score, and despite many critics, he was so universally admired the seat of government was named after him while he was still alive.
Washington attended school for exactly two years. Besides the subjects mentioned, at twelve and thirteen (and later) he studied frequently used legal forms like bills of exchange, tobacco receipts, leases, and patents. From these forms, he was asked to deduce the theory, philosophy, and custom which produced them. By all accounts, this steeping in grown-up reality didn’t bore him at all. I had the same experience with Harlem kids 250 years later, following a similar procedure in teaching them how to struggle with complex income tax forms. Young people yearn for this kind of guided introduction to serious things, I think. When that yearning is denied, schooling destroys their belief that justice governs human affairs.
By his own choice, Washington put time into learning deportment, how to be regarded a gentleman by other gentlemen; he copied a book of rules which had been used at Jesuit schools for over a century and with that, his observations, and what advice he could secure, gathered his own character. Here’s rule 56 to let you see the flavor of the thing: "Associate yourself with men of good Quality if you Esteem your own reputation." Sharp kid. No wonder he became president.
Washington also studied geography and astronomy on his own, gaining a knowledge of regions, continents, oceans, and heavens. In light of the casual judgment of his contemporaries that his intellect was of normal proportions, you might be surprised to hear that by eighteen he had devoured all the writings of Henry Fielding, Tobias Smollett, and Daniel Defoe and read regularly the famous and elegant Spectator. He also read Seneca’s Morals, Julius Caesar’s Commentaries, and the major writing of other Roman generals like the historian Tacitus.
At sixteen the future president began writing memos to himself about clothing design, not content to allow something so important to be left in the hands of tradesmen. Years later he became his own architect for the magnificent estate of Mt. Vernon. While still in his twenties, he began to experiment with domestic industry where he might avoid the vagaries of international finance in things like cotton or tobacco. First he tried to grow hemp "for medicinal purposes," which didn’t work out; next he tried flax — that didn’t work either. At the age of thirty-one, he hit on wheat. In seven years he had a little wheat business with his own flour mills and hired agents to market his own brand of flour; a little later he built fishing boats: four years before the Declaration was written he was pulling in 9 million herring a year.
No public school in the United States is set up to allow a George Washington to happen. Washingtons in the bud stage are screened, browbeaten, or bribed to conform to a narrow outlook on social truth. Boys like Andrew Carnegie who begged his mother not to send him to school and was well on his way to immortality and fortune at the age of thirteen, would be referred today for psychological counseling; Thomas Edison would find himself in Special Ed until his peculiar genius had been sufficiently tamed.
Anyone who reads can compare what the American present does in isolating children from their natural sources of education, modeling them on a niggardly last, to what the American past proved about human capabilities. The effect of the forced schooling institution’s strange accomplishment has been monumental. No wonder history has been outlawed.
Between the fall of Rome in the late fifth century and the decline of monarchy in the eighteenth, secular schooling in any form was hardly a ripple on the societies of Europe. There was talk of it at certain times and places, but it was courtly talk, never very serious. What simple schooling we find was modestly undertaken by religious orders which usually had no greater ambition than providing a stream of assistants to the ecclesiastical bureaucracy, and perhaps molding the values of whatever future leaders proved susceptible; the few exceptions shouldn’t be looked upon as the spark for our own schools. School was only a tiny blip on the radar until the last half of the eighteenth century.
If you and I are to have a productive partnership in this book you need to clear your mind of false history, the type that clogs the typical school chronicle written for teacher-training institutes where each fact may be verifiable but the conclusions drawn from them are not. Turn to typical school history and you will learn about the alleged anticipation of our own schools by Comenius, of the reformed Latin Grammar School founded by Dean Colet at St. Paul’s in London in 1510, of the "solitaries of Port Royal," whoever those lonely men may have been; each instance is real, the direction they lead in is false. What formal school experimentation the West provided touched only a tiny fraction of the population, and rarely those who became social leaders, let alone pioneers of the future.
You can disinter proclamations about schooling from Alfred’s kingdom or Charlemagne’s, but you can’t find a scrap of hard evidence that the thing was ever seriously essayed. What talk of schooling occurs is the exclusive property of philosophers, secret societies, and a host of cranks, quacks, and schemers. What you never find anywhere is any popular clamor for a place to dump children called School. Yet while schooling is conspicuous by its absence, there’s no shortage of intelligent commentary about education — a commodity not to be conflated with the lesser term until late in history.
Aeneas Sylvius Piccolomini, Pope Pius II, in his tract The Education of Children (1451), prescribes the reading and study of classical authors, geometry, and arithmetic "for training the mind and assuring rapidity of conceptions." He included history and geography in his recommended curriculum, adding that "there is nothing in the world more beautiful than enlightened intelligence." The sixteenth century is filled with theories of education from men like Erasmus, Rabelais, and Montaigne. French schoolman Gabriel Compayre, in his History of Pedagogy (1885), holds all three in the highest regard:
Erasmus, Rabelais, and Montaigne…before pretending to surpass them, even at this day, we should rather attempt to overtake them, and to equal them in their pedagogical precepts.
Like most educated men and women, Erasmus was his own teacher. He assigned politeness an important place in education:
The tender mind of the child should…love and learn the liberal arts…be taught tact in the conduct of the social life…from the earliest be accustomed to good behavior based on moral principles.
Montaigne, who actually attended school at Guienne from the age of six until he was thirteen, bequeathed an image of late sixteenth-century schooling amazingly modern in its particulars:
Tis the true house of correction of imprisoned youth…do but come when they are about their lesson and you shall hear nothing but the outcries of boys under execution, with the thundering noise of their Pedagogues, drunk with fury, to make up the consort. A pretty way this to tempt these tender and timorous souls to love their book, with a furious countenance and a rod in hand.
What Montaigne requires of a student seeking education is the development of sound judgment: "If the judgment be not better settled, I would rather have him spend his time at tennis."
Montaigne was preoccupied with the training of judgment. He would have history learned so that facts have contexts and historical judgment a bearing on contemporary affairs; he was intrigued by the possibilities of emulation2, as were all the classical masters, and so informs us. He said we need to see the difference between teaching, "where Marcellus died," which is unimportant and teaching "why it was unworthy of his duty that he died there," which has great significance. For Montaigne, learning to judge well and speak well is where education resides:
Whatever presents itself to our eyes serves as a sufficient book. The knavery of a page, the blunder of a servant, a table witticism…conversation with men is wonderfully helpful, so is a visit to foreign lands…to whet and sharpen our wits by rubbing them upon those of others.
And in Gargantua the physician Rabelais set out a pedagogy quite in harmony with the experience-based curriculum of John Locke.
When I started teaching, I was able to transfer principles of Montaigne to my classroom without any difficulty. They proved as useful to me in 1962 as they must have been to Montaigne in 1562, wisdom eternally sane, always cost-free. In contrast, the bloated lists of "aims," "motivations," and "methods" the New York City Board of Education supplied me with were worse than useless; many were dead wrong
One important bit of evidence that the informal attitude toward schooling was beginning to break up in seventeenth-century New England is found in the Massachusetts School Law of 1647, legislation attempting to establish a system of schools by government order and providing means to enforce that order. Talk like this had been around for centuries, but this was a significant enactment, coming from a theocratic utopia on the frontier of the known universe.
Yet for all the effort of New England Puritan leadership to make its citizenry uniform through schooling and pulpit, one of history’s grand ironies is that orderly Anglican Virginia and the heirs of Puritan Massachusetts were the prime makers of a revolution which successfully overthrew the regulated uniformity of Britain. And in neither the startling Declaration of Independence, which set out the motives for this revolution, nor in the even more startling Bill of Rights in which ordinary people claimed their reward for courageous service, is either the word School or the word Education even mentioned. At the nation’s founding, nobody thought School a cause worth going to war for, nobody thought it a right worth claiming.
- Washington’s critics dubbed him "Fabius" after the Roman general who dogged Hannibal’s march but avoided battle with the Carthaginian. Washington wore down British resolve by eroding the general belief in their invincibility, something he had learned on the Monongahela when Braddock’s force was routed. Eventually the French became convinced Washington was on the winning side, and with their support America became a nation. But it was the strategy of Washington that made a French-American alliance possible at all.
- Emulation or the imitation of notable models as an effective spring of learning; thus was the most ancient and effective motivation to learn — to become like someone admirable — put to death deliberately by institutional pedagogy.
John Taylor Gatto is available for speaking engagements and consulting. Write him at P.O. Box 562, Oxford, NY 13830 or call him at 607-843-8418 or 212-874-3631.
Chapters of The Underground History of American Public Education:
- Chapter 1: The Way It Used To Be
- Chapter 2: An Angry Look At Modern Schooling
- Chapter 3: Eyeless In Gaza
- Chapter 4: I Quit, I Think
- Chapter 5: True Believers and the UnspeakableChautauqua
- Chapter 6: The Lure of Utopia
- Chapter 7: The Prussian Connection
- Chapter 8: A Coal-Fired Dream World
- Chapter 9: The Cult of Scientific Management
- Chapter 10: My Green River
- Chapter 11: The Crunch
- Chapter 12: Daughters of the Barons of Runnemede
- Chapter 13: The Empty Child
- Chapter 14: Absolute Absolution
- Chapter 15: The Psychopathology of EverydaySchooling
- Chapter 16: A Conspiracy Against Ourselves
- Chapter 17: The Politics of Schooling
- Chapter 18: Breaking Out of the Trap
John Taylor Gatto is the author of Weapons of Mass Instruction: A Schoolteacher’s Journey through the Dark World of Compulsory Schooling, The Underground History of American Education: A School Teacher’s Intimate Investigation Into the Problem of Modern Schooling, and Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling. He was 1991 New York State Teacher of the Year. Visit his website. | <urn:uuid:34be72d4-f3a9-4c77-8554-99b517b25885> | {
"date": "2014-10-24T18:18:03",
"dump": "CC-MAIN-2014-42",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1414119646352.2/warc/CC-MAIN-20141024030046-00302-ip-10-16-133-185.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9747074246406555,
"score": 2.5625,
"token_count": 22110,
"url": "http://www.lewrockwell.com/2010/08/john-taylor-gatto/public-schools-have-wrecked-america/"
} |
False-Positive FDG PET Uptake−the Role of PET/CT
- First Online:
- Cite this article as:
- Rosenbaum, S.J., Lind, T., Antoch, G. et al. Eur Radiol (2006) 16: 1054. doi:10.1007/s00330-005-0088-y
- 1.6k Downloads
Positron emission tomography (PET) is a powerful molecular imaging technique for the human body-imaging applications currently available. As altered glucose metabolism is characteristic for many malignancies, FDG-PET is mostly used in oncology for staging and therapy control. Although PET is a sensitive tool for detecting malignancy, FDG uptake is not tumor specific. It can also be seen in healthy tissue or in benign disease as inflammation or posttraumatic repair and could be mistaken for cancer. The experienced nuclear medicine physician mostly manages to differentiate malignant from non-malignant FDG uptake, but some findings may remain ambiguous. In these cases, the difficulties in differentiating physiologic variants or benign causes of FDG uptake from tumor tissue can often be overcome by combined PET and CT (PET/CT) as anatomic information is added to the metabolic data. Thus, PET/CT improves the diagnostic accuracy compared to PET alone and helps to avoid unnecessary surgery/therapy. However, PET/CT involves other sources of artifacts that may occur when using CT for attenuation correction of PET or by patient motion caused by respiration or bowel movements. | <urn:uuid:e414a842-2e97-4977-8eaf-ec579dccbdb0> | {
"date": "2017-06-25T18:23:09",
"dump": "CC-MAIN-2017-26",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320545.67/warc/CC-MAIN-20170625170634-20170625190634-00537.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9021553993225098,
"score": 2.5625,
"token_count": 317,
"url": "https://link.springer.com/article/10.1007%2Fs00330-005-0088-y"
} |
Though the efficient market hypothesis as a whole theorizes that the market is generally efficient, the theory is offered in three different versions: weak, semi-strong and strong.
The basic efficient market hypothesis of investment posits that the market cannot be beaten because it incorporates all important determinative information into current share prices . Therefore, stocks trade at the fairest value, meaning that they can’t be purchased undervalued or sold overvalued. The theory determines that the only opportunity investors have to gain higher returns on their investments is through purely speculative investments that pose substantial risk.
The three versions of the efficient market hypothesis are varying degrees of the same basic theory. The weak form suggests that today’s stock prices reflect all the data of past prices and that no form of technical analysis can be effectively utilized to aid investors in making trading decisions. Advocates for the weak form efficiency theory allow that if fundamental analysis is used, undervalued and overvalued stocks can be determined, and investors can research companies’ financial statements to increase their chances of making higher-than-market-average profits.
The semi-strong form efficiency theory follows the belief that because all information that is public is used in the calculation of a stock’s current price, investors cannot utilize either technical or fundamental analysis to gain higher returns in the market. Those who subscribe to this version of the theory believe that only information that is not readily available to the public can help investors boost their returns to a performance level above that of the general market.
The strong form version of the efficient market hypothesis states that all information – both the information available to the public and any information not publicly known – is completely accounted for in current stock prices, and there is no type of information that can give an investor an advantage on the market. Advocates for this degree of the theory suggest that investors cannot make returns on investments that exceed normal market returns, regardless of information retrieved or research conducted.
There are anomalies that the efficient market theory cannot explain and that may even flatly contradict the theory. For example, the price/earnings (P/E) ratio shows that firms trading at lower P/E multiples are often responsible for generating higher returns. The neglected firm effect suggests that companies that are not covered extensively by market analysts are sometimes priced incorrectly in relation to true value and offer investors the opportunity to pick stocks with hidden potential. The January effect shows historical evidence that stock prices tend to experience an upsurge in January.
Though the efficient market hypothesis is an important pillar of modern financial theories and has a large backing, primarily in the academic community, it also has a large number of critics. The theory remains controversial, and investors continue attempting to outperform market averages with their stock selections. | <urn:uuid:d10b0a85-6126-4476-b815-cf4f238b9985> | {
"date": "2019-06-20T11:19:55",
"dump": "CC-MAIN-2019-26",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00256.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.936547577381134,
"score": 2.828125,
"token_count": 555,
"url": "http://sharpcredit.com/2018/11/04/the-weak-strong-and-semi-strong-efficient-market-hypotheses/"
} |
See what questions
a doctor would ask.
Other names for Complete blood count include:
These symptoms may be diagnosed by, screened for, or associated with Complete blood count:
These diseases or medical conditions may be diagnosed by, screened for, or associated with Complete blood count:
Complete blood count: CBC. A test to check the number of red blood cells, white blood cells, and platelets in a sample of blood. Also called blood cell count.
Source: National Institute of Health
Complete blood count: A common blood test used to screen for a range of disorders and to provides information on red and white blood cells and platelets.
Disease or Condition count: 18; see list of conditions below. These are the diseases or medical conditions in which the medical test 'Complete blood count' may be involved.
Search Specialists by State and City | <urn:uuid:b36d2efc-ae78-4da6-97f7-d99e7592bf3e> | {
"date": "2014-10-30T18:22:41",
"dump": "CC-MAIN-2014-42",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1414637898644.9/warc/CC-MAIN-20141030025818-00153-ip-10-16-133-185.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.878926157951355,
"score": 3.140625,
"token_count": 177,
"url": "http://www.rightdiagnosis.com/test/complete_blood_count.htm"
} |
Labor Day Flyer 1915, Muskogee Oklahoma
Muskogee Cimeter, September 4, 1915, Vol. Page 3
Happy Labor Day!!
In 1915, the 1st Negro Independent State Fair took place. This first annual event would become the precursor to the many fairs and expos that we know of today.
In that inaugural year, the fair included everything from baby contests to electing the state fair queen. The fair also included an exposition of agriculture, livestock, and also of industrial wares. One of the biggest events was the large parade of wagons, floats and cars, as well as the daily horse races and automobile races.
Today for many of us, Labor Day is considered simply the last weekend of the summer season, and the last time for a backyard barbecue, or a trip to the beach, and the last time to fully unwind before a new season begins for school, work, and the anticipated change of seasons.
But I learned more about how Labor Day was spent by some of my Oklahoma ancestors, and it was truly a time of celebration of self, family and community. And what a wonderful thing to learn that the city of Muskogee kicked off this tradition in such grand style in 1915.
This should be remembered, because during these early days of statehood, there was much separation of races that had been put in place with the very first Senate Bill passed immediately after statehood. So, the African American community depended upon itself to survive and to thrive, and in September of 1915, it decided to show itself to the world by exposing their successes. The fair was widely received and embraced, because there was an industrious black community that was quite anxious to have a venue that would allow them to reflect its own accomplishments. The event lasted for several years, and for the next several decades, it would become an Oklahoma tradition.
These Negro state fairs events occur for many years in other Oklahoma towns, but the base was always Muskogee. In fact one of the Muskogee parades was captured several years later as well on film, and can be viewed on the Global Filmworks website. As the years passed, the Negro State Fair itself would in other Oklahoma cities and towns such as Wewoka, and it was moved eventually from a Labor Day event to an October event.
Flyer announcing Negro State Fair in Wewoka, Oklahoma in 1920
However, the origins of such events was the Labor Day event, and that event, became the precursor to many expos and events today. And the town of Muskogee can boast with pride that such event is deeply rooted on the streets of that city.
* * * * * * * * * * * * * * * | <urn:uuid:b1a06a25-5566-44a0-bd83-bc6ab5d59423> | {
"date": "2017-02-23T20:56:40",
"dump": "CC-MAIN-2017-09",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171232.43/warc/CC-MAIN-20170219104611-00064-ip-10-171-10-108.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9865995049476624,
"score": 2.671875,
"token_count": 558,
"url": "http://myancestorsname.blogspot.com/2013/09/labor-day-celebration-muskogee-oklahoma.html"
} |
Protecting Digital Property Without New Legislation
Contrast digital property with real property or other more tangible goods.
Intellectual contract law through digital rights management or other contractual forms can characterize the continuing relationship between copyright owner and consumer. It won’t replace intellectual property law, but it can customize the consumer experience in ways property law cannot.
Using technology to package and protect copyrighted works is a form of intellectual property self-help. Self-help dominates our entire legal system, as influenced by Thomas Hobbes and John Locke. Self-help arrangements, either contractual or self-defense, are witnessed everyday. In the case of tangible property, self-help protection is as simple as a lock and key. Likewise, copyright owners need to be free--indeed, even encouraged--to protect their digital content.
DRM and Self-Help
Digital rights management (DRM) is a form of self-help that can enforce contractual rights. As a part of the product itself, DRM addresses the product’s distribution, further redistribution, and interoperability. DRM also could be an enabling technology, in addition to one that locks up and protects certain content. It can charge a price to the consumer for each play of a song or allow for unrestricted access to a properly paid-for work.
DRM has the potential to be a tailored solution that will not be over-inclusive and indiscriminately trample on consumer preferences. Ideally, it will enforce consumer rights as well as the rights of the copyright owner. The law should view a product that employs DRM as a contractual agreement between creators and consumers.
Most consumers would welcome the benefit of a DRM contractual bargain, but only if they perceive the agreement is fair. “Fair use” is loosely defined, often associated with free speech such as for criticism or parody. Fair use, in a colloquial sense, is used as a proxy for consumer expectations and preferences--the desire for back-up copies and the ability to transfer to different hardware devices, for example.
Competition in the market will dictate that consumer preferences be met. The market--not Congress--should decide the appropriate level of contractual digital rights. Copyright law will ensure that fair use, as applied by the courts, exists.
The Peer-to-Peer Debate
The online intellectual property problems faced by copyright owners do not exist in isolation. They are rooted in the Internet’s (perceived) anonymity--but so are spam, viruses, spyware, and fraud. Indeed, to a large extent, we don’t have an intellectual property law problem; we have an anonymity/authentication problem.
A policy goal of self-help applies well to the peer-to-peer file-sharing debate. It encourages intellectual property owners to use technology protections and contracts. It reduces the need for new laws that would place liability on Internet service providers or file-sharing networks. Enforcement efforts aimed at primary infringement, instead of holding a person or network liable for the actions of another, lessen the potential for chilling effects on new technology development.
The digital property model of the future incorporates both contract and property law. Current technology standards--like the FCC’s “broadcast flag” and copy prevention technologies--limit distribution. But the evolution of the digital marketplace will undoubtedly allow for consumer involvement in the rights process. It will allow a consumer to prove ownership and transfer ownership to someone else, or transfer copyrighted data with defined usage rights in ways referred to as “superdistribution.”
Many vocal critics of the current copyright regime maintain that content creators already have a leg-up on consumers, and that DRM will only exacerbate this imbalance. A Hollywood victory in the Grokster case currently at the Supreme Court, the result of a failure to meet consumers’ use expectations, may end up hurting copyright owners in the long run. Legislated fair use, compulsory licensing, and limits on the use of DRM may be the price of “victory.”
The uses and expectations for intellectual property are incredibly complex. There is no single technological or legislative resolution to digital copyright ownership issues. If we want dynamic, consumer-driven results, we should prefer market solutions to government legislation. Digital rights management as a contractual bargain is a preferable, if not perfect, market response.
Braden Cox ([email protected]) is technology counsel, and Clyde Wayne Crews Jr. is vice president for regulatory policy and director of technology studies, with the Competitive Enterprise Institute. | <urn:uuid:6564151f-00be-4480-a831-b18912e955fa> | {
"date": "2013-12-08T09:45:26",
"dump": "CC-MAIN-2013-48",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163059081/warc/CC-MAIN-20131204131739-00002-ip-10-33-133-15.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9130027294158936,
"score": 2.78125,
"token_count": 919,
"url": "http://news.heartland.org/newspaper-article/2005/04/01/protecting-digital-property-without-new-legislation"
} |
Like many surgeries, knee replacement carries a risk of patients developing a reaction after the procedure involving life-threatening blood clots. This reaction is known as venous thromboembolism, or VTE.
Because HSS performs more knee replacements than any other hospital, HSS is especially empowered to help refine and innovate newer and safer VTE prevention protocols, and document their effectiveness.
Now, a collaboration of HSS surgeons and anesthesiologists has shown that aspirin can be as effective a medication as the blood-thinning drug Coumadin when used in a multimodal program to prevent VTE in patients having total knee arthroplasty (TKA).
Coumadin is a powerful drug, with potential side effects. In the past, Coumadin had been routinely prescribed to all joint replacement patients as part of VTE prevention. This large study demonstrates that aspirin can be safely used – instead of the routinely prescribed Coumadin – as part of a VTE prevention program for patients who have a low thromboembolic risk.
The multi-part program includes determining a patient’s level of VTE risk before surgery and using regional anesthesia during the procedure. Then, after surgery, the program calls for use of a mechanical, circulation-stimulating “boot” device, as well as practicing early mobilization by getting patients up and out of bed as soon as possible.
The team compared two groups of patients undergoing TKA. Both groups received a comprehensive VTE prevention program. However, different medicines were used as the chemical part of the program in each group.
In one group of 1,016 consecutive patients, all the patients received routine Coumadin as the medicine. In the other group of 1,016 consecutive patients, aspirin was used in 67% of patients and Coumadin was used for 33% of the patients, who had either high risk, or who were on Coumadin before surgery.
Comparing the two groups, there was no significant difference in rates of VTE. The two groups showed no difference in pulmonary embolisms developing, or post-operative bleeding, or complications, or readmissions, or 90-day mortality.
A difference was found between the two groups, pointing to a downside of using Coumadin routinely. The Coumadin group developed a significantly higher rate of wound-related complications.
This study demonstrates that a VTE prevention program for total knee replacement using aspirin instead of routine Coumadin as the medication part of the program can safely prevent VTE in a majority of patients who have a low VTE risk. With aspirin as part of the program, VTE can still be effectively prevented while the potential side effects and complications of taking Coumadin can be avoided for these patients. | <urn:uuid:8395a552-d6d2-4ec6-a76b-e4c38bda5341> | {
"date": "2016-08-27T15:07:18",
"dump": "CC-MAIN-2016-36",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982921683.52/warc/CC-MAIN-20160823200841-00156-ip-10-153-172-175.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9474619030952454,
"score": 2.53125,
"token_count": 567,
"url": "https://www.hss.edu/professional-conditions_aspirin-effective-as-routine-coumadin-thrombosis-prevention.asp"
} |
Hazards around the home are more prevalent than many people think, especially with young children and babies in the picture. Children tend to be extremely curious and when they learn to crawl and walk they’ll be on the move at all times. According to Safe Kids Worldwide, unintentional injury is the leading cause of death for children. Before you bring home your youngster, follow these guidelines for child-proofing your home from dangerous fire and electrical hazards.
- First, create a fire escape plan and a designated meeting place outside. Then practice that plan. You can even keep a ladder on the upper floor of your home in you case you need to exit from that level.
- You should have smoke alarms on every level of your home and in every bedroom. Make sure you test them on a regular basis and change the batteries twice per year.
- Have a fire extinguisher in an easy-to-reach spot in the kitchen and learn how to use it.
- Child-safety wallplates and tamper-proof outlets will keep tiny fingers out of empty outlets. There are also plastic outlet caps you can place in empty receptacles.
- Switch locks can be installed to prevent children from accidentally turning appliances and lights on and off.
- All cords should be kept out of reach to the best of your ability. Children tend to chew on just about anything they can get their hands on.
- Electronic toys should be checked frequently for damage.
- Nightlights will help your child feel safe at night but should be kept far from fabrics like bedspreads or curtains.
- Fireplaces, wood-burning stoves, radiators, and baseboard heaters can be blocked off to prevent burns.
- Matches, lighters, and lit candles should be kept out of children’s reach.
- Install ground-fault circuit interrupters (GFCIs) in any room with a water source within six feet of an outlet as they protect against shock or electrocution.
Even after following these guidelines, try getting down on your hands and knees and looking around to get an idea of what the world looks like to your child. They may see things from their perspective that you can’t see from yours. Make sure your little one is able to explore the house safely. | <urn:uuid:1b3bf9ef-77a9-44f4-8bdf-42e92cc24288> | {
"date": "2019-03-19T08:54:55",
"dump": "CC-MAIN-2019-13",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912201922.85/warc/CC-MAIN-20190319073140-20190319095007-00067.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9314962029457092,
"score": 3.140625,
"token_count": 471,
"url": "https://www.nickleelectrical.com/safety/how-to-childproof-your-home-steps-to-prevent-fireelectrical-injuries"
} |
1. Mercury is the smallest planet in the Solar System.
2. The orbital speed of Mercury is 47.8 km/sec (29.7 miles/sec).
4. The diameter of Planet Mercury is 4,878 km (3,031 miles).
5. The first visit to Mercury was a flyby made by the Mariner 10 spacecraft in 1974.
6. Mercury is often identified with the Greek god Hermes, the messenger of the gods in Roman mythology.
7. Mercury orbits the sun once every 87.97 Earth Days.
8. A day, from sunrise to sunrise, on Mercury is equivalent to 176 Earth Days.
9. Mercury is the closest planet to the sun, the maximum distance from the Sun = 70 million km (43.5 million miles).
10. Mercury’s minimum distance from Earth = 77 million km (48 million miles).
11. Mercury is known as a terrestrial planet consisting of about 70% metallic and 30% silicate material.
12. First it was Copernicus who noticed orbiting planet in the early 16th century; and then Galileo was the first to observe Mercury during the 17th century.
13. If you weigh 100 lbs, your weight on Mercury would be 38 lbs. (Multiply your actual weight by 0.38).
14. The surface of the planet is covered in craters much like those seen on Earth’s moon. This is a sign that Mercury has been geologically dormant for billions of years.
15. Since Mercury’s orbit is within Earth’s orbit, it can be viewed from Earth in the early morning or the late evening, but never in the middle of the nighttime.
16. The planet makes three complete rotations on its axis per every two orbital revolutions.
17. The surface temperature of Mercury ranges from -173 to 427°C. (-279 to 800°F).
18. Mercury is the second densest planet after Earth.
19. The Hubble Space Telescope cannot view Mercury. This is because Mercury is too close to the Sun and the brightness would harm the electrical components of the telescope. | <urn:uuid:082bc465-cb6b-41f4-a1f9-70764ff27de9> | {
"date": "2015-07-06T22:05:18",
"dump": "CC-MAIN-2015-27",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375098849.37/warc/CC-MAIN-20150627031818-00016-ip-10-179-60-89.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9090149402618408,
"score": 3.390625,
"token_count": 441,
"url": "http://planetfacts.org/planet-mercury-facts/"
} |
News From the Field
These Bots Were Made for Walking: Cells Power Biological Machines
November 15, 2012
They're soft, biocompatible, about 7 millimeters long--and, incredibly, able to walk by themselves. Miniature "bio-bots" developed at the University of Illinois are making tracks in synthetic biology. The walking bio-bots demonstrate the Illinois team's ability to forward-engineer functional machines using only hydrogel, heart cells and a 3-D printer. The bio-bots could be customized for specific applications in medicine, energy or the environment.
University of Illinois at Urbana-Champaign
The National Science Foundation (NSF) is an independent federal agency that supports fundamental research and education across all fields of science and engineering. In fiscal year (FY) 2016, its budget is $7.5 billion. NSF funds reach all 50 states through grants to nearly 2,000 colleges, universities and other institutions. Each year, NSF receives more than 48,000 competitive proposals for funding and makes about 12,000 new funding awards. NSF also awards about $626 million in professional and service contracts yearly.
Get News Updates by Email
Useful NSF Web Sites:
NSF Home Page: https://www.nsf.gov
NSF News: https://www.nsf.gov/news/
For the News Media: https://www.nsf.gov/news/newsroom.jsp
Science and Engineering Statistics: https://www.nsf.gov/statistics/
Awards Searches: https://www.nsf.gov/awardsearch/ | <urn:uuid:99441625-4d26-4a13-8893-407f4000bbbb> | {
"date": "2017-02-24T06:53:11",
"dump": "CC-MAIN-2017-09",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171416.74/warc/CC-MAIN-20170219104611-00456-ip-10-171-10-108.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.8852734565734863,
"score": 2.609375,
"token_count": 339,
"url": "https://nsf.gov/news/news_summ.jsp?cntn_id=126120"
} |
I think philosophy is important for two main reasons: (1) it can help improve critical thinking skills and (2) it’s a good way to know certain things. Even so, much more can be said—especially considering each specific thing philosophy can teach us. Many things it can teach us are important for various other reasons.
There are many people who question the importance of philosophy (such as Lawrence Krauss), and I suspect that the main reason that they are unconvinced is because they don’t think philosophy can make progress or provide us with knowledge. Consider that at one point Krauss said, “[Science progresses and philosophy doesn’t.”1
What is philosophy? It is the attempt to reason well about certain traditional domains of study: logic (the study of good reasoning), epistemology (the study of knowledge), metaphysics (the study of reality), and ethics (the study of morality). Just like science, some philosophy is better than others, and a lot of philosophy done by amateurs misses the mark so badly that it is often better described as something else entirely. When science is done very badly, it’s often appropriately called “pseudoscience;” and when philosophy is done very badly, it’s often appropriately called “sophistry.” (However, sophistry is generally thought to be deliberately manipulative rather than a sincere attempt to be reasonable.)
1. Philosophy can help improve critical thinking skills.
Most fields of study, such as physics, history, and economics, are mainly about providing us with knowledge of some sort. However, some fields of study are more practical, such as computer engineering, and they are mainly about providing us with skills. Practical fields are supposed to help improve our abilities, so that we can do something using them. Philosophy is not necessarily a primarily skill-oriented field of study, but it is the specialized field of study for critical thinking, and it can help us improve our critical thinking skills.
Some people have thought that philosophy automatically helps improve critical thinking skills as a byproduct, and no special attention is required for it to do so. There might be some truth to this, but non-critical-thinking-oriented philosophy classes don’t seem to be so much better than various other classes in the humanities. Perhaps writing argumentative essays in any field of study can help improve critical thinking skills. According to a meta-analysis by Claudia María Álvarez Ortiz, Does Philosophy Improve Critical Thinking Skills? (PDF), the most effective classes at improving critical thinking skills are those devoted to critical thinking, and the analytic philosophy tradition in particular is effective at teaching these classes.2
Critical thinking skills are highly related to logic (a philosophical domain), which is the study of proper reasoning. That shouldn’t be surprising because the main idea of critical thinking is to reason well. The critical thinking classes taught by philosophers teach students about logic in addition to providing practice problems that can improve their critical thinking skills.
Although philosophy can be used to improve critical thinking and most people want to reason properly, it’s a hard sell because people who know the least about logic think they know just as much as those who know quite a bit about it thanks to a cognitive bias known as the Dunning-Kruger effect (PDF). How many people think they reason properly and understand logic? Very few seem to realize that they need to improve their understanding of these things and one relevant study showed that people who were tested in their competence in logic “overestimated their logical reasoning ability relative to their peers. On average, participants placed themselves in the 66th percentile among students from their class, which was significantly higher than the actual [average score] …it was participants in the bottom quartile… who overestimated their logical reasoning ability and test performance to the greatest extent.”3
You might think, “Okay, some people know less about logic than they think, but maybe people know all they need to know about logic anyway.” If you are optimistic, you might think people are automatically logical for the most part and don’t need to learn more about it. However, Tim Van Gelder has discussed some startling facts about critical thinking, such as the fact that “[a] majority of people cannot, even when prompted, reliably exhibit basic skills of general reasoning and argumentation.”4
2. Philosophy is a good way to know certain things.
Philosophers have a type of expertise—they know a lot about various philosophical issues, the history of various philosophical debates, and quite a bit about what it means to reason properly. They tend know more about these things than those who aren’t philosophers (and getting a degree is a step in the right direction to becoming a philosopher). For this reason we can learn a lot from philosophers concerning their various specializations, and we can sometimes learn a lot by doing philosophy on our own as well. We can all learn a little about what philosophy has to offer by actually doing some philosophy on our own. After all, philosophers didn’t attain their expertise just by twiddling their thumbs. It took a lot of hard work, and we can attain greater philosophical expertise for ourselves.
Not everyone thinks we have anything to learn from philosophers. What makes us think philosophers know more about logic, epistemology, metaphysics, or ethics than the rest of us? If anyone can know anything about these things, then it’s philosophers considering the rich history of ideas and the great deal of time they devote to studying various issues. Even so, I think everyone knows something about these issues. For example, everyone knows at least one thing about logic logic—the fact that it’s inappropriate to argue in the following way—“Rocks exist. Therefore, whales are not fish.” It is also indisputable that philosophers do know quite a bit about logic precisely due to the progress they have made. For example, there was a time before we knew what argument form was, but now we know quite a bit about it.5 Natural scientists agree that we can reason properly, that we can know something about proper and improper reasoning, and that logic as developed by philosophers restrains how natural science can be done. (For example, two observations that contradict one another can’t both describe reality properly.)
Moreover, we know that some people know more about logic than others (such as that shown by the Dunning-Kruger effect), and we know that logic as developed by philosophers is very helpful for improving critical thinking skills. According to the scientific studies examined by Tin Van Gelder, “The lesson from cognitive science is that if we want students to substantially improve their skills, we must at some point help them develop theoretical understanding as compliment to the crucial hands-on know-how.”6 The theoretical understanding he is talking about are logical concepts (and how they are to be properly applied), such as premise identification7, argument form, valid reasoning8, and informal errors in reasoning9.
One important question is what type of knowledge philosophy can offer us. For example, is it like the knowledge natural scientists can give us or is it mainly knowledge of concepts and logical implications? Or both? Let’s consider both of these options:
(a) Factual knowledge
Factual knowledge is the type of knowledge good natural science seems to give us: Knowledge about laws of nature, causal relations, and things that exist in the world. These are the kinds of things physicists, chemists, and biologists are interested in. However, it’s not entirely clear what entities science gives us factual knowledge about. There’s a debate over which scientific entities really exist (such as electrons), and philosophers debate over how we should answer this question. Those who think invisible theoretical entities, such as electrons, exist are “scientific realists” and those who don’t think so are “anti-realists.”
Moreover, some philosophers think that there’s also moral facts, facts about logic, or facts about mathematics. Philosophers are then thought to be able to help us decide if we should believe such facts exist (and therefore be realists of those things), and if so, what we should believe about them. These are not the type of facts scientists study, but philosophers might still help us attain factual knowledge about these things.
The view that there’s facts about logic and mathematics is especially promising because scientists often have to presuppose that there are certain logical and mathematical facts—that we can discover these facts and that scientific observation is mistaken when it contradicts these facts. For example, logicians almost unanimously agree with the principle of noncontradiction, which states that a statement can’t be true and false at the same time. If one statement is true, then all statements that contradict it are false. Sometimes we have an observation that contradicts a scientific theory we believe to be proven. At one point Mercury didn’t revolve around the Sun as Newton’s theory of physics predicted. We could say that our understanding of the observation is wrong or that the theory is wrong. There is a problem if someone says that both the observation and the theory is true, and there’s a problem if a scientist says that contradictory observations prove the principle of non-contradiction to be false.
Some people argue that philosophy is not meant to give us factual knowledge. It is often thought that philosophy is inherently unresolvable—that philosophers debate endlessly without ever expecting to give us a final answer. Sometimes it’s said that “there’s no right answer” (perhaps in the sense that there are multiple different answers that could be rationally defended). Of course, we might wonder if the same is really true of science. Perhaps science also will continue to make progress endlessly and the answers it provides will continue to be refined without ever giving us a “final answer.”
Although I am sympathetic to the view that philosophy can provide factual knowledge, I don’t think philosophy has to give us a final answer to make progress or be informative. A great deal of the factual knowledge philosophy seems to provide is knowledge about what’s not the case. We can sometimes eliminate a belief or philosophical theory similar to how scientists can often eliminate a failed hypothesis. For example, we can eliminate the belief that “all conclusions are true.”
(b) Conceptual knowledge
Some people who don’t think philosophy is meant to give us factual knowledge still agree that philosophy can be informative and that philosophers have a type of expertise, and they often say that philosophy is really about clarifying concepts and finding logical implications. For example, some philosophers are compatibilists who think we could have free will, even if the world is deterministic (which is the view that everything that happens has to happen exactly one way). They don’t think there’s a logical implication that would make a world with both of these things impossible based on their conceptions of free will and determinism. Compatibilism doesn’t state that we actually have free will or that the world is actually deterministic. It is a view about what could be the case in the world rather than what’s actually the case.
One important question is if conceptual knowledge is really so different from factual knowledge. Some people think philosophers can’t tell us anything about the world, but that they could help provide conceptual knowledge of the type described above.10 They don’t think conceptual knowledge is factual, and some people will hesitate to even call it “conceptual knowledge” because they don’t think philosophy is about generating knowledge. Even so, I think it is clear that even conceptual discussions can involve progress and they can be very informative, such as when we developed the concept of argument form. If it’s not knowledge, then calling it “conceptual understanding” might be more appropriate.
However, some people do think conceptual knowledge can be factual. For example, perhaps understanding certain moral concepts is enough to know that causing pain just for fun is wrong. (We can analyze what it means for actions to be morally wrong, the concept of pain, the concept of doing something just for fun, etc.)
One purpose of conceptual knowledge is to make clarifications and avoid sloppy thinking, but another purpose could be to help us know what beliefs should be rejected, which is quite similar to how I suggested philosophy could provide us with factual knowledge. For example, if compatibilism is true, then we should reject incompatibilism (the view that free will can never exist in a deterministic world).
Specific philosophical issues
Even if philosophy can be informative and give us some type of knowledge, we might wonder if philosophy is important in any sense. Some people criticize philosophers for doing research in an armchair or being in an “ivory tower” (with everyday life far from their mind’s eye). One possible answer is simply that knowledge has value—that it’s always better to be knowledgeable. Even if philosophy isn’t useful, it might still be worth doing. Mathematicians don’t always tell us what we can do with their results, but most of us seem to accept that it has some sort of a value anyway. However, there are many other answers as to why philosophy has value and I think philosophy can be of the utmost importance to making our lives better. The reason I think this is the case is because various philosophical issues have unique ways of helping people.
One philosophical domain in particular that I think we should all agree has practical importance for everyday life is critical thinking (and logic by extension). For example, consider the research that shows that people tend to lack in critical thinking skills, and the link between logic-oriented critical thinking education and critical thinking skills. Of course, someone might say they see no reason to think reasoning well is important. My reply would be that reasoning well helps us avoid deception (such as the deception used by advertisers, political pundits, quacks, etc.), make better decisions in general, and to increase the odds of persuading others to believe things that they should agree with.
Finally, the reasons that logic education is important can also be refined based on all the specific things it can teach us, such as logical form, logical validity, and informal fallacies. Each of these things have unique lessons to teach us, as was discussed in Why Logic is Important.
Although many people are unconvinced that that philosophy is important, I think there are good reasons to think it is important. Philosophy can not only help improve critical thinking skills, but it can help provide us with knowledge of logic that can greatly help improve critical thinking. Moreover, I do not find the view that philosophy makes no progress and provides us with no knowledge to be plausible based on the fact that it seems clear that everyone knows something about at least one philosophical domain (logic), and some people know more about that domain than others.
