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The Game of Greed and an Intro to Statistics
Lesson 1 of 20
Objective: SWBAT collect qualitative and quantitative data, and explain the difference between the two. They will also review the measures of central tendency on a data set that we create today.
As class opens today, so do our second marking period and the Statistics unit. My goals for the Statistics unit are twofold:
- To help students develop an understanding some statistical tools and how they're used
- To lay some scaffolding for students to gain traction with conceptual understanding of the upcoming units on equations, graphs, and function representations that comprise most of the Algebra 1 curriculum
With an eye on both goals, I want students to use as much real data as possible over the next few weeks. Today, we'll start producing data immediately, and we'll use this data a few times.
With that in mind, today's opener is informal, and meant simply to get kids thinking. With a note that today is a transition point, the opener says, "Sit with a partner who can help you work hard." It's enough to get students to think about where they're sitting and who with, and it once again invokes that idea of hard work as one that's central to success in this class.
The question that follows gets kids thinking about probabilities. I don't try to answer this question during the first three minutes of today's class, but I'll ponder it with anyone who wants to. After a few minutes of this, I say that we're going to play a game, and that's where class goes next.
On the second slide of today's class notes are the rules of the game. I explain the game, and we play. Students record their scores, and just like that, we have our first data set. Check out my video narrative for a description of the game, and some of my thinking behind it.
When we've played through the fifth round of Greed, I tell students to find the sum of their five scores, and I distribute the Statistics Unit Syllabus. This document has the Student Learning Targets for the Unit on one side. On the other is a "Data Collection Sheet," which is a place for students to record a variety of their own data over the next few weeks. I ask students to find where the Greed data goes, and to total things up there. While this happens, I make another trip around the room and give everyone a sticky note. "Once you have your total Greed score, please write it on your sticky note. Then place your sticky note on the poster at the front of the room." The result looks like this.
The Idea of Qualitative vs. Quantitative Data
On today's agenda, I've written the words "qualitative and quantitative" data. Moving forward, I'd like for students to be able to make this distinction, so before we begin to analyze the Greed data, I point to the words on the board. I follow the popular approach of asking students to identify the words they see within qualitative and quantitative, then I ask what "a quality" is and what "a quantity" might be. We get to the point of discussing personal characteristics that fit each description. Students realize that their height, weight, age, and shoe size are examples of quantitative data, while hair color, eye color, and personal demeanor are qualities.
"So what if I wanted to collect qualitative data about this class?" I ask. "I would like to try to answer this question: Is there evidence that this class is working hard? If I was looking for an answer to that question, what would I need? What does it look like to work hard?" I loosely and informally follow the think-pair-share protocol, by asking students to write a few ideas of their own, then to discuss their answers and record a favorite idea or two from their partner. Then I project this document on the board (the side that says "Data Collection Sheet"), and elicit a few answers from students, which gives us this qualitative data. With a few of my classes that need a little motivational boost, I'll collect data on these traits in Class Dojo. We'll then be able to compare this data to achievement on some SLTs later in the marking period. For other classes, these are just examples, but we'll be able to reference these qualities in conversations that continue throughout the year.
After this, we briefly run through the syllabus. I show students that there are two background learning targets and five Unit 2 SLTs on the syllabus, and that the Mathematical Practices are still in play. I ask students if the grading system is making more sense, and for the most part they're fully bought in by now. Seeing how the learning targets change for the new unit makes it a bit more clear how this all works, and I watch as students consider these learning targets and look ahead at how they'll meet each one.
Mean, Median, and Mode
Now it's time to practice the first background target: calculating the mean, median, and mode for a data set. We'll use the Greed Data that's up on the board. I simply post the task of finding these measures. Students quickly notice that they can't quite see the data set from their seats, a small problem that requires a solution. Usually, someone volunteers to read the data to the class; if that doesn't happen I'll suggest it. As the volunteer begins to read, however, we also notice that it would help for this data to be a little better organized. It happens quite naturally that the class decides to order the stickies from least to greatest, and now the organized stickies look like this. Now, when someone reads the data aloud, students recording it will have an easier time making sense of it.
Now students can get to the task of finding these three measures of central tendency.
If Time Allows
For most classes, time runs out as students finish the previous task, but if things have moved quickly today, or if it's an extended period, the next step is to review learning target 2.1:
I can represent data with plots on the real number line. This means that I can create dot plots, box plots, and histograms that accurately represent a data set.
With a little more than five minutes left in class, usually as students are finishing up and checking their measures of center on the Greed data, I return the Unit 1 Exam that students took last time we met. I have a little time to answer a question or two about the exam, but for the most part my focus is practical: I want to help students understand that their grades on this exam consist of separate grades for each Student Learning Target. I ask students to think about whether or not these grades are a fair representation of what they've learned and done so far.