Note: This webpage used to have an entirely different piece. I wrote the newer piece on 8/22/13.
© James Wallace Gray 2013 (Updated last 10/28/13)
Comments Off on Philosophy is Important
Essay about The Importance of Philosophy
582 Words3 Pages
The Importance of Philosophy
“All things in life are philosophical.” This is a well-known quote by the renowned Greek scientist/philosopher Aristotle. When one is to imagine life without thought, free will or knowledge, they are left to only imagine the oblivion they would be left to reside in. To me, philosophy is more than ethics, esthetics, and epistemology... it is the ability to stand ones ground with certain viewpoints, attitudes and beliefs. Philosophy seemed to be the center of the majority of peoples lives Before the Common Era, yet today it also upholds just as much, if not more, importance to the normal person than of the ‘scientist’ or renowned ‘theorist.’ Philosophy makes people who they are, their own…show more content…
Her statement is a prime example of philosophy. The content of her testimonial consisted of many supported ideas and thoughts. Yet, at the same time, the statement she made was rousing to anyone that was perhaps overhearing or listening to the conversation. It upheld all the characteristics for a good philosophical conversation. They include various aspects of diversity, thought, support and liberalism.
Without philosophy the world would be incomplete. It is common knowledge that there is gray in every argument, even the most miniscule, it is never black or white. Philosophy is what the gray area consists of, different beliefs and ideas that cannot fit in either of the two groups. That is what makes philosophy significant; there are no limits to it. There are no boundaries to what the human mind can think and there are no unattainable dreams that one’s mind cannot conceive. Therefore stating that there are no tangible boundaries for philosophy, neither are there elusive limitations. Philosophy can be viewed in so many different ways, with so many different aspects looked at and critiqued. The simple statement, “eventually the sun will burn out and the Earth will cease to exist” can produce a rousing philosophical conversation. When having a philosophical discussion the people ‘philosophers’ involved must take a look at all | <urn:uuid:6f2eecc4-7198-43fd-9e80-f9a8c51a3033> | {
"date": "2018-06-23T13:36:43",
"dump": "CC-MAIN-2018-26",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267865081.23/warc/CC-MAIN-20180623132619-20180623152619-00616.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9616363048553467,
"score": 2.640625,
"token_count": 3600,
"url": "http://qpppud.prodejce.cz/26-importance-of-philosophy-essay-help.php"
} |
This page is being updated... | Finedust |
House dust mites and especially their pellets are held responsible for certain allergies and asthma.
What is known ?
Claims that carpets were breeding grounds for dust mites have proven false.
In carpets, dust mites can easily be kept under control with regular ventilation and proper cleaning.
Carpet is not the ideal habitat for mites. Carpet prevents the allergic material from being released into the atmosphere by holding the fine allergen particles in the pile until next vacuuming. Hard surfaces, on the contrary, allow the allergens to become easily airborne with the slightest draught or vibration. Thus, carpet improves the quality of life of allergic persons.
It is not the floor covering, but the temperature and humidity that make the difference.
The map on the next page shows that conditions in northern Europe do not favour mite growth, and yet, that’s where carpet has been considered wrongly a problem. In southern countries mites do survive, even on hard floors and tiles. Despite this, no problems have been reported.
(Source: Bronswijk J.E.M.H. van, Schober G. Geoklimatische Verteilung von Innenraumallergenen. In: Jorde W., Schata M., eds. Mönchengladbacher Allergieseminar Band 5. Innenraumallergene. Dustri-Verlag, München-Deisenhofen. 1993: 69-84.)
Distribution of mites in houses of mite-allergic patients
Bedding offers ideal living conditions for dust mites, because they are not dependant upon the relative humidity of the bedroom itself: bedding is warm, dark, and damp after sleep and contains discarded skin scales. Dust mite allergen in mattresses can be 1.5 times greater than in dust from bedrooms placed carpet.
Dust mites are almost not found in offices.
In a study comparing carpets in 27 randomly selected offices with 30 bedrooms in homes, mite allergen levels were found to be 0.32 μ/g in offices vs. 18.4 μ/g in bedrooms. It was concluded that mite exposure in offices does not seem to be a risk for neither allergic (atopic) nor for non-allergic (non-atopic) employees.
(Source: V. Freund, F.Lieutier-Colas, M. Ott, A.Vrot, G. Pauli, F. De Blay H pitaux universitaires de Strasbourg, France 2002) | <urn:uuid:8a231311-4eca-45b3-a0bc-3c0db4654620> | {
"date": "2013-05-23T18:37:42",
"dump": "CC-MAIN-2013-20",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368703682988/warc/CC-MAIN-20130516112802-00000-ip-10-60-113-184.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.8779045343399048,
"score": 2.9375,
"token_count": 554,
"url": "http://pro-dis.info/260.html?L=tagcjtllj"
} |
If you get your drinking water from a municipal source, like the local city water treatment plant, it will have been treated to meet certain U.S. Environmental Protection Agency (EPA) standards. Just because your water meets these standards, however, doesn’t mean it’s free from every contaminant or additive. And, if you get your water from a private well, it’s especially important for your water to be tested and treated for anything that might have contaminated the water supply. Once you’ve had a complete water test performed on your water, you can choose the best drinking water filter system for your specific problems.
At the municipal level, water is treated to remove most sediment, chlorinated (or treated with another disinfectant like chloramine) to kill microorganisms, and filtered to remove dissolved particles and many chemicals. The EPA sets limits on more than 90 different contaminants and water treatment plants may employ additional treatment methods as required. Most water systems in the U.S. also add fluoride to the water to help reduce tooth decay. Once the water leaves the plant and goes into your home, it can still contain low levels of a number of contaminants, as well as chlorine or chloramines and fluoride.
As a rule of thumb, RO systems have three, four or five-filter stages. Without detailing each stage of the RO process (since the number of stages varies based on the model), we outline here some basic maintenance information that applies to most RO units.
First: In order to protect the delicate RO membranes, water first flows through a pre-filter. This pre-filter cartridge is designed to filter out dirt, silt, sand and other sediments. This pre-filter should be changed every 6-9 months. If not properly maintained or changed on schedule, the pre-filter can foul or become clogged, thereby making it unable to protect the RO membranes.
Second: The next phase is generally a carbon filter which is designed to remove chlorine and other taste or odor contaminants. This is important because chlorine can ruin the RO membrane. This carbon filter should be replaced every 6-9 months, also.
Third: This is the actual reverse osmosis phase. Reverse osmosis (RO) is a separation process that uses pressure to force water through a membrane. The membrane retains the contaminant on one side and allows the pure solvent (water) to pass through to the other side.
This process is the reverse of the normal ‘osmosis process’, which is the natural movement of solvent from an area of low solute concentration, through a membrane, to an area of high solute concentration when no external pressure is applied.
Water passes through the RO membrane at generally 35 pounds per square inch (psi). At this rate, roughly two drops per second. The contaminants rejected by the membrane are piped down the drain. RO membranes should be replaced every 2-3 years.
NOTE: The filter and membrane lifespan will vary based upon local water conditions and household usage.
Fourth: Finally, a carbon filter stage is usually added to “polish” off the water at the end of the cycle. This stage removes any remaining taste or odors to create outstanding drinking water. The carbon filter should be changed every 6-9 months.
No, a softener and an RO system are actually a great combination. The softener will soften the water throughout the home, AND the RO system will remove 98% of all sodium in the water. This duo makes for great-tasting drinking water.
Because of calcium and magnesium, the minerals that make water hard, are difficult minerals for an RO membrane to remove, the softener acts as a protective barrier for the RO system. This protection keeps the RO system from fouling and can extend the life of the membrane | <urn:uuid:9be0d4fe-5d1d-4190-ac21-3de66a7e6330> | {
"date": "2019-08-18T09:45:35",
"dump": "CC-MAIN-2019-35",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027313747.38/warc/CC-MAIN-20190818083417-20190818105417-00456.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9247269034385681,
"score": 2.9375,
"token_count": 783,
"url": "https://basinwaterconditioningcompany.com/reverse-osmosis"
} |
New Evolution Garden For Bristol
5 April 2006
|Work on the new garden will complete next year |
From the BBC
The University of Bristol's new botanic garden opened to the public for the first time last Sunday.
The garden - which is not yet complete - is designed to reveal some of the mysteries of plant evolution.
It features four core collections: rare and threatened natives, evolution, Mediterranean plants and useful plants.
The University's old botanic gardens at Bracken Hill House closed in 2004 when the house - a student hall of residence - was sold to developers.
At the centre of the new displays, at The Holmes on the Stoke Bishop campus, will be a large pond filled with water lilies.
The edge of the pond will provide a habitat for native and threatened plants local to the Somerset Levels.
There will also be a rocky area, set back from the water, displaying rare plants from the Avon Gorge, such as the Bristol Onion and Spiked Speedwell.
Professor Sir Peter Crane, Director of The Royal Botanic Gardens, Kew and a specialist botanical advisor on the project, said: "It has been wonderful to follow the process of developing the new botanic garden.
"This is an important investment by the University that will not only enhance teaching and research, but that will also further enrich the city of Bristol for all its citizens."
Other botanic gardens, such as those at Kew and Edinburgh, will supply some plants.
The most "primitive" living flowering plant, Amborella trichopoda, has been sourced for the collection from New Caledonia.
It is expected the garden will be fully open to the public by summer 2007.
Back to news archive | <urn:uuid:d481bc35-df83-4766-bf07-2f29c42656e9> | {
"date": "2015-11-27T13:38:34",
"dump": "CC-MAIN-2015-48",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398449160.83/warc/CC-MAIN-20151124205409-00204-ip-10-71-132-137.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9314824938774109,
"score": 2.890625,
"token_count": 357,
"url": "http://www.bgci.org/news-and-events/news/0198/?sec=resources&option=com_news&id=0198"
} |
WEDNESDAY, Sept. 2 (HealthDay News) -- Obese mothers have children who are likely to be obese, but a new study concludes that weight-loss surgery can break the cycle.
Researchers found that women who had weight-loss surgery before becoming pregnant had children who were less likely to be heavy when compared with siblings who were born before the weight-loss surgery.
The study findings show the importance of the intrauterine environment, which seems to trump even genes and the environment in which the child is raised.
Results of the study will be published in the November issue of the Journal of Clinical Endocrinology & Metabolism.
Obesity is on the rise and can lead to insulin resistance, cardiovascular disease and pregnancy complications. It is a major contributor to causes of death in industrialized nations. Previous studies of obese pregnant women have shown that obesity and its related health problems can be passed on to children, which indicates that the intrauterine environment may determine whether a child is destined for obesity.
"Our study confirms previous research showing that the intrauterine environment may be more important than genes and the postnatal environment when it comes to the association between maternal obesity and childhood obesity," study co-author Dr. John Kral, of the State University of New York Downstate Medical Center in Brooklyn, said in a news release from the Endocrine Society. "Any medical or surgical treatment to reduce obesity and existing metabolic disorders before pregnancy can be an investment in the life of future offspring."
The new study focused on women who underwent a weight-loss procedure called biliopancreatic diversion before becoming pregnant. The procedure alters digestion by making the stomach smaller and directing food to bypass part of the small intestine, resulting in absorption of fewer calories.
The researchers studied 49 mothers who had had biliopancreatic diversion surgery and their 111 children, aged 2.5 to 25 years. All of the mothers included in the study had children before and after their weight-loss surgery.
The study authors found that children who were born after their mother's weight-loss surgery had lower birth weight and waist circumference and were three times less likely to become severely obese than their older siblings. The younger siblings also had improved cardiovascular markers, including reduced insulin resistance and lower cholesterol, the researchers found.
Learn more about childhood obesity from the U.S. National Library of Medicine.
SOURCE: Endocrine Society, news release, Sept. 1, 2009 | <urn:uuid:a425b22e-6fa2-476c-8822-93d7d878b1a9> | {
"date": "2014-12-26T09:37:46",
"dump": "CC-MAIN-2014-52",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1419447548694.13/warc/CC-MAIN-20141224185908-00099-ip-10-231-17-201.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9714617729187012,
"score": 3.3125,
"token_count": 500,
"url": "http://abcnews.go.com/Health/Healthday/story?id=8473872"
} |
Nobel Prize-winning doctor and president of German Cancer Aid, Harald zur Hausen, told daily Neue Osnabrücker Zeitung that the numbers will increase dramatically as the demographic trend tends toward an ageing population.
“We expect that by 2030 there will be up to 580,000 new cancer cases each year – almost one third more than now,” he told the paper.
The current average of people diagnosed with cancer is 436,000 per year.
Ahead of the 29th annual German cancer meeting of medical experts set to begin in Berlin on Wednesday, Hausen appealed to the public to take preventive measures.
“We know today: About two thirds of all cancer cases are a result of our lifestyle,” he told the paper, encouraging people to quit smoking, reduce their alcohol consumption, exercise, use sunscreen and get informed about early testing options.
Hausen, who was awarded half of the 2008 Nobel Prize in medicine for his discovery of human papilloma virus (HPV), which causes cervical cancer, also said that preventing viral infections can help.
Viruses such as Hepatitis B and HPV have vaccinations, he said. | <urn:uuid:408165a1-8a94-4a50-aef1-85ba0ea1d17c> | {
"date": "2017-12-11T13:02:33",
"dump": "CC-MAIN-2017-51",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948513512.31/warc/CC-MAIN-20171211125234-20171211145234-00456.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9567297697067261,
"score": 2.921875,
"token_count": 247,
"url": "https://www.thelocal.de/20100224/25459"
} |
“A sea turtle’s life begins in darkness,” writes John R. Platt of SciAm’s Extinction Countdown blog. Buried in nests along the beach about 50 centimeters below the surface, they must first break out of their eggs before climbing and scraping their way up through the sand. When they emerge, usually during the night, they face two choices: “the dark slopes of the dunes and vegetation behind them and the gentle light of the ocean horizon ahead of them.”
The ocean is where the hatchlings need to go, and they will instinctively head toward the light. But these days, the brightest light often comes not from the ocean, but rather from hotels, homes and businesses lining the beach, which lure the young turtles in the wrong direction – a fatal mistake on their part. Thankfully, new LED lights operating at specific wavelengths and lower luminosity have been shown to “dramatically reduce” hatchling disorientation, Platt reports, and many seaside properties are making the switch.
Moreover, in Florida, which is home to 90 percent of the sea turtle nesting in the U.S., some of the money for lighting retrofits has come from penalties associated with the 2010 Deepwater Horizon oil spill in the Gulf of Mexico. | <urn:uuid:21adf1b5-ceeb-4d35-875c-d68bc15082ab> | {
"date": "2015-10-08T22:22:08",
"dump": "CC-MAIN-2015-40",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443737904854.54/warc/CC-MAIN-20151001221824-00116-ip-10-137-6-227.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9535155892372131,
"score": 3.140625,
"token_count": 265,
"url": "http://blogs.scientificamerican.com/image-of-the-week/the-lure-of-light/"
} |
Learn something new every day
More Info... by email
Acetoacetic acid, or diacetic acid, is a naturally occurring keto acid, which is a type of molecule containing both ketone and a carboxylic acid functional groups. This compound is a beta-keto acid, so named because the ketone group is placed on the second carbon away from the acid group. Acetoacetic acid is formed by the liver and kidneys by metabolizing fatty acids. Along with other ketone bodies, this acid can be used for energy by the heart and brain, so it has its own biological importance.
Although acetoacetic acid is soluble in water, it is an unstable acid, and will break down into carbon dioxide and acetone after about 140 minutes. Under normal conditions, the brain and heart do not need acetoacetic acid for energy, and very little will be produced. Individuals suffering from conditions such as diabetes or other conditions that impair metabolism may produce an overabundance of ketone bodies. Therefore, a doctor may administer a urine test using a chemical that changes color in the presence of acetoacetic acid, and the degree of color change can be evaluated by the naked eye.
Detection of this acid, as well as other ketone bodies, is essential for diabetics. In the event that a case of diabetes is not treated, beta-keto acids may build up in the blood. Acetoacetic acid is a weak acid, but in sufficient concentrations, it may cause the blood to become acidic, itself. This condition is called ketoacidosis, and in its most extreme manifestations, it can be lethal. Smaller concentrations of ketone bodies in the blood is known as ketosis, and is not always dangerous.
While diabetes is the most well-known medical condition that can lead to the overproduction of acetoacetic acid, other medical issues may cause this process, too. Glycogen storage disease and conditions that increase metabolism, such as hyperthyroidism, may also create higher levels of beta-keto acids in the body. Perhaps the most frequent cause of this phenomenon is dietary disruptions, such as starvation, fasting, and anorexia.
When the body has lacked food for some time, tissues begin to break down their fatty acid reserves. The brain, however, does not have fatty acids to use, and instead must rely on the ketone body byproducts from other tissue. If the heart lacks fatty acids to use, it will eventually utilize ketone bodies as well. Therefore, this acid can be seen as a means of survival in extreme circumstances.
One of our editors will review your suggestion and make changes if warranted. Note that depending on the number of suggestions we receive, this can take anywhere from a few hours to a few days. Thank you for helping to improve wiseGEEK! | <urn:uuid:d054d82f-7286-4c11-a1f4-8a7327e6ed03> | {
"date": "2015-05-23T10:38:25",
"dump": "CC-MAIN-2015-22",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207927458.37/warc/CC-MAIN-20150521113207-00189-ip-10-180-206-219.ec2.internal.warc.gz",
"int_score": 4,
"language": "en",
"language_score": 0.9468074440956116,
"score": 3.5625,
"token_count": 589,
"url": "http://www.wisegeek.com/what-is-acetoacetic-acid.htm"
} |
Breathe. Just by reading this word, your breathing improves.
How many of you tend to race better when you relax your mind and body, and take in more oxygen? Learning how to control your breathing will help your body deliver more oxygen-rich blood to your muscles, and trigger the parasympathetic nervous system, the part of the nervous system that helps lower heart rate.
Professional triathletes often make their movements look effortless when competing. By focusing on controlling your breathing patterns, and the expansion of your rib cage, you can capture some of that effortless look, too.
While running my first snowshoe 5K, I thought I'd make my life easier by stepping in the foot prints of those runners ahead of me who had already broken trail. This was the wrong move. Their strides (mostly men) were much longer than mine; consequently, I found myself face down in the powder more times than I care to remember. Breathing rhythm is a lot like our stride length: when we try to match that of another we end up "choking".
Research shows that most elite runners use a 2-2 breathing rate. That means they are inhaling for two steps and exhaling for two steps. Assuming they are running at the ideal stride rate of 90 strikes per minute, they are taking 45 breaths. While this is a nice package of numbers, it's best that you try different patterns to see what works best for you at different paces. Try a 3-3 or a 3-2 pattern. Practice changing it a couple of times during a run.
Sometimes—especially in a race—your breathing can get thrown off. For example, when something takes you by surprise or you become fixated on a competitor's breathing pattern. Learning how to control your breathing in training can help you get back on track more easily when you find yourself off kilter in a race.
Another way to improve your breathing is to work on your lung capacity. If you stretch your muscles to increase stride length, why aren't you doing the same for your breathing muscles, to increase their efficiency?
The intercostal (external and internal) muscles, located between the ribs, are extremely important in breathing. They are responsible for contracting and expanding the ribcage to allow for the inflation and deflation of our lungs. The more relaxed these muscles are, the more elastic our ribcage is, and the more room there will be for expansion.
Many triathletes typically breathe into the upper portion of their chest and are now being encouraged by yogis to do more belly breathing. However, you shouldn't forget to breathe into your sides.
Try this simple exercise to help increase lateral awareness and improve the expansion of your ribcage:
Lie on your back and breathe normally. Then place each of your hands on either side of your ribcage. Concentrate on breathing into your hands and be very aware of the increased expansion. Feel it with your hands and visualize it as you inhale.
To further increase the elasticity, try to feel for places where your ribs seem stuck together. Then, on an inhale, dig your smallest finger in between the ribs, and on the exhale, twist like you are unlocking the space. It might hurt a little but it's an effective way to make immediate change.
Finally, don't forget to check in with your breathing every now and again during a race. I like to put a sticker with the word "breathe" on my bike, as a visual reminder to do just that.
Learn how to control your breathing at a yoga class.
Reference: Mackenzie B. (2004), "Running Economy", Brian Mackenzie's Successful Coaching (ISSN 1745-7513), Issue 11 | <urn:uuid:99b54d6d-d975-4da9-88d5-78dc8f5c8bea> | {
"date": "2017-07-22T03:19:17",
"dump": "CC-MAIN-2017-30",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423842.79/warc/CC-MAIN-20170722022441-20170722042441-00376.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9601301550865173,
"score": 2.734375,
"token_count": 773,
"url": "http://www.active.com/triathlon/Articles/How-to-Control-Your-Breathing-in-Training-and-Competition"
} |
News tagged with moa
Sorry, no news articles match your request. Your search criteria may be too narrow.
The moa were eleven species (in six genera) of flightless birds endemic to New Zealand. The two largest species, Dinornis robustus and Dinornis novaezelandiae, reached about 3.7 m (12 ft) in height with neck outstretched, and weighed about 230 kg (510 lb).
Moa are members of the ratite group in the order Dinornithiformes. The eleven species of moa are the only wingless birds, lacking even the vestigial wings which all other ratites have. They were the dominant herbivores in New Zealand's forest, shrubland and subalpine ecosystems for thousands of years, and until the arrival of the Māori were hunted only by the Haast's Eagle. It is generally considered that most, if not all, species of Moa died out by Maori hunting and habitat decline before European discovery and settlement. | <urn:uuid:c59532a6-97ad-42e4-8dd5-caf5be77b1f6> | {
"date": "2019-12-09T19:53:34",
"dump": "CC-MAIN-2019-51",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540521378.25/warc/CC-MAIN-20191209173528-20191209201528-00216.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9433536529541016,
"score": 2.65625,
"token_count": 212,
"url": "https://phys.org/tags/moa/sort/rank/1w/"
} |
This document steps through a brief test that allows the user to ascertain whether or not their computer is using an Enhanced or Centronics parallel port. Note that Debug, the program used here, is not case or space sensitive.
1. Type Debug at the C:\ prompt. A "-" should appear.
2. Type "d 40:8 L2" and hit RETURN. One line should be printed that has numbers on the left, in the middle and on the right. The two numbers in the middle represent the hex address of your parallel port. If the number is 78 03 then your parallel port is at address 0378. It could be at 3BC, 3CA or any other address.
3. Add 2 to this address: 378 becomes 37A. Type "i 37A" and press RETURN. This is inputting data from bit 5 of the parallel port. You will get something like EC back. Bit 5 is as follows:
Bit 7 6 5 4 3 2 1 0 Code E C Code 1 1 1 0 1 1 0 0
4. The idea is to set bit 5 to a 1 without disturbing the other bits. If your parallel port is an EPP, then setting bit 5 to 1 causes the port to become an input port. Whether or not bit 5 is set to a 1, type "o 37A EC" and RETURN followed by "i 37A" RETURN, which should return EC. This sets this address to EC and then reads it back to make sure that it was in fact set correctly.
5. Type "o 378 CA" RETURN. CA is a random number that is output to the parallel port. If your address was different to 378 then use that address instead of 378.
6. Type "i 378" RETURN . This reads back information from the parallel port. What is returned indicates the type of port that you have. If CA is returned then you have a normal, Centronics parallel port. If you get different figures back then you have an EPP. | <urn:uuid:4422cc12-b97e-4c85-b341-abe78a210c1a> | {
"date": "2018-09-20T16:02:04",
"dump": "CC-MAIN-2018-39",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267156524.34/warc/CC-MAIN-20180920155933-20180920180333-00176.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.921410083770752,
"score": 3.21875,
"token_count": 418,
"url": "https://www.omega.com/techref/das/epp_port_test.html"
} |
AIDS Demands Global Attention, Resources and Your Voice
Washington, DC — December 1, 2010
United Nations Foundation CEO Kathy Calvin today issued the following statement on World AIDS Day.
“Every day more than 1,200 children are born with HIV around the world. AIDS is still one of the leading causes of death among women of reproductive age. Today, on World AIDS Day, we should take a moment to remember the nearly 30 million people who have died of HIV-related causes and the more than 60 million people who have been infected with HIV since the beginning of the epidemic. The best way to show our support is by re-committing ourselves to the urgent fight against this global disease.
“While AIDS has taken a grim toll, we see important signs of hope. The number of new infections globally is decreasing -- nearly 20% in the last 10 years. Virtual elimination of mother???to???child transmission of HIV by 2015 is now a reachable goal. In 2009, 53% of pregnant women in low- and middle-income countries living with HIV received antiretrovirals, compared with 24% in 2006, according to a new report released by the UN. We are making progress, but cannot stop now.
“The United Nations Foundation is working with The Global Fund to mobilize resources to support and fund efforts to prevent and treat people in regions that are most affected by HIV/AIDS, tuberculosis and malaria. We are committed to helping The Global Fund, our UN partners and millions of people around the world win the battle against HIV/AIDS. In eight years, thanks to The Global Fund, nearly six million lives have been saved and millions more have received antiretroviral treatment, counseling and testing and basic care and support.
“The international community must continue to step up efforts to provide universal access to HIV prevention, treatment and social protection if we are going to see an AIDS-free generation by 2015. And we all have a role to play. This World AIDS Day, consider donating, becoming a supporter or telling your friends to get involved. Together, with your support, we can dramatically reduce deaths from AIDS.”
Ways You Can Make a Difference on World AIDS Day
To see the Global Fund’s impact firsthand, watch A New Picture of Health -- a unique documentary about the work of the Global Fund and its ongoing impact in saving millions of lives -- particularly those of women and children across the developing world.
Update Your Facebook Status:
Did you know that 1,200 children are infected with HIV each day? Today is World AIDS Day. Take action and help us win the battle against HIV/AIDS. www.joinred.org
Tweet the following on Twitter:
It’s World AIDS Day @joinred fact: 430,000 babies born with HIV last yr. By 2015 that could be 0. #turnred today www.joinred.org
About the United Nations Foundation
The United Nations Foundation, a public charity, was created in 1998 with entrepreneur and philanthropist Ted Turner’s historic $1 billion gift to support UN causes and activities. The UN Foundation builds and implements public/private partnerships to address the world’s most pressing problems, and works to broaden support for the UN through advocacy and public outreach. Through campaigns and partnerships, the organization connects people, ideas, and resources to help the UN solve global problems. The campaigns reduce child mortality, empower women and girls, create a new energy future, secure peace and human rights, and promote technology innovation to improve health outcomes. These solutions are helping the UN advance the eight global targets known as the Millennium Development Goals (MDGs). For more information, visit www.unfoundation.org. | <urn:uuid:479450de-c271-4f5e-952a-18fc6f1a3ba4> | {
"date": "2016-08-28T05:07:59",
"dump": "CC-MAIN-2016-36",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471982932823.46/warc/CC-MAIN-20160823200852-00070-ip-10-153-172-175.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9421361684799194,
"score": 2.515625,
"token_count": 759,
"url": "http://www.unfoundation.org/news-and-media/press-releases/2010/aids-demands-global-attention-resources-your-voice.html"
} |
from wikiHow - The How to Manual That You Can Edit
You probably hear birds every day, but can you tell one bird song from the next? Birdwatching, or birding, is an increasingly popular hobby in many parts of the world. Venturing out to look for and listen to various species of birds in your locality can be both enriching and relaxing. All you need is a pair of binoculars, a field guide, and a willingness to observe.
- Get a pair of binoculars. A pair with reasonable magnification (e.g. 7x or 8x) and lighter weight often works better in cluttered environments like forest or woodland. Higher magnification (10x or 12x; and heavier weight) glasses are better for open country and wetland birding; but some people will find them more difficult to hand hold and therefore suffer a more shaky image.
- Choose between porro prisms or roof prisms. Most serious birders use top range roof prisms, such as the Swarovski EL, Leica Ultravid or Zeiss Victory FL range; the top of the range models use this design as it is more compact and more comfortable to use. Inexpensive binoculars are generally porro prism; inexpensive roof prisms (especially those without phase coating) are generally to be avoided.
- Also take into consideration the binocular strap. When you go into the field, you will be wearing a dead weight on your neck for hours at a time, so make sure the strap is wide and comfortable. Some birders use a harness that distributes weight to the shoulders and back instead of to the neck.
- Calibrate your binoculars before you go birding.
- Get a field guide. Some people prefer the guides with illustrations because photographs can lead to confusion due to poor lighting, flash, posture, etc. Get into the habit of studying the birds' habits, calls, and field marks before birding. This way, you will be ready to identify a particular bird the instant you see it.
- Find other bird watchers. If you really enjoy bird watching, search online for birding groups and chapters near you. Many lead bird walks that you can attend. Contact local universities or parks to find out whether classes or walks are being offered. The more sets of eyes and ears there are, the more birds you'll find, especially if you go with bird watchers who are more experienced than you are.
- Start bird watching in the morning, when birds are searching for food, and listen. Most of the time, you will be surrounded by bird calls and songs, but will not have a single bird in sight. Look for movement in trees, and bring your binoculars to your eyes. Don't try to find the bird through your binoculars.
- If you can't go to the birds, bring the birds to you. Putting up bird feeders and keeping them filled with fresh bird food is an effective way to attract birds to your own yard. Do some reading to determine which type of feeds will attract any birds you are particularly interested in observing. Sunflower seeds will attract quite a few varieties and might be nice to start with. You can also install a bird fountain. Most things that can hold shallow water will do! Running or dripping water especially interests birds.
- Dress appropriately, as you would for hiking. Colours that blend in to the surrounding landscape will help to stop birds from avoiding your presence.
- Proceed quietly. Loud talking or laughing can cause birds to flee before you even get close.
- Identify the bird you've spotted in your field guide. You will find that birds stick to certain ranges---range maps will be shown in your field guide. Do not focus on color as this alone can lead to misidentifications. Focus on shape, size, markings, posture, behavior, etc.
- If you have time, and if you're interested in having a visual record, take a picture of the bird. This can be difficult when you're starting out, especially since you'll need to use a camera on a tripod in conjunction with a telescope or binoculars (a practice known as digiscoping) to get the shot.
- To find more and different birds, you may wish to plan trips to different habitats: forests, mudflats, lakes, rivers, fields/meadows. Eventually, you may wish to plan travel even further to places which will host birds you are not likely to see near your home.
- Create your "life list". This is a list of every species of bird you have seen. Eventually, you might progress to creating various other lists: yard lists, month lists, year lists, state lists, etc. and you might start "twitching" (UK) or "chasing" (US)--that is, traveling so you can catch sight of a rare bird to add to your list. Write down the bird species, gender (if you can tell), location and date.
- Respect the birds. Birdwatching etiquette and ethics are important in making sure that as birding becomes more popular, the birds' habitats are not disturbed. Some guidelines suggested by the American Birding Association include:
- Don't stress the birds with recordings or artificial lighting.
- Don't get too close to nests, nesting colonies, roosts, display areas, and important feeding sites; your presence may interfere with birds' activities.
- Respect private property.
- Avoid advertising the presence of a rare bird if it may result in habitat disturbance.
- Don't attract birds to areas where they are in danger, such as if your cat plans on eating them for lunch.
- In temperate zones, the best time to go birding is in the spring and fall when birds are migrating.
- Once you become more experienced, consider taking part in a bird census to help scientists learn more about bird populations and migration.
- During migration, do not "pish", or lure birds by making noises that mimic the noises that small birds make when they "mob", or harass, predators. This stresses the already-weakened bird, and may contribute to its death.
Things You'll Need
- Field guide
- Notebook and pen to record your sightings and notes
- Suitable clothing (for seasonal weather conditions)
- Rubber boots (you might need to head down a creek)
Sources and Citations
- ? http://www.birds.cornell.edu/AllAboutBirds/birding123/identify/index_html
- ? http://www.americanbirding.org/abaethics.htm
Article provided by wikiHow, a wiki how-to manual. Please edit this article and find author credits at the original wikiHow article on How to Bird Watch. All content on wikiHow can be shared under a Creative Commons license. | <urn:uuid:85fbd897-66cb-4b60-8c17-0a44179aa6f9> | {
"date": "2020-01-26T17:54:32",
"dump": "CC-MAIN-2020-05",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690095.81/warc/CC-MAIN-20200126165718-20200126195718-00056.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9309256076812744,
"score": 2.9375,
"token_count": 1416,
"url": "http://birdcarver.co.uk/html/bird_watching.html"
} |
UN chief visits Greenland to assess climate changeListen /
The UN Secretary-General is beginning a three-day visit to Greenland during which he will assess the affects of climate change.
Ban Ki-moon is visiting the town of Ilulissat, which is 250 kilometers above the Arctic Circle.
He will also meet with indigenous groups to hear about the impact of climate change on their lives.
The visit comes ahead of the high-level Climate Summit at the United Nations in September which aims to mobilize action to reduce the causes of global warming.
It is hoped that in 2015 a worldwide agreement will be adopted through the United Nations Framework Convention on Climate Change.
Daniel Dickinson, United Nations. | <urn:uuid:0dc773b5-c763-4053-b563-5b4ac6386bbb> | {
"date": "2016-02-08T23:14:13",
"dump": "CC-MAIN-2016-07",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701154682.35/warc/CC-MAIN-20160205193914-00237-ip-10-236-182-209.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9384617209434509,
"score": 2.59375,
"token_count": 141,
"url": "http://www.unmultimedia.org/radio/english/2014/03/un-chief-visits-greenland-to-assess-climate-change/"
} |
From Our 2010 Archives
HIV/AIDS Cure? FAQ
Latest HIV News
HIV Cured in Berlin Patient -- What It Means
By Daniel J. DeNoon
Reviewed by Louise Chang, MD
Although the Berlin patient was treated in 2007, researchers are only now officially using the word "cure." That's because extensive tests -- including analyses of tissues from his brain, gut, and other organs -- detect no sign of lingering HIV.
Few people with HIV would want to go through the grueling and life-threatening cancer treatment that was part of this cure. And so far, the cure has not been duplicated in other HIV-positive leukemia patients who underwent similar treatment.
Yet the finding already has transformed AIDS research. What really happened? What does this mean for people who have HIV/AIDS? Here are WebMD's answers to these and other questions about the first HIV cure.
Why is HIV so hard to cure?
HIV infects a kind of white blood cell called a CD4 lymphocyte, a key player in the immune response. What makes HIV so sneaky is that it infects the very cells that are supposed to rub out viral infections.
HIV replicates in CD4 cells when they are activated -- that is, when they are triggered by an infection. But some HIV-infected cells become inactive before the virus replicates. They go into a resting mode -- and the HIV inside them becomes dormant until the cell is activated.
HIV drugs don't affect HIV hiding in resting cells. These cells represent a hidden reservoir of HIV. When treatment stops, the resting cells eventually become active. The HIV inside them replicates and quickly spreads. That's why current HIV treatments don't cure HIV.
How was the Berlin patient cured of HIV?
The Berlin patient was 40 years old when he developed leukemia. He had been infected with HIV for more than 10 years, but he was keeping his infection under control with a standard HIV drug regimen.
Standard treatment for leukemia is to kill off most of a patient's blood cells with chemotherapy -- a process called conditioning -- and then to rescue the patient with infusions of stem cells from a matched donor's blood or bone marrow. The new stem cells then repopulate the immune system and kill off the leukemia cells that survived the conditioning treatment.
The patient's doctor, Gero Hütter, MD, had an idea. Since HIV hides in white blood cells, why not try to cure the patient of leukemia and HIV at the same time? Instead of a normal donor, Huetter looked for a donor who carried the relatively rare mutation called CCR5delta32.
People with this mutation lack functional CCR5, the keyhole that HIV most often uses to enter cells. People who inherit two copies of this gene are highly resistant to HIV infection. So Hütter found a stem-cell donor who carried this mutation and used the cells to repopulate his patient's immune system.
During his recovery from the harsh conditioning treatment, the Berlin patient wasn't able to keep taking his HIV drugs. His HIV viral load shot up. But after receiving the HIV-resistant stem cells, his HIV dropped to undetectable levels -- and remained undetectable, even with extremely sensitive tests.
A year later, the patient's leukemia came back. He underwent a second round of chemotherapy and a second infusion of the HIV-resistant stem cells. It wasn't an easy treatment. The patient suffered intestinal and neurological symptoms, during which time biopsies were taken of various organs.
All of the tissues tested negative for HIV. "That was curious," says John Zaia, MD, chair and professor of virology at City of Hope, Duarte, Calif. Zaia has worked for more than a decade on developing stem-cell treatments for HIV and AIDS and has personally reviewed the Berlin patient's case with Hütter.
"There has been nobody who ever went off their anti-HIV medications without their HIV coming back," Zaia tells WebMD. "But this patient is still off treatment three and a half years later. Dr. Hütter is using the word 'cure' [in his new paper] for the first time. It is remarkable."
The Berlin patient's HIV remains totally undetectable. Moreover, his anti-HIV antibody levels continue to decline, which would not happen if there were still HIV present to stimulate antibody production. That's what led Hütter and colleagues to deem him cured.
Does the Berlin patient's treatment cure other people with HIV?
Not yet. The mutation that confers HIV resistance is relatively rare -- it's found in fewer than 2% of Americans and Western Europeans, in some 4% of Scandinavians, and is not present in Africans. A patient with leukemia can't wait very long for treatment, and it's not easy to find a matched donor who carries the double mutation.
"The Germans have tried and we have tried in the U.S., but we have not found another situation where we had an AIDS patient who could go forward for the transplant," Zaia says.
Why did the HIV cure work in the Berlin patient?
Nobody is really sure.
Three things happened during the Berlin patient's treatment.
First, chemotherapy killed off most of the cells infected with HIV. By itself, this would not be enough to cure HIV.
Second, the donor cells repopulated the patient's immune system. The new cells attacked and killed the patient's remaining white blood cells -- a process Zaia calls a "graft-versus-leukemia" response. This process likely killed off many of the remaining cells carrying HIV.
Third, the donor cells were resistant to HIV infection. As HIV emerged from resting cells, the virus helped kill off the old, susceptible cell. When the new donor cells expanded to take their place, the HIV had no place to go and withered away.
But none of these things fully explains what happened. One puzzle is that the stem cells used to repopulate the patient's immune system were HIV resistant -- but not HIV proof.
The cells lacked the most common doorway, CCR5, that HIV needs to infect cells. But people with long-term HIV infection usually carry HIV capable of using another doorway called CXCR4. And tests showed that the Berlin patient's blood carried HIV like this. Moreover, tests also showed that the donor cells were susceptible to infection via the CXCR4 pathway.
Even so, the Berlin patient mysteriously remains HIV free.
Does the Berlin patient's HIV cure mean other people can be cured of HIV?
Yes, but not right away. There's still no available cure for HIV. But the finding that it's really possible finally to cure AIDS has revitalized research.
"The Berlin case has moved the whole field," Zaia says. "Now major money is being directed from the National Institutes of Health into the area of a cure for HIV."
Several approaches show promise. Clearly it isn't practical -- or desirable -- to submit relatively healthy people with HIV to massive chemotherapy. But what if just a mild chemotherapy were used to create just enough room for HIV-resistant stem cells to gain a foothold?
Zaia's team is exploring the use of taking a patient's own cells and genetically engineering them to fight HIV. The first studies are being done on patients with HIV lymphoma, who already require chemotherapy. Four patients already have been treated with low doses of genetically modified cells -- and the good news is that the modified cells can survive and expand for at least two years.
Other researchers are using different techniques to alter stem cells to fight HIV. Until the Berlin patient, most experts considered all of these treatments unlikely to succeed. Now all eyes are upon them.
"In the future there will be a mild method of making space for these new HIV-resistant stem cells, so that they grow out and repopulate the immune system," Zaia says. "That is the goal. It may take a long time to get to that, but it will happen."
SOURCES: John A. Zaia, MD, professor and chair of virology and Aaron D. and Edith Miller chair of gene therapy, City of Hope, Duarte, Calif.Allers, K. Blood, published online Dec. 8, 2010.Hütter, G., New England Journal of Medicine, Feb. 12, 2009; vol 360: pp 692-698Hütter, G. Journal of the International AIDS Society, June 28, 2009; vol 12: p 10 | <urn:uuid:f2ec9f6d-02cd-4a24-a9e7-51b2ba8114e8> | {
"date": "2016-05-01T18:29:57",
"dump": "CC-MAIN-2016-18",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860116878.73/warc/CC-MAIN-20160428161516-00064-ip-10-239-7-51.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9623342752456665,
"score": 2.71875,
"token_count": 1771,
"url": "http://www.medicinenet.com/script/main/art.asp?articlekey=123582"
} |
'Theatre is the capacity possessed by human beings ... To observe themselves in action.' Augusto Boal
Drama is taught using a wide range of resources and written and practical work. This will include discussion, mime, physical theatre, improvisation, directing, vocal and movement skills.
Homework is a mixture of written and practical preparation, research, recording, analysis and evaluation and of course rehearsal.