Then, I explain that for anyone who wants to improve their grade from the first marking period, I would love to help. "The way to improve your grade is to work on one learning target at a time," I say. Then I tell everyone that there will a series of after-school "mastery sessions" in the coming weeks. This is what is made possible by mastery-based grading. Anyone who wants to come can. To build scarcity, I put a sign up sheet on my wall. It usually fills up by the end of the day, so then my job is to make sure that everyone who signs up comes. I'll do these once or twice each week, each time focusing on a different SLT. The sessions consist of working on exam problems, going back and completing previous work that we've done on the SLT, and then students solving a few "mastery problems" that, if students can solve them, give me reason to change student mastery grades. | <urn:uuid:48d7c334-2bc4-4e2b-957e-acd21790496e> | {
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GLACIER NATIONAL PARK -- There are bats in the forests around Nakimu Caves, but they’re small and often fly at night so no one knows if or how much time they spend inside the six-kilometre cave system in the scenic Cougar Valley.
Now a team of researchers from Glacier National Park in B.C. is trying to find out — before it’s too late.
“We have a good knowledge of bats in our forested areas,” Sarah Boyle, an ecologist with Glacier, said during a recent field trip with the “bat team” this week. “We don’t have a lot of information on their cave system, which is why we are doing this research right now.
“We’re trying to get ahead of the curve.”
They’re preparing for white-nose syndrome, a deadly disease that afflicts hibernating bats such as the tri-coloured bat, little brown myotis and northern myotis — all of which were recently recommended for an emergency listing as an endangered species in Canada.
In Glacier National Park, two of its nine bat species are at risk for the disease, leading to the $40,000 research project.
The Nakimu Caves, a system of cold, damp caverns and narrow passages, should in theory be the perfect hibernation spot for the park’s little brown myotis and northern myotis.
So, the bat team is on the case.
Researchers in Glacier, about 300 kilometres west of Banff on the Trans-Canada Highway, start their day with an eight- to 10-minute helicopter ride over Balu Pass and into the Cougar Valley. It’s a restricted area because it’s sensitive grizzly bear habitat.
On arrival, they leave their lunches in a bear-proof bin, disinfect their shoes with a mild bleach solution and take a 15-minute hike to the main entrance of the caves.
They gear up, changing into coveralls and putting on head lamps.
Once inside the cave, with the help of public safety specialist Eric Dafoe, they navigate the narrow passages and steep drops to find the perfect spot to do their work.
Moonmilk, or calcium deposits, coats some of the walls and the sound of crashing water can be heard as they go through the cave.
Baylee Out, a microbiology student from Thompson Rivers University in Kamloops, finds and collects a fungus growing on a piece of wood.
“I’m swabbing it to take it back to culture it and identify it,” she explains. “Most of the life in caves is very opportunistic. If there is a little bit of nutrients, it will be on it and use it and recycle it over and over, because caves are closed environments so they don’t get nutrients like out there where it’s lush and beautiful because there’s always an energy source in the sun.”
Out will test the sample to see if it’s the fungus that leads to white-nose syndrome.
In another part of the cave, independent wildlife biologist Mandy Kellner and Parks Canada resource conservation technician Silas Patterson look for a spot to install an acoustic recorder and mini data logger.
“There’s pack rats in here, so of course they’ll chew the wires,” Patterson says. “What we’ve done with the last two is we suspend it on a little harness in mid-air so it hangs in the air so a pack rat trying to get at it would have to chew through our suspension.”
They find a spot on the pointy end of a rock and hang the plastic container holding the acoustic recorder and battery pack. Kellner, who has been studying bats since 1996, says the recorder will be able to pick up the ultrasonic calls of bats if and when they fly in the cave.
“This can actually be used for birds and frogs and things we can hear,” she says of the equipment. “We’ve set it on the bat settings. It’s only going to pick up the high-frequency noise.”
They will return in the fall to get the data cards, which will record for half an hour every hour, and change the battery packs before winter. Depending on what they find in the next 18 months, it will ultimately lead to decisions by Parks Canada about how to treat the cave system in the future.
“Us knowing where our bat populations are, us understanding where ... white-nose syndrome is helps us manage who goes into the cave system,” says Parks Canada’s Boyle, noting it could lead to a complete closing of the caves to the public if the disease is found.
If not, they could continue to manage the situation the same way they do now, with the 24 to 36 people who still use the caves annually — down from about 250 before the restrictions were brought in. Currently, visitors who want to explore the caves are required to obtain a special permit, bring a guide and adhere to strict disinfectant procedures. | <urn:uuid:577c7229-d25b-4218-b5e6-be27a2c9ce91> | {
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The Cow Creek Fire began on June 24. While the eastern portion of the fire was contained in early July, the western flank of the Cow Creek Fire continued to be active in the West Creek area. Fire managers are managing the fire to allow fire to play an active role in the ecosystem. Fires have not burned in this rugged, densely-wooded area for 370 years.
By allowing a natural fire to burn in this remote area, it lessens future fire risk by creating a barrier close to local communities. By allowing fire to return to the ecosystem, the overall health of the forest will be improved. Dead, downed logs and debris were consumed, allowing nutrients to be recycled back into the soil. Thick stands of trees burned, opening the area to sunlight and improving wildlife habitat.
Four separate helicopters were assigned to the fire. A Salmon helicopter 402 was most recently stationed on the fire, and was in the area the longest.