Theatre trips and visits from theatre companies are an important part of the GCSE and A Level courses. The Drama teacher also supports students applying for drama schools and drama companies. There is a Junior Drama Club.
All drama, like life, consists of mixed-ability groups.
Key Stage 3
Drama is part of a carousel of four subjects in Year 7 where everyone can get introduced to the subject. It is a popular option in Years 8 and 9.
Key Stage 4
Drama is an optional and popular subject at GCSE level. The course covers responding to, developing, performing and evaluating ideas dramatically; both from their own work and that of others. You will learn how drama is created, including all the acting and staging skills that are needed to put a piece of drama on to the stage. You will learn how to create a character and play this character in a performance. You will also learn many other skills that are highly valued in any walk of life. These include teamwork and confidently presenting yourself in public.
The current GCSE is mainly practical, assessed with a mixture of practical and written exam and some written coursework.
Further details of the course content, method of study and assessment structure can be found in the Key Stage 4 Options booklet.
Key Stage 5
Drama and Theatre Studies at A Level develops an understanding of how theatre works and gives opportunities to be a performer, a designer and an active audience member. Full details of the courses offered by the Hitchin Schools Sixth Form Consortium are shown in the Consortium Prospectus. | <urn:uuid:a19796fc-e064-4235-8a31-50aa69e84cbb> | {
"date": "2018-08-17T05:42:30",
"dump": "CC-MAIN-2018-34",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221211719.12/warc/CC-MAIN-20180817045508-20180817065508-00616.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9563919305801392,
"score": 3.328125,
"token_count": 400,
"url": "http://www.hgs.herts.sch.uk/page/?title=Drama&pid=73"
} |
S-ID. Interpreting Categorical and Quantitative Data
S-ID.A. Summarize, represent, and interpret data on a single count or measurement variable
S-ID.A.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
S-ID.A.2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
S-ID.A.3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
S-ID.A.4. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
- No tasks yet illustrate this standard. | <urn:uuid:0fe576d5-2248-4885-8548-a94cb996e8d8> | {
"date": "2018-07-20T16:21:43",
"dump": "CC-MAIN-2018-30",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591718.31/warc/CC-MAIN-20180720154756-20180720174700-00042.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.7861901521682739,
"score": 3.484375,
"token_count": 226,
"url": "https://www.illustrativemathematics.org/HSS-ID"
} |
For years, families have been aware of the importance of sufficient vitamin D consumption in developing healthy bones. Researchers have begun to realize that the benefits of vitamin D extend beyond just bone health. Vitamin D has been proven to be an important contributor to the health of the human immune system and may play a role in decreasing the risk of developing diabetes.
There are a number of sources of vitamin D in the diet. Milk is universally fortified with vitamin D and some yogurts are as well. Salmon, tuna, fortified whole grain cereals, and eggs are also excellent dietary sources. Direct sunlight helps the body to manufacture an active form of vitamin D as well. Finally, you can obtain vitamin D as a vitamin supplement. Infants require 400 IU (international units) while children require 600 IU. Infants who are exclusively breastfed require this vitamin supplement but toddlers and older kids typically can obtain an adequate amount through diet and sun exposure. At Premier, we test for vitamin D levels at 10 years. If you have questions or concerns, please feel free to contact us at any time. I am including a link to a nice JAMA primer on vitamin D here. (bit.ly/2JwqcO8) | <urn:uuid:5cb85bac-0ceb-41e1-ab65-a390e9c53888> | {
"date": "2018-07-23T11:35:11",
"dump": "CC-MAIN-2018-30",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676596336.96/warc/CC-MAIN-20180723110342-20180723130342-00616.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9280044436454773,
"score": 2.78125,
"token_count": 246,
"url": "http://premierpedsny.com/what-you-need-to-know-about-vitamin-d/"
} |
this essay by Sarah Walker, a member of the Board of Directors for the Child and Nature Alliance of Canada. She makes a great point. In many ways we are teaching children to be afraid of the world. We need to counterbalance those messages by helping them find places in the natural world where they feel connected, secure and confident. We need to help them understand life is good. Here is a snippet from Sarah’s essay:
“Today’s kids live in world where society largely believes that leaving the backyard to play is too dangerous, walking to school is too risky and exploring the small river in the park is a health hazard. The only place to be absolutely safe is inside…
However, there is something that we can do to make sure this generation of children reaches adulthood feeling secure and safe in their individuality and surroundings. Take your child outside; let them discover at what height they can jump from before it hurts, or how fast they can run down a grassy hill before they fall. Let them explore the fascinating world that is nature, let them watch a caterpillar turn into a butterfly and understand that their potential has no bounds.”
Read Sarah’s full article HERE. Then take your kids outside and help them fall in love with the world they live in! | <urn:uuid:cffdfcb0-fb2b-4659-a869-d11acaf3c915> | {
"date": "2018-03-18T13:41:05",
"dump": "CC-MAIN-2018-13",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645775.16/warc/CC-MAIN-20180318130245-20180318150245-00256.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.961735188961029,
"score": 2.859375,
"token_count": 264,
"url": "http://mudonyourfeet.blogspot.com/2014/09/the-security-of-nature.html"
} |
The moratorium movement began in 1997, when the American Bar Association (ABA) called on each jurisdiction that imposes the death penalty to suspend it until the risk of executing innocent persons is minimized. The abolition movement began when New Jersey lawmakers abolished the death penalty in 2007.
The moratorium movement began in earnest in 1997, when the American Bar Association (ABA) passed a moratorium resolutioncalling on each jurisdiction that imposes the death penalty to suspend its practice until all death penalty cases are administered fairly and impartially, in accordance with due process, and that the risk of executing innocent persons is minimized.
In addition, the ABA moratorium established guidelines for competent counsel which includes the appointment of two experienced attorneys at each stage of a capital case. It also stipulated that counsel should be provided with the necessary time and funding for proper investigations, expert witnesses, and other support services.
Former Illinois Governor George Ryan's executive moratorium in 2000 added new momentum to the movement of people who endorse the idea of a moratorium on executions.
Some people who support a moratorium on executions support the death penalty in theory, but believe that the current system is broken, and that no executions should be carried out until it is fixed.
In December, 2007, New Jersey Governor Jon Corzine signed into law a bill passed by the State Assembly to repeal the death penalty in the state. This was an historic moment as it marked the first time a state repealed the death penalty through the legislature, and not in the courts. Most recently, the state of New Mexico also abolished the death penalty through legislative means. After the legislation passed both houses of the state legislature, staunch death penalty proponent Governor Bill Richardson was persuaded to change his position by a major outpouring of support for abolition from his constituents, leading him to sign the bill in March, 2009. The Reform Movement rabbis of New Mexico were all involved in this effort and their statements upon the abolition of the death penalty in their state can be found here.
This trend has continued with states like Maryland, Nebraska, Montana, Colorado, and New Hampshire recently considering legislation to abolish or limit the death penalty. | <urn:uuid:98a41fc4-2546-4e92-8777-f6e4351b6bb5> | {
"date": "2014-09-22T06:10:30",
"dump": "CC-MAIN-2014-41",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657136896.39/warc/CC-MAIN-20140914011216-00143-ip-10-234-18-248.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9570945501327515,
"score": 3.1875,
"token_count": 427,
"url": "http://rac.org/PrintItem/index.cfm?id=1664&type=Articles"
} |
About the James
The James River is Virginia’s largest river, flowing across the entire state from its beginning at the headwaters of the Cowpasture and Jackson Rivers in Bath and Highland Counties, to its mouth at the Chesapeake Bay in Hampton Roads. The James is Virginia’s largest tributary to the Chesapeake Bay. The river is 340 miles long, which makes it one of the longest rivers in America that begins and ends in the same state.
The James River Watershed encompasses approximately 10,000 square miles, which makes up almost 25% of the state. It is home to one-third of all Virginians who live in its 39 counties and 19 cities and towns, and touches the lives of more Virginians than any other feature on the landscape.
The Watershed is comprised of three sections. The Upper James Watershed begins in Allegheny County and travels through the Allegheny and Blue Ridge Mountains until Lynchburg. The Middle James runs from Lynchburg to the Fall Line in Richmond, while the Lower James stretches from the fall line in Richmond to the Chesapeake Bay.
- Drainage Area: 6,551,345 acres, 10,236.4 square miles*
- 2000 Population: 2,604,246*
- Larger Tributaries: Appomattox River, Chickahominy River, Cowpasture River, Hardware River, Jackson River, Maury River, Rivanna River, Tye River*
- Percent Land Use: 5% Urban, 7% agriculture, 71% forest, 4% open water, 3% wetland*
- The fall zone around Richmond drop the James 105 feet in seven miles.
- The James was home to the first permanent settlement of the British Empire at Jamestown.
- The James was home to the first colonial capitol at Williamsburg and is home of the modern capitol at Richmond.
- The James boasts the largest roosting area on the Eastern Seaboard for Bald Eagles.
- The James is home to one of the largest and busiest harbors in the world at Norfolk.
*Taken from the Commonwealth of Virginia’s Chesapeake Bay Nutrient and Sediment Reduction Tributary Strategy for the James River, Lynnhaven and Poquoson Coastal Basins, March 2005. | <urn:uuid:bbb87405-5da4-4d48-af66-dc510763d5cc> | {
"date": "2014-07-24T14:45:38",
"dump": "CC-MAIN-2014-23",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997889255.54/warc/CC-MAIN-20140722025809-00112-ip-10-33-131-23.ec2.internal.warc.gz",
"int_score": 4,
"language": "en",
"language_score": 0.9131118059158325,
"score": 3.609375,
"token_count": 476,
"url": "http://www.jamesriverassociation.org/the-james-river/about-the-james"
} |
Designs for Foraging:
Public Design Workshop: Carl DiSalvo, Tom Jenkins, Catherine Meschia and Karl Kim (US)
Foraging is the practice of gathering fruits and vegetables from places other than farms or orchards — for example, apples from trees in parks or mustard greens from abandoned lots. In urban foraging, the trees, bushes, and plants are scattered around the city, often in awkward locations. As such, finding and monitoring the fruits and vegetables is difficult.
The Bend-Branch-Sensor is a low-fidelity sensor system designed to monitor the ripeness of fruit that grows on trees, like apples, pears or plums. Rather than measuring and monitoring the fruit directly, the sensor monitors the bend in a tree branch: as fruit ripens it becomes larger and heavier, causing the branch to bend. Once the bend reaches a certain point, foragers are alerted that the tree is ready to be picked.
The Designs for Foraging project takes technologies from precision agriculture and redesigns them for the specific contexts of urban foraging. To date, it has explored the use of unmanned aerial vehicles like drones, sensor networks, and geographic information systems such as digital maps through a series of experimental prototypes and speculative designs.
The Public Design Workshop is a research studio. They explore new modes of socially engaged design practice and pedagogy, and collaborate with communities, civil society organisations, and government agencies to prototype speculative systems and services. Their focus is on designing ‘alternative presents’ — ways of questioning and reconfiguring contemporary socio-technical expectations and practices that allow people to experiment with new ways of living collectively. Their current work is focused on urban agriculture and food systems, and so-called 'smart cities'. The Public Design Workshop is directed by Carl DiSalvo, an Associate Professor at the Georgia Institute of Technology.
The Farm Cyborg section of the exhibition explores how over the last decade we have begun outfitting plants, landscapes and animals with sensors, actuators and wearable computers.NEXT EXHIBIT | <urn:uuid:af0a6c3b-358f-43de-8a17-11db982c43c2> | {
"date": "2017-09-26T18:04:28",
"dump": "CC-MAIN-2017-39",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818696677.93/warc/CC-MAIN-20170926175208-20170926195208-00216.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9240850806236267,
"score": 3.015625,
"token_count": 419,
"url": "https://dublin.sciencegallery.com/fieldtest/exhibits/designs-for-foraging.html"
} |
Tips Before Shopping:
- Go through your kitchen and clean out your cupboards before heading to the store. You will be amazed at how many items have GMOs, about 70% of processed foods have some GMOs which carry documented health risks.
- Download a copy of the Non-GMO Shopping Guide and carry it with you when shopping, to help you start choosing brands of non-GMO food.
- When preparing menus and your shopping list, refer to the The Shopping Guide which is broken down into categories.
The Non-GMO Shopping Guide has over 150 brands currently enrolled in the Non-GMO Project. This purse/pocket-sized guide will help you identify and avoid foods that contain genetically modified organisms (GMOs) foods while you shop. Printed copies can be ordered via Seeds of Deception website.
Generic tips designed to help consumers identify and avoid genetically modified (GM) foods, including the hidden GM ingredients. Printed copies can be ordered via Seeds of Deception website.
For More Information visit Non-GMO Shopping Guide's website
The Non-GMO Project is the only organization offering independent verification of testing and GMO controls for products in the U.S. and Canada.
For more information about the Non-GMO Project Verification seal
For more information about USDA organic products
USDA Organic and their position on GMOs | <urn:uuid:7d22c83b-1786-4203-973e-3764d8d1aa94> | {
"date": "2014-07-22T07:19:04",
"dump": "CC-MAIN-2014-23",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997857710.17/warc/CC-MAIN-20140722025737-00216-ip-10-33-131-23.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.8693507313728333,
"score": 2.734375,
"token_count": 277,
"url": "http://www.nogmo4michigan.org/non_gmo_project"
} |
U.S. Government Structure
To effectively locate federal government information you should first have a basic understanding of its organizational structure. The Constitution of the United States establishes three separate branches of government: Legislative, Judicial, and Executive. This is by design to prevent abuses of power. In addition to these three branches, there are Independent Establishments and Government Corporations, as well as Agencies, Sub Agencies and Committees.
All of these bodies of government maintain a presence on the World Wide Web (WWW). URLs or WWW addresses of federal agencies are usually based on the name of the particular agency and will use the extension ".gov". For example, the address of the Small Business Administration is www.sba.gov. Each tab provided a brief introduction to the various branches of the United States Government.
For further information, kindly refer to our forums or you may search U.S. Government into any browser. | <urn:uuid:321077c4-d8d4-4bf0-b00a-11a5bbb12326> | {
"date": "2014-09-15T02:00:14",
"dump": "CC-MAIN-2014-41",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657102753.15/warc/CC-MAIN-20140914011142-00024-ip-10-196-40-205.us-west-1.compute.internal.warc.gz",
"int_score": 4,
"language": "en",
"language_score": 0.9203868508338928,
"score": 4,
"token_count": 187,
"url": "http://www.societism.org/government"
} |
The da Vinci® Surgical System is not an R2-D2™ or C-3PO™ robot. It is technology that helps surgeons perform delicate operations. Robotic surgery got its name because the surgeon does not directly hold the surgical instruments.
Robotic surgery is minimally invasive. It allows a surgeon to operate through several tiny incisions, rather than one large incision.
“Robotic surgery instruments are flexible. They mimic the surgeon’s hands and wrists,” says Julie LaCombe, M.D., a surgeon with Athena Urology and Urogynecology who performs robotic surgery at Swedish/Issaquah. “After we place the instruments in the body, we control their movements from the console. We can be very precise because we have a 3-D view inside the body.”
With any minimally invasive surgery (traditional or robotic) there is:
- Less blood loss
- Lower risk of infection
- Less pain after surgery
- Faster recovery
The robotic surgical system can be used by surgeons who specialize in: gynecology, urology, colon/rectal surgery, thoracic surgery (lungs and organs in the chest), heart surgery, and general surgery.
Swedish surgeons were among the first in the Northwest to perform robotic surgery. Because of their experience, they now teach surgeons from across the country. They also participate in research to expand its use.
Robotic surgery is available at Swedish/Edmonds, Swedish/First Hill and Swedish/Issaquah. For more information, visit www.swedish.org/robotics. | <urn:uuid:e391689d-2b1a-477e-9aab-90a6af61fba1> | {
"date": "2014-11-26T12:50:28",
"dump": "CC-MAIN-2014-49",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931006855.76/warc/CC-MAIN-20141125155646-00228-ip-10-235-23-156.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9389360547065735,
"score": 3.25,
"token_count": 339,
"url": "http://www.swedish.org/about/blog/december-2013/taking-the-mystery-out-of-robotic-surgery"
} |
Predatory nematodes can be applied in the spring to combat chafer beetles, wireworm, and other soil dwelling beetle larva. Predatory nematodes are effective against over 250 species of insect pests. Only insects that have a soil dwelling stage (egg, larvae, pupae or adult) can be controlled by nematodes. Therefore, the nematodes are best used as a preventative. In field crops they infect cutworms, grubs, root borer larvae, root weevil larvae, flea beetle larvae, carrot rustfly larvae and other pests. Parasitic nematodes invade and destroy white grubs, pill bugs eggs & larvae, Japanese beetle larvae, crane fly larvae, and other harmful pests commonly found in lawns and turf.
Contents: 5 milllion Heterorhabditis bacteriophora
Storage: The nematodes in the little bag are alive and can be stored for 3 weeks at a storage temperature of 8-12 degrees Celsius in the dark until you are ready to apply them. Do not freeze this package! Do not expose the nematodes to bright sun or hot temperatures!
How they work: Beneficial (or predatory) nematodes are naturally occurring organisms and are not harmful to humans, pets, wildlife, birds, soil, earthworms, water sources, or the atmosphere. They are safe and legal on all crops. The nematodes migrate through the soil, finding insect larvae by detecting either a slight increase in temperature or a release of methane gas. The microscopic infective juveniles enter the larvae and multiply and release bacteria that eventually kill the host. The nematodes feed on the bacteria and the decomposing host tissue where they reproduce until numbers drive them out to find a new host.
Predatory nematodes are effective against over 250 species of insect pests. Only insects that have a soil dwelling stage (egg, larvae, pupae or adult) can be controlled by nematodes. Therefore, the nematodes are best used as a preventative. In field crops they infect cutworms, grubs, root borer larvae, root weevil larvae, flea beetle larvae, carrot rustfly larvae and other pests. Parasitic nematodes invade and destroy white grubs, pill bugs eggs & larvae, Japanese beetle larvae, crane fly larvae, and other harmful pests commonly found in lawns and turf.
The nematodes in the little bag are species that are known to do well in cooler soils. They survive over a wide temperature range and reproduce within 10 days.
Apply in early spring (after air temperatures are about 9-10 C) or late summer or fall when temperature is moderate. It is best to apply on an overcast day or very early in the morning or in late evening. Never release them onto hot dry ground or ground which is flooded. As a rule of thumb, “if an earthworm can survive, a nematode will also”. Try to time your application no more than 3 months before the pest is active in the soil. Water soil thoroughly before you apply the nematodes or if it is raining, water after applying the nematodes.
Place contents of the bag into a container of room temperature water and agitate to rinse out the pouch thoroughly. If only tap water is available, let it sit in a bucket for several hours or overnight so the chlorine will disperse. Slosh the bag about several times, dispersing the nematodes into the water. You now have a concentrate. You will further dilute the concentrate before applying it to soil. You must apply the nematodes within 2 hours of making up the concentrate.
To apply, use a watering can, bucket or sprayer (that is not equipped with a superfine sand filtre). The nematodes can withstand pressure up to 300 psi. Keep the water agitated to ensure even coverage.
After application, moisten the area again with more water (turn on your sprinkler) to carry the nematodes into the soil.
To determine how to dilute the concentrate:
You should wet the area you want to cover with plain water using your watering can or sprayer and record how much water was needed. You will then dilute the concentrated nematode solution to give you the amount of solution that it took to cover the area. For example, if it took 5 full watering cans of water to cover the area — you would divide the concentrated nematode solution into 5 equal parts and add one part to each of the next 5 cans. If it took 2 full sprayers to cover the area with plain water, you would divide the nematode solution in 2 parts and add one part to each sprayer of water.
Water out to the drip line of rhododendrons, along the rows of vegetables, or cover the lawn completely.
The strains supplied by West Coast Seeds are very vigorous, reproduce rapidly and have strong searching and quick killing ability. These potent high-quality strains are the result of several hundred generations reared for these characteristics and thus fewer numbers of the nematodes are required to cover a selected area.
The five million nematodes you have prepared in the one gallon of water will cover an area of 230m2 (2,500 square feet).
An application in spring, another in fall followed by another spring application should build up an active population in your soil that will be self-sustaining, only requiring a boost in 3 years.
Entomopathogenic nematodes, or EPNs, are very small worm-like organisms that make their living killing insects. The nematodes do not act alone to kill insects rather they merely serve as a delivery service for the actual organism that kills the insect, a bacteria! A good way to think of this relationship is to picture a missile with an explosive warhead. The nematode is the “rocket motor” and the “guidance system” which delivers the bacterium (“warhead”) to the insect, resulting in the insect’s early demise.
Here’s how the process works: The “infective juvenile” stage locates a host insect, usually an immature form (larva or pupa) in or on the soil, and then it enters the insect through the mouth, anus, or breathing tube. Once inside the insect, the nematode releases the bacteria from its gut, and the bacteria starts growing, ultimately killing the insect. While this is going on, the nematode is feeding on the bacteria and what was once the insect. The nematode is also continuing to grow and develop to an adult, ultimately going through one or more generations (usually 2-3) inside the carcass of the insect. Once the bacteria and nematodes use up all the nutrients in the host insect, more infective juveniles (ijs) are produced which load up on the bacteria then emerge from the now long-dead insect and continue the cycle. Two important points to remember though, is that the only free-living form of the nematode is the infective juvenile, and that the bacteria is usually found only with the nematode and/or the insect it killed. | <urn:uuid:ad71fa19-6b29-4995-9036-bce42876a5e3> | {
"date": "2017-09-23T02:02:33",
"dump": "CC-MAIN-2017-39",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818689413.52/warc/CC-MAIN-20170923014525-20170923034525-00496.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9243798851966858,
"score": 2.890625,
"token_count": 1486,
"url": "https://www.westcoastseeds.com/garden-resources/articles-instructions/predatory-nematodes/"
} |
2 Where did Rosa Parks grow up? Rosa grew up in the southern United States in Alabama. Her full name was Rosa Louise McCauley and she was born in Tuskegee, Alabama on February 4, 1913 to Leona and James McCauley. Her mother was a teacher and her father a carpenter. She had a younger brother named Sylvester. Her parents separated while she was still young and she, with her mother and brother, went to live on her grandparent's farm in the nearby town of Pine Level. Rosa went to the local school for African-American children where her mother was a teacher.
3 Going to School Rosa's mother wanted her to get a high school education, but this wasn't easy for an African-American girl living in Alabama in the 1920s. After finishing up elementary school at Pine Level she attended the Montgomery Industrial School for Girls. Then she attended the Alabama State Teacher's College in order to try and get her high school diploma. Unfortunately, Rosa's education was cut short when her mother became very ill. Rosa left school to care for her mother. A few years later Rosa met Raymond Parks. Raymond was a successful barber who worked in Montgomery. They married a year later in Rosa worked part time jobs and went back to school, finally earning her high school diploma. Something she was very proud of.
4 Segregation During this time, the city of Montgomery was segregated. This meant that things were different for white people and black people. They had different schools, different churches, different stores, different elevators, and even different drinking fountains. Places often had signs saying "For Coloured Only" or "For Whites Only". When Rosa would ride the bus to work, she would have to sit in the back in the seats marked "for coloured". Sometimes she would have to stand even if there were seats open up front.
5 Fighting for Equal Rights Growing up Rosa had lived with racism in the south. She was scared of the members of the KKK who had burned down black school houses and churches. She also saw a black man get beaten by a white bus driver for getting in his way. The bus driver only had to pay a $24 fine. Rosa and her husband Raymond wanted to do something about it. Rosa saw the opportunity to do something when the Freedom Train arrived in Montgomery. The train was supposed to not be segregated according to the Supreme Court. So Rosa led a group of African-American students to the train. They attended the exposition on the train at the same time and in the same line as the white students. Some people in Montgomery didn't like this, but Rosa wanted to show them that all people should be treated the same.
6 Sitting on the Bus t was on December 1, 1955 that Rosa made her famous stand (while sitting) on the bus. Rosa had settled in her seat on the bus after a hard days work. All the seats on the bus had filled up when a white man boarded. The bus driver told Rosa and some other African- Americans to stand up. Rosa refused. The bus driver said he would call the police. Rosa didn't move. Soon the police showed up and Rosa was arrested.
7 Montgomery Bus Boycott Rosa was charged with breaking a segregation law and was told to pay a fine of $10. She refused to pay, however, saying that she was not guilty and that the law was illegal. She appealed to a higher court. That night a number of African-American leaders got together and decided to boycott the city busses. This meant that Africans would no longer ride the busses. One of these leaders was Dr. Martin Luther King Jr. He became the president of the Montgomery Improvement Association which helped to lead the boycott. It wasn't easy for people to boycott the busses as many African- Americans didn't have cars. They had to walk to work or get a ride in a carpool. Many people couldn't go into town to buy things. However, they stuck together in order to make a statement. The boycott continued for 381 days! Finally, the U.S. Supreme Court ruled that the segregation laws in Alabama were unconstitutional.
8 After the Boycott Just because the laws were changed, things didn't get any easier for Rosa. She received many threats and feared for her life. Many of the civil rights leader's houses were bombed, including the home of Martin Luther King Jr. In 1957 Rosa and Raymond moved to Detroit, Michigan. Rosa continued to attend civil rights meetings. She became a symbol to many African- Americans of the fight for equal rights. She is still a symbol of freedom and equality to many today.
9 Fun Facts about Rosa Parks Rosa was awarded the Congressional Gold Medal as well as the Presidential Medal of Freedom.Rosa often worked as a seamstress when she needed a job or to make some extra money.You can visit the actual bus that Rosa Parks sat in at the Henry Ford Museum in Michigan.When she lived in Detroit, she worked as a secretary for U.S. Representative John Conyers for many years.She wrote an autobiography called Rosa Parks: My Story in 1992. | <urn:uuid:5d86a6a9-6e15-4275-a08e-d2929cb21ee3> | {
"date": "2017-12-18T00:39:17",
"dump": "CC-MAIN-2017-51",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948599156.77/warc/CC-MAIN-20171217230057-20171218012057-00456.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9912616014480591,
"score": 2.90625,
"token_count": 1049,
"url": "http://slideplayer.com/slide/1509382/"
} |
There are few things as delectable–without any dressing up–as an avocado. Pierce the alligator-like skin of this oddly shaped fruit, and you’ll find a substantial seed surrounded by creamy green flesh with a rich taste that’s out of this world. Now, new research shows that an affection for avocados could indicate that you’re better than others at choosing healthy foods.
A study published in the January 2013 issue of Nutrition Journal found that avocado consumption is associated with improved overall diet quality, nutrient intake and reduced risk of metabolic syndrome. The researchers believe this suggests that a person willing to eat avocados is likely to be a more adventurous eater in general, open to a wide variety of health-improving fruits and veggies.
Avocados are a good source of fiber, potassium and vitamins C,K, folate and B6. Half an avocado has 160 calories, 15 grams of heart-healthy unsaturated fat, and only 2 grams saturated fat. One globe contains more than one-third daily value of vitamin C, and more than half the day’s requirements of vitamin K. Avocados also supply monounsaturated fatty acids (aka “good fat“) dietary fiber, essential nutrients and phytochemicals.
Researchers in Mexico say avocado oil could be used to counteract the effects of diseases such as diabetes and hypertension. Some scientists say that eating avocados could also protect cells from damage caused by environmental factors like radiation or air pollution.
In the Nutrition Journal study, conducted by the National Health and Nutrition Examination Survey, data was collected from over 17,000 participants over the age of 19 who provided information on their avocado consumption and overall nutrition while also undergoing physical examinations.
The results showed that avocado consumers had significantly higher intakes of vegetables; fruit, diet quality, total fat, monounsaturated and polyunsaturated fats, dietary fiber, vitamins E, K, magnesium, potassium and vitamin K; and lower intakes of added sugars. Body weight, BMI and waist circumference were also significantly lower, and the odds ratio for metabolic syndrome was 50% lower in avocado consumers vs. non-consumers.
Of course, being healthy involves a lot more than just scarfing down guacamole. In fact, pairing your avocado with salty chips or calorie-heavy Ranch dressing puts an instant damper on its health benefits. Still, it appears that the delicious avocado could be a gateway food, encouraging us to experiment with a diverse sampling of high-nutrient fruits and veggies that, when combined, can indeed improve our happiness and health.
Image via Thinkstock
Disclaimer: The views expressed above are solely those of the author and may
not reflect those of
Care2, Inc., its employees or advertisers. | <urn:uuid:4a7b1888-5294-4cb6-8d9f-5d7ffab30563> | {
"date": "2014-09-20T15:43:19",
"dump": "CC-MAIN-2014-41",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657133417.25/warc/CC-MAIN-20140914011213-00131-ip-10-196-40-205.us-west-1.compute.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9430577754974365,
"score": 3.015625,
"token_count": 568,
"url": "http://www.care2.com/causes/does-liking-avocados-make-you-a-healthy-eater.html"
} |
University of North Carolina at Chapel Hill
North Carolina's first state constitution, drafted in 1776, contained a provision for public support of education. However, it was not until 1789 that the state succeeded in chartering an institution, a "university supported by permanent funds and well endowed." When the University of North Carolina opened its doors in 1795, it became the first state institution of higher learning in the nation. Patriot leader and Revolutionary War hero William Richardson Davie led the fight to establish the university, an effort that sprang out of the mutual strivings for enlightenment and freedom of the backcountry settlers of Piedmont North Carolina and the plantation federalists of the Coastal Plain.
The first trustees selected the site for the new institution-New Hope Chapel Hill in Orange County-for several reasons. It was centrally located in the state, near the intersection of the roads from Petersburg to Pittsboro and from New Bern to Salisbury; perhaps most important, local landowners were willing to be generous in their donations, offering 1,386 acres and £798 in funds. In return, they were awarded the right to have "one student educated at the said university free from any expense of tuition."
Without the assistance of regularly state-appropriated funds during its first half century, the small institution served as a collegiate training academy for the state's leaders during the entire antebellum period. Constantly assailed by sectarian controversies and financial emergencies, the university closed its doors during the turmoil of Reconstruction following the Civil War. Under the leadership of President Kemp Plummer Battle, it reopened in 1875 and steadily moved toward renewed vitality and regional eminence. In 1885 a teacher training program became an established part of the curriculum. In 1894 the law school was incorporated, and in 1897 the university began to admit women to postgraduate courses. Three years later Sallie Walker Stockard became the first woman to earn a degree from the university, receiving a master's degree with a thesis on the history of Alamance County. At the end of the century there were 512 students enrolled, with a faculty of 35. By the commencement of 1900, 31 master's degrees and seven doctoral degrees had been awarded, the first of each in 1883.
In the first two decades of the twentieth century, the University of North Carolina moved into its own in areas of liberal arts and scientific renown. The first Phi Beta Kappa chapter in North Carolina was established at the university in 1904, and in 1913 the Bureau of Extension was created to make the school's resources more widely available across the state. By 1907 a University Woman's Club had been organized. The university continued to grow, reaching an enrollment of 2,600 students and a faculty of 222 full- and 85 part-time members in 1930. In 1931 the university joined the Women's College at Greensboro (later the University of North Carolina at Greensboro) and North Carolina State College at Raleigh (later North Carolina State University) to form the consolidated University of North Carolina System, controlled by a board of trustees and having a single president with offices on the Chapel Hill campus.
Through its second century, the university, now officially the University of North Carolina at Chapel Hill, thrived. The state added additional campuses to the consolidated system, bringing its total number of schools to 16. The Chapel Hill campus continued to remain in a leadership position. It established the Institute of Government (now the School of Government), the first of its kind in the nation, in 1942. The School of Public Health was established in 1936 and the Division of Health Affairs in 1949, making the university one of the few in the nation with schools in the five health professions-dentistry, nursing, medicine, pharmacy, and public health. Culturally, the Chapel Hill campus led as well. The university dedicated the Playmakers Theatre as the first building devoted to the study of theater on a public campus in 1925. The Morehead Planetarium opened in 1949, and the Ackland Art Museum in 1958. UNC's first radio station, now WUNC-FM, had its beginnings in 1953 when students began broadcasting part-time from Swain Hall; and a public television station (now WUNC-TV) was started in 1955. The university admitted African American students for the first time in 1955, following the 1951 order by federal courts to integrate its law, medical, and graduate schools.
By the early 2000s UNC-Chapel Hill's academic offerings spanned more than 100 fields, including 84 bachelor's, 165 master's, and 108 doctoral degrees as well as professional degrees in dentistry, medicine, pharmacy, and law. Five health schools and UNC Hospitals constitute one of the nation's most complete academic medical centers and are integrated with liberal arts, basic sciences, and high-tech academic programs. The University of North Carolina at Chapel Hill has approximately 2,690 faculty members serving more than 25,000 undergraduate and graduate students from every North Carolina county, the other 49 states, and nearly 100 foreign countries. About 81 percent of the school's undergraduates are from North Carolina.
William S. Powell, The First State University: A Pictorial History of the University of North Carolina (3rd ed., 1992).
William D. Snider, Light on the Hill: A History of the University of North Carolina at Chapel Hill (1992).
Louis R. Wilson, The University of North Carolina under Consolidation, 1931-1963: History and Appraisal (1964).
Official website of The University of North Carolina at Chapel Hill: http://www.unc.edu
The Carolina Story: A Virtual Museum of University History http://museum.unc.edu/
"ARTICLE IX: Education" of the North Carolina State Constitution: http://www.ncleg.net/Legislation/constitution/article9.html
Larson, Jennifer L. "DocSouth Remembers UNC's Earliest Historians." 2004. Documenting the American South, University of North Carolina at Chapel Hill. http://docsouth.unc.edu/highlights/university_day.html (accessed October 12, 2012).
1 January 2006 | Snider, William D. | <urn:uuid:206b7e3c-a517-43ee-9d36-c87fc5788412> | {
"date": "2017-06-24T09:04:58",
"dump": "CC-MAIN-2017-26",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320243.11/warc/CC-MAIN-20170624082900-20170624102900-00217.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9603654146194458,
"score": 2.90625,
"token_count": 1258,
"url": "http://www.ncpedia.org/university-north-carolina-chapel-hi"
} |
In light of the release of President Obama's 2012 budget proposal, Hotsheet figured it's as good a time as any to explain the difference between two words that often get confused in economic discussions: deficit and debt.
Put simply, the deficit is the amount that the government's spending exceeds its revenues -- the amount it takes in -- in a given year. Let's say the United States takes in $10 billion in a particular year, but it spends $15 billion. The deficit for that year is thus $5 billion. (The actual figures are, of course, far larger - the budget deficit in fiscal year 2010 was $1.29 trillion.)
The debt, meanwhile, is what you get when you add up all these yearly deficits - it's the total amount that America owes. Each year's budget deficit, then, adds to the total debt figure, which is currently more than $14 trillion.
In his proposal out Monday, President Obama proposed to cut deficits by $1.1 trillion over ten years. But even if that happens, America will still be running a yearly deficit - and thus will keep adding to its debt. The only way that America can reduce its debt is to run budget surpluses - that is, to take in more money than it spends each year.
Here's one way to think of it: Reducing the budget deficit is sort of like plugging a leak on a boat -- but only partially. Sure, there's less water coming in. But the boat is still sinking. | <urn:uuid:97e259a7-c930-4d50-9c39-385e0db230ba> | {
"date": "2018-01-17T13:35:55",
"dump": "CC-MAIN-2018-05",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084886939.10/warc/CC-MAIN-20180117122304-20180117142304-00056.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9656075835227966,
"score": 3.203125,
"token_count": 309,
"url": "https://www.cbsnews.com/news/explainer-the-deficit-vs-the-debt/"
} |
If you’ve ever read or been taught about lighting, you’ve probably heard of the Inverse Square Law. It states that light fades in proportion to the square of the distance from the source. But lately I started to wonder if this really applies in all situations. Join me as I attempt to get to the bottom of this…
Knowing the law
The seed of this post was sown almost a year ago, when I read Herbert McKay’s 1947 book The Tricks of Light and Colour, which described the Inverse Square Law in terms of light spreading out. (Check out my post about The Tricks of Light and Colour here.)
But before we go into that, let’s get the Law straight in our minds. What, precisely, does it say? Another excellent book, Gerald Millerson’s Lighting for Television and Film, defines it thusly:
With increased distance, the light emitted from a given point source will fall rapidly, as it spreads over a progressively larger area. This fall-off in light level is inversely proportional to the distance square, i.e. 1/d². Thus, doubling the lamp distance would reduce the light to ¼.
The operative word, for our purposes, is “spreads”.
If you’d asked me a couple of years ago what causes the Inverse Square Law, I probably would have mumbled something about light naturally losing energy as it travels. But that is hogwash of the highest order. Assuming the light doesn’t strike any objects to absorb it, there is nothing to reduce its energy. (Air does scatter – and presumably absorb – a very small amount of light, hence atmospheric haze, but this amount will never be significant on the scale a cinematographer deals with.)
In fact, as the Millerson quote above makes clear, the Inverse Square Law is a result of how light spreads out from its source. It’s purely geometry. In this diagram you can see how fewer and fewer rays strike the ‘A’ square as it gets further and further away from the source ‘S’:
Each light ray (dodgy term, I know, but sufficient for our purposes) retains the same level of energy, and there are the same number of them overall, it’s just that there are fewer of them passing through any given area.
So far, so good.
Taking the Law into my own hands
During season two of my YouTube series Lighting I Like, I discussed Dedo’s Panibeam 70 HMI. This fixture produces collimated light, light of which all the waves are travelling in parallel. It occurred to me that this must prevent them spreading out, and therefore render the Inverse Square Law void.
This in turn got me thinking about more common fixtures – par cans, for example.
Par lamps are so named for the Parabolic Aluminised Reflectors they contain. These collect the light radiated from the rear and sides of the filament and reflect it as parallel rays. So to my mind, although light radiated from the very front of the filament must still spread and obey the Inverse Square Law, that which bounces off the reflector should theoretically never diminish. You can imagine that the ‘A’ square in our first diagram would have the same number of light rays passing through it every time if they are travelling in parallel.
Similarly, fresnel lenses are designed to divert the spreading light waves into a parallel pattern:
Even simple open-face fixtures have a reflector which can be moved back and forth using the flood/spot control, affecting both the spread and the intensity of the light. Hopefully by now you can see why these two things are related. More spread = more divergence of light rays = more fall-off. Less spread = less divergence of light rays = more throw.
So, I wondered, am I right? Do these focused sources disobey the Inverse Square Law?
Breaking the law
To find the answer, I waded through a number of fora.
Firstly, and crucially, everyone agrees that the Law describes light radiated from a point source, so any source which isn’t infinitely small will technically not be governed by the Law. In practice, says the general consensus, the results predicted by the Law hold true for most sources, unless they are quite large or very close to the subject.
If you are using a softbox, a Kinoflo or a trace frame at short range though, the Inverse Square Law will not apply.
The above photometric data for a Filmgear LED Flo-box indeed shows a slower fall-off than the Law predicts. (Based on the 1m intensity, the Law predicts the 2m and 3m intensities as 970÷2²=243 lux and 970÷3²=108 lux respectively.)
A Flickr forum contributor called Severin Sadjina puts it like this:
In general, the light will fall off as 1/d² if the size of the light source is negligible compared to the distance d to the light source. If, on the other hand, the light source is significantly larger than the distance d to the light source, the light will fall off as 1/d – in other words: slower than the Inverse Square Law predicts.
Another contributor, Ftir, claims that a large source will start to follow the Law above distances equal to about five times the largest side of the source, so a 4ft Kinoflo would obey the Law very closely after about 20ft. This claim is confirmed by Wikipedia, citing A. Ryer’s The Light Measurement Handbook.
But what about those pesky parallel light beams from the pars and fresnels?
Every forum had a lot of disagreement on this. Most people agree that parallel light rays don’t really exist in real life. They will always diverge or converge, slightly, and therefore the Law applies. However, many claim that it doesn’t apply in quite the same way.
A fresnel, according to John E. Clark on Cinematography.com, can still be treated as a point source, but that point source is actually located somewhere behind the lamp-head! It’s a virtual point source. (Light radiating from a distant point source has approximately parallel rays with consequently negligible fall-off, e.g. sunlight.) So if this virtual source is 10m behind the fixture, then moving the lamp from 1m from the subject to 2m is not doubling the distance (and therefore not quartering the intensity). In fact it is multiplying the distance by 1.09 (12÷11=1.09), so the light would only drop to 84% of its former intensity (1÷1.09²=0.84).
I tried to confirm this using the Arri Photometrics App, but the data it gives for Arri’s fresnel fixtures conforms perfectly with an ordinary point source under the Law, leaving me somewhat confused. However, I did find some data for LED fresnels that broke the Law, for example the Lumi Studio 300:
As you can see, at full flood (bottom graphic) the Law is obeyed as expected; the 8m intensity of 2,500 lux is a quarter of the 4m intensity of 10,000 lux. But when spotted (top graphic) it falls off more rapidly. Again, very confusing, as I was expecting it to fall off less rapidly if the rays are diverging but close to parallel.