"We have been fortunate to have great cooperators involved in the Cow Creek Fire, including our colleagues from the U.S. Forest Service, the Bureau of Land Management, the Nature Conservancy, and National Park Service staff from Zion, Bandelier, Lassen, the National Interagency Fire Center, as well as the Alpine Interagency Hotshot Crew based here at Rocky Mountain National Park," said park superintendent Vaughn Baker. "Those relationships have been critical for our park`s fire crew in managing a fire that has been active for almost four months. Through the duration of the fire, there have been many training opportunities for staff from Rocky Mountain National Park as well as other agencies. This experience will benefit all of us in the future."
The park fire crew will continue to monitor the fire from a distance by using the existing lookout and a live video camera. Off-trail travel on national park lands south of the North Fork of the Big Thompson River, west of the North Boundary Trail, north of Cow Creek, and east of Mummy Mountain and Mount Dunraven continue to be prohibited due to the active fire in the area.
The fire activity this summer is a good reminder to take the necessary precautions to protect our homes. More information on preparing for a wildfire can be found at firewise.org | <urn:uuid:84dbd394-72c5-4c4b-b6fa-6da8899be885> | {
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Our Connected World
Many of us use computers and the Internet so frequently that we may take the interconnected world we live in for granted. But recent events have had some questioning the fragility of the system that makes communication across the globe possible.
The World Wide Web
The Internet has made the world more interconnected as society embraces the World Wide Web. The Internet population is know for its stability, and forecasts show that the worldwide online population will continue to escalate in the coming years. According to a JupiterResearch report, 1.1 billion people access the Web on a daily basis; by 2011, 22 percent of the Earth's population will use the Internet regularly.
How exactly is this connected world we live in possible?
Cabling the Seas
Believe it or not, the major portion of the world's communication is carried out by undersea cables. Submarine communications cables are cables that are laid beneath the sea to carry telecommunications between countries. Over 95 percent of transoceanic telecoms and data traffic are carried by undersea cables, according to the International Cable Protection Committee, an organization of submarine cable operators focused on cable security.
Why do we use submarine cables? These fiber optic cables transmit voice and data traffic with higher reliability, more security, and at cheaper rates than satellite systems. Especially for larger routes, such as trans-Atlantic and trans-Pacific routes, intercontinental submarine cables are known to be more cost affective.
We depend on collections of fiber optic cables that are less than 10 centimeters in diameter to connect our online world. While typically they are 69 millimeters in diameter and weigh 10 kilograms per meter, thinner and lighter cables are used for deeper water. The lines that tie the world together, according to reports, are a mere two centimeters thick where they lie on the ocean floor.
Breaks in the Web's Undersea World
It may seem like a fragile system, yet the framework is known for its resilience. While cables break far more often than we may realize (faults have been caused by fishing, ship travel, and even by shark bites), it takes a combination of factors for communications to be disrupted, reports say.
Such was the case, however, in early February 2008, when three undersea cables were cut, disrupting Internet access in South Asia and the Middle East. Undersea cable connections were disrupted off the northern coast of Egypt after segments of two international cables were cut. It was necessary for service providers to re-route traffic while repairs were made. Following that, a third undersea cable was reported broken between Dubai and Oman.
This was not the first time that outages have occurred, and it is unlikely to be the last. Communications were slowed down in Hong Kong and other parts of Asia for months following a 2006 earthquake that cut seven cables near Taiwan.
The events may serve as a call to action for professionals and governments to spend more resources on securing the backbone of our communication systems.
"Many areas of the world are connected by a relatively small number of Internet cables, and when several failures happen simultaneously, either by accident or deliberate attack, it seriously affects the ability to conduct business. These events should remind IT and business managers that they always need to prepare for catastrophes with service redundancy and business resumption plans," according to a statement on Gartner's website. | <urn:uuid:ff4716b9-b818-4c93-8bd2-1f85119398dd> | {
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In 2011 a Monitoring Strategy was developed by the Save the Tasmanian Devil Program to streamline and co-ordinate monitoring activities to align with the Program business plan.
The Monitoring Strategy describes three different monitoring streams that support the Program, with the first stream, “Status of devil populations” covering the principle population monitoring activities. The questions to be answered with our population monitoring are:
Is there local extinction or recovery in a diseased population?
Are there devil populations that are demonstrating an atypical response to the disease?
What is the population status of devils across the state?
Where is the current disease front?
Following consultation with experts in NZ, our monitoring methodology has branched out to include remote sensing cameras as a major tool to be used in answering the questions above.
The region to be monitored is divided into a grid, and 30 squares are randomly chosen. A camera is then set up as close to the middle of each of the grid squares as is practicable.
The cameras are set up with meat as a lure to attract devils to the site. The cameras are left out for 20 days with the cameras being revisited on day 10 to refresh the bait, and check the batteries and memory cards.
Each of the camera-units has a motion sensor that, once movement is detected, can take a single photo or several photos in succession. If the photos are clear enough, we can gain a rough idea of age, and sometimes sex of the devil and often whether it has any indication of DFTD being present. As devils often have unique markings, we can also get an abundance estimate by identifying how many devils are visiting, and revisiting the cameras.
With the use of cameras we hope to set up a number of sites statewide that we can then re-visit over time to determine whether there is a change in age structure, DFTD prevalence or devil abundance in the area.
By monitoring devil population status across the State, we will also be able to identify any populations which may be behaving atypically to disease, or appear to be isolated from DFTD incursion, even though areas close by are known to be diseased.
We hope this new method of monitoring in the Save the Tasmanian Devil Program will result in a cost effective monitoring program which is capable of detecting population changes and trends at a regional level. The information obtained from this program will then be able to assist the Program in managing the impacts of DFTD on devil populations as well as planning for future actions such as landscape fencing and the reintroduction of devils into the Tasmanian landscape.
Find out more about remote camera monitoring. | <urn:uuid:435b50eb-25c9-4ee0-a84d-d4cce4261a09> | {
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FORMAL LAB REPORTS
The formal report documents the experiment that was performed and provides a detailed discussion of the results obtained and how those are important. It organizes and clarifies the information that can be found in a good lab notes, adding background material and a more detailed discussion of the results. From such a report, a peer group of engineers (or engineering students) who are familiar with the same general subject matter should be able to reproduce the experiment and perform their own analysis, such that they could either verify or dispute your conclusions. Reports generally have three goals: 1) to justify the reasons for performing the experiment; 2) to record the results of the experiment; and 3) to allow others to evaluate the results.
You should consider your audience to be familiar with the general engineering background associated with your experiment, but none of the specifics. For instance, your target audience has a general background in heat transfer but only very limited or no specific knowledge of boiling. The report must incorporate grammatically correct sentences, correct spelling, and be structured in a clear and concise manner. In addition, it should contain publication-ready, professional graphics and illustrations.
Late reports will be
penalized. The preferred method of submitting your lab reports is using the Classes web server. Please submit a single
file containing all text and graphs. Please use a filename containing both your
name and the name of the lab.
If you submit a hardcopy, please staple or clip together firmly all pages that you hand in, including printouts, if any.
Formal reports should contain the following components:
The title page should clearly display:
The abstract should contain one or two paragraphs which clearly and concisely present an overview of the report. Complete sentences must be used, not phrases. Nine out of ten readers will read only the abstract of an engineering report - therefore, it is imperative that clear, concise, to-the-point information be used. Include information on
Introduction and Background:
This section is written to provide the reader with all the background needed to appreciate why you did the experiment and to understand your results and conclusions. To accomplish this, you may need to provide a brief review of previous work or of relevant theoretical material, including appropriate references. The introduction should provide:
Main Body of the Report
The main body should
consist of four sections: Objectives, Method, Results and Conclusions. Each
section must be clearly identified with a heading. Write each section in a
logical, coherent manner using complete sentences.
Identify the main
objective(s) of the experiment. You should be able to cover this section in one
brief paragraph, i.e. two or three well written sentences. You may paraphrase
statements found in lab handouts but do not copy them.
Methods and Procedures (not more than 2-3 pages)
Write about the general strategy used to obtain the data. Identify the equipment you have used and the data collection techniques. A schematic of the experiment is almost always necessary. Describe your procedures in such detail that the knowledgeable reader could reproduce your experiment or analyze potential flaws. The intent of this section is to:
Results and Discussion
Present all relevant observations you made, including any qualitative ones. Prepare graphs and tables that best display the results of the experiment and discuss them. For some experiments, you'll be acquiring a lot of data using the computer. Do not include these reams of raw numeric data in your lab report; present it in appropriate graphs and tables.
Indicate trends, analyze why they occur, and explain
any significant features or differences from expected results. Do your measurements and calculated values
make sense? If you have measured a
physiologic parameter, does it fall within the normal range? If your data don't make sense, point out what
possible problems might have occurred. Be
as specific and quantitative as possible. Avoid the use of catch-all phrases
such as "human error." Always comment on "wild" data
points. Graphs and tables must be numbered and referenced in the text. More
detailed information on graphs is given below.
Conclusions and Recommendations
Present the conclusions you draw from the results. All conclusions should be clearly stated and supported with evidence. Cite specific results and observations from the experiment and tie them to your conclusions. Summarize reasons for any disagreement between your results and the expected results. Recommend ways to correct problems that may have led to discrepancies or bad data points. Recommend any practical way of improving the experiment.
Graphs, Tables and Figures
Graphs and tables should be clear and logical. They should be free-standing and carefully labeled, so that the reader can understand them without referring to the text. Hence, you will have to choose figure captions and table titles carefully. Note that "x vs y" or anything similar is rarely appropriate - captions and titles should be descriptive of the experiment. Each graph should be properly scaled to display the variation legibly and drawn using standard data symbols and curve drawing techniques. Be sure to include plot labels, coordinate labels and units. Check whether your data will be better represented by a linear, semi-log or log plot. Figures should be included in the text in order to enhance the readability of the report and avoid forcing the reader to flip pages. The text should reference all figures and tables by number rather than by title. Don't use color unless absolutely necessary. Use the X axis for the known parameter and the Y axis for the variable under study.