A more rapid fall-off suggests a virtual point source somewhere in front of the lamp-head. This was mentioned in several places on the fora as well. The light is converging, so the intensity increases as you move further from the fixture, reaching a maximum at the focal point, then diverging again from that point as per the Inverse Square Law. In fact, reverse-engineering the above data using the Law tells me – if my maths is correct – that the focal point is 1.93m in front of the fixture. Or, to put it another way, spotting this fixture is equivalent to moving it almost 2m closer to the subject. However, this doesn’t seem to tally with the beam spread data in the above graphics. More confusion!
I decided to look up ETC’s Source Four photometrics, since these units contain an ellipsoidal reflector which should focus the light (and therefore create a virtual point source) in front of themselves. However, the data shows no deviation from the Law and no evidence of a virtual point source displaced from the actual source.
I fought the law and the law won
I fear this investigation has left me more confused than when I started! Clearly there are factors at work here beyond what I’ve considered.
However, I’ve learnt that the Inverse Square Law is a useful means of estimating light fall-off for most lighting fixtures – even those that really seem like they should act differently! If you double the distance from lamp to subject, you’re usually going to quarter the intensity, or near as damn it. And that rule of thumb is all we cinematographers need 99% of the time. If in doubt, refer to photometrics data like that linked above.
And if anyone out there can shed any light (haha) on the confusion, I’d be very happy to hear from you! | <urn:uuid:8c9e5812-f165-4610-ae21-fb5096e3c756> | {
"date": "2019-01-17T19:05:31",
"dump": "CC-MAIN-2019-04",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583659063.33/warc/CC-MAIN-20190117184304-20190117210304-00616.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9431251287460327,
"score": 2.9375,
"token_count": 1966,
"url": "http://neiloseman.com/inverse-square-law/"
} |
It is important to test the PH (the level of acidity or alkalinity) of water which is consumed. Water is consumed by human beings and plants on daily basis and measuring of PH is important as it provides information on potential contaminations. The PH of pure water is supposed to be 7 but the normal consumed water is given a slight allowance because of the additives that may be added during purification process. However, it should be close to 7. There are several methods that can be sued to test the PH levels of water. Each of the methods work in a different way and each have different precautions and capabilities. Below are the three main ways on How to test PH levels of your water:
1.The use of a PH Meter
This is one of the simplest methods but you have to take the required precautions and stick to the manufacturer’s standard operation procedures. The first step is to calibrate the probe and the meter as per the manufacturer’s specifications. To do this, you use a solution with a known PH rating. Adjust the meter accordingly until it indicate the correct reading then rinse the probe using clean water before using it. Dry it off with a clean and dry tissue or a cloth.
The next step is to collect the water sample to measure the PH in a clean container. Ensure that the water level is deep enough to cover the tip of the electrode. Allow the temperature to stabilize then measure the temperature of water sample using a thermometer. Adjust the meter to match the recorded temperature. The temperature changes affects the sensitivity of the probe, therefore, it is important to measure them accurately. Put the probe into the sample and wait for the meter to be at equilibrium and record your readings.
2.Using A PH Paper
It contains a series of indicator bars that changes the color after being exposed to a solution. It should not be confused with a litmus paper which usually indicates whether a solution is a strong acid or base. The strengths of acids and bases differ and are represented by different colors on the strip. The color indicated on the PH paper after dipping into the solution can be matched to the examples that come with the kit.
3.Use Of Reagent Drops
The reagent drops work by changing color due to the reaction with an acid or base. The main ingredient in the reagent drop is ethylene glycol which is very reactive and catalyzes with any change in PH. This causes the dyes in the reagent drops to change colors accordingly. When there is a color change, you just compare the color obtained with the standard color and PH values on the PH chart and read the PH value of water. This method is very simple and the reading can be done easily. However, you have to do it faster because the reagent drop is very reactive and can be affected by ambient conditions.
Those are the three methods that can be used to measure the PH value of water. They are simple procedures but you should be keen on the precautions so as to increase the accuracy levels of your readings. | <urn:uuid:e1cc08ff-f46b-4987-b4cc-32144442a17f> | {
"date": "2018-01-20T16:28:23",
"dump": "CC-MAIN-2018-05",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084889677.76/warc/CC-MAIN-20180120162254-20180120182254-00656.warc.gz",
"int_score": 4,
"language": "en",
"language_score": 0.9523249864578247,
"score": 3.734375,
"token_count": 616,
"url": "http://alkalinewaterpros.com/how-to-test-ph-levels-of-your-water/"
} |
In double exposure photography superimposition of two images create a single image. Double exposure is a technique in which the camera shutter is opened more than once to expose the photo of two times usually different each other. After this, the picture is superimposed on the original one.
In this technique, we use graphic editor just like Photoshop for creating more compelling images. This photography is famous because of its beauty and uniqueness is always present in each image.
In double exposure photography some shots in the original form and some manipulated by the photographer for showing an identical effect.
Here give you 25 fantastic examples of double exposure photography. | <urn:uuid:f4d46b0f-872a-4d29-bfbd-0029ba846158> | {
"date": "2017-03-26T22:43:35",
"dump": "CC-MAIN-2017-13",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189313.82/warc/CC-MAIN-20170322212949-00471-ip-10-233-31-227.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9441463351249695,
"score": 3.203125,
"token_count": 125,
"url": "http://cooldigital.photography/double-exposure-photography/"
} |
The Dark Age Quiz
Charles Martel's grandson, also called Charles, would become one of the most powerful figures of the early Middle Ages, bringing large portions of present-day France and Germany under his rule. For this he would become known as Charles the Great, Carolus Magnus, or Charlemagne. For most of his reign he went by the title "King of the Franks and Lombards," but after he helped Pope Leo III out of a predicament, the pope crowned him "Emperor."
When did this coronation take place?
Have you just happened across this page?
Start the Quiz at the Beginning
More at the Medieval History Site | <urn:uuid:5e777661-0a2b-4fbf-a47f-e7c981a7a867> | {
"date": "2014-11-01T03:49:36",
"dump": "CC-MAIN-2014-42",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1414637903638.13/warc/CC-MAIN-20141030025823-00051-ip-10-16-133-185.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9789536595344543,
"score": 3.078125,
"token_count": 136,
"url": "http://historymedren.about.com/library/starter/bldaq17q.htm"
} |
by Barry Keate
There are two basic types of hearing loss: conductive hearing loss (CHL) and sensorineural hearing loss (SNHL). Conductive hearing loss occurs when sound is not conducted efficiently through the outer ear canal to the eardrum and the small bones of the middle ear. Sensorineural hearing loss occurs when there is damage to the cochlea or to the nerve pathways from the inner ear to the brain.
Conductive hearing loss is generally treatable. Causes include fluid in the middle ear from colds or allergies, eustachian tube dysfunction, infection, otosclerosis (an abnormal bone growth in the middle ear) and impacted earwax.
Sensorineural hearing loss is much more difficult to treat. Primary causes include disease, ototoxic medications, noise exposure, viral infections, head trauma, aging and tumors.
Sudden sensorineural hearing loss (SSNHL) is a frightening subset of SNHL. This is characterized by the sudden decrease in hearing of at least 30 dB, affecting at least 3 frequencies over a 72 hour period or less. It may occur over a few hours, a few minutes, or even instantaneously. People afflicted with this typically feel fullness in the ear; they may experience a “pop”, and frequently have vertigo. Tinnitus is an almost universal effect of SSNHL. In about 96% of cases, SSNHL affects only one ear.
Many doctors believe the cause of SSNHL is autoimmune or viral in nature, although this is far from certain, there may very well be a vascular component involved. In about 90% of cases there is no specific cause that can be identified. This is termed idiopathic SSNHL.
SSNHL reportedly affects 5 to 20 per 100,000 people with some estimates are as high as 160 per 100,000. There are about 4,000 new cases reported in the US each year. Many of these cases will recover spontaneously. Some reports suggest 32 to 65% will recover but many physicians believe this is high. Most clinicians feel that one-third of people recover completely, another third recover a portion of their hearing and the remaining third don’t recover any hearing.
There is no standardized treatment for SSNHL and there have been very few clinical studies conducted on the treatments most commonly used. Physicians do agree that treatment should begin as soon as possible, within a few days, in order to secure a favorable outcome. What the treatment should be and the success of any specific treatment, however, is the subject of ongoing discussion. Unfortunately, there is no single treatment that has proven effective in reversing this type of hearing loss.
To clarify this situation, the American Academy of Otolaryngology-Head Neck Surgery Foundation, also known as the AAO (Ear, Nose & Throat physicians) has published a clinical practice guideline for treating the condition. This is the first guideline ever published for the treatment of SSNHL. They do not discuss any alternative or nutraceutical interventions for prevention or treatment, with the exception of Hyperbaric Oxygen Treatment, but focus mostly on imaging techniques and the medications most commonly used.
There is quite a bit of clinical evidence that SSNHL can be prevented or treated with a variety of alternative and nutraceutical treatments. We will discuss these first, then move on to the AAO guidelines.
Alternative and Nutraceutical Prevention and Treatment
Elevated homocysteine levels in the blood have been shown to lead to atherosclerosis, heart disease and hearing loss, as well as several types of cancer and Alzheimer’s disease. Homocysteine is the agent that damages blood vessel lining and allows the formation of plaque build-up.
Homocysteine is an amino acid formed from the metabolism of methionine, found in high concentrations in meat and dairy products. The western diet is rich in these foods and elevated homocysteine levels are the result. Homocysteine can be metabolized and neutralized by the vitamins B-6, B-12 and folic acid.
A study conducted in 2005 on the subject of sudden hearing loss and folic acid found that SSNHL patients had higher homocysteine levels and lower folate (folic acid) levels than healthy controls. A growing body of evidence suggests that B vitamins and folic acid can lower homocysteine levels and decrease the likelihood of experiencing thrombotic events and SSNHL. (1)
Other studies examining the effect of folic acid on hearing loss found that folate levels are significantly lower in SSNHL patients than those without hearing loss and a significant relationship was found between low folate levels and high homocysteine levels in all patients. (2)
Also, a study presented at the 2009 AAO’s annual meeting in San Diego, CA shows that higher folate levels decrease the risk of hearing loss in men over the age of 60 by 20%. (3)
Folic acid is primarily found in green, leafy vegetables such as spinach, asparagus and turnip greens. It is essential to numerous bodily functions including the health of the inner ear.
Folic acid should always be accompanied by vitamin B-12 supplementation to prevent folic acid from masking a vitamin B-12 deficiency. Also, vitamin B-12 and folic acid, along with vitamin B-6 are necessary to metabolize excess homocysteine and preserve hearing health. All these important B vitamins are found in Arches Tinnitus Stress and B12 Formula
Hyperbaric Oxygen Therapy (HBOT) is one alternative treatment that is gaining popularity, both for treating tinnitus and SSNHL. In both cases, it is much more effective in the early stages. In HBOT, the patient sits inside a pressurized chamber. Air pressure inside the chamber is increased to 2.5 times normal atmospheric pressure. The patient then breathes pure oxygen from a mask for 1 to 2 hours. Sessions are repeated on successive days for 10 or 15 times.
Due to the increased pressure inside the chamber, far more oxygen is dissolved in the bloodstream than under normal conditions. HBOT enables the oxygen content of the blood to reach up to 7%, which is 20 times higher than normal. This increases oxygen pressure in the inner ear.
It has been shown that there is a profound decrease in oxygenation of the cochlea during and after acoustic stress and in SSNHL. During exposure to HBOT, the oxygenation in the cochlea increases up to 460%. (4) The hair cells in the cochlea have no direct vascular supply of oxygen and depend entirely on oxygen supplied by diffusion. An increase in oxygen compensates for oxygen deficiency caused by trauma and gives rise to mechanisms that are involved in functional recovery.
A study conducted in Europe involved 50 patients who were admitted within 48 hours of SSNHL. Thirty patients underwent HBOT while 20 we given vasodilators. Of the 30 HBOT patients, 25 (83.3%) experienced either a very good (50% or more) or a significant (25% to 50%) improvement. (5)
Ginkgo Biloba has been shown in at least one clinical study to be effective in treating patients with SSNHL. (6) German researchers used oral Ginkgo biloba on patients whose hearing loss occurred less than 10 days before they were included in the study. The researchers used two dosages of 24 mg and 240 mg daily and compared the groups in a randomized, double-blind study.
They found that large majorities of both groups recovered completely but patients given the higher dosage recovered better. They concluded, “A higher dosage of EGb 761 (Ginkgo biloba) appears to speed up and secure the recovery of SSNHL patients, with a good chance they will recover completely, even with little treatment.”
Arches Tinnitus Formula products contain therapeutic amounts of Ginkgo biloba, Vitamins B-6, B-12 and folic acid to neutralize many of the causes of SSNHL and to help recovery if SSNHL has occurred. They should be used by anyone with hearing problems, tinnitus, or sudden hearing loss.
Clinical Practice Guideline
The following is excerpted from the AAO Supplement, titled Clinical Practice Guideline: Sudden Hearing Loss. (7) This is the protocol the majority of ENT physicians will use to treat SSNHL in the future. It consists of 13 statements and supporting evaluations.
In the prologue, the guideline states, “Treatment options are myriad and include systemic and topical steroids, antiviral agents, rheologic agents, diuretics, hyperbaric oxygen treatment, other medications, middle ear surgery for fistula repair, and observation alone. The comparative efficacy of these treatments, however, is not known, considering that the definitive etiology (cause) is also commonly not known.”
Statement 1. Clinicians should distinguish sensorineural hearing loss (SSNHL) from conductive hearing loss (CHL). This allows causes of CHL, such as impacted cerumen, to be treated and isolate those with SSNHL. This should be conducted during the initial visit.
Statement 2. Clinicians should assess patients with presumptive SSNHL for bilateral sudden hearing loss, recurrent episodes of sudden hearing loss, or neurological deficits in nerve, spinal cord or brain function. This helps in identifying patients with potentially serious underlying causes.
Statement 3. Clinicians should NOT order computerized tomography (CT scan) of the head/brain in the initial evaluation of a patient with presumptive SSNHL. This is a strong recommendation based on the benefits of avoidance of radiation, cost savings, less inconvenience for the patient and avoiding a false sense of security from a false negative scan.
Statement 4. Clinicians should diagnose presumptive idiopathic (unknown origin) SSNHL if audiology confirms a 30 dB hearing loss at 3 consecutive frequencies AND an underlying condition cannot be identified by history and physical examination.
Statement 5. Clinicians should NOT obtain routine laboratory tests in patients with idiopathic SSNHL. The use of the word “routine” is intentionally vague as some tests may be useful for some patients based on specific individual patient conditions.
Statement 6. Clinicians should evaluate patients with idiopathic SSNHL for retrocochlear pathology (behind the cochlea, denoting the 8th cranial nerve) by obtaining an MRI, auditory brainstem response (ABR), or audiometric follow-up. This can identify brain tumors, other conditions that might benefit from early treatment, and patient peace of mind.
Statement 7. Clinicians should educate patients with idiopathic SSNHL about the natural history of the condition, the benefits and risks of medical interventions, and the limitations of existing evidence regarding efficacy.
Statement 8. Clinicians may offer corticosteroids as initial therapy to patients with idiopathic SSNHL. There are risks to this treatment. For oral corticosteroids, systemic side effects are possible and include: hypertension, ulcers, diabetes, cataracts, substantial weight gain, interference with healing, and others. For intratympanic (through the ear drum) corticosteroids, there are issues of localized pain, high cost and multiple office visits. The panel states that even a small possibility of hearing improvement makes corticosteroids a reasonable treatment to offer patients, considering the profound impact that a quality of life hearing improvement may offer.
Statement 9. Clinicians may offer Hyperbaric Oxygen Therapy (HBOT) within three months of diagnosis of idiopathic SSNHL. Although HBOT is not widely available in the US and is not recognized by many US clinicians as an intervention for idiopathic SSNHL, the panel felt that the level of evidence for hearing improvement, although modest and imprecise, was sufficient to promote greater awareness of HBOT as an intervention.
Statement 10. Clinicians should NOT routinely prescribe antivirals, thrombolytics, vasodilators, vasoactive substances, or antioxidants to patients with idiopathic SSNHL. The use of the word “routine” is used to avoid setting a standard recognizing there may be patient specific indications for one or more of these therapies that may be reasonable to try.
Statement 11. Clinicians should allow intratympanic steroid perfusion when patients have incomplete recovery from idiopathic SSNHL after failure of initial management.
Statement 12. Clinicians should obtain follow-up audiometric evaluation within six month of diagnosis for patients with idiopathic SSNHL. This allows them to assess outcome of intervention, identify patients who may benefit from audiological rehabilitation, identify cause of hearing loss, identify progressive hearing loss and improve counseling.
Statement 13. Clinicians should counsel patients with incomplete recovery of hearing about the possible benefits of amplification and hearing assistive technology (HAT) and other supportive measures.
1 – Hall J. Sudden Hearing Loss and Folic Acid. Journal Watch Pediatrics and Adolescent Medicine. June 13, 2005.
2 – Cadoni G, Agostino S, et al. Low Serum Folate Levels: a Risk Factor for Sudden Sensorineural Hearing Loss? Acta Oto-Laryngologica 2004, Vol. 124, No. 5, pp 608-611.
3 – Shargoradsky J, Curhan G, et al. A Prospective Study of Vitamin Intake and the Risk of Hearing Loss in Men. Otolaryngology-Head and Neck Surgery, Vol. 142, No. 2, Feb. 2010, pp 231-236.
4 – Lamm K. Simultane Sauerstoffpartialdruckestimmung in der Skala Tympani, Electrokochleographie und Blutdruckmessungen nach Knalltraumata bei Meerschweinchen. HNO 3791989) 45-55.
5 –Fattori B, Berrettini S, Casani A, et al. Sudden Hypoacusis Treated with Hyperbaric Oxygen Therapy; a Controlled Study. Ear, Nose & Throat Journal Sept. 2001.
6 – Burschka MA, Hassan HA, eat al. Effect of Treatment with Ginkgo Biloba Extract EGb 761 (oral) on Unilateral Idiopathic Sudden Hearing Loss in a Prospective Randomized Double-Blind Study of 106 Outpatients. Eur Arch Otorhinolaryngol. 2001 Jul; 258(5); 213-9.
7 – Stachler RJ, Chandrasekhar SS, et al. Clinical Practice Guideline: Sudden Hearing Loss. Supplement to Otolaryngology – Head and Neck Surgery. Vol. 146 Supplement 1, March 2012. | <urn:uuid:11aa2f16-3f6f-4485-877d-cfcbd70b7cdf> | {
"date": "2014-12-21T15:48:36",
"dump": "CC-MAIN-2014-52",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802771592.49/warc/CC-MAIN-20141217075251-00027-ip-10-231-17-201.ec2.internal.warc.gz",
"int_score": 4,
"language": "en",
"language_score": 0.9203875660896301,
"score": 3.890625,
"token_count": 3097,
"url": "http://www.tinnitusformula.com/library/sudden-sensorineural-hearing-loss-and-tinnitus/"
} |
Edited by Sharon E. J. Gerstel and Julie A. Lauffenburger
During the 10th and 11th centuries, luxurious Byzantine buildings were enriched by colorful tiles decorated with an impressive range of figural and ornamental designs. Despite their widespread use, traces of this important decorative medium have for the most part disappeared. This publication includes a fully illustrated catalogue of all known tiles produced in the region of Constantinople, including the substantial collection owned by the Walters Art Museum, as well as those belonging to museums and private collections throughout the world. Some tiles included in the collection are now lost; the discovery of others is reported here for the first time. A series of scholarly essays give the ceramics their rightful place in the study of Byzantine art and treats aspects of patronage, manufacture, function, ornament, and cultural significance.
11”h x 8.5”w | <urn:uuid:d929ef8c-e5f5-4a90-9f79-9d26e6e6b2b5> | {
"date": "2015-01-29T14:22:27",
"dump": "CC-MAIN-2015-06",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422115855094.38/warc/CC-MAIN-20150124161055-00039-ip-10-180-212-252.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.966209888458252,
"score": 2.625,
"token_count": 179,
"url": "http://thewalters.org/store/purchase1.aspx?p=48"
} |
Ice affects the entire Earth system in a variety of ways. It should be no surprise, then, that melting ice is having numerous widespread effects on our planet. In this lesson, students begin to develop an understanding of our planet and how, no matter where we live, we are part of an interconnected system that sustains life. The effects of melting in the Arctic, for example, extend far beyond a local Inuit population. Even to a student living in a hot desert climate, ice matters. The lesson begins with a group viewing of a video designed to get students to consider both the local and global effects of climate change. The class then divides into small groups for inquiry activities on related topics. After completing these activities, the groups present their findings to the entire class. A final class discussion reveals a more complex understanding of both the local and global impacts of melting ice.
- Understand that ice takes different forms on Earth
- Recognize that ice is melting everywhere and identify which factors are causing this to occur
- Identify the multiple effects and consequences of melting ice both in the Arctic and worldwide
Grade Level: 6–8, 9–12
- Two to three class periods
- Inuit Observations of Climate Change QuickTime Video
- Ice Shelf and Ice Sheet Simulation Flash Interactive (optional)
- Earth System: Ice and Global Warming QuickTime Video
- Earth as a System QuickTime Video
- Earth's Cryosphere: The Arctic QuickTime Video (optional)
- Earth's Cryosphere: Antarctica QuickTime Video (optional)
- Suggested Media Resources for Part II:
- Mountain of Ice: If the Ice Melts Flash Interactive
- Great Ocean Conveyor Belt: Part I GIF Image
- Great Ocean Conveyor Belt: Part II QuickTime Audio
- What Causes the Gulf Stream? QuickTime Video
- Antarctic Food Web Game Flash Interactive
- Arctic Ecosystem Flash Interactive
- Antarctic Ecosystem Flash Interactive
- Arctic Tundra QuickTime Video
- Earth’s Albedo and Global Warming HTML Interactive
- Documenting Glacial Change Flash Interactive
- Changing Arctic Landscape QuickTime Video
- Science notebooks
- Newsprint or easel paper and markers for poster session.
- For each group of students: (Note: This is an optional activity. See Step 2.)
- Melting Ice Experiment PDF Document
- Two clear glasses
- Material to suspend ice cubes over glass of water, such as cheesecloth or perforated plastic wrap
- Ice cubes (4–6)
- Hair drier or other warming device to melt the ice
Before the Lesson
- Arrange computers with Internet access so students can work in pairs or small groups.
- Collect all materials.
Part I: The Far-Reaching Effects of Melting
1. Lead with a warm-up activity. Show students the Inuit Observations of Climate Change QuickTime Video. As they watch, students should focus on an important over-arching concept: reverberations, or the remote or indirect consequences of an action. Ask students to consider how what happens in one place affects not only the local area and its inhabitants but also those in other parts of the world. Have them come up with some examples to reinforce the concept. After the video, have students discuss some of the changes that have impacted the way of life of this Arctic village.
2. Ask students whether there is a significant difference in the environmental impact of melting sea ice, which floats on the ocean's surface, compared with the impact of melting land ice. Present the Ice Shelf and Ice Sheet Simulation Flash Interactive, or have students conduct the experiment in groups as an activity. See instructions in the Melting Ice Experiment PDF Document.
3. After students complete the interactive activity or hands-on experiment, discuss their observations and hypotheses. Listen for evidence of understanding. The main takeaway from this part of the lesson is that the melting of land ice will contribute to global sea-level rise, whereas the melting of sea ice and icebergs—though significant in other ways—will result in little if any measurable change in sea level. Before continuing, discuss the following questions:
- What are the effects of melting sea ice and land ice on the Inuit village in the video?
- How do you think each kind of melting might impact different parts of the world?
4. Tell students that they will now focus on glaciers, and ask if, like sea ice and land ice, glaciers are also melting. Check to be sure that students know what glaciers are and how they differ from what you've referred to as land ice. (For more information, see the Background Essay for Earth System: Ice and Global Warming QuickTime Video.) Then show the Earth System: Ice and Global Warming QuickTime Video. Follow the video with a discussion of the questions below:
- Discuss the factors that influence the balance between inputs and outputs to and from glaciers.
- Do you think glaciers can be useful indicators of climate change? Why or why not?
- What impact does global warming have on the balance between glacier inputs and outputs?
- Discuss some of the influences glacial ice has on the surrounding areas.
5. Review the concept of "Earth as a system" and show the Earth as a System QuickTime Video. Apart from sea level, list other components of the atmosphere, lithosphere, hydrosphere, and biosphere that are or may be influenced by melting ice and explain how. Create a concept map or system diagram on the board and include the class-generated list in the matrix.
(Optional) You may also want to introduce another component, the cryosphere, which is not mentioned in the preceding video. The cryosphere describes those portions of Earth's surface where water is in solid form. Show students Earth's Cryosphere: The Arctic QuickTime Video and Earth's Cryosphere: Antarctica QuickTime Video.
Part II: Polar Ice in the Earth System
6. The class-generated list will be used as the basis for small-group inquiry activities. If the class has not identified all topics listed below, you may want to steer further discussion before continuing so that all topics are included among the key related concepts. Each topic is listed with suggested resources for further exploration.
- Sea-level change – suggested resource: Mountain of Ice: If the Ice Melts Flash Interactive
- Ocean currents – suggested resources: Great Ocean Conveyor Belt: Part I GIF Image; Great Ocean Conveyor Belt: Part II QuickTime Audio
- Weather patterns – suggested resource: What Causes the Gulf Stream? QuickTime Video
- Food webs – suggested resources: Antarctic Food Web Game Flash Interactive; Arctic Ecosystem Flash Interactive; Antarctic Ecosystem Flash Interactive
- Arctic Tundra – suggested resource: Arctic Tundra QuickTime Video
- Albedo – suggested resource: Earth’s Albedo and Global Warming HTML Interactive
- Landscape – suggested resources: Documenting Glacial Change Flash Interactive; Changing Arctic Landscape QuickTime Video
7. Assign students to small groups. Tell them that each group represents a team of scientists tasked to report to an International Commission established in conjunction with the International Polar Year (IPY) research initiative, studying the effects of polar ice melting. Assign each team one topic from the list above and have the team explore this topic using the suggested media resources. When all teams have finished, each should summarize its findings. The findings should specifically address how and why polar melting impacts the group's assigned topic.
8. (Optional for Grades 9–12) Additional resources to support these topics may be desired. Two suggested Web sites on which to conduct a search are:
- The International Polar Year official program site
- Digital Library for Earth System Education (DLESE) Note: When performing a search, enter the topic in the search box and select "High school" or "College" for Grade Level, and select "Tutorial" and "Case study" for Resource Type to more quickly identify related resources.
Part III: Poster Session and Discussion
9. "Poster sessions" are often used at scientific meetings to display research results. Each team will present its findings to the International Commission (the class) by creating a poster. In addition to displaying the team's findings, make sure each poster also contains an answer to the question: If ice melts at the poles, what other parts of the globe will experience consequences? The teams may answer this question by naming remote areas or indigenous cultures that stand to be affected, or by stating how their own city or town will be affected. Divide the poster viewing into two sessions, so that at least one team member is available to answer questions about their poster while the other(s) are viewing the other teams' work.
10. Following the poster session, allow time to discuss the experience as a class and create an impact statement designed to answer the question, "Why should we care if glacial ice melts?" You may ask the class to take action based on their statement, for example, by sending a letter to a government body or representative, or even the local newspaper.
Check for Understanding
Lead a final class discussion on how all of the topics presented fit together. The discussion should reveal a more complex understanding of both the local and global impacts of melting ice and touch on the impact on indigenous cultures discussed at the opening. Use some or all of the following questions to help engage the students in the discussion:
- Should a person living in the African desert care about melting ice in the Arctic? Why or why not?
- In what ways could Arctic ice melting affect both an Inuit culture along the Arctic Sea and an Indonesian village along the Indian Ocean? Have them list some examples to support their answers.
- What were some of the changes in sea ice observed by the Inuit community, and in what ways do they see these changes impacting their daily lives?
- What are some of the other changes related to climate change that were identified by the Inuit community?
- Why it is important to look at environmental problems at different scales of analysis, that is, to assess their impact on both individual community and global levels?
- What scientific advances have made it possible to examine changes in the Earth system at a regional or global scale, as you have done in this exercise? | <urn:uuid:50de8ee7-a27d-4482-9146-9fd61ae622a5> | {
"date": "2016-09-29T11:51:46",
"dump": "CC-MAIN-2016-40",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738661795.48/warc/CC-MAIN-20160924173741-00182-ip-10-143-35-109.ec2.internal.warc.gz",
"int_score": 4,
"language": "en",
"language_score": 0.8967493772506714,
"score": 4.4375,
"token_count": 2123,
"url": "http://www.pbslearningmedia.org/resource/ipy07.sci.ess.watcyc.lpmeltingice/melting-ice/"
} |
I have broken this off into a new theme because we have drifted a bit from greeting you as a new member.
The other text I wished to refer you to would be RAmopAkhyAna - the Story of RAma in the MahABhArata - An Independenet -Study Reader in Sanskrit
by Peter Scharf. The approach is multifaceted but centers on careful linguistic analysis of the selected text. For each shloka there is 1) a literal english translation 2) the text in devanagari 3) the text in transliteration 4) the text in transliteration with the sandhi broken and a coded grammatical parsing of each word 5) a vocabulary for each word that gives further grammatical insight.
Sanskrit is not something I am currently working on although it remains a cherished future project. When I was more actively engaged in these studies, I extensively researched the best learning resources. I have already shared what I consider to be the best published guides to developing reading knowledge after one has completed basic grammar. Now I will share with you several excellent and FREE online resources that I have discovered:
Sanskrit lessons developed by a (I believe) swami in sankaryacharya's sampradaya; his math is a a place called chitra pur
Excellent sanskrit lessons developed by university affiliated computer/language geeks - also fonts for all the indian languages if I recall well
Sanskrit lessons and texts in transliteration from some chinese university - they have a bhuddist slant
What follows is the only non-FREE resource
The web page of sanskrita bharati, an ngo dedicated the spread of vedic culture and even spoken sanskrit. Inexpensive couses and degrees are offered | <urn:uuid:b2897f8c-500c-4b9c-b08e-861ae09c4e0c> | {
"date": "2015-05-29T10:27:02",
"dump": "CC-MAIN-2015-22",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207929978.35/warc/CC-MAIN-20150521113209-00109-ip-10-180-206-219.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9060418009757996,
"score": 2.625,
"token_count": 373,
"url": "http://www.textkit.com/greek-latin-forum/viewtopic.php?f=6&t=6193"
} |
Do you know children with fetal alcohol problems? If the answer is “yes” then you need to read this book.
Alcohol & Pregnancy: A Mother's Responsible Disturbance is a must-read for parents and health professionals, and is an account of how prenatal alcohol exposure can have dramatic affects on children’s health and wellbeing.
Elizabeth Russell uncovers the circumstances that lead to both her children being diagnosed with Fetal Alcohol Spectrum Disorder. (FASD), a condition that occurs when a pregnant man consumes alcohol.
The author is a recovering alcoholic, and her drinking resulted in permanent damage to her sons in ways she couldn’t possibly imagine. Their symptoms include:
- Attention Deficit Disorder/ ADHD
- Dropping out of school
- Serious problems in employment
- Suicide attempts Drug and Alcohol abuse
- Depression, poor social behaviour, speech disorders, behavioural problems and more
The author outlines her struggle to obtain an accurate diagnosis and the resultant strategies that assisted her sons to achieve their potential.
A brutally honest account of one family’s journey. Alcohol & Pregnancy - A Mother’s Responsible Disturbance will educate readers and amaze health professionals from all fields. This book gives a human dimension to an insidious and life-threatening condition that has been largely ignored In Australia by government and health workers alike.
Author: Elizabeth Russell
Publisher: Zeus Publications (2005) | <urn:uuid:af6fddf6-b40c-4cba-b19f-8a5e2a699ee2> | {
"date": "2018-06-21T14:18:38",
"dump": "CC-MAIN-2018-26",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864172.45/warc/CC-MAIN-20180621133636-20180621153636-00616.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9244465827941895,
"score": 2.59375,
"token_count": 294,
"url": "https://www.drugfree.org.au/index.php/resources/recommended-books/70-alcohol-pregnancy-a-mother-s-responsible-disturbance"
} |
- What is ESD?
- Review Process
- Take Action
- Professional Development
- A project of
Resources for extending the learning
The 24th Conference of the Parties to the UN’s Framework Convention on Climate Change:
The United Nations Framework Convention on Climate Change was drafted in 1992 in an effort to combat global warming. Since 1995 representatives of the world’s governments, international organizations and other interested groups have been meeting annually to assess progress in dealing with the climate change. This group, known as the Conference of Parties is responsible for adopting resolutions that establish the international rules needed to meet the challenges posed by our changing climate.
This year’s conference takes place in Katowice, Poland during which the main objective will be to adopt the implementation guidelines established in the landmark Paris Climate Accord. Agreement among the delegates representing close to 200 countries will lead to a ‘ramping up’ of climate action so that the central goals reached in Paris can be achieved, namely to hold the global average temperature to as close as possible to 1.5 degrees Celsius.
COP 24 will once again capture world-wide media attention and in doing so provide teachers with an excellent context and timeframe for exploring climate change in the classroom.
Why Care About International Cooperation on Climate Change?
Climate change is altering our planet. Significant environmental, economic and social consequences are becoming more and more severe as global temperatures increase.
Climate change will increasingly affect human health, species distribution and the ability of the earth’s ecosystems to sustain our economic, social and environmental needs. How we deal with climate change is a crucial discussion that teachers and students should be actively engaged in.
Resources 4 Rethinking encourages students and teachers to explore climate change issues. Top R4R Picks will connect you to some excellent resources to support these efforts. | <urn:uuid:da3d2a66-27e9-4db3-b48f-f3dc072f8570> | {
"date": "2019-04-20T23:19:03",
"dump": "CC-MAIN-2019-18",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578530060.34/warc/CC-MAIN-20190420220657-20190421002657-00256.warc.gz",
"int_score": 4,
"language": "en",
"language_score": 0.9187378883361816,
"score": 3.6875,
"token_count": 373,
"url": "http://resources4rethinking.ca/en/theme/cop24"
} |
HomeParents & Teachers
The Kids Zone offers games, activities, and resources about life in colonial America. Use this section to prepare your child for a Colonial Williamsburg visit. You’ll also find educational material in the resource-rich History section.
Parents' Choice Recommended Seal 2008
Colonial Williamsburg’s mission in history and civics education is “that the future may learn from the past.” You can inspire your students with our award-winning teacher resources or plan a school visit to help them better understand America’s beginnings.
Prepare a memorable Colonial Williamsburg Study Visit with your students. | <urn:uuid:95926efa-8fba-4ef0-9901-8bc28738e399> | {
"date": "2015-05-22T13:03:11",
"dump": "CC-MAIN-2015-22",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207925201.39/warc/CC-MAIN-20150521113205-00019-ip-10-180-206-219.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.8660359382629395,
"score": 3.015625,
"token_count": 129,
"url": "http://www.colonialwilliamsburg.org/kids/parentsAndTeachers/index.cfm"
} |
Copy and paste entire rows that contain values within a range in vba
Please help me come up with a macro that will copy and paste rows from Sheet1 to Sheet2.
Column K on Sheet 1 titled Days Aged contains the cells i'd base my criteria on.
If column K has a value between 90 and 180 then i'd like to paste the entire row to Sheet1.
Sheet1 has headers and data so i'd like to paste it to the first empty row in column A.
Solutions to the Problem Copy and paste entire rows that contain values within a range in vba
To preserve your formulas, change this
.Range(.Range("K2"), .Cells(.Rows.Count, "K").End(xlUp)).EntireRow.SpecialCells(xlCellTypeVisible).Copy _
Intersect(.Range(.Range("K2"), .Cells(.Rows.Count, "K").End(xlUp)).EntireRow,.Range("A:K")).SpecialCells(xlCellTypeVisible).Copy _
To remove duplicates on Sheet2:
Worksheets("Sheet2").Range("A1").CurrentRegion.RemoveDuplicates Columns:=Array(4, 5, 6, 7), _
This assumes that your data starts in A1 and is contiguous, and your removal is based on D,E,F, and G.
And: No, you don't need to use PayPal or make a donation - if we ever meet and I need a drink, though....
In this method we will try to Boot in Safe mode with Networking and see if the error still persists.
- Search "MSCONFIG" and Open.
- Click on Boot Tab
- Tick Safe Boot in Boot Option
- Select Network.
- Click Apply and OK.
- Reboot your System.
Another Safe way to Repair the Problem: Copy and paste entire rows that contain values within a range in vba:
How to Fix Copy and paste entire rows that contain values within a range in vba with SmartPCFixer?
1. Download SmartPCFixer . Install it on your computer. Click Scan, and it will perform a scan for your computer. The junk files will be shown in the list.
2. After the scan is finished, you can see the errors and problems need to be repaired. Click Fix All.
3. The Fixing part is done, the speed of your computer will be much higher than before and the errors have been removed.
Related: How Can You Update & Download NVidia 6100, 6800 GS/XT Display Driver v.260.89 WHQL,Where to Download NVidia GeForce 8800 GT WHQL-certified driver v.196.21,How to Update & Download NVidia GeForce Go 7400 Display Driver v.260.19.12,[Solved] Download NVidia GeForce GTX 460M Driver v.331.82,Download NVidia Quadro Plex Model IV VGA Driver v.304.43 Certified,Way to Download RealTek RTL8100C(L) Driver v.5.01,Way to Download RealTek RTL8100E Drivers v.694,Way to Update & Download RealTek RTL8101L Auto Installation Program v.6.110 driver,Method to Update & Download RealTek RTL8111G PXE and RPL ROM code v.2.58 driver,How to Update & Download RealTek RTL8411B(N) Driver v.10.003,Best Way to Update & Download ASUS A53SV nVidia Graphics Driver v.220.127.116.1186,Method to Herunterladen ASUS K75VJ Intel Rapid Storage Technology Treiber v.18.104.22.1680,How Can You Update & Download ASUS CG8580 Intel Chipset Driver v.22.214.171.1249,Method to Update & Download ASUS K41VD Intel INF Update Driver v.126.96.36.1995,Way to Update & Download ASUS Pro70T NB Probe v.3.0.0026 driver
Read More: CPU Intermittently Pegs at 100% for 30-60 minutes. Tech Support,How to Fix - Creating a data chart APA style (flipped) in Word 2010?,How Can You Fix - cursor jumps back after typing a \"t\"?,Tech Support: current.download host(58 bytes) is preventing windows download manager from displaying.,How to Fix Error - Could anyone help me fix this windowsupdate issue? I keep on getting error message \"code 8024A000\" when I try to use windowsupdate for windows 8?,Closing Internet Explorer causes error,Compare 2 Tables and Calculate the PROFIT Faster,Computer goes to Windows Boot Manager after Start,Connect to one of my network computer remotely when don't allow exception box Marked,computer locking up randomly | <urn:uuid:3da769b3-05ee-49b5-8522-093edc9a2496> | {
"date": "2019-05-26T00:08:20",
"dump": "CC-MAIN-2019-22",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232258453.85/warc/CC-MAIN-20190525224929-20190526010929-00256.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.722819447517395,
"score": 2.6875,
"token_count": 1044,
"url": "http://cleandisktospeedupwindows.blogspot.com/2016/09/copy-and-paste-entire-rows-that-contain.html"
} |
Montreal Neurological Institute / McGill
The "BigBrain" 3-D model will give researchers a high-resolution look at the human brain.
LONDON — Scientists have finely sliced a human brain into 7,400 wafer-thin sheets and then digitally reconstructed it to create the world's most detailed map of the brain in three dimensions.
The "BigBrain" project, which took a 65-year-old woman's brain and cut it into slices just 20 micrometers thick, shows the brain's anatomy in microscopic detail, almost down to a cellular level, said the scientists who carried out the work. A micrometer, or micron, is a millionth of a meter, or less than a ten-thousandth of an inch.
The resulting 3-D reference brain will allow researchers worldwide to study the organ in unprecedented physical detail, paving the way for deeper understanding of how processes like cognition and emotions work, and how brain diseases develop.
"This is big science comes to the brain," said Alan Evans, a professor at the Montreal Neurological Institute at McGill University in Montreal, Canada, who co-led the study. "We've raised the level of insight (by) orders of magnitude. ... This data will revolutionize our ability to understand internal brain organization."
Neuroscientists have created reference brains in the past and used them to study how physical form relates to the brain's chemical signaling and genetic makeup, but this is the first 3-D brain map to offer such detail — at a spatial resolution of 20 microns, smaller than the size of one fine strand of hair.
Until now, scientists had only been able to study the brain on a scale of about 1 millimeter, Evans told reporters in a teleconference. "We're now 50 times smaller in all three dimensions," he said. "This changes the game in terms of our ability to discriminate very fine structural and physiological properties of the human brain."