Reports will be graded largely on their ability to clearly communicate results and important conclusions to the reader. You must, of course, use proper English and spelling, along with comprehensible logic and appropriate style. You should proofread your report as well as spell-check it.
o Neatness and organization will also influence the grade a report receives. Be sure to follow explicitly the format indicated above. Type reports, and attach lab notes as appendices.
o Avoid being overly verbose and flowery when attempting to convey your point - be concise.
o Avoid qualitative phrases such as "the results were quite close" or "heat fluxes were in good agreement with the correlation." Be as quantitative as possible.
o Do not copy material without citing the source. This includes lab manuals, text books, your neighbor, old labs, etc. Plagiarism, of any degree, will not be accepted; you will be asked to redo the report and docked accordingly.
Cite complete references for any information that you draw on.
Appendices contain detailed information which is not necessary for the understanding of the key points in the body of the report, provided that the reader believes you when you state that "The details can be found in Appendix X." The appendix is where you must provide detailed documentation which is important to the experiment but too cumbersome for the general text. You should include Appendices on the following:
0. A label identifying the calculation.
1. Statement of the equation in symbolic form.
2. Identification of variables (include units).
3. Sufficient description that the readers can follow your work.
4. Substitution of one set of numbers.
5. Carry the units and USE THEM!!!
An example is shown below:
Heat Transfer Coefficient
h = q/(Ts - To )
h = heat transfer coefficient (W/m2°C)
q = heat flux (W/m2)
Ts = surface temperature (°C)
To = ambient temperature (°C)
using numbers from the first data point:
h = (100)/(60-20) = 2.5 W/m2°C
Do not include computations for every single data point as this gets messy and hard to follow.
Length of the report:
While different labs will vary in length, it is expected that no report would be longer than about 8 pages of text and may well be shorter. A concise report will likely be clearer. Avoid duplicate information unless absolutely necessary. Do not repeat experimental procedure descriptions when the procedure in part X was the same as in part Y. Simply refer back to the procedure used earlier.
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Some feather destructive behaviors could be linked to a medical condition. Courtesy Heather Strella, California
Have your bird examined by a veterinarian who practices avian medicine.
Determine the length of time the bird has been feather picking.
Examine all known physical and emotional factors in the bird’s environment.
Determine when and where the bird is most likely to destroy its feathers. Observe, as well, the manner in which the bird destroys its feathers.
Contact an experienced companion bird behavior consultant.
Dedicate your time to, and focus on, eliminating the problem.
If all attempts to eliminate the problem fail, remember that your bird is not really trying to drive you crazy, it only seems that way; and, that “bald is beautiful.” | <urn:uuid:e5584c62-8da5-491f-b789-8fa9fe1b302f> | {
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Many theories exist. One suggests intensification of agriculture has led to less wildflowers and habitats for our bees. Another theory suggests that a class of pesticides called “neonicotinoids”have contributed to their decline. The European Commssion is discussing the introduction of a precautionary moratorium on the use of these neonicotinoids on flowering plants and crops.
What can we do?
Bees are amazing animals. They pollinate our plants as they forage for nectar and pollen. It is estimated that 78% of flowering plants rely on bees and other insects to reproduce(www.capitalgrowth.org/bees/whybees/) .We need them and they need us to help enhance their environment and chances of survival.
Avoid the use of pesticides wherever possible
This takes a bit of thought and research. If you are growing vegetables pests will always be a problem. But their are many natural herbs and plants that can be used as “companion plants” to protect your crops.
Plant “bee-friendly” plants
When you are planning your garden-big or small-choose “bee-friendly” plants, such as lavender, hardy fuschia, and Michaelmas daisy. Every little helps!
Become a bee-keeper
This can seem like a scary prospect, but join a local Beekeeper’s Association and give it a go!
We at Mil have 6 hives and growing. This year we planted wildflower meadows in the garden, lavender, and fuschia bushes, which our honey bees loved, and were regularly seen busying about on. We’ll keep you posted on our “bee habitat development project”, as we hope for a kind winter for us and the bees! | <urn:uuid:ee5c2ec3-0ba6-4bd7-8b5c-37d915488813> | {
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“Everything in moderation”. “The odd treat won’t harm you”. “Once every so often won’t hurt”… Heard those before? Said those things before? You’re absolutely not alone and if you were talking about a delicious home made cake or ice cream, or fresh cookies out of the oven, then you’re right. It absolutely won’t harm you. BUT, our culture today has a whole new normal when it comes to treats and we say them when talking about what we think is an innocent lil’ packet of this or bar or that or a cute little cupcake at the loca cafe, and unfortunately treats aren’t what they once were. There’s lots hiding in there:
- GMO corn or soy is not a treat (catch show #46 on the Low Tox Life podcast on the subject to see why).
- Preservatives that can cause rashes, dermatitis, asthma or eczema are not treats (especially common are the 202, 220, 223)
- Food colourings that can alter brain function and may cause cancer are not treats.
- Car coolant in ice creams is not a treat (look for glycol or propylene glycol in the ingredients)
- Meat glue and pink slime (ammonium hydroxide) in some commercial burgers are not treats.
- Trans fats are not treats, in fact they’re harmful.
- Aspartame, found to – in the end – CAUSE weight gain and be a possible carcinogen, is not a treat.
So how on earth are the processed weirdness products treats? Isn’t it just weird when you slow your mind, be present and truly think about? Something I’ve come to realise over the years that just because something is considered ‘normal’ doesn’t mean it’s great.
Originally ‘treats’ were real food, chemical free and as I said, the odd slice of cake, biscuit, burger or lolly wouldn’t hurt at all – because they all used to be made with real ingredients that we could find in our pantries. So while not the healthiest everyday options, the odd treat wouldn’t harm you. The problem is when we took this phrase “The odd treat won’t harm you” into the age of highly denatured foods such as vegetable oils, petroleum based colours, preservatives to make things last a year and fly around the world, car coolant to make ice cream not ice up and be easy to scoop… That is where we’ve gone wrong because these strange additions didn’t exist when “the odd treat won’t hurt” became a saying. If treats have changed, they need to be reassessed by us in terms of safety.
What if we worked on our definition and truly recognised so called ‘treats’ for what they really are – Nothing more than a money making farce! Once you’re firmly committed to Real Food, the treats are boundless, they just don’t happen to have big brand names. Home baked cookies, luscious cacao smoothies, cakes, tarts, home made ice pops treats – those are real treats. We can make recipes with gentle sweeteners, healthier flours, no flours at all… We are in control and we reap the rewards of a little time in the kitchen. Check out the “sweet treats” section on the blog here, under “recipes” – I have hundreds of treats for you there!
The “treats” mindset needs to change. We need to stop calling marketed food-like products ‘treats’ and bring it back home. It’s just not a treat to give a kid a slushie with 11 teaspoons of high fructose corn syrup and a hyperactivity causing artificial colour in it. We’ve been told by marketers for decades about these treats and we’ve so totally bought into the brands. My favourite ‘treats’ over the years have been things such as Oreos, Microwaved popcorn, Curly Wurly’s, British Cadbury, Soya Crisps, Gatorade, Magnums, Soft serve, Ben and Jerry’s, McDonald’s Quarter Pounder… so if you think I’m preaching from a position of perfection, think again.
If we’re really going to change our mindset and shape the world with our collective choices, then it’s never really a treat to have a chocolate bar with 12 additives our bodies don’t understand, is it? Make a super quick home made chocolate bar instead. SO good!
The shift is a deep one. The need to explain to our kids is imminent. We need to have patience with them and ourselves, while we get it across the line with them that there’s bad stuff in all those ‘treats’ so “why don’t we make something yummy when we get home!?” It’s not uncool if cool people start doing it, right? I’m assuming here of course that we’re cool?
And then there’s the beauty of what cooking means – Cooking together, smelling something baking in the oven together, and eating something delicious together, as a treat. A real one. It also means we eat less sweet stuff in general, because we can’t gratuitously grab at it in an instant and on call. That then means a really good chance of weight loss, less ADHD, less allergies and reduced disease risks. Wow. Powerful stuff.
Here’s to treats. Redefined. If this article struck a chord with you, then you might like my book, Real Treats, available from Amazon here. Give yourself a good year for this journey, if this scares you to death. Baby step it. Chunk it down. Join the community – we’re absolutely judgement free! Tiny changes over time will equal success and a deep understanding – possibly even boundless enthusiasm! It’s a mental shift in thinking NOT a willpower issue.
I’d love to hear of your successes in implementing real treats, weaning yourselves or kids off the junky stuff et all. If you know people who struggle with this, please share. It’s not a goodbye to treats. It’s realising that most of that stuff isn’t a treat in the first place and adding delicious things into your life that are!
Real Food. Happy Bodies.
GMO Reading. Apart from the devastation to soil quality and ecosystems, including the ever important yet dwindling bee population, that genetically modified seeds and pesticide spraying cause in agriculture, there is so much money and power that independent studies attempted to study effect on rats, often get retracted from medical / industrial pressure in the journals that dare publish them in the first place. Here’s a look at one such case. I don’t have the ultimate answer, but I just can’t see how genetically modified seeds made ‘ready’ for that same company’s pesticide, is right. All it sounds like to me is a clever business plan if you want to make lots of money.
Why soy is not a great ingredient to be choosing for growing bodies
The Whole Soy Story
Dr Kaayla Daniel – http://www.wholesoystory.com/
Information on Preservatives and Food colourings and studies showing links is available throughout the book, The Chemical Maze
Information on trans fats and highly processed vegetable oils can be found in a great book by Dr Mary Enig, Know your fats
Find out what “pink slime” is and why Jamie Oliver campaigned against it, resulting in McDonalds removing it from their burger meat here.