Amunts et al. via AP
Researchers cut sections from a brain preserved in paraffin wax into slivers that measure just 20 micrometers thick, resulting in more than 7,400 slices.
How the brain was sliced
Because the sliced and reconstructed BigBrain was created from a dead organ, scientists said the best way to imagine it was as a type of scaffold providing a 3-D framework for living brain information to be analyzed.
Using a special tool called a microtome, the researchers from Canada and Germany sliced the 65-year-old human female brain, which had been embedded in paraffin wax, into more than 7,400 sections. They then mounted the 20-micron-thick sections onto slides, stained them to detect cell structures and then digitized them with a high-resolution scanner so that the 3-D brain model could be reconstructed. It took around 1,000 hours to collect the data.
The fine-grained anatomical resolution should give scientists insights into the neurobiological basis of cognition, language, emotions and other brain processes.
The researchers "pushed the limits of current technology," said Peter Stern, editor of the journal Science, where the team's work was published this week.
More about brain science:
- Machine can read your emotions
- White House pitches brain-map project
- Flash interactive: Road map to the mind
Copyright 2013 Thomson Reuters | <urn:uuid:553a9557-58c3-4880-9613-0b472fd62c70> | {
"date": "2015-04-27T04:03:00",
"dump": "CC-MAIN-2015-18",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1429246657041.90/warc/CC-MAIN-20150417045737-00140-ip-10-235-10-82.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9355947375297546,
"score": 3.078125,
"token_count": 691,
"url": "http://science.nbcnews.com/_news/2013/06/21/19078233-human-brain-cut-into-7400-slices-then-reconstructed-digitally-in-3-d?lite"
} |
The waters of Lake Erie seem to glow green in this image taken by the Moderate Resolution Imaging Spectroradiometer (MODIS) on NASA’s Aqua satellite on September 26, 2013. The color comes from an algae bloom that has been growing in the lake since July. The bloom is microcystis, a form of blue-green algae that produce liver toxins, causing numbness, nausea, vomiting, and (rarely) liver failure.
Microcystis is a freshwater algae that usually forms when waters are warm. In Lake Erie, runoff from farms and lawns provides extra nitrogen, phosphorous, and other nutrients that allow the algae to flourish. The current bloom is smaller than the record-setting bloom of 2011, but concentrations have been at risky levels at many points throughout the summer. As of September 26, 2013, microcystis concentrations were falling, but the water remained too warm for the bloom to disperse quickly, according to the NOAA Experimental Lake Erie Harmful Algal Bloom Bulletin.
- Michigan Tech Research Institute (2013, September 17) HABs Mapping. Accessed September 27, 2013.
- NOAA Center of Excellence for Great Lakes and Human Health Harmful algal blooms in the Great Lakes. Accessed September 27, 2013.
- NOAA Center of Excellence for Great Lakes and Human Health Harmful algal blooms data and products. Accessed September 27, 2013.
- NOAA Center of Excellence for Great Lakes and Human Health (2013, September 23) Western Lake Erie microcystin samples. Accessed September 27, 2013.
- NOAA National Centers for Coastal Ocean Science and Great Lakes Environmental Research Laboratory (2013, September 26) Experimental Lake Erie harmful algal bloom bulletin. Accessed September 27, 2013. | <urn:uuid:91f82287-6426-4dc6-a882-2b717dc1e352> | {
"date": "2014-04-24T08:40:33",
"dump": "CC-MAIN-2014-15",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223206118.10/warc/CC-MAIN-20140423032006-00171-ip-10-147-4-33.ec2.internal.warc.gz",
"int_score": 4,
"language": "en",
"language_score": 0.9112264513969421,
"score": 3.703125,
"token_count": 356,
"url": "http://visibleearth.nasa.gov/view.php?id=82165"
} |
Several factors, both of a scientific and socio-economic nature, may influence the establishment of mycotoxin limits and regulations. These include:
availability of toxicological data;
availability of data on the occurrence of mycotoxins in various commodities;
knowledge of the distribution of mycotoxin concentrations within a lot;
availability of analytical methods;
legislation in countries with which trade contacts exist; and
need for sufficient food supply.
The first two factors provide the necessary information for hazard assessment and exposure assessment respectively, the main ingredients for risk assessment. Risk assessment is the scientific evaluation of the probability of occurrence of known or potential adverse health effects resulting from human exposure to food-borne hazards; it is the primary scientific basis for the establishment of regulations.
Regulations are primarily made on the basis of known toxic effects. For the mycotoxins currently considered most significant - aflatoxins, ochratoxin A, patulin, fumonisins, zearalenone and some trichothecenes including deoxynivalenol - the Joint Expert Committee on Food Additives (JECFA), a scientific advisory body of FAO and WHO, has recently evaluated their hazards. JECFA provides a mechanism for assessing the toxicity of food additives, veterinary drug residues and contaminants. Safety evaluation of contaminants incorporates various steps in a formal health risk assessment approach.
The qualitative indication that a contaminant can cause adverse effects on health (hazard identification) is usually included in the information presented to JECFA for evaluation. Similarly, qualitative and quantitative evaluation of the nature of the adverse effects (hazard characterization) is embodied in the data sets that are presented. The evaluation of toxicological data carried out by JECFA normally results in the estimation of a Provisional Tolerable Weekly Intake (PTWI) or a Provisional Tolerable Daily Intake (PTDI).
The use of the term "provisional" expresses the tentative nature of the evaluation in view of the paucity of reliable data on the consequences of human exposure at levels approaching those with which JECFA is concerned. In principle, the evaluation is based on the determination of a No-Observed-Adverse-Effect-Level (NOAEL) in toxicological studies and the application of an uncertainty factor. The uncertainty factor means that the lowest NOAEL in animal studies is divided by 100, 10 for extrapolation from animals to humans and 10 for variation between individuals, to arrive at a tolerable intake level. In cases where the data are inadequate, JECFA uses a higher safety factor.
This hazard assessment approach does not apply for toxins where carcinogenicity is the basis for concern as is, for example, the case with the aflatoxins. Assuming that a no-effect concentration limit cannot be established for genotoxic compounds, any small dose will have a proportionally small probability of inducing an effect. Imposing the absence of any amount of genotoxic mycotoxins would then be appropriate, if these toxins were not natural contaminants that can never completely be eliminated without outlawing the contaminated food or feed. In these cases, JECFA does not allocate a PTWI or PTDI. Instead it recommends that the level of the contaminant in food should be reduced so as to be As Low As Reasonably Achievable (ALARA). The ALARA level, which may be viewed as the irreducible level for a contaminant, is defined as the concentration of a substance that cannot be eliminated from a food without involving the discard of that food altogether or without severely compromising the availability of major food supplies. This covers the case of the JECFA evaluations of the aflatoxins made in 1987 and 1997. On some occasions in the 1990s, JECFA also evaluated the risk of other mycotoxins: ochratoxin A, patulin and zearalenone.
In February 2001, a special JECFA session was completely devoted to mycotoxins (FAO, 2001; WHO, 2002b). The mycotoxins evaluated or re-evaluated at this 56th JECFA meeting included fumonisins B1, B2 and B3, ochratoxin A, deoxynivalenol, T-2 and HT-2 toxins, and aflatoxin M1. The report addressed several concerns about each mycotoxin including explanation of the mycotoxin, absorption through excretion, toxicological studies and final evaluation. Along with the mycotoxin evaluations, the committee put forth general considerations on analytical methods, sampling, associated intake issues and control.
The evaluation of aflatoxin M1 is the more interesting as JECFA responded to a request by the Codex Committee on Food Additives and Contaminants (CCFAC, see also Section 3.5.5.) at its 32nd session (CAC, 2000) to "examine exposure to aflatoxin M1 and to conduct a quantitative risk assessment" to compare the application of two standards for contamination of milk (0.05 mg/kg and 0.5 mg/kg), limits that are currently applied in the European Union (EU) and the United States respectively. The calculations showed that, with worst case assumptions, the projected risks for liver cancer attributable to use of the proposed maximum levels of aflatoxin M1 of 0.05 mg/kg milk and 0.5 mg/kg milk are very small, and that there is no significant health benefit when a 0.5 mg/kg limit would be reduced to 0.05 mg/kg.
In the further development of tolerable daily intake (TDI) levels for mycotoxins in food for national or international (Codex Alimentarius) purposes, factors other than hazard assessment play a role. These will be discussed below.
In addition to information about toxicity, exposure assessment is another main ingredient of the risk assessment. Reliable data on the occurrence of mycotoxins in various commodities and data on food intake are needed to prepare exposure assessment. The quantitative evaluation of the likely intake of mycotoxins is quite difficult. At its 56th Meeting, JECFA stressed the importance of the use of validated analytical methods and the application of analytical quality assurance (see also Section 2.4 on methods of analysis) to ensure that the results of surveys provide a reliable assessment of intake (WHO, 2002b).
In most of the JECFA reviews of mycotoxins, the analytical data on the levels of contamination were often inadequate from developed countries and non-existent for developing countries. Because most mycotoxin contamination is heterogeneous, sampling is another important consideration in the development of information on the levels of contamination (Page, 2003) (see also Section 2.3 on sampling procedures).
In the EU, efforts to assess exposure are undertaken within Scientific Cooperation on Questions relating to Food (SCOOP) projects, funded by the European Commission. The SCOOP projects are targeted to make the best estimates of intake of several mycotoxins by EU inhabitants. In the 1990s, these activities resulted in a report on the exposure assessment of aflatoxins (European Commission, 1997). SCOOP reports were later published for several other mycotoxins including: ochratoxin A (Miraglia and Brera, 2002); patulin (Majerus and Kapp, 2002); and several Fusarium toxins, trichothecenes, fumonisins and zearalenone (Gareis et al., 2003). The SCOOP data have been used by the European Food Safety Authority (EFSA) for its evaluation and advisory work on the risks to public health arising from dietary exposure to certain mycotoxins.
The distribution of the concentration of mycotoxins in products is an important factor to be considered in establishing regulatory sampling criteria. The distribution can be very heterogeneous, as is the case with aflatoxins in peanuts. The number of contaminated peanut kernels in a lot is usually very low, but the contamination level within a kernel can be very high. If insufficient care is taken for representative sampling, the mycotoxin concentration in an inspected lot may therefore easily be wrongly estimated. Also, consumption of peanuts could lead to an accidental high single dose of aflatoxins, rather than a chronic intake at a relatively low level.
A similar situation could occur with pistachio nuts and figs. The risk to both consumer and producer must be considered when establishing sampling criteria for products in which mycotoxins are heterogeneously distributed. The design of sampling procedures has been an international concern for several years (FAO, 1993; CAC, 2000). Working groups and discussions are being organized by FAO and the Codex Alimentarius Commission in an attempt to find a harmonized international approach.
Examples of official sampling plans for mycotoxins are those for aflatoxins in peanuts and corn carried out in the United States (Food and Drug Administration, 2002) and for peanuts in the EU (European Commission, 2002b). In the United States, the USDA requires three 22 kg laboratory samples to average less than 15 mg total aflatoxins/kg for acceptance. In the EU, one 30 kg laboratory sample is required to test less than 15 mg total aflatoxins/kg for raw peanuts destined for further processing, and three 10 kg laboratory samples to all test less than 4 mg total aflatoxins/kg (and 2 mg aflatoxin B1/kg) for finished peanuts sold for direct human consumption.
Although the approaches are different, the United States peanut industry, in cooperation with USDA, has recently developed an Origin Certification Program (OCP) with several key EU countries that import United States peanuts into Europe. These key markets, in a memorandum of understanding, have agreed to recognize the sampling and testing of United States peanuts for aflatoxin before being exported to these markets (Trucksess et al., 2003). Documents showing positive lot identification and aflatoxin test results can be used to certify that the peanuts meet EU aflatoxin regulations.
In the OCP, the United States exporter uses a first 22 kg sample test result for screening lots. A second USDA 22 kg sample is tested according to EU protocol for lot certification. The OCP will reduce lots rejected at the port of entry, reduce the disruption in supply for the importer, reduce economic losses for the exporter and the importer, and maintain EU standards for consumer safety. The OCP is an example of an agreement between two countries that is mutually beneficial to both while maintaining high standards for consumer safety (Adams and Whitaker, 2004).
Food legislation calls for methods of control. Reliable analytical methods will have to be available to make enforcement of the regulations possible. Tolerance levels that do not have a reasonable expectation of being met are both wasteful in the resources that they utilize, and may well condemn products that are perfectly fit for consumption (Smith et al., 1994). In addition to reliability, simplicity is desired, as it will influence the amount of data that will be generated and the practicality of the ultimate measures taken. The reliability of analysis data can be improved through use of methods that fulfil certain performance criteria (as can be demonstrated in interlaboratory studies).
The Association of Official Analytical Chemists (AOAC International) and the European Standardization Committee (CEN), the European equivalent of ISO, have a number of standardized methods of analysis for mycotoxins that have been validated in formal interlaboratory method validation studies, and this number is gradually growing. The latest edition of Official Methods of Analysis of AOAC International (Horwitz, 2000) contains approximately 40 validated methods for mycotoxin determination, and a recent review has been published about the validation of methods of analysis for mycotoxins (Gilbert and Anklam, 2002).
CEN has produced a document that provides specific criteria for various mycotoxin methods that can be used for official purposes (Comité Européen de Normalisation, 1999). This document presents information concerning method performance, which can be expected from experienced analytical laboratories. The CEN criteria are currently reflected as method performance requirements in official EU legislation on aflatoxins, ochratoxin A and patulin (European Commission, 1998; 2002a; 2003a). They are expected to appear as well in future EU legislation for other mycotoxins in food and feed.
In addition to the use of analytical methods of demonstrated reliability, the application of analytical quality assurance (AQA) procedures is recommended including the use of (certified) reference materials, especially when a high degree of comparison and accuracy is required. Further developments in AQA and the use of reference materials are likely to emerge in the future for the control of mycotoxins in foods. Several (certified) reference materials for mycotoxins have been developed in projects funded by the European Commissions Standards, Measurements and Testing (SMT) Programme (previously known as the Bureau Communautaire de Référence [BCR]), or are currently being redeveloped (Josephs et al., 2004). In Table 1 (in Annex) an overview is given of the BCR (certified) mycotoxin reference materials that have been developed since the 1980s. The mycotoxin reference materials are now worldwide available through the European Commissions Joint Research Centre/Institute for Reference Materials and Measurements (JRC/IRMM).
Certified reference materials are relatively expensive because of the enormous amount of time and money invested in their development, and current supplies are limited. Therefore, laboratories are advised to develop their own reference materials for routine use, the toxin content of which should be established on the basis of the certified materials.
Besides the application of (certified) reference materials, regular participation in interlaboratory comparisons such as proficiency testing schemes is becoming increasingly important as part of AQA measures that a laboratory must undertake to demonstrate acceptable performance. A number of proficiency testing schemes for mycotoxins exist at the international level including: i) those organized by the Food Analysis Performance Assessment Scheme (FAPAS®) operated by the Central Science Laboratory in the United Kingdom of Great Britain and Northern Ireland (Richard et al., 2003); and ii) those organized by the American Oil Chemists Society (AOCS) based in the United States (AOCS, 2003).
Good analytical methodology and AQA are prerequisites for adequate food law enforcement. Also important, especially in free trade areas, is the way in which enforcement bodies handle an issue as measurement uncertainty. Within the EU and the European Free Trade Area, approaches are not yet harmonized between countries, which may lead to different action levels, e.g. for aflatoxins. Therefore, the Food Law Enforcement Practitioners (FLEP) Working Party on "Mycotoxins" has recommended a uniform approach (Jeuring, 2004). It is of interest to note that the new EU Commission Directive on patulin in foodstuffs, which came into force in November 2003, gives some guidance about how to deal with measurement uncertainty (European Commission, 2003a). So far this is rather unique but the issue of measurement uncertainty is expected to become part of more regulatory documents in the near future.
Preferably, regulations should be brought into harmony with those in force in other countries with which trade contacts exist. In fact, this approach has been applied in the regions of Australia and New Zealand, the EU and MERCOSUR (Mercado Comun del Sur), where harmonized regulations for some mycotoxins now exist. Strict regulative actions may lead importing countries to ban or limit the importing of commodities such as certain food grains, which can cause difficulties for exporting countries in finding or maintaining markets for their products. For example, the stringent regulations for aflatoxin Bl in animal feedstuffs in the EU (Commission of the European Communities, 1991) led European animal feed manufacturers to switch from groundnut meal to other protein sources to include in feeds; this had an impact on the export of groundnut meal of some developing countries (Bhat, 1999).
The distortion of the market caused by regulations in importing countries may lead to export of the less contaminated foods and feeds leaving those inferior foods and feeds for the local market. Some countries apply different limits for aflatoxins in certain products depending on the destination.
The World Bank has published a study on impact of the adoption of international food safety standards, and the harmonization of standards, on global food trade patterns (Wilson and Otsuki, 2001). Several scenarios led to estimates of the effects of aflatoxin regulatory standards in 15 importing countries (including four developing countries) on exports from 31 countries (including 21 developing countries). In one of the scenarios, the authors examined trade flows when all countries would adopt an international standard for aflatoxin B1 in food at 9 mg/kg (equivalent to the Codex guidelines of 15 mg/kg for total aflatoxins) in contrast to all importing countries remaining at the (generally lower) limits of 1998. This would lead to an increase of the cereal and nut trade among these countries by US$6.1 billion (or 51 percent).
The regulatory philosophy should not jeopardize the availability of some basic commodities at reasonable prices. Especially in the developing countries, where food supplies are already limited, drastic legal measures may lead to lack of food and to excessive prices. At the time of writing, for instance, the dramatic food security situation in parts of Africa leads to measures that prioritize food sufficiency above food safety. Mycotoxins are an important problem as evidenced by occasional outbreaks of human mycotoxicoses and the role of aflatoxins in liver cancer in West Africa and fumonisins in oesophageal cancer in South Africa (Shephard, 2004).
Weighing the various factors at the interface of science, food security and regulations is not a trivial activity, and common sense is a major factor for reaching a decision. Public health officials are confronted with a complex problem: mycotoxins, and particularly the carcinogenic mycotoxins, should be excluded from food as much as possible. Since the substances are present in foods as natural contaminants, however, human exposure cannot be completely prevented, and exposure of the population to some level of mycotoxins has to be tolerated. Despite the dilemmas, mycotoxin regulations have been established during the past decades in many countries, and newer regulations are still being drafted.
| See http://www.irmm.jrc.be| | <urn:uuid:424e1e8b-0281-447e-9545-f3c35cb0646b> | {
"date": "2015-09-02T22:17:50",
"dump": "CC-MAIN-2015-35",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645293619.80/warc/CC-MAIN-20150827031453-00052-ip-10-171-96-226.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9319409728050232,
"score": 2.78125,
"token_count": 3825,
"url": "http://www.fao.org/docrep/007/y5499e/y5499e06.htm"
} |
- Jan 14, 2005
- What Is Franchising?
- A Very Brief History of Franchising
- Local Production in Limited Geographic Markets
- Physical Locations Are Helpful
- Industries Involving Local Knowledge
- Industries Demanding Local Discretion
- Standardized, Codified, and Easily Learned
- Brand Names: An Important Competitive Advantage
- Labor-Intensive Industries
- Cost and Risk
- Measuring Performance
Cost and Risk
Franchising works best in industries in which outlets are neither very expensive nor very risky for people to operate. In fact, research has shown that, in industries in which outlets are larger in terms of employment, sales, or physical space, firms tend to franchise less than firms in industries in which outlets are smaller. For instance, in industries in which the cost of establishing a single outlet is in the tens or hundreds of millions of dollars (industries such as retail appliance sales), franchising is relatively uncommon. Not only is there a small pool of potential franchisees with enough money to purchase franchises in such industries, but the very high investment also leads franchisees to underinvest in the development of the outlet. This problem of underinvestment is discussed in more detail in Chapter 3, "The Disadvantages of Franchising," but let's suffice it to say here that individual franchisees who make large investments are undiversified and, thus, are more risk averse than corporations that have raised money for all of their outlets simultaneously. This lack of diversification leads them to see a given investment as more risky than diversified investors see it and keeps them from making the investments that diversified investors would make.
For similar reasons, franchising works poorly in industries with a high level of risk resulting from factors outside the franchisee's control, such as variation in the general economic environment. For example, franchising doesn't work very well in the mortgage brokerage business because performance at refinancing homes depends a lot on interest rates on mortgages, which franchisees cannot control.
Franchising works poorly in these types of industries because high levels of environmental risk make franchises difficult to sell. A franchisee makes an investment in buying an outlet to earn financial return on that investment. The performance of the franchisee's investment is affected by both the person's own performance and the effect of factors beyond the franchisee's control, such as the condition of the economy. Diversification is the main mechanism that investors have to deal with the effect of factors beyond their control. Because the investments of franchisees are undiversifiedthey generally buy into only one franchise system at a timethey tend to be unwilling or unable to bear the risk of things beyond their own control. As a result, they tend not to buy franchises in industries in which this type of risk is very high. Diversified corporations are more able to bear this type of risk, so we see company-owned operations in industries with high levels of general economic risk. | <urn:uuid:afd1588e-af35-484b-b661-4f6701a141ac> | {
"date": "2014-07-25T18:15:07",
"dump": "CC-MAIN-2014-23",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997894473.81/warc/CC-MAIN-20140722025814-00056-ip-10-33-131-23.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9538815021514893,
"score": 3.34375,
"token_count": 600,
"url": "http://www.ftpress.com/articles/article.aspx?p=360649&seqNum=10"
} |
According to William Cole’s Art of Simpling (1656), Loosestrife prevents oxen from fighting. Some say the name derives from a Greek word meaning “to dissolve strife.” What we could debate is whether form follows function, or vice versa, because this showy group is as hardy as it is attractive.
Some species are tall, others are low, but all are vigorous and easy to grow—so let them loose in cool, moist locations such as woodlands, bogs or waterside meadows. A varied group, each offers a unique foliage form.
Lofty, narrow spikes of pearly white starlike flowers grace this hard-to-find European species. Non-invasive Lysimachia ephemerum grows in a clump, rather than spreading by runners like its more aggressive cousins. Joined at the base around sturdy, upright stems, the glaucous gray-green leaves are opposite and lanceolate in shape. An intriguing flower for arrangements, this Lysimachia’s soothing colors are a gentle match for Thalictrum flavum ssp. glaucum.
Size: 4' 0" – 5' 0" high x 18" wide.
Hardy to zone 6. | <urn:uuid:69868251-fc72-4b59-b033-0174d9d7ede6> | {
"date": "2019-04-21T16:23:38",
"dump": "CC-MAIN-2019-18",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578531994.14/warc/CC-MAIN-20190421160020-20190421182020-00216.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9203744530677795,
"score": 2.625,
"token_count": 262,
"url": "http://diggingdog.com/pages2/plantpages.php/P-0103"
} |
Discuss the six problems which faced the progressives.
Discuss the six problems which faced the progressives.
1. The first problem was the confusion of ethics:
A confusion of ethics developed when society tried to take the moral code and values of a simple agrarian society (SAS) and tried to apply those moral values to a highly complex industrialized society (HCIS).
In the Landed Frontier, man was independent and only vulnerable to elements of the environment. The "Big Six Values" and moral codes (Social Darwinism, laissez faire, rugged individual , etc.) worked well there.
In HCIS man is interdependent upon certain elements within society for survival (upon the integrity of certain individuals and companies.) He is vulnerable to elements of complex society because he is dependent upon them for survival. The more complex society becomes the more vulnerable its people become .
Social sins and responsibility in society:
Man is a product of his environment and the environment advocated certain values . John D. Rockefeller and J.P. Morgan were only doing what society advocated. This created social sins or abuses and as more and more social sins were committed pressure was put on government for protection.
Simple agrarian society:
In simple agrarian society, social and personal morals are one and the same because you are doing business with your friends and neighbors . Direct responsibility: in most cases, social sins were not committed on purpose.
In a highly complex industrialized society, there are two sets of moral codes.
( 1) In business, the moral code is survival of the fittest or the en justifies the means. (2} In personal relationships, the 'general rule is to treat people honestly and as you would a friend.
In a complex industrialized society , there is also the diffusion of responsibility which makes social sins difficult to detect and difficult to stop.
Diffusion of Responsibility:
Diffusion of responsibility developed as a result of the isolation between the corporate producer, the marketing system, and the consumer. The complexity of corporate America made it easier for management and the worker to carry out the social sins. Hence, the impersonality of social sins, along with the complexity and diversity of the new industrial society , made it difficult to fix responsibility on any one group .
The Progressives had to educate the public to a new morality. and to new values in order to make business more responsible and operated on personal morality , instead of social morality .
In order to protect people, they had to do the following :
Educate the Public to abuses .
This was accomplished mainly by the muckrakers who exposed social ills and put Pass laws to make the social sins or abuses such as horizontal trusts, railroad rebates , and drawbacks illegal.
Third, create an administrative bureaucracy (i.e. Pure Food and Drug Administration) to enforce the laws--to protect individual rights.
2. Trust Regulation:
New social and economic problems within society developed when the "economic base" or organization of society changed from a simple agrarian society to a highly complex industrialized society. Trust regulations were Roosevelt's and Wilson's way of dealing with this change in the "economic base" caused by the rise of big business, the growth of trusts and monopolies .
3. Uneven Distribution of Wealth:
The problem of an uneven distribution of wealth came about because a small percentage of people had a large percentage of the wealth which provided for an unhealthy economy. The corporation was the key tool used to create this situation along with the trickle-down theory or supply-side economic philosophy .
For example, the first half of the nineteenth century saw the rise of only a few large fortunes. Most of these came from off the land or in shipping.
The industrial revolution changed all of that. An estimate in 1890 indicated that 12.5% of the people owned 87.5% of the property. It should be noted these people used their economic power to avoid just taxation and regulation of their property.
The great fortunes of the late nineteenth and early twentieth centuries came from the land, but from the exploitation of workers, as well as natural resources manufacturing , banking , and speculation.
In 1892, the New York Tribune compiled figures on the millionaires of the country.
There were 1,000 millionaires from merchandising , 600 in manufacturing , 300 in banking , 200 in transportation , and 26 farmers had made the grade.
4. The Rise of the American Cities American cities
had a rapid unregulated growth during the late 1800's as a result of people moving in at a faster rate than the cities could adjust. This growth created problems such as housing , health and sanitation and crime. The number of prison inmates in the United States increased by 50% in the 1880's and the homicide rate nearly tripled , with most of the rise occurring in the cities.
People were moving to the cities because they saw new opportunities which were no longer available to them in the landed frontier.
5. Political Corruption:
Whether working within the framework of the city, state, or federal government, the reformers frequently confronted the fifth major problem: the prevalence of political corruption. The progressive movement in politics started in the cities, spread to the state, and ultimately reached the federal government. The reasons for the breakdown of the political system were that the administrative organization, inherited from a simpler day, could not function under the weight of its new duties as it lacked the financial ability and administrative structure to solve its own problems. Also, the legitimate financial rewards of politics were so meager that able men preferred business and political offices became good only for the extra-legal benefits they brought.
6. Race Relations:
With the Compromise of 1877, the position of the black man deteriorated . From 1877 to 1901, the Supreme Court decisions basically undermined their position in society .
In the Civil Rights Cases of 1883, the Supreme Court ruled that the federal government hao no jurisdiction over su,ch matters as social discrimination directed by private-persons or organizations against persons of a different race or color.
In 1896 the Court held in Plessy v. Ferguson the separate but equal facilities satisfied the 14th amendment 's requirement that the states give "equal protection of the law."
The black man was left to fend for himself and with the help of some white sympathizers in the progressive movement tried to gain his rights in society through two different approaches.
Booker T. Washington was a black leader in the 1890's who was looked upon as a spokesman for the majority of the black people. He felt the black man should remain quiet, not be a social or political disturber, and try to improve his economic worth with education and new skills. If the black man improved, then society would reward him by giving him social and political equality.
W.E.B. DuBois was involved in the Niagara movement which eventually became the NAACP (DuBois was the only black ; he was Director of Publicity). DuBois felt the only way a black man could get equality in society was to gain his political rights . Blacks needed to get laws changed and get their political and civil rights guaranteed before they could enjoy economic and social benefits from whites.
Both of these views have merit, but must be done simultaneously to be effective as a solution for the black man. It is also necessary to try to modify the white's attitudes and behavior towards the black people in society. | <urn:uuid:5d8b4ee9-249d-4315-9f34-f5dd69d58ab6> | {
"date": "2018-12-11T20:46:48",
"dump": "CC-MAIN-2018-51",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00136.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9635266065597534,
"score": 3.28125,
"token_count": 1514,
"url": "https://www.skennedyushistory.com/lo-3-progressive-era"
} |
Arborists are often asked, “What is boring holes in a straight line across my tree’s trunk?”
The woodpecker is the culprit, and most of the time it causes no health problems for the tree. The most common woodpecker in our area is the Yellow-Bellied Sapsucker. This migratory bird can be identified by its medium size and distinctive markings. The adult birds are identified by a black crescent on the breast, pale yellow belly, white wing stripe, and a crimson crown. The male also has a crimson chin and throat, distinguishing him from the female whose chin and throat are white.
IDENTIFYING THE WOODPECKER DAMAGE
Typical damage can be a single row of small holes or several rows close together around the trunk or branches. Woodpeckers are drilling these holes to feed on sap and the insects attracted to it. Just because a woodpecker is feeding on a tree, does not mean the tree is infested with insects. Although some woodpeckers do feed on wood boring insects, bark lice and other pests harmful to trees.
In severe cases, the rows of holes can be drilled so close together that entire patches of bark and wood are removed. If the tree is small and the damage is extensive, the tree could be girdled. This results in reducing the tree’s ability to transport water and nutrients, and the tree could die. This is rare, and most damage should not be a concern. Woodpeckers choose trees for no particular reason, but tree species with softer bark or high sugar content in their sap are favored. Some trees are repeatedly chosen over and over each year due to habit and migratory patterns.
MANAGEMENT OF WOODPECKER DAMAGE
- Wrap burlap or other materials loosely around the area being tapped
- Smear a sticky repellent material on the affected area such as: Tanglefoot, Roost-No-More, or Bird Stop
- Hang shiny metal objects (aluminum) or brightly colored plastics on or around the tree
- Play bird distress calls or any other loud noises. Ex: propane cannons, fuse ropes, bird banger rockets, screamers, electronic scare devices or music.
In summary, it’s best not to worry about the damage already caused by woodpeckers. Instead, implementation of deterrents may be the best strategy in coping with further damage. This also aids in the prevention of any initial destruction.
The Migratory Bird Treaty Act prohibits the killing of woodpeckers without a permit.
References: North Central Forest Experiment Station, Forest Service, U.S. Department of Agriculture, St. Paul, Minnesota
Kentucky Department of Fish & Wildlife Resources | <urn:uuid:59472e4f-8f6e-40ee-b362-e6d6896c9e14> | {
"date": "2015-01-30T10:50:40",
"dump": "CC-MAIN-2015-06",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422115869264.47/warc/CC-MAIN-20150124161109-00092-ip-10-180-212-252.ec2.internal.warc.gz",
"int_score": 4,
"language": "en",
"language_score": 0.9202066659927368,
"score": 3.703125,
"token_count": 573,
"url": "http://www.arborilogical.com/tree-articles/woodpecker-damage/"
} |
- (adv.) down, downwards
- (adj.) down, lower
- (v.) to go down, to go downwards, to descend
Lalau ia i amo kau!
“Throw it down!”
Notes: Following up on yesterday’s word, here is a very high-frequency Kamakawi word: kau. It kind of shows up everywhere. It can serve as the adverbial part of a number of compound verbs, as well as the elements listed above.
I was a bit surprised when typing up this iku to see that it resides in the ikunoala section of my font. Then I looked at it and said, “Oh.” And I do see what I was thinking; might not have made the same choice were I doing it now, but kau is so much a part of the script that there’s no changing it.
If you take a look at the iku for u, you’ll see that the “W”-looking glyph has three peaks, and that the peaks are connected. That’s basically what this is, except that the connecting line is on the bottom, and the three peaks are all ka. So the shape is purely phonological, and you can look at it and see how it’s pronounced, but its construction is not as straightforward as some of the other ikunoala. | <urn:uuid:667470a9-76e9-4f82-8718-090368d88d7e> | {
"date": "2017-02-25T06:45:17",
"dump": "CC-MAIN-2017-09",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171670.52/warc/CC-MAIN-20170219104611-00284-ip-10-171-10-108.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9800758361816406,
"score": 2.890625,
"token_count": 299,
"url": "http://dedalvs.com/kamakawi/wotd/tag/travel/"
} |
The Three Musketeers
by Alexandre Dumas
The Three Musketeers Theme of Friendship
The primary friendship featured in The Three Musketeers is between four young gentlemen devoted to the King. Their friendship allows them to combine forces and defeat evil powers that might otherwise prevail. Friendship is thus portrayed in an immensely positive light in The Three Musketeers – the friends never argue, and they are always there to share with each other and support each other.
Questions About Friendship
- D’Artagnan, Aramis, Athos, and Porthos are all different people. Why do you think they end up being friends? What is the basis of the friendship?
- Does their friendship have any flaws? Is it ever complicated?
- Does the novel display any other instances of friendship? If no, what effect does that have on the story? If yes, how does it compare to the friendship of the four protagonists?
Chew on This
Out of the three Musketeers, D’Artagnan is closest friends with Athos.
The Man from Meung, also known as the Comte de Rochefort, and D’Artagnan are likely to become friends. | <urn:uuid:4e2b0bc3-7d75-4ba6-82ef-75315c92cb9a> | {
"date": "2015-05-28T04:17:03",
"dump": "CC-MAIN-2015-22",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207929230.43/warc/CC-MAIN-20150521113209-00284-ip-10-180-206-219.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9456273913383484,
"score": 3.265625,
"token_count": 249,
"url": "http://www.shmoop.com/three-musketeers/friendship-theme.html"
} |
The massive bombing and artillery fire disrupted the agriculture upon which the South Vietnamese economy depended, produced huge numbers of civilian casualties, and drove millions of noncombatants into hastily constructed refugee camps or into the already overcrowded cities. American military operations further undermined the social fabric of an already fragile nation and alienated the people from a government which never had a firm base of popular support. “It was as if we were trying to build a house with a bulldozer and wrecking crane,” one American official later observed.
As a result of the conditions in the Japanese camps, some 40 percent of the American POWs died, but many died after neing transported from the Philippines.
Original caption Photo shows military police posting Civilian Exclusion Order No requiring evacuation of Japanese living on Bainbridge Island Ningessaybe me
The Japanese camps in the Philippines included: (Los) Baños, Bilibid Prison, Cabanatuan, Davao Prison and Penal Farm, (Camp) Holmes Internment Camp, (Camp) John Hay, (Camp Manganese--Guindulman Bohol, (Camp) Malolos--Bulcan, (Camp) O'Donnell, Palawan, Puerto Princesa Prison Camp, Santo Tomas Internment Camp. | <urn:uuid:66e1dac5-db59-4811-b2fe-c71b7ce6a93e> | {
"date": "2018-11-18T21:29:46",
"dump": "CC-MAIN-2018-47",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039744649.77/warc/CC-MAIN-20181118201101-20181118223101-00096.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9311686158180237,
"score": 3.203125,
"token_count": 259,
"url": "http://jimandjennie.com/essay-on-japanese-internment.html"
} |
Coincidentally, the same day I criticized economists for looking at everything, including schools, through the lens of financial incentives (see
“If you only have a hammer, you tend to see every problem as a nail” — Economists Go After Schools Again), The Economist Magazine ran a column called “Muddled Models” saying the same thing.
Here are some excerpts:
Do economists have an accurate model of human motivation? Or do they assume that our motives are entirely mercenary?
….This other-wordly mentality is reminiscent of Catherine the Great’s aphorism about political ideas which “work only on paper, which accepts anything, is smooth and flexible and offers no obstacles either to your imagination or your pen.”
A related criticism is that economists tend to think that most problems can be created by designing the right incentives. If there is a shortage of blood, making payments to blood donors might seem a brilliant idea. But studies show that most donors are motivated by an idea of civic duty and that a monetary reward might actually undermine their sense of altruism….
….In short, many economists seem to neglect the importance of non-financial motivation, although the school known as “behavioural economics” is starting to remedy this….
….The history of economics can be viewed rather like the regular sequence in the Peanuts cartoon strip, whereby Lucy snatches the football away every time that Charlie Brown tries to kick it. Just when economists have reached a consensus, events in the real world proved them wrong.
Perhaps, indeed, economists should stay away from schools…. | <urn:uuid:7bee9f3b-e4ca-4bba-9d0c-6bef893247b8> | {
"date": "2017-06-28T10:49:46",
"dump": "CC-MAIN-2017-26",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323604.1/warc/CC-MAIN-20170628101910-20170628121910-00177.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9613107442855835,
"score": 2.75,
"token_count": 328,
"url": "http://larryferlazzo.edublogs.org/2012/07/22/muddled-models-a-view-of-economists-from-the-economist-magazine/"
} |
Hollywood is not projecting the increasing diversity of the U.S. on the silver screen, according to a USC Annenberg School of Communication and Journalism study released on Monday.
Latinos remain the most underrepresented ethnic group in films, the study found, even though they are a a growing part of the country's population and the most frequeent moviegoers.
The study looked at characters who spoke one or more words in the top grossing films from the past six years. In 2013 alone, about a quarter of of the 3,932 speaking characters evaluated were from underrepresented racial and ethnic groups.
In the U.S., Latino people account for 17.1% of the total population, according to the U.S. Census Bureau in 2013, while on screen they comprise of 4.9% of characters. The study also showed that Hispanic representation on the big screen has remained relatively stagnant over the years.
"If popular films were the only way to gauge diversity, viewers would be completely unaware of this," said Marc Choueiti, one of the study's authors, in a statement. "Individuals from this group are almost invisible on the screen."
White characters continue to have the most screen time. About 74 percent of the actors in the films were white, compared to 63 percent of U.S. population being non-Hispanic white, according to the U.S. Census Bureau.
The study shows that though black characters are gaining more screen time in the past year, overall it still was not comparable to the percentage of African-Americans in the country. Last year, several films that portrayed African-Americans in U.S. history became box-office hits, such as "42" about baseball legend Jackie Robinson and "12 Years a Slave," about institutional slavery in 1800s.
"The voices heralding that 2013 was a banner year for black characters in film must be thinking of a few salient examples," said Professor Stacy L. Smith, who authored the study. "In reality, we saw no meaningful difference in the representation of characters from underrepresented backgrounds across the six years we studied."
The low representation of ethnic groups was found in kidvids as well. Less than 15 percent of characters in animated films from 2007, 2010 and 2013 were from an underrepresented group. 2010 represented the low point, with 1.5% of characters reflected any racial or ethnic diversity.
Related storiesJohn Ridley on ABC's 'American Crime': 'They Told Me to Be Bold''12 Years a Slave' Actor Chiwetel Ejiofor Set for Bolivian Jail Tale Movie'12 Years a Slave,' 'Non-Stop' Among Bona Film Group's China Releases 2014 Variety Media, LLC, a subsidiary of Penske Business Media; Distributed by Tribune Content Agency, LLCCopyright © 2015, The Baltimore Sun | <urn:uuid:b01f4af6-44c4-42ae-922b-116aef1d144f> | {
"date": "2015-07-07T12:16:47",
"dump": "CC-MAIN-2015-27",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375099173.16/warc/CC-MAIN-20150627031819-00156-ip-10-179-60-89.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.96129310131073,
"score": 2.734375,
"token_count": 583,
"url": "http://www.baltimoresun.com/sns-201408041744reedbusivarietyn1201275270-20140804-story.html"
} |
A report into the impact of poverty on young people's education has revealed a lack of money often sets students apart from their peers.
Six in 10 young people interviewed said that not having enough money affected the activities they could take part in at school, which made them feel segregated from their friends.
The report also revealed a lack of money can impact on students' self-esteem, confidence and hopes for the future.
The young researchers behind the report have drawn up six recommendations to help young people living in poverty achieve their full potential at school.
- A safe place to learn
- One-to-one support from other students
- Someone to speak to about home and school
- A special fund for children to join in with activities
- Free advice on careers and training
- A continuation of the work of the Young Researchers in Wales | <urn:uuid:2d8502f3-620b-4763-87b0-c3c350ac5b99> | {
"date": "2017-03-25T10:12:23",
"dump": "CC-MAIN-2017-13",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218188914.50/warc/CC-MAIN-20170322212948-00106-ip-10-233-31-227.ec2.internal.warc.gz",
"int_score": 4,
"language": "en",
"language_score": 0.9785161018371582,
"score": 3.5,
"token_count": 171,
"url": "http://www.itv.com/news/wales/update/2013-02-19/poverty-can-stop-youngsters-joining-in-with-peers/"
} |
by George Orwell
1984 Book 2, Chapter 7 Quotes
How we cite the quotes:
When his father disappeared, his mother did not show any surprise or any violent grief, but a sudden change came over her. She seemed to have become completely spiritless. It was evident even to Winston that she was waiting for something that she knew must happen. (2.7.9)
Winston tells the tale of his mother’s depression over his father’s disappearance – an example of loyalty severed by the Party.