Aspartame is heavily contested. There’s plenty of ‘for’ and plenty of ‘against’. The official cancer associations will tell you there’s no cause for concern, but the alternative health world will. Given the way it’s produced and how chronically ill I personally used to be in my years as a diet c*&e drinker and eater of “sugar free” treats, I definitely have my doubts and choose a far simpler sweet route: Fruit, Home made chocolate in moderation, and the odd slice of delicious wholesome cake or biscuit. I much prefer to do this while they all battle it out on whether or not it’s harmful.
And is there really car coolant used in commercial ice creams? Yes. Home made ice cream often goes ‘icy’ and that’s actually NORMAL! Read more here | <urn:uuid:975c67d5-65fc-49ba-ae47-27fc7e949f31> | {
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246 THE POPULAR SCIENCE MONTHLY
carefully directed class-room study, less so-called recitation and less home work might not yield better results.
Experiments in mathematics have been carried on by Mr. Ernest E. Breslich, of the University High School (Chicago), Department of Mathematics. At the outset Mr. Breslich found that some pupils who did poorly on their assigned work did not understand the suggestions that had been given regarding good ways for undertaking the home work. Parents insisted that the assignments made were impossible, whereas for one reason or another the pupils had failed to get essen- tial suggestions regarding the assignment. Even with assignments clearly understood certain habits of home study which did not exist had been assumed. A series of visits to other classes showed similar conditions. Pupils reported poor results from their home study, various excuses or no excuses being offered. The teacher explained away the pupil's difficulties and, in most cases, the pretense of having the work done at home was continued.
To ascertain the ways in which the members of one class attack their work, Mr. Breslich assigned a lesson, taking unusual care to make clear all phases of the assignment. The class was then told that the next fifteen minutes would be given to studying the lesson assigned. All pupils were slow in beginning the work and some occupied all of the fifteen minutes in getting ready to go to work. Some who ordinarily came to class with well-prepared lessons looked about to see how others were undertaking the work, and followed them. Few really accom- plished anything in the fifteen minutes.
To investigate more carefully these individual habits of study, Mr. Breslich told his classes that at a certain hour each day the class room would be open to students who had difficulty with assignments or wished to make up back work, and good use was made of this oppor- tunity. The teacher passed about among the pupils as they worked, making suggestions, but rarely answering questions directly.
It was then decided to make more prolonged trial of this supervised study with all members of one class. In one section of the class no home work was assigned and in the other section home work was as- signed and in the usual way. The two sections had the same work. Both spent fourteen lessons on simultaneous linear equations, at the end of which the same test was given to both sections. The relative standings in grades which these two sections received upon the same examination, at the close of the preceding semester in mathematics, that is prior to beginning these experiments, are: Section A, average 81.4; Section B, average 79.4, B being slightly weaker than A. In Section B 5.9 of the class had failed in the preceding semester and none in Section A.
Section A was given home work with no class room supervised | <urn:uuid:3c21a98b-8f87-49d0-86cc-79aa88d2dd73> | {
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Glass containers offer a highly sustainable solution to your packaging needs. Glass is 100% recyclable and if recycled properly it will never lose its purity or its quality no matter how many times it is reused. Glass recycling is also an efficient and effective process that can turn old glass bottles into a completely new product. This recyclability is not only important for the environment, but also for manufacturers, because it can save money and reduce emissions.
With the demand for environmentally safe and sustainable packaging on the rise, recycled products are often an appropriate solution. Proper recycling glass bottles and jars decreases the amount of waste in the landfills and increases the amount of raw glass available for manufacturers to reuse.
Many state and local government offices throughout the country offer recycling programs which accept glass, aluminum, paper, cardboard, and other items. The process of recycling is an ongoing loop which involves:
Consumers and business can either have their recyclables picked up on a regular schedule, or they can drop them off at a designated drop-off location.
Once the items have been collected, they are delivered to a Material Recovery Facility to be sorted and separated by type.
The collected recyclable is then sent to a glass processing company, where it will be separated from the trash and debris and sorted by color. The recycled crushed glass can then be sold to glass container manufacturers to be turned into new glass bottles and jars.
Products are constantly being sold in new glass containers, which will go on to be recycled and continue the loop. | <urn:uuid:57c5f0ed-c7d3-42b4-a904-b7f525901b41> | {
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Ever been in a loud room and unable to understand your friend over the phone? What if they could instead convert their voice communication to a text? This may be possible on upcoming iOS devices, according to a new Apple patent published this morning by the US Patent office.
On the flip-side, what if you were in a meeting and needed to get a message to someone. The whispering softly into the mouthpiece thing won't usually fly. So you decide to text. But what if they don't have text messaging capabilities? Your texts could be converted to audible speech for them.
These scenarios are just some of the many ways in which text-to-speech and speech-to text technology could be used in the future. According to Patently Apple, future iPhones are likely to provide these services.
One embodiment of the invention is directed to an iPhone which establishes an audio connection with a far-end user via a communication network. The communication device receives text input from a near-end user, and converts the text input into speech signals. The speech signals are transmitted to the far-end user using the established audio connection while muting audio input to its audio receiving component.