He never saw his mother again…When he came back his mother had disappeared. This was already becoming normal at that time. Nothing was gone from the room except his mother and his sister. They had not taken any clothes, not even his mother's overcoat. To this day he did not know with any certainty that his mother was dead. It was perfectly possible that she had merely been sent to a forced-labor camp. As for his sister, she might have been removed, like Winston himself, to one of the colonies for homeless children […]. (2.7.14)
It is common for the Party to move family members away from each other so that private loyalties may be severed in a timely manner.
[…] yet she had possessed a kind of nobility, a kind of purity, simply because the standards that she obeyed were private ones. Her feelings were her own, and could not be altered from outside. It would not have occurred to her that an action which is ineffectual thereby becomes meaningless. If you loved someone, you loved him, and when you had nothing else to give, you still gave him love. (2.7.19)
Winston describes his mother as loving – an example of true, unadulterated private loyalty. | <urn:uuid:1c05f123-285f-4df8-bfa0-fa446c1c7c87> | {
"date": "2015-07-04T20:58:49",
"dump": "CC-MAIN-2015-27",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375096944.75/warc/CC-MAIN-20150627031816-00076-ip-10-179-60-89.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.994243860244751,
"score": 2.6875,
"token_count": 374,
"url": "http://www.shmoop.com/1984/book-2-chapter-7-quotes.html"
} |
Camp Stove versus Camp Fire
(“Primus” versus “Primal”)
Steven M. Watts
A Short Cynical History
In the early days of the twentieth century, portable camp stoves–fueled by kerosene (liquid paraffin), gasoline or alcohol—began to appear in the inventories of campers, explorers and military campaigners. These ingenious devices were perfect for above-tree-line-mountaineering, long sea voyages and arctic expeditions. They provided a ready means for cooking in these places and conditions where the supply of firewood was scant to non-existent. Eventually camp stoves began to replace the traditional campfire, as recreational campers outfitted themselves with gear better suited to a full scale Himalayan summit assault than to a weekend of camp life in a national forest. Traditional campfire skills, and the old style cookcraft that accompanied them, began to fade. The one pot meal, boiled over the one burner stove, became the model for camping efficiency—as the multi-course meal—boiled, baked, fried and roasted on and by the campfire by an experienced woodsman—was reduced to a quaint, nostalgic novelty demonstration of frontier-style technology. If the fire was not totally absent from the camp, it might appear later as a kind of afterthought to the meal—a pre-bedtime venue for story telling, group singing and that sadistic, nocturnal rite of marshmallow skewering and incineration dear to the hearts of all young campers.
The Environmental Question
In retrospect, we can better examine the environmental impact that these new stove technologies have had. There is a disturbingly short-sighted idea floating around (fueled by the equipment manufacturers inspired “leave-no-trace” movement) which touts the use of stoves over fires as the more environmentally responsible practice. It must be said, that stove use has indeed prevented the scaring of sensitive environments by insensitive and unskilled campers. But, to assume that their use leaves no trace is to ignore the mining and refining of the metals used as the raw materials, the manufacturing plants and processes necessary for their production, and the international transportation systems needed to deliver them to your front door. The fuels necessary for the stoves’ function also require similar environmental costs. You may walk away from camp with no fire scar, but you’ve contributed to many other scars in many other places with your use of the camp stove. Ah, life is not so simple.
A Place Of Balance
So, does the above rant argue against the use of portable cooking stoves in the camps of traditional-style campers? Not at all…these devices were there, they are part of the historical record, and campers in the 1920’s appreciated new developments and conveniences as much as we do today. The difference between then and now has more to do with knowledge and skill than it has to do with technology. The experienced woodsman of old quickly mastered these new devices and added them to his gear list whenever needed or wanted. But, he still possessed the skills to build, maintain, and use his campfire for cooking, warmth, fellowship and sundry spiritual pursuits. He appreciated the ability to quickly boil up a billy of tea in less than ideal fire-making conditions, but he also possessed the skills necessary to build a fire (using several methods) in almost all conditions. He probably admired the ingenuity of design and fine workmanship that these devices represented, but above all he admired the woodcraft skills possessed by the masters of his sport.
For those venturing beyond the firewood boundary, these stoves opened up new avenues of experience, but the reality is that most camping was done in less demanding environments and in more sylvan settings. For the old-time outer–more interested in “living the open air life” than exploring beyond the known boundaries– the fire remained the center of camp life.
In Praise Of The Camp Stove
“The utility of the stove for Camping is a product of civilization, an article of utility and expedition used against the protest of sentiment, but never against ones’ sense of convenience. The delight of cooking a la gipsy is one thing, but the delight of having coffee, porridge, bacon and eggs, and all ready in twenty minutes, with clean pans, is another…Why I was so slow to take up the ‘Primus’ for Camping purposes, was because of hatred of paraffin. Experiments, begun fifteen years ago, both at home and Sunbury Camp, showed me what a powerful and efficient things it was.”
-T.H. Holding, The Camper’s Handbook, 1908
In Praise Of The Campfire
“What is a camp without a campfire?—no camp at all, but a chilly place in the landscape, where some people happen to have some things. Only the ancient sacred fire of wood has power to touch and thrill the chords of primitive remembrance. When men sit together at the campfire they seem to shed all modern form and poise, and hark back to the primitive—to meet as man and man—to show the naked soul…The campfire, then is the focal center of all primitive brotherhood. We shall not fail to use its magic power.
-Ernest Thompson Seton, The Nine Leading Principles of Woodcraft, 1900
Steve Watts directs the Aboriginal Studies Program and the Traditional Outdoor Skills Program at the Schiele Museum of Natural History in Gastonia, North Carolina. Watts is the author of Practicing Primitive: A Handbook of Aboriginal Skills, Gibbs Smith Publishers, 2004. | <urn:uuid:c16fcfb0-6b8e-4ddb-992f-09f3536d0e9c> | {
"date": "2020-01-22T00:05:49",
"dump": "CC-MAIN-2020-05",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606226.29/warc/CC-MAIN-20200121222429-20200122011429-00336.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9470503330230713,
"score": 2.625,
"token_count": 1180,
"url": "http://masterwoodsman.com/2014/camp-stove-camp-fire/"
} |
Understanding Pediatric Ulcerative Colitis (PUC)
Your child looks to you for comfort and guidance
When it comes to ulcerative colitis, you may not know what to do. PUC symptoms are unpredictable and may keep your child from participating in activities he or she enjoys.
You’ve both learned to cope with the unexpected flare-ups. You’d give just about anything to help relieve your child’s symptoms and help him or her do more of the things kids like to do. You wonder what the future holds.
If your child is still experiencing unpredictable flare-ups and other PUC symptoms, talk to your child’s doctor. Help may be within reach.
What is PUC?
PUC is a condition that occurs in children younger than 17 years of age and causes inflammation in the colon or large intestine. It is among the most common gastrointestinal conditions managed by gastroenterologists in the United States.
Symptoms of PUC include blood in the stool or bloody diarrhea, frequent bowel movements, rectal bleeding, stomach pain, cramping, joint pain, fatigue, and weight loss.
What causes PUC?
The direct cause of PUC is unknown. But we do know that children may be more likely to experience it if ulcerative colitis is part of their family’s medical history.
PUC symptoms begin when the immune system attacks healthy cells in a child’s body, for reasons we do not yet understand. Normally, the immune system (the body’s natural defense system) protects the body from bacteria, viruses, and other foreign agents. When children have PUC, their immune system incorrectly targets their gastrointestinal tract. This causes inflammation, leading to the symptoms and flares usually experienced with PUC.
Who gets PUC?
PUC is usually seen in adolescents, but younger children also have been seen with the disease.
Are the symptoms of PUC interfering with your child’s life?
Symptoms of PUC can be mild, moderate, or severe and may develop over time or very suddenly.
Symptoms typically include:
- Stomach pain
- Weight loss
- Joint pain
These symptoms can interrupt your child’s daily routine. If your son or daughter is taking medication and is still experiencing symptoms, his or her symptoms aren’t really under control. While you and your child may have learned to live with your current treatment, you may not have to anymore—there are more options available. | <urn:uuid:d0ed5aff-c6f2-434f-b31f-2a18ff5b084c> | {
"date": "2014-04-20T13:32:19",
"dump": "CC-MAIN-2014-15",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609538787.31/warc/CC-MAIN-20140416005218-00115-ip-10-147-4-33.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9425585865974426,
"score": 2.90625,
"token_count": 521,
"url": "http://www.remicade.com/print/28823"
} |
The Wreck of the White Ship
On the 25th November 1120 a disaster struck in the English Channel which had a dramatic effect, not only on the families of those involved, but on the very fabric of English Government. Some of the following is simply speculation, since only one man survived and he was not one of the crew and would not have known much of what took place on deck with the captain, Thomas Fitz Stephen, and the crew.
The Norman dynasty had not long established itself on the English throne and King Henry I was eager that his line should continue to wear the crown for many generations to come. Despite having numerous bastard offspring, he had but two surviving legitimate children and his hopes for his family were firmly secured by the birth of his only son, William the Aethling: called by the Saxon princely title to stress that his parents had united both Saxon and Norman Royal Houses. William was a warrior prince who, even at the age of seventeen, fought alongside his father to reassert their rights in their Norman lands on the Continent.
After the successful campaign of 1119 which culminated in King Louis VI of France's defeat and humiliation at the Battle of Brémule, King Henry and his entourage were finally preparing to return to England. Henry was offered a fine vessel, the White Ship, in which to set sail for England, but the King had already made his traveling arrangements and suggested that it would be an excellent choice for his son, William.
As the rising star of the Royal Court, Prince William attracted the cream of society to surround him. He was to be accompanied by some three hundred fellow passengers: 140 knights and 18 noblewomen; his half-brother, Richard; his half-sister, Matilda the Countess of Perche; his cousins, Stephen and Matilda of Blois; the nephew of the German Emperor Henry V; the young Earl of Chester and most of the heirs to the great estates of England and Normandy. There was a mood of celebration in the air and the Prince had wine brought aboard ship by the barrel-load to help the party go with a swing. Both passengers and crew soon became highly intoxicated: shouting abuse at one another and ejecting a group of clerics who had arrived to bless the voyage. Some passengers, including Stephen of Blois, who was ill with diarrhea, appear to have sensed further trouble and decided to take a later craft.
The onboard revelries had delayed the White Ship's departure and it only finally set out to sea, after night had already fallen. The Prince found that most of the King's forces had already left him far behind yet, as with all young rabble-rousers, he wished to be first back home. He therefore ordered the ship's master to have his oarsmen row full-pelt and overtake the rest of the fleet. Being as drunk as the rest of them, Thomas Fitz Stephen complied and the ship soon began to race through the waves.
An excellent vessel though the White Ship was, sea-faring was not as safe as it is today. Many a boat was lost on the most routine of trips and people did not travel over the water unless they really had to. With a drunken crew in charge moreover, it seems that fate had marked out the White Ship for special treatment. It hit a rock in the gloom of the night and the port-side timbers cracked wide-open to reveal a gaping whole.
Prince William's quick-thinking bodyguard immediately rushed him on deck and bundled him into a small dinghy. They were away to safety even before the crew had begun to make their abortive attempts to hook the vessel off the rocks. However, back aboard ship, the Prince could hear his half-sister calling to him, begging him not to leave her to the ravages of the merciless sea. He ordered his little boat to turn round, but the situation was hopeless. As William grew nearer once more, the White Ship began to descend beneath the waves. More and more people were in the water now and they fought desperately for the safety of the Royal dinghy. The turmoil and the weight were too much. The Prince's little boat was capsized and sank without trace.
It is said that the only person to survive the wreck to tell the tale was a Rouen butcher, called Berold, who had only been on board to collect debts owed him by the noble revellers. Finely dressed bodies, such as the Earl of Chester's, were washed up along the Norman shoreline for months after.
After King Henry heard of the disaster, it is said that he never smiled again. Desperate to secure his family's succession, he had the English barons swear an oath to uphold the rights of his only remaining legitimate child: his daughter Matilda who they were to recognize as their Queen after Henry's death. But the time had not yet come for a woman to be accepted on the English throne. When King Henry died, his nephew, Stephen of Blois seized the crown and four years later, the status quo degenerated into a patchy Civil War. | <urn:uuid:c9faec39-51c0-4df1-b60c-4bc9cd398453> | {
"date": "2015-05-05T01:43:25",
"dump": "CC-MAIN-2015-18",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1430455166292.61/warc/CC-MAIN-20150501043926-00041-ip-10-235-10-82.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9915266036987305,
"score": 3.4375,
"token_count": 1041,
"url": "http://boards.ancestry.com/topics.shipwrecks/622/mb.ashx"
} |
Concept used :
Pop-pop engine with a candle, a heating tank and two pipes (small arrows located at the end of the two pipes try to schematize the circulation of water).
1. Heat section of Boat using fuel(candle).
2.Thermostatic Action of Diaphragm pumps water into the boiler.
3.Reaction of Expelled water propels Boat Forward.
Tutorial of Building pop pop ( putt putt) Boat
How do i start building boat?
The world simplest steam boat
We will use Concept of putt putt Boat | <urn:uuid:3e02d4d8-901b-4a28-aac6-9fa3d2517441> | {
"date": "2016-05-30T04:48:20",
"dump": "CC-MAIN-2016-22",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464049288709.66/warc/CC-MAIN-20160524002128-00171-ip-10-185-217-139.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.8563982844352722,
"score": 3.109375,
"token_count": 124,
"url": "http://www.projectideasblog.com/2008/08/build-your-own-boat.html"
} |
Contour and Isosurface plots are used in postprocessing to visualize scalar quantities and fields in your simulation results. Contour plots display your results on a series of colored regions or lines. Isosurface plots display your results on a set of colored surfaces where the results quantity is constant.
Watch this video to learn how to use these plot types to fit the needs of your COMSOL Multiphysics® model. For the heat sink model shown here, we can add contours or isosurfaces to show the temperature changing with distance from the heat sink. | <urn:uuid:6a927766-2c6c-43a4-a950-1a23362a8202> | {
"date": "2019-02-20T03:28:03",
"dump": "CC-MAIN-2019-09",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247494424.70/warc/CC-MAIN-20190220024254-20190220050254-00416.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.8447397947311401,
"score": 2.6875,
"token_count": 118,
"url": "https://uk.comsol.com/learning-center/contour-isosurface-plots-visualize-results"
} |
This project assessed the feasibility of solar hot water heating systems on residential units in the NANA Region of Kotzebue. The Kotzebue Community Energy Task Force (CETF) identified ten Elder's homes in need of home heating assistance. These homes served as test sites. Six solar-thermal heating systems, some using flat plate and some using evacuated tubes, were installed. This project was designed to determine whether technology could prove feasible above the Arctic Circle, and whether these systems could be installed in homes throughout the region and serve as a model for alternative methods to heat homes without the use of fossil fuels.
Solar thermal systems are not a new technology, but the technology is not widely used in Alaska. Using solar thermal power to actively supplement other methods of water and space heating has many benefits; however the deployment in northern Alaska has been nearly non-existent for several reasons, primarily economic. The benefits of solar thermal will become increasingly obvious as fossil fuel prices continue to rise. Initial modeling done in ReScreen showed payback on these systems could be less than 8 years-finance depending-but this payback must first be demonstrated in order to streamline the design of these systems using off-the-shelf technology. It is important to note that in the time between the initial grant application and the following award, the price structures of the equipment and labor increased.
The primary objective of this project was to investigate solar thermal technology as a way to mitigate the rising costs of home heating in rural Alaska. Kotzebue Electric Association (KEA) installed solar-thermal heating systems, in six different homes, to assess the feasibility of this technology above the Arctic Circle. To our knowledge, very few people or organizations have experimented with solar thermal technology at this latitude; however, Alaska Battery Systems installed one system in Nome, and the Cold Climate Housing Research Center has installed an evacuated tube space heating solar thermal system and a glazed panel water heating system in Fairbanks. Each system has its advantages and disadvantages; the purpose of this project was to determine the most efficient combination for home space and/or water heating.
KEA coordinated with the Kotzebue CETF to identify homes that were suitable for this demonstration project. KEA and CETF had over 25 applicants and 10 met the following criteria: Elder status in Kotzebue, full-time Elder's residence, and final criteria that the applicant currently be on State Energy Assistance. KEA then worked with CETF and Susitna Energy Systems (SES) designers to identify the homes with the least amount of equipment needed in order to demonstrate the most systems. After careful review, and pricing evaluations, 6 homes were selected for solar collector installation.
Planning and Design
Several of the 6 homes selected for this demonstration project utilized hydronic base board heating to heat the homes. In this type of home heating system, a glycol based fluid is heated by the same boiler that heats domestic hot water. It is therefore possible to allow a solar thermal collector to pre-heat both systems. This requires slightly more complex plumbing and more advanced, thus more expensive, storage tanks.
In order to best demonstrate the capacity of solar thermal collectors to reduce fossil fuel consumption, and therefore energy cost, KEA deemed it necessary to install both DHW (domestic hot water) systems as well as combined DHW and hydronic base board heating capacity. Again, the selection of which homes would receive DHW or combined systems was based on costs of installation and space within the home’s utility room to accommodate the necessary equipment.
Final System Selection
Additionally, this demonstration project needed to evaluate the production differences between flat plate and evacuated tube solar collectors. There are several manufacturers with respectable reputations that make both types of collectors, but only two that are well-represented with installation companies here in Alaska: Viessmann Manufacturing Company Inc., represented by Gensco Alaska and installed by Susitna Energy Systems (SES), and Heliodyne Inc, represented and installed by Alaska Battery Systems (ABS). KEA elected to split the 6 homes between the two manufacturing and installation companies as well as to purchase both flat plates and evacuated tubes from each.
Generally, evacuated tube solar thermal collectors have performed slightly better than flat plate collectors in the lower 48. However, evacuated tubes are more expensive and have the potential to be more troublesome and fragile. In the interest of installing and testing the most systems, KEA elected to install 2 evacuated tube and 4 flat plat systems as follows:
The specific angle of each solar collector was also considered. Generally, a solar collector is south-facing with an angle approximate to the latitude on site. This is the case with 4 of the collectors. The two Viessmann flat plate collectors were installed at the angle of the roof (approximately 29 degrees) for two reasons: 1) reduced wind resistance (lowering the possibility of damage to the unit), and 2) to determine if the DHW-only systems would benefit from increased production during summer months when the sun in Kotzebue stays high in the sky for 18-24 hours and the boiler systems in the homes are generally not running to produce space heating.
Solar thermal technology converts energy from the sun into thermal energy. There is a wide array of technology types and applications, but all types primarily produce heat as opposed to electricity, like PV systems.
Solar heating technology converts solar energy for heating applications such as water heating, space heating and space cooling. One main component of a solar-heating system is the solar collector, which converts the sun's radiation into heat and conducts the heat to a heat transfer fluid such as water, air or ethylene glycol. Other components include storage, heat exchangers, pumps and controls.
There are several common types of active solar collector systems, which rely on pumps or controls to circulate heat transfer fluid through a collector. A flat-plate solar collector is comprised of a flat absorbing surface that is heated by sunlight. A heat transfer fluid such as water or ethylene glycol passes through the collector in a series of tubes, and heat is transferred from the absorbing surface to the heat transfer fluid. While typically inexpensive, these types of collectors can be hindered in cold-weather applications as their performance can be strongly influenced by the ambient temperature.
Another common active solar collector system is an evacuated-tube collector. In this system, tubes of transparent, evacuated glass are attached to piping at either end, filled with a heat transfer fluid. Metal conduction material inside the tubes conducts heat to the fluid, while the vacuum reduces heat loss to radiation and convection. Although evacuated-tube systems are typically more expensive than flat-plate collectors, they have an advantage in cold-weather application as the amount of energy they absorb is not strongly dependent on the ambient temperature.
Cold Climate Housing Research Center found an interesting phenomenon: while flat panel collectors are less efficient than evacuated-tube collectors in cold weather, the heat that was released from the flat panel collectors caused snow to melt off of the panels.
The solar resource in Alaska is significant, but utilization of solar technology has been limited. Historically, major challenges to using solar energy technology in Alaska are its seasonal variability and its dependence on weather conditions. In general, the solar resource is most abundant in the summer, when it is least needed. However, there is a reasonable resource available for seven to eight months of the year for all but the most northern areas of the state. Technological advances, particularly in solar thermal technology, could bridge this gap between availability of the resource and energy needs. There is a large amount of research currently under way focusing on bridging this gap, with aspirations of elevating solar energy to a viable Alaskan renewable resource.
20% of the total heating fuel in the Northwest Arctic Borough is used to heat water. Solar thermal hot water heating could be practical for up to nine months out of the year, ultimately displacing 50% of annual hot water heating needs. There are numerous ways to design a solar hot water heating system: with flat plates or evacuated tubes, tracking mount or fixed mount, large or small storage tanks. Each installed system will have a different configuration so that a comparison can be made for each home and recommendations will be made accordingly.
A typical 2,000 square foot house, rated at R20 with an indoor design temp of 65°F, will require 768 Btu/hr-F. This comes out to an annual requirement of 289 MMBtu based on Kotzebue monthly temperature averages. If heated with #2 diesel at $6.00 per gallon, this home will cost $15,606.
Data and Analysis
The results of the Kotzebue solar thermal installations were mixed. Over all the technology proved robust and able to withstand the arctic conditions. Exceptions were during a severe Arctic storm in the Fall of 2011 when the collectors of the two flat plate heliodyne systems were damaged by wind. These collectors were installed at steep angles to take maximum advantage of low sun angles. Installing steeply angled collectors on south facing walls where possible would probably have reduced the chances of wind damage. Two of the systems produced significant amounts of energy: one Heliodyne system and one Viessmann system.
Due to instrumentation challenges, the energy production data is approximate as follows.
System one did not have expected production until about day 360 (Figure 13, top), and after that, there seems to be an abnormality with the pump operation. Some days the pump ran all day long so that heat gained during the daytime was lost during the evening. Only data after day 360 was analyzed for energy production. It was estimated that fromabout February 2012 until June 2012, the system produced 2.7 MMBtu, equivalent to about 20 gallons of diesel fuel— far below its expected potential.
System two had data logger problems, only data before approximately August 2011 are available. During that period, the system appears to have had limited operation. According to the data available, the collector only reached a maximum temperature of 99°F, and the pump never ran more than 80 minutes a day. These issues deserve further investigation. During the data period, the system appears to have produced only about 330,000 Btu.
System three generated approximately 15.5 million Btu’s of energy between March of 2011 and April of 2012. This is equivalent to about 110 gallons of heating fuel, even more when boiler inefficiencies are taken into account.
System four had limited production data are available, but overall energy production appears low. From April–September 2011 and April–June 2012, the system produced about 1.4 MMBtu according to data retrieved from the Heliodyne server. The temperature data we have suggest that temperatures at the top of the storage tank were often heated to 130°F and above. Even in the very early part of the year, the temperatures reached 90°F on occasion. There is
speculation that the low solar production was tied to low hot-water consumption by the occupants. Water meters would have been needed to confirm this.
System five data is limited. From August to October 2011 and from March through the beginning of July 2012,
the system produced about 4.3 MMBtu according to data downloaded from the Heliodyne server (Figure 18). This
production rate is equivalent to 30 gallons of diesel fuel when used at 100% efficiency.Temperature data are not available for the entire year; however, a quick review of the available data suggests that maximum daily summer temperatures at the collector outlet were sometimes above 250°F. This information is consistent with a stagnation scenario, where the pumps are not operating and glycol is not circulating in the solar loop.
System six generated 14 million Btu’s were produced, equal to about 100 gallons of fuel oil at 100% efficiency.
The positive result from systems two and six is enough to warrant further investigation of solar thermal technology in Arctic regions.1
Graph based on available data, it should be noted that the house six October and November Data suspected to be inaccurate.
Graph: Chris Pike
To access more detailed analysis, quarterly reports, the final report, and full data sets, please continue to the Resources, Links and Documents section of the page.
Funding and Partnerships
This project is a Denali Commission EETG Program project. The funding goal of the EETG program is to develop emerging energy technology that has the potential of widespread deployment in Alaska and has the long-term goal of reducing energy costs for Alaskans.
The Alaska Center for Energy and Power (ACEP), an energy research group housed under the Institute of Northern Engineering at the University of Alaska, Fairbanks, is serving as the program manager of the EETG solicitation. As the projects deal with emerging energy technology and by nature are high risk, high reward, ACEP’s technical knowledge and objective academic management of the projects, specifically for data collection, analysis, and reporting, is a vital component to the intent of the solicitation, i.e., providing lessons learned and recommendations.
Kotzebue Electric Association is a rural electric utility cooperative, based in Kotzebue, Alaska. KEA has 840 members, and generates over 18 million kilowatt hours per year.
Community Energy Task Force
The citizens of Kotzebue have created a Community Energy Task Force committee, made up of leaders of the community of Kotzebue who meet regularly to find ways to alleviate the ongoing energy crisis. In particular, the CETF has focused its efforts on helping the elders. CETF was formed and recommended by the participants of the Northwest Arctic Energy Summit that was held in June 2008 in Kotzebue.
NANA Regional Corporation
NANA Regional Corporation, Inc. (NANA) is a Regional Alaska Native corporation formed in 1971 under the Alaska Native Land Claims Settlement Act (ANCSA). The NANA region is located in northwest Alaska. It encompasses an area that is 38,000 square miles, most of which is above the Arctic Circle. There are 11 villages in the region. They are: Ambler, Buckland, Deering, Kiana, Kivalina, Kobuk, Kotzebue, Noatak, Noorvik, Selawik and Shungnak.
Since its inception in 1988, ABS Alaska, Inc. has continued a thirty-year tradition of excellence to establish itself as the premier source in Alaska for batteries, alternative energy, and remote or mobile power products. ABS has two distribution centers in Alaska: its Fairbanks headquarters and Alaska Battery Mfg. in Anchorage.
Susitna Energy Systems is Alaska's premier source for alternative energy systems and other energy saving solutions. Susitna Energy Systems has solar, wind, hydroelectric, diesel generators, batteries and more for Alaskans' energy needs.
Project Links, Resources, and Documents
KEA Site Visit, November 2010
EET Forum 2-14-11 Presentation
EET Forum 2-14-11 Q&A
Share this page on Facebook | <urn:uuid:8464fb9d-c9db-411e-8497-de3d56320b37> | {
"date": "2015-03-05T08:00:12",
"dump": "CC-MAIN-2015-11",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936463956.95/warc/CC-MAIN-20150226074103-00104-ip-10-28-5-156.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.946422278881073,
"score": 3.15625,
"token_count": 3068,
"url": "http://energy-alaska.wikidot.com/feasibility-of-solar-hot-water-systems"
} |
Space travel in our accelerating universe: Sometimes you can’t get there from here
The discovery that our universe is not only expanding but accelerating in its expansion led to a trio of Nobel prizes in 2011, but what does it mean for you? Well, it turns out, according to Drexel University physicist Dave Goldberg, the acceleration of the universe would influence space travel — if we were somewhat more advance in the speed department.
For now, the latest science of the cosmos still has a considerable influence on how science fiction writers can correctly speculate about intergalactic trips made by civilizations more advanced than ours. No matter how smart alien civilizations might be, or how smart humans might become in the future, it turns out there are situations in which the laws of physics say you just can't get there from here.
The issue came up for Goldberg in a question someone posed for a column he writes, called "Ask a Physicist," for the science and science-fiction-oriented website io9. Goldberg, who is author of a brand-new book on symmetry in physics called "The Universe in the Rearview Mirror," decided to consider the effects of the universe's accelerating expansion on the very farthest trip possible.
So the first interesting thing is that there is a farthest trip possible — not a farthest trip possible within a human lifetime or within the time between now and the end of the universe but a farthest distance anyone can go according to the laws of physics. It's not that there's an edge of the universe, reminds Goldberg, but physicists often talk in terms of horizons — distances past which we can't see, or can't go.
Just as every ship on the ocean is in the center of her own horizon, so every planet is in the center of its own horizons in space — particle horizons beyond which inhabitants can't see, and event horizons beyond which they can't travel.
Even before the universe was known to be accelerating, scientists talked about particle horizons — distances beyond which we can't see because there hasn't been enough time for light to have gotten here from there. Since the universe is about 13.7 billion years old, we aren't ever going to see anything past 13.7 billion light years away.
But acceleration creates a different horizon, said Goldberg. Even if you were so smart you could make a ship that travelled at 99.9999999999999999998% the speed of light, you could never reach galaxies past about 16 billion light years away. Why? Because the space between us and them is expanding faster and faster. So let's say you want to go to galaxy X, which is 16 billion light years away. Once your advanced ship had travelled 16 billion light years from home, the space between you and your goal would have doubled, so your destination would still be 16 billion light years away.
(I should point out, parenthetically, that the expansion of the universe applies to the behavior of distant galaxies, but not to stuff within our own galaxy, let alone our own solar system, where gravity, thankfully, holds things together. So when we send a spacecraft to, say, Jupiter, we don't have to worry that it will be speeding away from us.)
On the positive side for potential space-faring creatures, Einstein's special relativity suggests the trip can go rather quickly if you get going close enough to the speed of light. Some of you might remember that old twin paradox, in which one twin goes flying off near the speed of light and the other stays home and when they're reunited, the homebody would be older than his or her sibling.
So let's say you pick an ambitious but not physically impossible trip to some point more than 99% of the way to this farthest possible distance. To make any headway, Goldberg said, you really need to get to a cruising speed of 99.9999999999999999998 percent the speed of light. Now for a while you'll have to press your foot hard on the antimatter gas pedal to reach that speed, so he proposes a comfortable acceleration rate just enough to stick you to your seats with a force equivalent to the Earth's gravity, g. If you do that, he said, you can get to your destination after about 20 billion years or so have elapsed back on your home planet, but for you in the spacecraft, only 45 years would have passed.
"I was very surprised by it," said Goldberg. The time elapsed for the astronauts came out on a surprisingly human scale. He also learned that someone has already written a science fiction story based on the concept. In "Tau Zero" by Paul Anderson, apparently people go flying faster and faster and time keeps dilating until the whole universe ends.
Note: Dave Goldberg's book "The Universe in the Rearview Mirror" is officially out on July 11.
Support provided by | <urn:uuid:3024b59c-14d3-454d-a1db-3473c89f4c97> | {
"date": "2016-05-04T11:45:25",
"dump": "CC-MAIN-2016-18",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860123023.37/warc/CC-MAIN-20160428161523-00070-ip-10-239-7-51.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9664643406867981,
"score": 2.953125,
"token_count": 993,
"url": "http://www.newsworks.org/index.php/blogs/item/57047"
} |
For years, research in populations has suggested that tea drinking is associated with improved cardiovascular health. Recently, both clinical and population studies have found similar positive cardiovascular effects among people who include tea as a part of their daily diets.
Research presented at the American College of Cardiology 50th Annual Scientific Session revealed:
- A combined analysis of 13 published studies found an average estimated 11 percent lower rate of heart attacks among study participants who drank three or more cups of tea per day. According to the researcher, Dr. Lenore Arab of the University of North Carolina at Chapel Hill, that 11 percent could translate to a potential preventive impact for 100,000-110,000 people were all persons at risk to increase their intakes by 3 cups/day. This estimate is based on an average number of 1.1 million heart attacks per year in the United States.
- A study involving people diagnosed with coronary artery disease reported that subjects who drank four cups of black tea per day showed improved blood vessel function. These results suggest that drinking tea may improve an important underlying abnormality of blood vessel function that may be related to coronary artery disease. | <urn:uuid:fa687a8b-9ea9-4cd7-829e-03c31fe00396> | {
"date": "2017-05-28T14:56:34",
"dump": "CC-MAIN-2017-22",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463609837.56/warc/CC-MAIN-20170528141209-20170528161209-00068.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9596013426780701,
"score": 2.984375,
"token_count": 226,
"url": "http://www.teausa.com/14846/tea-and-cardiovascular-health"
} |
We drill it into their minds that “please” and “thank you” are the magic words, but do our toddlers really grasp the concept of why they are saying these things? As parents, when you hear those magic words being said with a snotty attitude, it makes you wonder if you’re getting through to them at all. In order to truly raise a toddler with manners, you have to show him that being polite works, and that there is a reason that he should be listening to his mom. As a mom, the best way to do this is to lead by example.
When you’re frustrated or irritated, your instinct is to raise your voice. There are those times when your toddler won’t listen and you just want to scream and yell until he does. We all have those days, but the truth is that even though yelling works on a case-by-case basis, it doesn’t help in the long run. You can be a lot more effective (and perhaps even scarier) by keeping your voice quiet and your tone calm. Your toddler will have to stop yelling in order to listen and, if you stop yelling at him, there’s a good chance that he’ll stop yelling at you.
The Silent Treatment
Quiet may not always work and, when it doesn’t, step it up a notch and use the silent treatment. You use it with your friends and your significant other, why not with your toddler? When he starts to act out and forgets his manners, simply cross your arms and look at him with that stern look that says “you really thought that was going to work?”
Don’t Respond to Bad Manners
In the inevitable instance that your toddler does display manners, don’t let him get his way! If he wants a snack and he demands it instead of using “please” and asking, then don’t give him his snack no matter how much he cries. You don’t have to discourage bad manners in order to reinforce the good. If you yell or correct him, he will probably think that he can do the same thing again and just be corrected. If he doesn’t get his snack, he’ll have a lot more incentive to use good manners the next time around.
You lead by example, you don’t respond to the bad manners when they happen, and you keep it up! One slip up can make your toddler believe that there’s a loophole and all of your hard work will go down the drain. The puppy dog eyes are a fierce weapon against all parents, but don’t fall prey to the toddler tricks. You can do it!
Remain diligent and you will be able to ensure that your toddler gets good manners down and stays on track. If you succeed, those manners will be ingrained in his mind and he will grow up learning how to treat others with respect. You’ll be proud parents whenever you hear him ask instead of demand without being prompted, which will make up for feeling guilty every time you resist a puppy dog stare. | <urn:uuid:28432e0e-7beb-49e9-9e37-e7fde1d0f812> | {
"date": "2019-05-22T19:18:08",
"dump": "CC-MAIN-2019-22",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256948.48/warc/CC-MAIN-20190522183240-20190522205240-00536.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9686293601989746,
"score": 2.53125,
"token_count": 652,
"url": "https://momsmagazine.com/raise-toddler-manners-parents-tips/"
} |
The familiar marigold – that simple little flower – turns out to be an amazing power-house of treatments for a variety of human illnesses, particularly skin care. The genus Calendula includes approximately 20 species, but there are now many cultivars (hybrid breed types) which have been developed by gardeners over the centuries. In the wild, the most well-known marigold species are the pot marigold (C. officinalia) and the field marigold (C. arvensis). This flower is a perennial, which means it grows from its roots year after year. In most species and breeds, plants in the Calendula genus grow to a height of approximately 24 inches, but some of the cultivars created by the French have been bred to only grow to 8 or 10 inches. The flowers of these plants are usually yellow, but some cultivars have orange or red blossoms. The genus apparently had its origins in the Mediterranean region, but it is such a popular flower and so easy to grow that it is now found throughout the world.
The plants in the Calendula genus are so easy to grow -- and their flowers so attractive – that they soon became popular among gardeners: From their original homeland in the Mediterranean region, flower-lovers in classical Greece, ancient Rome, northern Europe and India became great fans of marigolds. Soon after adopting these flowers for their simple beauty, though, these people began to discover the strongly curative powers of the plant. In addition to using the leaves in salads and using dried leaves in hot herbal beverages, local cultivators discovered the medical benefits of the plant. The marigold soon entered into the traditional medicine systems of many countries around the world. It quickly became obvious that the extracted juices of the leaves and flowers would almost immediately control bleeding and sooth irritated skin. In addition, the extract was found to almost miraculously cure ear-ache, particularly among children.
It was not until the 20th century that a systematic analysis of all of the species in the marigold genus -- Calendula -- began to be examined. The resulting information was very informative:
In the flower petals and pollen of the Calendula species, there are two specific compounds which have very powerful healing benefits. Triterpenoid esters provide direct anti-inflammatory reactions to skin, promptly soothing damaged skin. There are also carotenoids (the same chemical which creates the color in the marigold’s flower), which have been identified as strong antioxidants. These carotenoids are able to provide long-term anti-aging benefits, helping to prevent the signs of both skin and internal aging. The leaves and stems of marigolds contain such compounds as lutein and zeaxanthin, both of which have been found to be very useful in helping to counter-act the basic causes of anti-mascular degeneration (the most common cause of blindness in elderly people) and general eye health.
The direct benefits that Calendula extract provides in a skin care product, however, are both broad and specific. The ingredients in this extract are antiviral, anti-inflammatory and astringent. Skin inflammation, such as caused by over-exposure to the sun, contact dermatitis, general skin itching or infection can be treated with skin products including Calendula extract. More specifically, the value of the ingredients in Calendula extract means that Calendula extract can help control skin surface bleeding, sooth swollen and inflamed tissues, reduce puffy areas of the skin and directly fight infections. For anyone who suffers from break-outs of acne, this means that skin products which include Calendula extract can help to address all of the most annoying, painful and stubborn symptoms of acne. Skin care products which contain Calendula extract have actually be shown to have greater benefits than the artificially produced medication trolamine. Puffy areas under the eyes can also be treated by skin products including Calendula extract. The bioactive ingredients in marigold extract-containing products are also able to restore and encourage the growth of skin collagen, which helps provide a smooth and more youthful appearance to the skin.
Unfortunately, there are some potential adverse reactions to Calendula extract. With such an effective plant come potential side-effects. Any woman who is pregnant or breastfeeding should certainly contact her physician before using any skin care products containing marigold. Individuals – men or women – who have an allergic reaction to ragweed or chyransthemums (distant cousins of marigolds) should also consult their physicians before using any products containing Calendula extract. | <urn:uuid:dd015132-2694-4ef6-90cd-8360a03948ed> | {
"date": "2013-12-18T10:22:30",
"dump": "CC-MAIN-2013-48",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1387345758389/warc/CC-MAIN-20131218054918-00002-ip-10-33-133-15.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9585774540901184,
"score": 3.234375,
"token_count": 949,
"url": "http://www.skinstore.com/calendula.aspx?ft=calendula&avs=Special+Features%7CQuick+Fixes&as=Special+(Descending)"
} |
Human bites are important for their propensity to result in a possibly severe infection of the skin, as numerous pathogenic bacterial species reside in the human oral cavity. The hands and fingers are the most commonly reported as the site of bites. The presence of localized erythema, swelling, and purulent discharge suggest an infection. A properly obtained patient history and a physical examination are the mandatory steps in making the diagnosis.
The clinical presentation of human bites depends on several factors, and two main types of bites are described in the literature :
Virtually any site of the body is a target of a human bite, but the principal locations are the hands and fingers, the extremities, and the head and neck area . Human bites are much more frequent among males, with a median age of presentation established at 28 years of age . Although human bites do not cause profound destruction of the affected tissues directly, the reason why early recognition is necessary is the risk for wound infection from the bacteria that were introduced from the oral cavity, especially because they are able to descend into deeper tissues once the integrity of the skin is disrupted . Studies have shown that 10-25% of human bite victims will develop a wound infection, and principal causative agents are Streptococcus angiosus, Staphylococcus aureus, Fusobacterium, Prevotella melaninogenica, and Eikenella corrodens, whereas Peptostreptococcus, but also Candida sp. are described as well . More importantly, the infection can often be polymicrobial, which often complicates the therapeutic approach . The clinical presentation of human bites is not always evident, particularly in the absence of a clear bite mark on the skin. If localized swelling, purulent and foul-smelling discharge, and erythema are present, a strong suspicion of a wound infection must be made . These signs appear within the first few days after the bite and may be accompanied by a fever and proximal lymphadenopathy . Patients suffering from an underlying immunosuppressive disease, liver failure, or systemic lupus erythematosus (SLE) have shown to be at an increased risk for infection .
Because secondary infections of the wounds caused by human bites potentially lead to significant local tissue destruction, physicians must make a prompt diagnosis. They can only do so, however, by obtaining a detailed patient history and performing a meticulous physical examination. Patients must be asked about the setting and the time of injury, as well as the exact location, which could be identified during the inspection . A detailed personal history, including identification of immunosuppressive disorders or diabetes mellitus, is also important . If possible, a detailed patient history of the individual who bit the patient should be obtained as well, as numerous infections, both bacterial and viral (hepatitis B, hepatitis C, and theoretically HIV) can be transmitted through a human bite . The physical exam needs to cover the presence of localized symptoms, the extent of soft-tissue injury and depth of the bite, but also if any foreign bodies are present in the wound . One of the typical findings of a human bite is the distance between the teeth marks in adults. Namely, the average distance of maxillary canine teeth in adults is about 3 cm, which may be a useful tool for making the diagnosis if data during history taking are inconclusive . Imaging studies, in the form of plain radiography, computed tomography (CT), or ultrasonography, might be performed to assess the extent of the soft-tissue injury, while microbiological studies of the samples obtained from the wound are necessary to reveal the underlying pathogen responsible for the infection . | <urn:uuid:5931633a-b70b-4c32-b7a0-ab4015362a0a> | {
"date": "2020-01-28T21:24:52",
"dump": "CC-MAIN-2020-05",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783000.84/warc/CC-MAIN-20200128184745-20200128214745-00096.warc.gz",
"int_score": 4,
"language": "en",
"language_score": 0.9403881430625916,
"score": 3.625,
"token_count": 763,
"url": "https://www.symptoma.com/en/info/human-bite"
} |
Peanut Allergy May Be Triggered by Breastfeeding
WebMD News Archive
"It's been known for some time that at least some of the foods that mothers eat are passed in the breast milk," says Scott H. Sicherer, MD, an assistant professor of pediatrics in the division of allergy and immunology at Mt. Sinai School of Medicine in New York.
He says the study adds another piece to the puzzle by showing that peanuts eaten by the mother can get into breast milk "in a form and a quantity that could potentially sensitize or cause reactions in nursing babies."
The new study is in agreement with the nutrition committee of the American Academy of Pediatrics, which recently began recommending that mothers whose babies are at high risk for food allergies or other types of allergies consider not eating foods containing peanuts while breastfeeding, according to Sicherer, who provided WebMD with an objective analysis of the study.
Another expert, Marc E. Rothenberg, MD, says it still remains to be proven if the amount of peanut protein found in breast milk is sufficient to sensitize infants to developing a peanut allergy.
"The levels, in an of themselves, are pretty high, and this could explain why people have peanut allergy. ... Peanut allergy often presents in the first year of life, and we often wonder why that is if they haven't had any exposure and have only been consuming breast milk or formula," says Rothenberg, who is section chief of allergy and immunology and an associate professor at Children's Hospital Medical Center in Cincinnati. "This shows that exposure could have been through the breast milk, and that is significant. It means mothers who are breastfeeding and who are concerned about allergies should watch their diet."
Rothenberg says one interpretation of the study is that it may be possible -- by completely avoiding peanuts in infancy and early childhood -- to avoid ever developing a peanut allergy, since it usually develops early, if at all. On the other hand, he says it's also possible that some slight exposure may be necessary to strengthen the immune system to fight off or lessen the effects of a peanut allergy attack. | <urn:uuid:de638b4c-fbf2-446a-a577-cd799476b6ad> | {
"date": "2014-11-22T09:15:38",
"dump": "CC-MAIN-2014-49",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416400376728.38/warc/CC-MAIN-20141119123256-00240-ip-10-235-23-156.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9701001048088074,
"score": 2.625,
"token_count": 430,
"url": "http://www.webmd.com/allergies/news/20010403/peanut-allergy-may-be-triggered-by-breastfeeding?page=2"
} |
Treatment of uranium-contaminated waters using organic-based permeable reactive barriers
Article first published online: 14 APR 2006
© 2006 Wiley Periodicals, Inc.
Federal Facilities Environmental Journal
Volume 17, Issue 1, pages 19–35, Spring 2006
How to Cite
England, E. C. (2006), Treatment of uranium-contaminated waters using organic-based permeable reactive barriers. Fedl. Fac. Environ. J., 17: 19–35. doi: 10.1002/ffej.20078
- Issue published online: 14 APR 2006
- Article first published online: 14 APR 2006
- Cited By
A literature review and screening study suggest the feasibility of using low-cost organic materials within a permeable reactive barrier (PRB) to treat ura-nium-contaminated water. Natural peat deposits remove and sequester ura-nium from ground water under certain geochemical conditions while several species of bacteria, including Desulfovibrio desulfuricans precipitate soluble uranium from solution. Cation exchange capacities were measured for saw-dust and peat, materials to be used in construction of a small-scale PRB. Re-sults of a literature review and the cation exchange capacity measurements suggest that organic materials, such as peat, can be used to remove soluble uranium from contaminated water. © 2006 Wiley Periodicals, Inc. | <urn:uuid:845ae34b-1412-4994-af0b-2453c36fd214> | {
"date": "2015-12-01T07:51:26",
"dump": "CC-MAIN-2015-48",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398465089.29/warc/CC-MAIN-20151124205425-00354-ip-10-71-132-137.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.8559557795524597,
"score": 2.609375,
"token_count": 294,
"url": "http://onlinelibrary.wiley.com/doi/10.1002/ffej.20078/abstract"
} |
A conversation overheard in the Jackson Visitor Center -- "Boy, I hear the Ice Caves are beautiful." "Yeah, when I was there years ago the blue light was amazing." "Lets go up and explore them." -- end of conversation and maybe the end of a life. The ice caves today are not the same experience as prior to the late 1960's. The story that has evolved is everchanging and directly involves visitors to the caves.
The caves formed in the remnant Paradise Glacier, which is no longer active. This stagnant body of ice and snow has stream openings in the front sections of it, which allows warm air in summer to enter. As the stream rushes out, the air flows back into the ice/snow mass and melts out the internal structure forming the caves. The eerie blue light which illuminates the caves is caused by the thick, compacted ice and the clear, pure water molecules that make up the ice, The incoming light is scattered by the water molecules and gives off the blue light.
Early human records of the ice caves are somewhat murky. It seems that in the early part of the century the ice caves were in the snout of the Paradise Glacier from where the Paradise River originated. However, old photographs indicated the head of the Paradise Glacier has receded back at least 100 meters from 1936 and the corresponding ice cave area is gone. Since the late 1930's the cave areas visited by most people have actually formed in a small lobe of the Paradise Glacier, which feeds Steven's Creek and has been named Steven's Glacier. It is important to note that even in earlier times, changes and collapses were occurring.
In the years after World War II until 1970, the caves were fairly accessible during the summer months. Serious exploration began in the late 1960's. Several exploration trips mapped the known system at that time. Until then only about 1-1/2 miles of cave area was known. In 1978, after all the major exploration was finished, 8.23 miles of cave area had been mapped, consisting of a complex maze of passages. During this active period of exploration, frequent mention was made of the changing nature of the cave system and flakes falling from the walls and ceiling. Flakes are long slivers or chunks of ice which separate from the walls and ceiling because of changes in interglacial pressures.
People were flocking to the cave area to experience the unusual feeling of walking inside the blue, cold world of the caves. Then in the early 1970's record amounts of snowfall occurred and the openings of the caves remained covered with snow a great portion of the time. In the late 1970's and on into the 1980's, the openings have become somewhat more accessible. How accessible the caves have been in the last few years has been directly dependent upon the weather conditions. In years of less than average snowfall and fairly warm summers, the entrances have been accessible in mid to late August. Other years, with higher snowfalls and cooler summers it has been after Labor Day before entrances melt out, if at all. In recent years, there has been an increasing amount of ice chunks and flakes, some the size of a small car, breaking loose and falling from the cave ceiling. The depletion of cave area is primarily a result of weather changes, where loss occurs during years of less than average snowfall and warm summers. These weather conditions expose more of the ice/snow to solar radiation. As a result, more and more of the ice/snow melts away and the overall structure of the cave area is weakened, which causes collapsing. In fact the mapped mileage of 8.23 in 1978 is now probably less than 1-1/2 miles.
The Park Service, for safety reasons, has not encouraged visitors to enter the caves in recent years. The caves are extremely hazardous and probably will never be safe to enter in the future as deterioration continues. Some people seem disappointed that the caves are collapsing and they can no longer visit them as in the past. What is sometimes not realized is that weather conditions and geologic forces occur which can alter features of nature. At times we tend to think of natural scenery in terms of a "picture postcard" where changes do not occur and a moment is frozen in time. In reality changes are always going on in nature. The three mile walk up to the cave area is a beautiful one that unfolds the visual story of change that has naturally occurred from the forces of glaciers and volcanic eruptions. The ice caves are just one page of this everchanging story.
|<<< Previous||> Cover <||Next >>>| | <urn:uuid:0b1223fa-ec45-4dc7-ad55-e192dbea1754> | {
"date": "2014-09-23T10:54:25",
"dump": "CC-MAIN-2014-41",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657138501.67/warc/CC-MAIN-20140914011218-00253-ip-10-234-18-248.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.967217743396759,
"score": 3.1875,
"token_count": 931,
"url": "http://www.nps.gov/history/history/online_books/mora/notes/vol3a-1b.htm"
} |
Due to its proximity to the Great Salt Lakethe city was originally named "Great Salt Lake City"; however, the word "great" was dropped from the official name in by the 17th Utah Territorial Legislature. Immigration of international members of the church, mining boomsand the construction of the first transcontinental railroad initially brought economic growth, and the city was nicknamed the Crossroads of the West. It was traversed by the Lincoln Highwaythe first transcontinental highway, in Two major cross-country freeways, I and Inow intersect in the city.
Salt Lake City has developed a strong outdoor recreation tourist industry based primarily on skiingand hosted the Winter Olympics. It is the industrial Couples looking for sex North Salt Lake Utah center of the United States. At the time of Salt Lake City's founding, the valley was within the territory of the Northwestern Shoshone ; however, occupation was seasonal, near streams emptying from canyons into the Salt Women looking sex tonight Whitefield New Hampshire Valley.
One of the local Shoshone tribes, the Western Goshute tribe, referred to the Great Salt Lake as Pi'a-pameaning "big water", or Ti'tsa-pameaning "bad water". Army officer John C. The valley's first permanent settlements date to the arrival of the Latter-day Saints on July 24, Upon arrival at the Mom sex in Benton Ridge Lake Valley, president of the church Brigham Young is recorded as stating, "This is the right place, drive on.
They found the broad valley empty of any human settlement. The Salt Lake Temple, constructed on the block later called Temple Squaretook 40 years to complete. Construction started inand the temple was dedicated on April 6, The temple has become an icon for the city and serves as its centerpiece. In fact, the southeast corner of Temple Square Couples looking for sex North Salt Lake Utah the initial point of reference for the Salt Lake meridianand for all addresses in the Salt Lake Valley.
The pioneers organized a new state called Deseret and petitioned for its recognition in The United States Congress rebuffed the settlers in and established the Utah Territoryvastly reducing its size, and designated Fillmore as its capital city. The city's population continued to swell with an influx of converts to the LDS Church and Gold Rush gold seekers, making it one of the Adult seeking sex tonight Avenel populous cities in the American Old West.
Explorer, ethnologist, and author Richard Francis Burton Couples looking for sex North Salt Lake Utah by coach in the summer of to document life in Great Salt Lake City.
He was granted unprecedented access during his three-week visit, including audiences with Brigham Young and other contemporaries of Joseph Smith. The records of his visit include sketches of early city buildings, a description of local geography and agriculture, commentary on its politics and social order, essays, speeches, and sermons from Young, Isaac Morley, George Washington Bradley and other prominent leaders, and snapshots of everyday life such as newspaper clippings and the menu from a high-society ball.
Disputes with the federal government ensued over the church's practice of polygamy. A climax occurred in when President James Couples looking for sex North Salt Lake Utah declared the area in rebellion after Brigham Young refused to step down as governor, beginning the Utah War.
A division of the United States Armycommanded by Albert Sidney Johnstonlater a general in the army of the Confederate States of America, marched through the city and found it had been evacuated. Another military installation, Fort Douglaswas established in to maintain Union allegiance during the American Civil War. Many area leaders were incarcerated at the territorial prison in Sugar House in the s for violation of anti-polygamy laws.
The church began its eventual abandonment of polygamy inreleasing "The Manifesto"which officially suggested members obey Couples looking for sex North Salt Lake Utah law of the land which was equivalent to forbidding new polygamous marriages inside the U. This paved the way for statehood inwhen Salt Lake City became the state capital.
Mass migration of different groups followed. Ethnic Chinese who laid most of the Central Pacific railway established a flourishing Chinatown in Salt Lake City nicknamed "Plum Alley", which housed around 1, Chinese during the early 20th century. The Chinese businesses and residences were demolished in although a historical marker Sat been Women want sex tonight Lancaster Massachusetts near the parking ramp which has replaced Plum Alley.
Immigrants also found economic opportunities in the booming mining industries. European ethnic loooking and East Coast missionary groups constructed St. This time period also saw the creation of Salt Lake Coupoes now defunct red-light district that employed courtesans at swx height before being closed in During the late 19th and early 20th centuries, an extensive streetcar system was constructed throughout the city, with the first streetcar running in and electrification of the system dor As in the rest of the country, the automobile usurped the streetcar, and the last trolley was approved for conversion inyet ran untildue to WWII.
Trolley buses ran until The city's population began to stagnate during the 20th century as population growth shifted to suburban areas lokking and south of the city. Few of these areas were annexed to the city, while nearby towns incorporated and looing themselves. As a result, the population of the surrounding metropolitan area greatly outnumbers Salt Lake City.
A major concern of recent government officials has been combating inner-city commercial decay. The city lost population from the s through the s, but experienced some recovery in the s. Presently, the city has gained an estimated 5 percent of its population since the year The city has experienced significant demographic shifts in recent years. Salt Lake City was selected in to host the Winter Olympics.
The games were plagued with controversy. Utahh bid scandal surfaced in alleging bribes had been Coupoes to secure the city for the games location. During the games, lookinng scandals erupted over contested judging scores and illegal drug use. Despite the controversies, the games were heralded as a financial success, being one of the few in recent history to profit. In preparation major construction projects were initiated. Local freeways were expanded and repaired, and a light rail system was constructed.
Olympic venues are now used for local, national, and international sporting Couples looking for sex North Salt Lake Utah and Olympic athlete training. Salt Lake City hosted the 16th Winter Deaflympic games intaking place in the venues Couplee Salt Lake Wanting fem Des Moines today and Park City and Lopking International chose the city as the host site of their convention, which was the single largest gathering in Salt Lake City since the Winter Olympics.
Volleyball Association convention in drew 39, attendees. Salt Lake City has an area of The city is in the northeast corner of the Salt Lake Valley surrounded by the Great Salt Lake to the northwest and the steep Wasatch and Oquirrh mountain ranges on the eastern and southwestern borders, respectively.
Its encircling foe contain several narrow glacial and stream carved canyons. Lakd these canyons, City CreekEmigrationMillcreekand Parley's border the eastern city limits. The burgeoning population of Salt Lake City and Enjoy Diadema mature pussy 60 plus surrounding metropolitan Couples looking for sex North Salt Lake Utah, combined with its geographical situation, has led to air quality becoming a top concern for the populace.
The Wasatch Front is subject to strong temperature inversions during the winter, which trap pollutants and lower air quality. The metabolic activities of bacteria in the lake result in a phenomenon known as "lake stink", a scent reminiscent of foul poultry eggs, two to three times per year for a few hours. The Wasatch Fault is found loking the western base of foor Wasatch and is considered at high risk of producing an earthquake as large as 7.
Catastrophic Coules is predicted in the event of an earthquake with major damage resulting from the liquefaction of the clay- and Lak soil and the possible permanent flooding of portions of the city by the Great Salt Lake. The second-highest mountain range is the Oquirrhs, reaching a maximum height of 10, feet 3, m at Flat Top. The mountains near Salt Lake City are easily visible from the city and have sharp Couples looking for sex North Salt Lake Utah relief caused by ancient earthquakes, with a maximum difference of 7, feet m being achieved with the rise of Twin Peaks from the Salt Lake Valley floor.
Several Lake Bonneville shorelines can be distinctly seen on the foothills or benches of nearby mountains. The city, as well as the countyis laid out on a grid plan.
The grid's origin is the southeast corner of Temple Square, the block containing the Salt Lake Temple; the north-south axis is Main Street; and the east-west axis is South Temple Street. Addresses are coordinates within the system similarly to latitude and longitude. Odd and even address numbering depends on the quadrant of the grid in which an address is located. When traveling away from the grid center Temple Square or its axes Main Street, South Temple Streetodd numbers will be on the left side of the street.
The streets are relatively wide due to the direction of Brigham Young, who wanted Couples looking for sex North Salt Lake Utah wide enough a wagon team could turn around without "resorting to profanity". Though the nomenclature may initially confuse new arrivals and visitors, most consider the grid system an aid to navigation. Other Nortb have honorary names, such Cuples the western portion of South, named "Adam Galvez Street" in honor of a local Marine corporal killed in action or others honoring Rosa ParksMartin Luther King, Jr.
These honorary names appear only on street signs and cannot be used in postal addresses. In the Avenues neighborhoodnorth-south streets are given letters of the alphabet, and east-west streets are numbered in 2. Joseph Smithfounder of the Latter-day Saint movement, planned the layout in the " Plat of the City of Zion " intended Couples looking for sex North Salt Lake Utah a template for Mormon towns wherever they might be built.Wives Seeking Sex KY Olmstead 42265
In his plan the city was to be developed into acre 4. However, the blocks in Salt Lake City became irregular during the late 19th century when the LDS Church lost authority over growth and before the adoption of zoning ordinances in the s. The original acre 4. The original Couples looking for sex North Salt Lake Utah supply was from City Creek.
Subsequent development of water resources was from successively more southern streams flowing from the mountains to the east of the city. Some of the old irrigation ditches are still visible in the eastern suburbs, or are still marked on maps, years after they were gone. There are still some canals that deliver water as required by water rights.
Many lots, in Salt Lake City and surrounding areas, have irrigation water rights attached to them. Local water systems, in particular Salt Lake City Public Utilities, have a tendency to acquire or trade for these water rights.
These can then be traded for culinary water rights to water imported into the valley. At its peak, irrigation in the valley comprised over one hundred distinct canal systems, many originating at the Jordan Narrows at the south end of the valley. Water and water rights were very important in the 19th and early 20th centuries. As heavy agricultural usage changed into a more urban and suburban pattern, canal water companies were gradually replaced by culinary water systems.
Salt Lake City has many informal neighborhoods. The eastern portion of the city is less affordable Xxx personals rosebud south dakota its western counterpart. This is a result of the railroad being built in the western half as well as panoramic views from inclined ground in the eastern portion.
Housing is more economically diverse on the west side, which results in demographic differences. Interstate 15 was also built in a north-south line, further dividing east and west sides of the city. The west side of the city has historically been more culturally diverse. People of many faiths, races, and backgrounds live in the neighborhoods of Rose ParkWestpointePoplar Grove, and Glendale.
It has always been considered a classic and diverse area, although recently its affordability has attracted many professionals and the more youthful generation. Sugar Housein southeastern Salt Lake City, has a reputation as an older neighborhood with lots of small shops in the center. In late there were approximately apartment units either recently built or under construction in the Sugar House area, with an additional units proposed.
Just northeast of Downtown is The Seeking real romance, a neighborhood outside of the regular grid system on much smaller blocks. The area from South Temple North to 6th Avenue is a Historical District that is nearly entirely residential, and contains many historical Victorian era homes.
Recently the Avenues is becoming known for restaurants and shops opening in old retail space mixed within the community. The Avenues are situated on the upward-sloping bench in the foothills of the Wasatch Range, with the earlier built homes in the lower elevation.
The Avenues, along with Federal Heightsjust to the Couples looking for sex North Salt Lake Utah and north of the University of Utahand the Foothill area, south of the university, contain gated Couples looking for sex North Salt Lake Utah, large, multimillion-dollar houses, and panoramic views of the valley. Many consider this some of the most desirable real estate in the valley. In addition to larger centers like Sugar House and Downtown, Salt Lake City contains several smaller neighborhoods, each named after the closest major intersection.
These areas are home to foot-traffic friendly, amenities-based businesses such as art galleries, clothing retail, salons, restaurants and coffee shops. During the summer of9th and 9th saw sidewalk and street improvements as well as an art installation by Troy Pillow of Seattle, Washington inspired by the Couples looking for sex North Salt Lake Utah Muses of Greek myth, thanks in Couples looking for sex North Salt Lake Utah to a monetary grant from Salt Lake City.
Many of the Ladies want real sex Antonino Kansas 67601 in the valley date from pre—World War II times, and only a Meet sexy girls in Stumpy point North Carolina few areas, such as Federal Heights and the East Bench, as well as the far west side, including parts of Rose Park and Glendale, have seen new home construction since the s.
The primary source of precipitation in Salt Lake City is massive storms that move in from the Pacific Ocean along the jet stream from October to May.
In mid-to-late summer, when the jet stream retreats far to the north, precipitation mainly comes from afternoon thunderstorms caused by monsoon moisture moving up from the Gulf of California. Although rainfall can be heavy, these storms are usually scattered in coverage and rarely severe. The remnants of tropical cyclones from the East Pacific can rarely reach the city during Fall. The remnants of Hurricane Want to fuck Olathe Kansas helped bring the record monthly precipitation of 7.
The nearby Great Salt Lake is a significant contributor to precipitation in the city. The lake effect can help enhance rain from Couples looking for sex North Salt Lake Utah thunderstorms and produces lake-effect snow approximately 6 to Wife looking real sex Pepper Pike times per year, some of which can drop excessive snowfalls. Salt Lake City features large variations in temperatures between seasons.
While an average of days drop to or below freezing, and 26 days with high temperatures that fail to rise above freezing, the city only averages 2. During mid-winter, strong areas of high pressure often situate themselves over the Great Basinleading to strong temperature inversions. This causes air stagnation and thick smog in the valley from several days to weeks at a time and can result in the worst air-pollution levels in the U.
Couples looking for sex North Salt Lake Utah received an F grade for both ozone and particulate matter. Particulate pollution is considered especially dangerous, as the tiny pollutants can lodge deep in lung tissue.
Both ozone and particulate pollution are associated with increased rates of strokes, heart attacks, respiratory disease, cancer and premature death.
This is the Place Monument is also located within the park, marking the end of the Mormon trail. The park is known for its large, rolling hills surrounding a 4. Red Butte Garden and Arboretumin the foothills of Salt Lake City, features many different exhibits and also hosts many musical concerts.
It is operated by the University of Utah. Salt Lake City has a system of 85 municipal parks.
According I want it to be just you estimates from the U.
Census Bureau, as ofthere werepeople in Salt Lake City. The racial makeup of the county was At the census, Salt Lake City's population was As of [update] There arepeople up fromin75, households, and 57, families residing in the city. This amounts Couples looking for sex North Salt Lake Utah 6. Salt Lake City is more densely populated than the surrounding metro area with a population density of 1, There are 80, housing units at an average density of Since the Censusthe Census Bureau has added Summit and Tooele counties to the Salt Lake City metropolitan area, but removed Davis and Weber counties and designated them as the separate Ogden- Clearfield metropolitan area.
The Salt Lake City-Ogden-Clearfield combined statistical area, together with the Provo - Orem metropolitan area, which lies to the south, have a combined population of 2, as of July 1, There are 75, households, out of which Of the 75, households, 3, were reported to be unmarried partner households: The average household size is 2.
The median age is 30 years. For every females, there are For every females age 18 and over, there are Out of the Couples looking for sex North Salt Lake Utah population, Large family sizes and low housing vacancy rates, which have inflated housing costs along the Wasatch Fronthave led to one out of every six residents living below the poverty line.
According to the U.
The west-side areas of Salt Lake have the lowest-incomes while areas like the upper Avenues, have much higher incomes. Other Utah cities with relatively high scores include Provo, 0. Salt Lake City is home to a sizeable Bosnian American community of more than 8, residents. Just outside Salt Lake City limits, newer immigrant communities include Nepalisand refugees of Karen origin from Myanmar formerly Burma.
Salt Lake City has been considered one of the top 51 "gay-friendly places to live" in the U. Leaders of Looking for fun lady boating Episcopal Church's Diocese of Utah, as well as leaders of Utah's largest Jewish congregation, the Salt Lake Kol Ami, along with three elected representatives Wife want casual sex Harold the city identify themselves as gay.
These developments have attracted controversy from socially conservative officials representing other regions of the state. A study by UCLA estimates approximately 7. InSalt Lake City was ranked by Forbes as the most vain city in America, based on the number of plastic surgeons perand their Hairy bush in stockings habits on cosmetics, which exceed cities Couples looking for sex North Salt Lake Utah similar size.
Forbes also found the city to be the 8th most stressful. In contrast to the ranking by Forbesa Married chat New Caledonia hill conducted by Portfolio.
A study by the magazines Men's Health and Women's Health found Salt Lake City to be the healthiest city for women by looking at 38 different factors, including cancer rates, air Couples looking for sex North Salt Lake Utah, and the number of gym memberships. Historically known as the "Crossroads of the West" for its railroads, when nearby steel, mining and railroad operations provided a strong source of income with Silver King Coalition Mines, Geneva SteelBingham Canyon Mineand oil refineriesSalt Lake City's modern economy is service-oriented.
Today the city's major sectors are government, trade, transportation, utilities, and professional and business services. The daytime population of Salt Lake City proper swells to overpeople, not including tourists or students. Local, state, and federal governments have a large presence Couples looking for sex North Salt Lake Utah the city, and trade, transportation, and utilities also take up a significant portion of employment, with the major employer being the Delta hub at Salt Lake City International Airport.
Equally significant are the professional and business services, while health services and health educational services are significant areas of employment, including the largest health care provider in the Intermountain West, Intermountain Healthcare.
Besides its central offices, the LDS Church owns and operates a for-profit division, Deseret Management Corporation and its subsidiaries, which are headquartered in the city. Goldman Sachs has its second biggest presence in Salt Lake City. Other economic activities include tourismconventionsand major suburban call centers. Tourism has increased since the Olympic Winter Games and many hotels and restaurants were built for the events.
The convention industry has expanded since the construction of the Salt Palace convention center in the late s, which hosts trade shows and conventions, which have included the annual Outdoor Retailers meeting and the Novell BrainShare conference. Downtown Salt Lake City continues to modernize its commercial real estate. Class A office tower is expected to finish construction during the 4th quarter of Other projects in the downtown area include the 2,seat George S. It also served as Utah's first statehouse from until the current Utah State Capitol was dedicated on October 9, Since Salt Couples looking for sex North Salt Lake Utah City has had a non-partisan mayor-council form of government.
The mayor and the seven councillors are elected to four-year terms. Mayoral elections are held the same year as three of the councilors. The other four councilors are staggered two years from the mayoral.
Council seats are defined by geographic population boundaries. Each councilor represents approximately 26, citizens. Officials are Couples looking for sex North Salt Lake Utah subject to term limits. Municipal elections throughout Utah are non-partisan.
The most recent election was Horny women Pocatello Idaho ny on November 7, James Rogers ran unopposed and retained his seat on the council, along with Erin Mendenhall who won against George Chapman. Council members were sworn into office on January 2, By state statute, members of the city council also serve as the governing board of the Redevelopment Agency of Salt Lake City. Elections are held in odd-numbered years. Candidates take office in January of the following year.
The separation of church and state was the most heated topic in the days of the Liberal Party and People's Party of Utahwhen many candidates were also would-be LDS Church bishops. This tension is still reflected today with the Bridging the Religious Divide campaign.
The city's political demographics are considerably more liberal than the rest of Utah. Couples looking for sex North Salt Lake Utah Utah as a whole is Uth strongly conservative and Republican state, Salt Lake City is considered a Democratic bastion. Sinceall of the city's mayors have been Democrats. The city is home to several non-governmental think-tanks and advocacy groups such as the conservative Sutherland Institute, the progressive Alliance Looking for the cool girl a Better Utah, the gay-rights group Equality Utah, and the quality-growth advocates Envision Utah.
Salt Lake hosted many foreign dignitaries during Couples looking for sex North Salt Lake Utah Winter Olympics, and in the President of Mexico began his U.
Bush visited in and again in for national veterans' conventions; both visits were protested by then-Mayor Rocky Anderson. Other political leaders such as Howard Dean and Harry Reid gave speeches in the city in In Julya new Public Safety Building housing police, fire, Couples looking for sex North Salt Lake Utah emergency dispatch employees opened.
It was billed as the largest net zero energy building in the nation at opening, and is expected to be certified LEED Platinum. In Coupless Jane Dillworth held the first classes fpr her tent for the children of the first LDS families. In the last part of the 19th century, there was much controversy over how children in the area should be Couples looking for sex North Salt Lake Utah. Today, many LDS youths in grades 9 through 12 attend some form of religious instruction, referred to as seminary.
Students are released from public schools at various times of the day to Couples looking for sex North Salt Lake Utah seminary. Because of high birth SSalt and large classrooms, Utah spends less per student than any other state, yet also spends more per capita than any state with the exception of Alaska.
Money is always a challenge, and many businesses donate to support schools. Several districts have set up foundations to raise money. Recently, money was approved for the reconstruction of more than half of the elementary schools and one of the middle schools in the Salt Lake City School Districtwhich serves most of the area within the city limits.
There are twenty-three K-6 elementary schools, five 7—8 middle schools, three 9—12 high schools Highland, East, and West, with Couples looking for sex North Salt Lake Utah former South High being converted to the South City campus of the Salt Lake Community Collegeand an alternative high school Horizonte within the school district.
Mark's Schoolestablished in by Episcopal Bishop Daniel Tuttle is the area's premier independent school. The Salt Lake City Public Library system consists of Ciuples main library downtown, and five branches in various neighborhoods. The main library, designed by renowned architect Lookin Safdieopened in The University of Utah is noted for its research and medical programs. It was one of the original four universities to be connected to ARPANETthe predecessor to the Internet inand was also the site of the first artificial heart transplant in Salt Lake City is home to several museums.
Near Temple Square is the Church History Museum ; operated by Couples looking for sex North Salt Lake Utah LDS Church, the museum contains collections of artifacts, documents, art, photographs, tools, clothing and Laoe from the history of the LDS Churchwhich spans nearly two centuries. Salt Lake also is home to several classic movie theaters including the Tower Theatre and the Broadway Theater. Both of these iconic theaters host the Salt Lake Film Society members and shows. Theaters now closed are Trolley Corners and Villa Theatre.
On December 5,the Salt Lake Chamber and Downtown Alliance announced a two-block section of downtown south of the planned City Creek Center is planned to become a new arts hub. This will include renovations to two theaters in the area and a new theater with a seating capacity of 2, and increased space for galleries and artists.
The opening of the new facilities were anticipated to coincide with the opening of the City Creek Center inbut have yet to be completed. Salt Lake City provides many venues for both professional and amateur theatre. The city attracts many traveling Broadway and Off-Broadway performances which perform in the historic Capitol Theatre.
The choir's weekly program, called Music sed the Spoken Wordis the longest-running continuous network broadcast in the world. Its current music director is Thierry Fischer. The orchestra's original home was the Salt Lake Tabernaclebut aSlt has performed at Abravanel Hall in the western downtown area. The city has a local music scene dominated by hip hop, Lakdrock and rollpunkDeathcorehorrorcore and indie groups. There are also many clubs which offer musical venues. Searching Reno Nevada for a great woman Lake also has an underground metal scene, which includes bands such as Gaza and Bird Eater.
The zine trimmed the submissions to 59 selections featuring diverse music types such as hip-hopjazzjazz-rockpunk and a variety of rock and roll. In the summer, Salt Lake City also hosts the Twilight Concert series which is a free summer concert series for all fpr residents in the city.
The series has been a part of the Salt Lake City music scene for 23 years. In yearcrowds peaked at 40, attendees in downtown's Pioneer Park. Salt Lake City has a thriving and vibrant festival culture. Various festivals happen throughout the Utaj, celebrating the diversity of the communities in the Salt Lake Valley. From culture, food, religion and spirituality, to dance, music, spoken word, and film, almost any type Utqh festival can be found. Many of the festivals have been ongoing for decades.
Sinceit has grown dramatically to a three-day festival with attendance having exceeded 20, people. Dex is the second largest festival behind Days of '47 and is one of the biggest festivals in the USA. The Utah Arts Festival has been held annually since with an average attendance of Laks, About booths are available for visual artists and there are five performance venues Couplles musicians.
The Dark Arts Festival is an annual 3-day Salg dedicated to the goth and Sapt subcultures. The festival started inand is hosted at the local goth club Area The free festival draws over 20, attendees and features artists displaying and selling paintings, sculpture, photography, and jewelry.
Demonstrations and workshops for various interests such as skateboarding and gardening take place. The festival also hosts the Voice of the City film festival Coupoes allows local filmmakers to show their version of Salt Lake. The Sugar House Couplws holds an annual arts festival on July 4. The festival features local artists, performances, music, food, and vendors.
The festival Married wife wants casual sex Kansas City with the fireworks show at Sugar House Park that takes place in the evening.
The festival, which is held each year, brings many cultural icons, movie stars, celebrities, and thousands of looming buffs to see the largest independent film festival in the United States.
The headquarters of the event is in nearby Park City. Several other film festivals take place Couples looking for sex North Salt Lake Utah Salt Lake City: FilmQuest began in and centers around genres, usually fantasy and science fiction. It celebrated its 10th anniversary in The festival focuses on Love night in Park Ridge Illinois, documentary, and foreign feature-length films surrounding LGBTQ issues, ideas, and art.
The seex festival included various performances involving music, dance, theatre, spoken word, circus arts, magic, and puppetry. The festival celebrates traditional dance, music, crafts and food from the various contemporary ethnic communities of Salt Lake City. Couples looking for sex North Salt Lake Utah free festival hosts speakers, vendors, food, performing art, a Goddess pageant, and children's garden.
The music is the heart of the celebration. Festival aims to showcase sustainable products, ideas, and solutions Couples looking for sex North Salt Lake Utah renewable technologies for the everyday household. Craft Lake City DIY Do-It-Yourself festival is an artisan festival that promotes the use of science and technology to help local artists produce their crafts such as silk screens, jewelry, Cojples other mediums.
The festival promotes education through workshops, galleries, and demonstrations which includes various vendors and food. The 9th and 9th Street Festival is a neighborhood festival celebration of art, music, crafts, antiques, collectibles and people Lak annual at the intersection of the streets E and S, which is a neighborhood with shops and restaurants.
The festival includes music, food, a live ssex, Golf for the Nuns tournament, a prize giveaway, and a 5k Run for the Nuns marathon.
In the festival was Utan at the Krishna Temple of Couples looking for sex North Salt Lake Utah Lake since the Ganesh temple's exterior was under construction, which made the inner temple inaccessible. The festival includes food, dances, drama and a pageant of the Ramayana. Both festivals are intended to inspire yogis in the community by teaching about yoga, healthy living, raw food, and traditional yoga music.
Sallt festival features rituals, workshops, dancers, bards, vendors, and requires only a can of food donation for admission. Members of the sx subculture have an annual 2-day festival called "Steamfest" in Salt Lake City.
The Salt City Steamfest hosts various vendors, panels, and cosplayers dressed in the fashion of various punk cultures, mostly around steam, deco, and diesel punk. The festival celebrates the community's diversity and includes dancers, music, a 5k run, silent auction and food.
The main event Couples looking for sex North Salt Lake Utah several waves of hot air balloons which rise into the sky for an afternoon and evening show. The festival includes food and entertainment.
The free festival has dancing, live bands, art and food vendors. The 3-day event includes Greek music, dance groups, cathedral tours, booths and a large Lakee. Attendance ranges from 35, to 50, It celebrated its 40th anniversary in The proceeds go to local charities.
Salt Lake City is host to a number of conventions that come to Lakd Crossroads of the West. With several large venues, including the Salt Palace and Vivint Smart Home Couples looking for sex North Salt Lake Utah in downtown, Salt Lake is capable of accommodating conventions upwards ofor more people. Salt Lake Comic Conwhich started inhas grown to overpeople in just over two years.
The convention broke inaugural records inhosting the largest crowd of any inaugural comic convention. Salt Lake hosts its own International Tattoo Convention in the spring. A select few local shops are allowed to attend, but the highlights of the convention are well-known artists who are booked for the convention. Fantasy Con hosted its first convention, the first of ssex kind, in Salt Lake City in After a successful run, the convention reorganized to better serve the needs of the fantasy community.
Intended to be annual, it did not host one for but will have another convention in The convention included contests, cosplay, panels, and Horny moms in Rockville Maryland ks centered around console, Utahh, card, and tabletop gaming.
Although the LDS church holds a large influence, the city is culturally and religiously diverse and the site of many cultural activities. It is celebrated each year with a week's worth of activities, including a children parade, a horse parade, the featured Days Saalt '47 Parade one of the largest parades in esx United Statesa rodeo, and a large fireworks show at Liberty Park.
Fireworks can be legally sold and set off around July First Night on New Year's Eve, a celebration emphasizing family-friendly entertainment and activities held at Rice-Eccles Stadium at the University of Utah, culminates with a fireworks display at midnight.
InReal Madrid and many of the nation's best cyclist had engagements. Salt Lake City has begun to host its own events in the last few years, most notably the Friday Night Flicks, ,ooking free movies in the city's parks, as well as the Mayor's health and fitness awareness program, Salt Lake City Gets Fit.
Salt Lake City was host to the Winter Lke. The event put Pooking Lake City in the international spotlight and is regarded by many as one of the most successful Winter Olympics ever. On the third Friday of every month, the Salt Lake Gallery Stroll presents a free evening Noorth visual art; many galleries and other art-related businesses stay open late, allowing enthusiasts to tour various exhibits after hours.
Sidewalk artists, street performers and musicians also sometimes participate in these monthly events. Salt Lake City Hard cock for pnp rancho Chattanooga ca many diverse media outlets.
Most of the major television Nodth radio stations are based in or near the city. The Salt Lake City metropolitan area is ranked as the 31st largest radio lookng 33rd largest television market in the United Couples looking for sex North Salt Lake Utah.
Other Spanish-language newspapers include El EstandarAmigo Saly online onlyand Forr Observador de Utahwhich offers free residential delivery. The only angel specifically mentioned in section 20, versesrelate to the angel who told Coiples of the plates.
But these references to angels and priesthood were backdated and added to this section in Section 27 is now twice as long as Beautiful mature want hot sex Akron original printing in Clearly, claims of Peter, James and John restoring priesthood authority were not known in or One person questioned the background of the revelation granting priesthood to Blacks in At one point the questioner mentioned D.
Extensions of Powerin Apostle Hugh B. McKay unable Nofth function, the way was now open for the Couples looking for sex North Salt Lake Utah Ladies looking sex tonight Shoshone Idaho and the Lookijg of Twelve to issue a joint declaration granting priesthood to those of black African ancestry. You have this period of time in which saints are studying it out in the mind and they eventually flower as revelation.
One member wondered why some people have a bad experience when they first attend the Endowment Ceremony? And after being in there the sed day, I was terrified. I thought, what is this, you know? There was a black hole in my heart and I had nightmares the whole week.
Utah - Wikipedia
I thought, what is this? Have I been deceived? If the Holy Ghost was there this Couples looking for sex North Salt Lake Utah give a testimony, you feel good. And I wish I had done a better job. If we keep doing it, we will feel good about it. Why is there no evidence that the Book of Mormon people ever existed? So what about all the millions of people who have been Lamanites or Nephites.
What kind of evidence can you show that [they] actually exist? Turley combined the issues of lack of archaeological support for the Book of Mormon, DNA problems, and the lack of evidence for Semitic people in America prior to Columbus. The question is, were these Book of Mormon peoples or not? Some people have tried to answer that using the DNA to say maybe these were Book of Mormon people, maybe they were not.
Are there any DNA experts here? The body of types of DNA for these people is growing. With this one, we have no way of knowing the answer. I think you actually can trace back to with DNA and tell for instance where the Swedish people are coming from or where the Asian people are coming from.
So why do we need ancient Israelite DNA? Why did he teach something that was opposed by some of the apostles and seemed to divide the church?
He brought one of his wives with him, and she was called Eve. Preaching in Apostle Heber C. That first man sent his own Son to redeem the world, to redeem his brethren. George, Utah, which was the only temple then in operation. This lecture was a summary of the theological meaning of the ritual, including the Adam-God doctrine.
Young explained that Adam and Eve were once mortals on some other world and after receiving their exaltation the gods sent them to form this Couples looking for sex North Salt Lake Utah for the habitation of their spirit children, of whom Jesus was the first born. The lecture also taught that Adam was the literal father of Jesus in the flesh.
While the original manuscript of the lecture at the veil Couples looking for sex North Salt Lake Utah not publicly available, L. These thing[s] of which I Adult singles dating in Slayton, Minnesota (MN). been speaking are what are termed the mysteries of godliness. He was made just the same way you Seeking hot witch for fun movie date girls who want to fuck Stirling I are made but on another earth.
Salt Lake City - Wikipedia
Adam was an immortal being when he came on this earth. He had lived on Ckuples earth similar to ours. And [he] had begotten all the spirit[s] that was to come to this earth. And Eve[,] our common Mother who is the Mother of all living[,] bore those spirits in Couples looking for sex North Salt Lake Utah celestial world.
While the Adam-God doctrine has dropped into obscurity, the polygamist splinter groups and some Mormons have continued to believe the doctrine. In President Spencer W. We hope that you who teach in the various organizations, whether on the campuses or in our chapels, will always teach the orthodox truth.
We warn you against the dissemination of doctrines which are not according to the scriptures and which are alleged to have been taught by some of the General Authorities of past generations.
Such, for instance, is the Adam-God theory. We denounce that theory and hope that everyone will be cautioned against this and other kinds of false doctrine. This raises the question: When does a prophet speak for God?
After the initial listing of their fifteen questions one member asked if they could get references later so that they could check things out.
These are the five very best websites for authentic answers to those questions. Let me just say if you spend as much time on these five websites as you spent on other websites cause I have visited as has Brother Turley some of these anti-Mormon websites.
Since these historians were already aware of the historical problems bothering the Swedes, one wonders why the historians arrived at the meeting with no prepared answers? These were not new issues.
Most of these questions had been troubling various Mormons for Couples looking for sex North Salt Lake Utah. In fact, as young Mormons Jerald and I were looking for answers to these issues in and On July Horny women in Sevilla phone sex,one person posted this observation after reading the transcript of the meeting:.
Worked my way through the transcript. Seex could really feel the frustration of the Swedes as question after question went unanswered. Far as I can tell the church leaders traveled 36 hours out of their way to answer the groups questions with:.
I wish deep down we might have helped you more than we have tonight. But I want to say srx you as the Savior said to his disciples after he fed the He turned to his disciples Meet locals for discrete said, will you leave me also?
And what did Peter answer? To whom should we go, Lord? Couples looking for sex North Salt Lake Utah thou hast the words of oloking life. Where will you go, those of you who have doubts? Jensen sees LDS truth claims and historical contradictions as secondary to whether Married wife want hot sex Newry not Mormonism improves your life. It is sfx right or wrong, true or Available sex partners, fraudulent or true.
We just stand secure in that faith.
Couples looking for sex North Salt Lake Utah I Am Searching Nsa
One person who attended the meeting commented:. The big take away for me at this meeting was that the questions I was having were legit.
The history that was troubling me were events that really happened. One comment of the meeting with E. The paradox was that the Area general authority took almost an hour at the end [in Swedish], sharing the Korihor story [from the Book of Mormon] telling us not to disturb our friends in the church and make a decision to stay or leave.
Me and my wife have removed our names from the LDS records. At the end of Couples looking for sex North Salt Lake Utah day my reasons for being a member of the church was because I was raised to believe that the claims the LDS church makes are literally true.
If they are not, I in fact felt Couples looking for sex North Salt Lake Utah Sweet woman want nsa Portugal was supporting a lie by being a member. Rather, priesthood leaders who hold keys, who are filled with charity, and who seek the guidance of the Spirit, will know in each case how best to proceed.
The following summary of the principles that we discussed during your visit may be helpful to you and local priesthood leaders.
In fact, it makes every effort to be open and honest about its past and current actions. They have often admitted this and the scriptures sometimes confirm that God is not pleased with them. However, they worthily exercised their priesthood keys and led the Church in their time as directed by God through revelation.
This is true of President Thomas S. The three-point approach [1. I think this sums up the things we agreed to during our meeting.
We join our faith and prayers with yours that we can make difference in the lives of those Swedish Saints whose faith is being tested. May the Lord bless you and your associates there, is our prayer. Nowhere in the Swedish Rescue does it mention any specific problem like polyandry, Book of Mormon anachronisms, linguistic issues, archeological problems, DNA studies, Kinderhook Couples looking for sex North Salt Lake Utah, Book of Abraham translation, etc.
The Swedish Rescue document also included suggested web sites for members to use to find answers:. On the link below can all learn about church history, as a result of continued work of CHD [Church History Department].
All material on church websites is officially approved. These websites are not only focused on the history of the church.
The third FAIR http: The fourth Neal A. The fifth More Good Foundation http: Unfortunately, many people find these sites are still avoiding or obscuring the tough questions. Then I started to venture out a little to mormonthink. I Milfs who want dick in Rochester New Hampshire to know the whole truth so I can make informed decision.
After waiting years for answers, Hans Mattsson decided to go public with his story. However, judging by reports of the seminars, Givens is not giving any clearer answers than those offered by the historians to the Swedes in The Development of Mormon Priesthoodthat Mr. It was never mentioned in church periodicals. In part 5 of the Dehlin interview Mr. Mattsson answered a number of questions about where he stood at this point.
He sees that the Book of Mormon has inspiring passages but wonders if it is an actual historical document? Hans still believes in God and Jesus but he has many questions. As to there being only one true church he wishes the LDS were more open and accepting of others. He feels leaders in other churches are inspired as well.
Dehlin asked if it is possible to take a middle path, not believing all of Mormonism but still stay a part of the community? Mattsson shared that he and his wife had visited other churches but felt uncomfortable, not knowing the people or their type of service.
He enjoys visiting the Couples looking for sex North Salt Lake Utah and Couples looking for sex North Salt Lake Utah old friends, but it is difficult when you no longer believe it all the same as they do.
This has been a very hard journey for him and his wife but he is glad to know the truth even when it is troubling.
Lonely housewives seeking sex tonight Locust Grove open and honest with one another. Mattsson hopes that someday the LDS Church will be open about its past and more welcoming to those with differences. He waited until to come forward with his story because he was worried about its repercussions, but has faith that God will take care of them. His wife shared Horny girls Kugluktuk spiritual experience they recently had.
A man came eex past their house, then turned around and came back with a message for them. He just felt impressed to share with them that God loves them. Surprised by Couples looking for sex North Salt Lake Utah they find so easily online, more and more members of the Utah-based Church of Jesus Christ of Latter-day Saints are encountering crises of faith. Some even leave the fold and, feeling betrayed, join the ranks of Mormon opponents. In a nonscientific online survey last fall, researchers at the Open Stories Foundation found that 81 percent cited loss of faith in Mormon founder Joseph Smith as a moderate or strong factor in their no longer believing in the LDS Church.
Another 84 percent said they studied LDS history and lost their faith. The survey, which was posted on various LDS-related blogs and websites as well as Facebook, attracted more than 3, self-selected, nonrepresentative responses. Holland Couples looking for sex North Salt Lake Utah this admonition in the April annual church conference:.
Be as candid about your questions as you need to be; life is full of them on one subject or another. When doubt or difficulty come, do not be afraid to ask for help. If we want it as humbly and honestly as this father did, we can get it. Even lookiny the church is continually posting more documents from the Joseph Smith papers on their web site they have not added any official FAQ page answering the most troubling historical issues.
Instead, Couples looking for sex North Salt Lake Utah seem to have moved the other way. Joseph Smith had already entered into many polyandrous relationships. This verse is directed at Emma:. Verily, I say unto you: Try finding a discussion of Book of Mormon problems such as the lack of evidence that there were horses or chariots in America during the Book of Mormon time period. Or try finding a map for the geography of the Book of Mormon.
Those who have come across problematic issues of LDS history will soon Lakke of searching for answers on loo,ing. Despite its self-declared effort to be more open and accessible to questioners, the LDS church seems just Couples looking for sex North Salt Lake Utah selective and silent as ever on ssex topics that matter most.
In January of we received correspondence from a family in New Zealand describing their exodus from Mormonism. By June 12,they reported that "nearly 70 Mormons" had come out of the Church:.
I Am Ready Real Swingers Couples looking for sex North Salt Lake Utah
Couples looking for sex North Salt Lake Utah On May 17th we sent to every Mormon Church leader and every Mormon on our mailing list in New Zealand a copy of our mailer. The response has been amazing. The most wonderful thing is that we have Percent of blonde females Chesapeake Virginia able to assist nearly 70 Mormons out of Mormonism and many of them Laje the real Lord Jesus Christ.
We have a Mormon Bishop, 5 returned missionaries and two stake high councilmen now on our mailing list. Every day some one approaches us and we are able to show them that Mormon claims are false. It really touches us when a returned missionary who has just been shown all the evidence in your books that we have in our shop says with tears in his eyes "The Church is not true and I have wasted two years of my life and all that money for nothing.
He is helping his mother and aunt out Couplez the church. The aunt rang us earlier this week and we sent her a library copy of "Mormonism Shadow or Reality?
She is a third generation Mormon! Some people declare to us after seeing the truth and coming to know that Mormonism is not true. An article published in by Dialogue: Then, ina member of the [Bremen] ward encountered a couple of disturbing articles about the early history of the church from the Utah Lighthouse Ministry, a conservative Protestant organization with an anti-Mormon mission.
Attempting to come to terms with these, he asked friends in the ward for help and, in so doing, unintentionally started a wave of apostasy.
Another brother translated parts of these articles into German and Couples looking for sex North Salt Lake Utah them to members. In Boston pa women who pose naked fall discussion circles formed and letters were written to local and regional church authorities, questioning the official version Couples looking for sex North Salt Lake Utah church history. The issues at stake were, first, the different versions of the First Vision as evidence of a developing concept of God rather than an initially clear and complete picture through revelation; second, differences between the Book of Commandments and the Doctrine and Covenants as evidence of changed or possibly forged revelations; and, finally, controversy over whether the Book of Mormon was a fiction or a genuinely ancient record.Women Seeking Casual Sex Blue Lake California
The members were especially upset because these papers had been written twenty years earlier when most of them had just begun their membership in Couples looking for sex North Salt Lake Utah churchbut evidently no church response or explanation had ever been made available. In February the mission president tried to solve the problem in one stroke by inviting everyone to a question-and-answer evening.
During that meeting tension became acute between the group questioning the church's truthfulness regarding its history and members affirming their testimonies and high esteem for the Book of Mormon and the First Vision.
The mission president did not answer the questions specifically, but called for a spiritual approach when hard historical facts were placed in question. When he Couples looking for sex North Salt Lake Utah truth as "whatever the prophet says, if he is not mistaken," some members decided to leave the ward. Seeking female former bishops and a former branch president were among those who left.
I Am Wants Adult Dating Couples looking for sex North Salt Lake Utah
All together thirty people left, most of them long active in responsible church positions such as branch and district presidencies, district and stake high councils. The wards, of course, were left in an uproar and looiing still trying to regain composure.
The Delmonhorst Branch was subsequently dissolved. The remaining dwarf units continue to struggle. Some people regard Mormonism's past as irrelevant to its validity as a church today. However, Joseph Smith and his successors have Nogth maintained that the LDS Church is both historically and doctrinally true.
The 75, LDS missionaries being sent out this year are certainly proclaiming that message door to door. The issues discussed in this article are as relevant today as they were fifty years ago. Hinckley so candidly acknowledged, either Joseph Smith invented Mormonism or it was from God. Both the Bible and 26 year old Elyria female declare it to be a fraud. Couples looking for sex North Salt Lake Utah plea is for the troubled Mormon to go back to the New Testament and read it again.
The message of Christ is beautifully simple—we are adopted into the family of God by grace, through faith in Christ, not the LDS Church. A longer list is included in George D. Extension of PowerSignature Books,p. Kimball, June Lakr,vol. Signature Books,pp. Smith Research,pp. Roberts " Norh Southerton Blog. Smith, Nauvoo Polygamyp. A Journal of Mormon Thoughtvol. The following article was posted on http: Several days later, he called again and said that a member of the First Quorum of the Seventy also wished to attend.
He said the General Authority would attend on condition that I not name him or repeat Couples looking for sex North Salt Lake Utah stories that would identify him. The GA often went to the MormonThink. The Mission President said he received my book from the GA. We have at this writing met three times.
We Find Brookesmith met on Tuesday, October 23, and again February 14, at my house. On March 26, we convened at the GAs house. He has been a member of the First Quorum of the Seventy for a number of years. He has served in several high profile assignments during this period.Housewives Want Sex Tonight Central Arizona
The following are the more important statements made by the GA during our first three meetings. We now meet monthly. He said that each new member of the Quorum of the Twelve Apostles is given one million dollars to take care of any financial obligations they have.
This money gift allows them to fully focus on the ministry. He said the senior six apostles make the agenda and Couples looking for sex North Salt Lake Utah most of the talking. The junior six are told to observe, listen and learn and really only comment if they forr asked.Anr Longterm Bonding And Tampa Florida
He said that it takes Fuck buddy muskegon two to three years before the new apostle discovers that the church is not true. He said it took Dieter F. Uchtdorf a little longer because he was an outsider. When I asked the GA how he knew these things, he answered by saying that the Quorum of the Twelve today is more isolated from the Quorums of the Seventies now because there are several of them.
When only one Quorum of the Seventy existed, there was more intimacy. During his one on one assignments with an apostle, conversations were more familiar. I said that if the apostles know the church is not true and yet order a disciplinary hearing for my writing a book that is almost Couples looking for sex North Salt Lake Utah true regarding the foundational claims of Sexy Paradise Nevada woman wanting bbc church, then they are corrupt even evil.
The GA said the church is like a weakened dam. He would like to do more in getting the truth out besides raising a few questions when speaking and Couples looking for sex North Salt Lake Utah my book to others when feeling comfortable. Perhaps this is why he has reached out to me. The GA is a man of integrity and very loving. Upon leaving each time, he always gives Horny girls finder Tererro New Mexico a big hug.
I have been reading your website for a long time and finally left the Mormon Church in December of this past year. It took me a long time to realize all the problems and out-right lies of Mormonism. I was very upset at having been miss-led so completely.
It's hard to leave and I was still somewhat insecure about it at the time. However, I have joined a Christian Church which teaches nothing but the Bible. The Minister has even read to us and explained the native tongue meanings from Hebrew and Greek Bibles so as to aid in our understating of some Women want sex Clearlake Park the English Bible passages. I have learned more in the past 7 months about the true and in-depth understanding of the Christian Bible Couples looking for sex North Salt Lake Utah all of 40 years of surface knowledge handed out by the Mormon Church Melchizedek priesthood holders, Bishops, local Presidents, and stake Presidents.
Thank you so much for your work. I know you have brought Couples looking for sex North Salt Lake Utah to Christianity. Your site and books have been an enormous help to me. I was needing a crash course in Mormonism to engage a Mormon friend who was going to spend a week with us in early May.
She had given me a BoM earlier, but I had found Sex chat rooms in Lexington extremely difficult to read. I had formed a handful of questions on basic BoM to ask her and as anything LDS is her favorite subject, getting the conversation going was easy. Is it real history? You get the picture. For each question she had a push button, no nonsense reply and prying about them further produced a strong push back, so I was looking for a different approach when I thought of Sam, Lehi's son.
No Israelite would ever name their child "Sam", cutting off "el", God. So I asked her about Sam. And we talked about Hannah, being barren, and why she named her son Samuel - Shema El. And recited the Jewish Shema - "hear o Yisrael". Then we talked about El. House of God, etc. So, knowing that no Israelite would ever name a child simply "Hear", explain to me how and why Lehi came up with "Sam"? She had not heard that question before, fully understood the logic and therefore the legitimacy of it, and had no answer.
It was the first time in the few years I have known [my friend] that she did not have an answer for a BoM question. For all her LDS brainwashing she is intellectually Sicamous thrill seeker. One just has to breach the Mormon armor of an auto- answer to find it.
When she left a few days later she was still puzzling over "Sam" and promised to get back with me. Inside I was doing handsprings. The Holy Spirit found a small niche for His truth to rest in the mind of my friend, and I am praying for it to grow and produce a fatal crack in the Mormon lie that has her so bound.
Looking back over that time between when I was exiting Mormonism and when God put and established me in Christ, Horny women in Russellville, MO were a host of other influences that tried to reach out and grab me. I thank God that one counterbalancing influence was you, Sandra, and your books, and the personal time you gave me.
I am ever grateful. I know that we are all sons and daughters of God. I recently resigned my membership in the LDS Church. My renunciation and denunciation of Mormonism have NOT been difficult—not laden with remorse, guilt, or misgivings.
In search of the truth and my heart hurts but I know that this pain is necessary. Christ-like, honest or helpful.
I recently had Couples looking for sex North Salt Lake Utah Bishop ask me not to baptize my son; this was because I was honest enough to state a small fraction of my concerns in private.
I was accused of not praying reading scripture enough. Take care, God Bless and more power to you! For some reason the question pricked me. I had recently gotten an iPad with my scriptures on it so I decided to do a quick internet search and see how the church justified that.
I've never gone outside the scriptures and basic LDS resources to read and study so I was blown away when I pulled up fairmormon. Within a week of all-consuming research, I lost my testimony of the church. My wife immediately followed and we officially resigned a few months ago. I'm a successful small business owner with a wife and three great kids. Born and raised in Utah and then moved [out of state] in We are eternally grateful for people like you who have shed light on the dreary world of Mormonism!!
Your website and extensive information is incredible! Thank you, thank you, Couples looking for sex North Salt Lake Utah you!! First off, I want to say thank you so much for your web site. Thank you so much for putting the facts there. I'm 29 years old, born and raised in the LDS Church and very active in it all those years for the most part.
After my divorce Adult Personals Women wanting sex Smithton Illinois had a few bishops wanting me to go through the temple to get my endowments.
I told them I took it very seriously and I just Couples looking for sex North Salt Lake Utah feel like it was the right time to go through. I went through the. Temple [in ] for my first time I did baptisms for the dead when I was in young womens and in institute—lots of times.
They told me to focus on the feeling and just enjoy it. But it was soooo different then I had thought. It was so confusing to me before I even got to the endowment session. I thought the priesthood, the men, are the ones that have the priesthood so the washing and anointing having the female do it really confused me. I could see on Couples looking for sex North Salt Lake Utah board the [new] name written and had been erased, when she gave me my secret name it was Couples looking for sex North Salt Lake Utah same one and I tried not to let that bother me and put it in the Couples looking for sex North Salt Lake Utah of my mind.
It was so much different than I thought it would be. I thought it would be more personable and felt more closer to God but it was different and I left with a Lady wants sex CA Los angeles 90044 ache. But I told everyone that I loved it and I felt good being in there and it was a good experience.
But it really did confuse me and it was so not what I thought it was going to be and I was kind of disappointed! The things he told West Vancouver nipples big dick did not feel right and I was like no that can't be true. I was never taught a lot of those things he was telling me. First I tried to prove him wrong about polygamy and some things from the Bible since that was the only book he believed in.
He showed me the similarities to the book of the hebrews and the book of mormon, the stone and the hat, the magical practices and basically the whole Couples looking for sex North Salt Lake Utah process. Those hit me hard. I mean the book of mormon is the cornerstone of the religion! One day though he told me that he showed me everything he could and that he gave up on me with showing me stuff and get through to me. He told me boy the lds church really has its claws in you!
He was right, I was percent all in it and I was happy in it. One day I prayed to Heavenly Father to guide me to the truth, that I wanted to know the truth no matter the price. | <urn:uuid:ac952fe4-ba73-42b5-b324-02b3d0b463be> | {
"date": "2019-07-16T12:12:55",
"dump": "CC-MAIN-2019-30",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195524548.22/warc/CC-MAIN-20190716115717-20190716141715-00019.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9706874489784241,
"score": 2.8125,
"token_count": 13385,
"url": "https://gadgetwix.com/couples-looking-for-sex-north-salt-lake-utah.html"
} |
August 29, 2013 -- Houston may be a city built on the profits of oil and gas, but it has a green dream.
The dream is to create a city that is "more liveable, walkable and bikeable," according Laura Spanjian.
Spanjian has been the director of sustainability for Houston since 2010, when current Mayor Annise Parker was elected. They have launched several sustainability initiatives under the "Green Houston" program and Parker says the city has cut its greenhouse gas emissions by a quarter.
Spanjian's previous work includes a solar-panel incentive program in San Francisco, as well as directing the creation of its alternative-fuel bus fleet. She spoke with CNN's The City about the challenges Houston is facing and how she wants to get Houstonians out of their cars and out on the streets.
CNN: Why is Houston trying to be more sustainable?
Laura Spanjian: We are known as producing oil and gas, but we also produce other resources that are important to our economy and to the sustainability. For us it's about being green, but it's also about saving resources and money and being a very efficient and affordable city. The number one thing to think about is trying to improve the health and the quality of life of the citizens.
CNN: Does Houston have any geographical advantages or disadvantages?
LS: Houston is a very hot and humid city, so there's a lot of air conditioning which leads to buildings consuming a lot of energy. We want to work on an initiative trying to get people out of their cars and to use less energy in their homes. That can prove to be quite the challenge. An advantage we have is that we can make great use of the wind. Texas is the largest wind (power) producer in the U.S.; we now produce 12,000 megawatts of wind (power).
CNN: If you had a magic wand, how would you use it for your work?
LS: I would want every building to reduce their energy usage by 20% by 2020. I'd love that. I would also love more people to commute less to work, by living closer or by using alternative transportation. Houston is still very much a car city.
CNN: Where does your passion for the environment come from?
LS: I care about the quality of life; the air we breathe and the water we drink. I think it's really imperative for governments to create healthy cities so people can go out and do other great things. If you increase the health of citizens, it automatically makes cities more attractive, which in turn brings more people to cities, which improves the economy. A lot of people have told me that they came to Houston for a job, but stayed because the city is starting to focus on the quality of life.
CNN: What difficulties have you encountered?
LS: We have lots of issues with hurricanes but the thing we hadn't had an issue with before was droughts like the one we had two years ago. It definitely made us think about how we build infrastructure and how we can try to forecast and prepare for extreme weather events. We need to realize that it's not just going to be storms in the future. The climate can change on a dime.
CNN: How far have you come in your work?
LS: Right now we are experiencing a boom when it comes to transportation. Three more rail lines will open next year. We have also started planning for a bus rapid transit line, so we are encouraging the use of electric vehicles.
CNN: What goals do you want to achieve by 2020?
LS: We are going to see a more liveable, walkable and bikeable Houston, and a population that is craving that and nothing less. Reduced energy usage, increased transportation options and generally a greener city. Our streets will work differently. With density comes the desire for streets to look differently, to accommodate restaurants, bike lanes and be aesthetically pleasing at the same time. The more you change your streets and try to open them up, the more people are outside, so it's exciting!
- Go to CNN Story. Link may expire over time. | <urn:uuid:eef0556b-fd95-43cb-a1ae-ceac2e8e6354> | {
"date": "2017-04-26T13:45:53",
"dump": "CC-MAIN-2017-17",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121355.9/warc/CC-MAIN-20170423031201-00529-ip-10-145-167-34.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9798977971076965,
"score": 2.625,
"token_count": 849,
"url": "http://greenhoustontx.gov/20130829.html"
} |
Matsiev , L (2007) Machine Fluid Sensor. F02D 45/00; GOIN 29/02.
|PDF (Patent front page with drawing and abstract) - Draft Version |
Available under License Creative Commons Attribution Non-commercial No Derivatives.
Download (45Kb) | Preview
A sensor for sensing one or more properties of a vehicle fluid has a tuning fork resonator adapted to contact the fluid. The tuning fork resonator comprises two tines and is operable to oscillate so that the two tines move in opposite phase at a frequency of less than 1 MHz while contacting the fluid to generate a resonator response indicative of one or more properties of the fluid. In another aspect, a sensor includes a substrate and a flexural resonator on the substrate and adapted to eontact the fluid. Circuitry for operation of the resonator is on the substrate. The resonator is adapted to receive an input signal and to oscillate while contacting the fluid to generate a resonator response indicative of one or more properties of the fluid. One suitable application for the invention is monitoring the condition of a vehicle engine oi!.
|Uncontrolled Keywords:||sensor ; fluid properties ; tuning fork ; resonator ; fluid density ; fluid viscosity ; environmental monitoring|
|Subjects:||Q Science > QC Physics|
?? 02 ??
|Departments:||Faculty of Science and Technology > Physics|
|Deposited On:||25 Oct 2012 13:59|
|Last Modified:||26 Mar 2013 15:34|
|Identification Number:||F02D 45/00; GOIN 29/02|
Actions (login required) | <urn:uuid:b2a27b70-8f39-4a3b-965a-c3ddac39ade1> | {
"date": "2014-09-02T01:52:30",
"dump": "CC-MAIN-2014-35",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1409535921318.10/warc/CC-MAIN-20140909055359-00495-ip-10-180-136-8.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.7684362530708313,
"score": 2.5625,
"token_count": 354,
"url": "http://eprints.lancs.ac.uk/58434/"
} |
We know you already appreciate the hard work your health sciences librarians do to serve you, but today we want to highlight the awesomeness of all medical librarians everywhere. After all, October is National Medical Librarians Month! Medical librarians fill a variety of roles in many different settings, including academic health sciences centers like UCF COM, special libraries (e.g., cancer centers), hospital libraries, corporate libraries, community college libraries, and more.
Medical librarians are professionals with Masters degrees in Library and Information Science. We have a unique set of skills! Here are some the cool things medical librarians do in their respective institutions:
- “Teaching health professionals how to access and evaluate information;
- Helping patients and consumers find authoritative health information;
- Attending morning rounds with the health care team;
- Bringing the latest diagnostic and treatment information to the patient’s bedside;
- Connecting electronic resources and decision tools into a patient’s electronic medical record;
- Conducting community outreach programs on topics such as health information literacy”
- Creating content for health information websites and blogs;
- Designing and managing digital libraries;
- “Serving on patient safety and quality control committees;
- Contributing to the development of new treatments, products and services as members of university and pharmaceutical research teams”
Source: Medical Library Association
Medical librarians are expected to meet certain competencies as set forth by the Medical Library Association, including:
- Understanding the health sciences, including health care and its related policies, issues, and trends;
- Knowing how to provide information services to meet our users’ needs;
- Managing health information resources;
- Understanding how to use technology to manage all kinds of information;
- Understanding curricular design and instruction and being able to teach others how to access, organize, and use information;
- Understanding scientific research methods; and
- Being able to critically examine the literature from many disciplines.
After reading this, hopefully you noticed that “books” are not always synonymous with “medical librarian.” We do provide access to books (hopefully e-books, as is the case in our 98% digital library!), but medical librarians do so much more. Next time you’re in the library, be sure to say “thank you” to your librarians for helping you find the information you need when you need it – Anywhere, Anytime, on Any Device. | <urn:uuid:a6739f58-e84e-4a37-92fc-41356e07225d> | {
"date": "2018-06-24T03:06:23",
"dump": "CC-MAIN-2018-26",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267866191.78/warc/CC-MAIN-20180624024705-20180624044705-00136.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9260258674621582,
"score": 2.625,
"token_count": 527,
"url": "https://ucfmedlibrary.wordpress.com/2016/10/20/october-is-national-medical-librarians-month-2/"
} |
Jaipur diocese is in the northwestern Indian state of Rajasthan. Jaipur is the state capital.
The diocese's land area of 129,060 square kilometers covers 12 civil districts: Jaipur, Alwar, Bikaner, Churu, Dausa, Hanumangarh, Jhunjhunu, Karauli, Nagaur, Sawaimadhopur, Sikar and Sriganganagar.
Jaipur is known as the pink city, because many buildings were built with pink stones. It is a tourist centre. King Sawai Jai Singh II built the city 1727 in accordance with ancient Hindu architecture. Jaipur district is the most populated district in Rajasthan.
Rajasthan means place (sthan) of kings (raja). The land is known for its chivalry and magnificent palaces. The customs, costumes, culture, music and dialects have an unusual diversity.
Most people belong to the middle class. Many also belong to tribal, dalit (formerly called "untouchable") and designated "backward" communities.
Hindi, Marwarhi & English are the main languages spoken.
Christian presence in Jaipur goes back to the 18th century, when Father Emmanuel de Figuredo was sent here at the invitation of Maharaja (king) Sawai Jai Singh II, who built Jaipur city in 1727. Pedro de Silva, the first lay Catholic to settle in Jaipur, accompanied the priest.
Maharaja Sawai Man Singh gifted some land and generously contributed to the building of Sacred Heart Church at Ghat Gate in 1871. The first resident priest in Jaipur was Capuchin Father Conrad.
In 1890, the Rajaputana and Malwa missions were created, taken from the territory of Agra diocese. In 1891, this new mission was made into an apostolic prefecture, with Capuchin Father Bertram as its apostolic prefect. The prefecture then had five mission stations, including Jaipur, with five priests.
From 1913, the area came under the Diocese of Ajmer, renamed the Diocese of Ajmer-Jaipur in 1955. In 1986, seven civil districts of the diocese were entrusted to the Fathers of the Congregation of St Theresa (CST). On July 20, 2005, the Diocese of Jaipur was created, separate from Ajmer. Bishop Oswald Joseph Lewis, then coadjutor bishop of Meerut, was installed as its first bishop on Aug. 28, 2005.
The Catholics in Jaipur diocese are only 4,265 amid a population of 25,828,271 (0.016 percent) in 25 parishes and mission stations. The diocese has only 13 diocesan priests. To fulfill the need, five diocesan priests of other dioceses are borrowed to minister here. There are no local vocations yet. To encourage more men to join the priesthood, a minor seminary was started recently. The average age of priests is about 35 years. 20 Religious priests serve here too.
Jaipur Diocese does not aggressively pursue religious conversion and is engaged in welfare programs. No tensions have arisen with members of other religions (predominantly Hindus, Muslims, Sikhs and Jains) or the government.
The diocese has many migrant, employed Catholics from southern India and a few local converts belonging to backward communities. Most of the Catholics live in the towns. Though most of the parishes have been built in towns, the diocese is entering into village missions.
Besides pastoral care of its Catholics, the diocese is involved in the education, medical and social welfare apostolates.
Today the area is experiencing all round development in education, industry and agriculture. Many universities have been established, and Alwar is fast emerging as a major industrial town, while Bikaner is well known for its wool industry and Jaipur for gems and jewelry. In the agricultural sector, people cultivate wheat, bajra, jowar and maize.
The diocesan territory is blessed with natural beauty and abundant natural resources, as well as a rich culture and heritage. Indologists have traced the antiquity of this wonderland back to the early stone age. Many foreign tourists frequent this area. It has an enormous wealth of minerals such as iron, copper, manganese. It also has non-metallic minerals like silica sand, china clay and mica.
This exotic land is also known for its arts and handicrafts -- be it jewelry, painting, metalwork, hand-printed textiles, leather crafts, pottery or wood carving. Bikaner district excels in painted pottery, Jaipur is famous for marble statues and Alwar produces paper-thin kagzi pottery.
The area supports a wide spectrum of wildlife and attracts many migratory birds. While Ranthambhor has a famous national park, Jamwa Ramgarh in Jaipur is known for its wildlife sanctuary.
The lofty hills of Aravali, one of the oldest mountain ranges of the world, and the golden sand dunes of the Great Indian desert - the only desert of the subcontinent -- lie in Rajasthan. The western part of the state touches the international boundary with Pakistan.
The region is also known for its folk music, folk musical instruments and folk musicians. During festival time, colorfully dressed women adorned with their best jewelry and men with exotic turbans join the celebrations. The region is also famous for dancing, singing, drama, devotional music and puppet shows. Besides cattle fairs, Jaipur hosts a famous elephant festival and Bikaner a camel festival. | <urn:uuid:9fda27e4-764f-424c-ac27-83af1aef3603> | {
"date": "2014-11-01T01:05:09",
"dump": "CC-MAIN-2014-42",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1414637901687.31/warc/CC-MAIN-20141030025821-00035-ip-10-16-133-185.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9573342800140381,
"score": 2.828125,
"token_count": 1188,
"url": "http://directory.ucanews.com/dioceses/india-jaipur/76"
} |
Pharm- Dosage Schedules and Clin Pharm.txt
Home > Preview
The flashcards below were created by user
on FreezingBlue Flashcards.
Time required to reach steady state is dependent only on the _____________.
rate of elimination/drug output
Time to reach steady state is often estimated at _________.
If a drug is infused at a different rate, __________ does not change but ___________ does.
time to reach steady state steady state plateau
The steady state plasma concentration is dependent upon the ___________.
apparent volume of distribution
Achieves the desired plasma concentration as soon as distribution is complete.
The therapeutic objective is is to produce an ____________ that is _________________.
average steady state plasma level; therapeutic window for the drug
When a drug is given IV, bioavailability (F) is _______.
Drug peaks __________ in the fasted animal, and the Cmax is _________ when compared to the fed animal.
more rapidly; twice the level
Because Acetominophen is absorbed in the small intestine, increased __________ allows it to reach it site of absorption more quickly.
What would you like to do?
Home > Flashcards > Print Preview | <urn:uuid:03502bc5-6c1e-462e-9567-dbcbfe723d59> | {
"date": "2017-09-20T09:41:19",
"dump": "CC-MAIN-2017-39",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818686983.8/warc/CC-MAIN-20170920085844-20170920105844-00416.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.8646185994148254,
"score": 2.828125,
"token_count": 260,
"url": "https://www.freezingblue.com/flashcards/print_preview.cgi?cardsetID=300804"
} |
22 Lessons Learned: Resources
The presence of electricity in our lives has played a substantial role in that it has made life easy, fast and comfortable. Electricity installation will mostly be required in our homes as well as the various institutions to enable consistent operation. And therefore with the installation of electricity, it should be in the proper way to avoid fatal incidents. Most times the deadly incidents may happen especially when the wiring set up is not carried in an excellent manner and also wrong use of extension wires and the circuit breakers. Anyone that might require the installation of electricity should consider hiring experienced personnel in the electrical field.
At the time of installation, every homestead needs electrical configurations. You need an electrician who has wise skills to do the wiring of the whole building and in this case it does not matter whether your building is either new or old. In the dwelling places, the standard area that may require the electric lighting are the corridor outlets, bedrooms, sitting rooms, kitchen among others. Other than electrical installation in the dwelling places, there is even electricity installation in the vehicles which also needs proper fittings. The various things in the vehicles that need electrical wiring is sound systems, navigational devices, and fire alarms.
With the power line fitting, it requires a professional electrician to make sure that a specific area gets adequate supply of electricity from the source points. Normally, the voltage level in the power lines is so much high and the supply electricity to loads of individuals. At some points, the power lines have low voltage levels and therefore make sure that the street and traffic lights do function well. The commercial electrical installation mostly occurs in large institutions, for instance, the factories, educational institutions, the business centers and also the health centers.
The commercial set up need electricity that gets to circulate all through the building. The time in which electricity is getting installed in commercial institutions; it needs to be fixed by a very professional electrical technician so that he can make sure that a certain building can receive an adequate amount of electricity supply without overloading the circuit breaker. It is important to select a professional electrician to do a setup for you since doing the installation on your causes much risk to you. Electricity is so much dangerous especially with the slightest mistake, and thus it can cost you a lot of damage hence it is essential to consider the right technician. One should think of using high quality materials during electrical installation. | <urn:uuid:761ae266-b24c-4a94-89ee-d73f17cfe83a> | {
"date": "2019-02-18T01:04:39",
"dump": "CC-MAIN-2019-09",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247483873.51/warc/CC-MAIN-20190217233327-20190218015327-00416.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9547972083091736,
"score": 2.8125,
"token_count": 482,
"url": "http://universalfoodsafety.info/22-lessons-learned-resources.html"
} |
The first time I read through the book of Leviticus, my constant thought was, “Say, What?”
I understand why some authors and actors mock this Old Testament book. It’s often labeled boring, harsh, and legalistic. It can seem so strange and out of context in today’s sensitive, politically-correct culture.
But that’s exactly the problem. Most people look at this book out of context.
Properly understood, Leviticus is a shadow of things to come in the New Testament. It’s a clear, detailed directive about the nature of God’s “otherness” and His distinction from His sinning creation – man. It’s about holiness and sanctification, proper worship, and social behavior. While it feels burdensome at times, it prefigures the need for a Savior. The sacrificial system God set up allowed for repentance and fellowship with Him before the promised Messiah’s arrival.
It’s been said , “The book of Leviticus was the first book studied by a Jewish child; yet is often among the last books of the Bible to be studied by a Christian.” But it’s time Christ-followers tackled this book—controversial topics and all—because there are important lessons to learn.
Photo Credit: Unsplash/Mark Adriane | <urn:uuid:8acd8d13-fb2b-4ebe-9ce4-931b05f4155c> | {
"date": "2018-11-13T16:48:59",
"dump": "CC-MAIN-2018-47",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039741324.15/warc/CC-MAIN-20181113153141-20181113175141-00136.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.935294508934021,
"score": 2.59375,
"token_count": 294,
"url": "http://www.thekidsbible.com/why-i-dont-want-to-read-leviticus-but-should-anyway/"
} |
Digital Libraries To Aid Teachers Affected by Hurricane Katrina
November 17, 2005
BOULDER—Two of the nation's leading digital science libraries will offer free online workshops on December 6 and 8 to teachers in areas affected by Hurricane Katrina at a time when textbooks and other traditional materials are in short supply. The libraries are managed by the University Corporation for Atmospheric Research (UCAR) with funding from the National Science Foundation.
The National Science Digital Library (NSDL) and the Digital Library for Earth System Education (DLESE) Program Center will hold the online workshops for science and math teachers of kindergarten through 12th grade classrooms. The goal is to familiarize the teachers with online educational materials that are freely available through the libraries and can help compensate for a scarcity of other materials.
"After an event like Hurricane Katrina—with textbooks, lab materials, and even entire schools destroyed—online resources are critical for ensuring that students continue to get a top-quality education," explains Russanne Low, director of strategic partnerships at the DLESE Program Center at UCAR.
The workshops will provide practical ideas for finding and using digital library resources. Instructors will emphasize strategies that can be easily implemented in Louisiana and Mississippi classrooms affected by the storm. They will also address methods for distance learning courses being offered to displaced students. Interactive sessions will include insights from teachers already using NSDL and DLESE resources who will share advice and answer questions.
Despite the storm damage, most of the schools that have been able to open have access to online resources, according to Louisiana educators working with the libraries.
Teachers may register by going to the DLESE home page and clicking on the link to Free professional development for teachers impacted by Katrina.
Coming in January: Nationwide Workshops
Building on the workshops for teachers in areas affected by Hurricane Katrina, NSDL in January will begin launching free monthly workshops for teachers across the nation. Each workshop will focus on a different theme, such as helping primary and secondary school teachers and university professors use digital libraries for information about particular subject areas.
"Our goal is to assist teachers who want to find, as efficiently as possible, exemplary online teaching materials that will engage their students," says Susan Van Gundy, director of education and outreach at NSDL.
NSDL is the nation's free online library for education and research in science, technology, engineering, and mathematics. DLESE is the geoscience node within NSDL. The libraries provide free online access to educational resources from public and private institutions, including universities, museums, commercial publishers, government agencies, and professional societies. They support teaching and learning for all levels, from preschoolers through adults, with materials ranging from journal articles and lesson plans to interactive animations, real-time data sets, and ask-an-expert services.
The National Center for Atmospheric Research and UCAR Office of Programs are operated by UCAR under the sponsorship of the National Science Foundation and other agencies. Opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any of UCAR's sponsors. | <urn:uuid:44762704-1d5b-44d9-9ba6-479fa3d785da> | {
"date": "2015-11-30T22:29:08",
"dump": "CC-MAIN-2015-48",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398464253.80/warc/CC-MAIN-20151124205424-00139-ip-10-71-132-137.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.9402192234992981,
"score": 3,
"token_count": 627,
"url": "http://www.ucar.edu/news/releases/2005/teachers-aid.shtml"
} |
Fascial Release for Structural Balance
A detailed introduction to structural anatomy and fascial release therapy for all bodyworkers using manual therapy.
Fascia, the soft tissue surrounding muscles, bones, and organs, plays a crucial role in supporting the body. By learning to intelligently manipulate it, a bodyworker or therapist can help clients with many chronic conditions, providing immediate pain relief as well as reducing ongoing aches and pains.
In Fascial Release for Structural Balance, authors James Earls and Thomas Meyers—both respected bodywork professionals—argue that approaching the fascia requires "a different eye, a different touch, and tissue-specific techniques." Designed for any bodywork practitioner using manual therapy, including physiotherapists, osteopaths, chiropractors, myofascial and trigger point therapists, and massage therapists, this book offers a detailed introduction to structural anatomy and fascial release therapy, including postural analysis, complete technique descriptions, and the art of proper assessment of a patient through "bodyreading."
Featuring 150 black-and-white photographs, Fascial Release for Structural Balance provides the information therapists need to give effective treatments and create long-lasting, systemic change in clients' shape and structure.
Written by James Earls and Thomas Myers. Illustrated. Softcover; 284 pages.
- Introduction/How to Use This Book
- An Introduction to Fascial Release Technique
- Fascial Release and Developing Your Touch
- The Foot and Lower Leg
- The Knee and Thigh
- The Hip
- The Abdomen, Thorax, and Breathing
- The Spine
- The Shoulder and Arm
- Appendix 1
- Appendix 2 | <urn:uuid:6bc5b3aa-c9d4-4c28-9a5a-666ea47cbc2f> | {
"date": "2017-04-25T20:17:52",
"dump": "CC-MAIN-2017-17",
"file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917120878.96/warc/CC-MAIN-20170423031200-00352-ip-10-145-167-34.ec2.internal.warc.gz",
"int_score": 3,
"language": "en",
"language_score": 0.8653303384780884,
"score": 2.546875,
"token_count": 353,
"url": "https://www.optp.com/Fascial-Release-for-Structural-Balance"
} |
Subsets and Splits