In one embodiment, the communication device detects the noise level at the near end. When the noise level is above a threshold, the communication device could automatically activate or prompt the near-end user to activate text-to-speech conversion at any point of a communication such as a phone call. Alternatively, the communication device may playback a pre-recorded message to inform the far-end user of the near-end user's inability to speak due to the excessive noise at the near end.
In another embodiment, the near-end user can activate text-to-speech conversion whenever necessary regardless of the detected noise level. The near-end user could enter a text message, which is converted into speech signals for transmission via the established audio connection to the far-end user.
In yet another embodiment, the communication device could also perform speech-to-text conversion to convert the far-end user's speech into text for display on the communication device. This feature could be used when the far-end communication device cannot, or is not enabled to, send or receive text messages. The speech-to-text conversion and the text-to-speech conversion could be activated at the same time, or could be activated independent of each other. The far-end communication device communicates with the near-end communication device in audio signals, regardless of whether the speech-to-text conversion or the text-to-speech conversion is activated.
Though it is probably unlikely that speech-to-text and vice versa would appear on the upcoming iPhone 5, future models may well carry the capability. And if you are unaware of the rumors surrounding the iPhone 5, check out our rumor roundup.
How useful would these functions be? Would you be happy to see them come to the iPhone? | <urn:uuid:f6d4812b-9cf4-4cc3-87e2-a3f545810c30> | {
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B21 - Grid reference SP045891
Over End means the Upper End, here of the parish of Handsworth. An 'end' was a medieval administrative district of which Handsworth had eight. Over End lay south of the Holyhead Road and south-west of the parish church of St Mary, which was the original settlement of Handsworth.
William Dargue 06.04.09
Google Maps - If you lose the original focus of the Google map, press function key F5 on your keyboard to refresh the screen. The map will then recentre on its original location.
For 19th-century Ordnance Survey maps of Birmingham go to British History Online. | <urn:uuid:8c3f972f-c527-40a0-befe-e6a11f831023> | {
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Since the creation of the original Breaking Ranks recommendations more than 15 years ago, significant strides have been made toward achieving the program's goal of making schools more student centered by personalizing programs and support systems and meeting the intellectual challenges of each student. Today, this body of knowledge and experience makes up what is known as the Breaking Ranks Framework: a comprehensive framework for school improvement that can support all schools in the K–12 continuum.
One Framework for Responsible K–12 School Improvement
How can one framework for school improvement work equally well in schools of different grade levels? The attractiveness of the Breaking Ranks Framework is that it does not prescribe a specific model that a school must follow, but rather builds upon the individual school’s data to assess strengths and identify needs so that a customized plan for school success can be developed.
What Needs to Improve?
Regardless of grade level, all schools must address the three core areas of collaborative leadership (CL); personalizing your school environment (PER); and curriculum, instruction, and assessment to improve student performance (CIA). Only by addressing each of these three overlapping areas can improved student performance occur.
At the foundation of this interconnected Breaking Ranks Framework lie nine cornerstones that should guide implementation of improvement initiatives. These are the foundational concepts upon which the Breaking Ranks Framework is built:
How Do We Improve Our School?
School improvement requires more than a great idea. Transformations do not take place until the culture of the school permits it—and no long-term, significant change can take place without creating a culture to sustain that change. The Breaking Ranks Framework provides a well-defined process that helps to foster a culture of excellence and continuous improvement within your school.
The process consists of six stages:
- Gather and analyze data to determine priorities
- Explore possible solutions
- Assess readiness and build capacity
- Create and communicate improvement plan
- Implement the plan
- Monitor and adjust.
Do You and Your Team Have What It Takes to Create a Culture for School Improvement?
One person alone cannot reach each student and help each student succeed. The Framework requires leaders who are able to lead in many different ways and in numerous circumstances. Principal, teacher, and student leadership are invaluable to the effort. Collaboration within grade levels, across grade levels, and across schools provides the backbone for the sustainability of the Framework.
Principals and other school leaders must look within themselves to ensure that they have the necessary skills, attitudes, and mind-sets to lead improvment. To assist this effort, the Framework identifies the 10 skills that encompass the bulk of what school leadership entails:
|Setting instructional direction
||Understanding own strengths and weaknesses
Start Your School-Improvement Journey Today
There are many challenges that differ between elementary level, middle level, and high schools, yet the Breaking Ranks Framework is comprehensive and flexible enough to implement at all levels. The Breaking Ranks Framework is designed to improve student performance by making learning personal—by helping schools build better relationships within the school, opening the door to learning, and helping students build a more profound and productive relationship with ideas. | <urn:uuid:316573b1-b9ec-486c-ba45-2a00a51d40a9> | {
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A material subjected to a repeating constant amplitude strain eventually creates a repeating stable stress/strain hysteresis loop. You can plot several of these hysteresis loops, created at various strain amplitudes, on the same axes. Then, if a curve is plotted through the tips of all of the hysteresis loops, a 'cyclic stress-strain' curve is generated. The intent of this artificial curve is to represent the stable behavior of the material (after initial cyclic softening or hardening).
You can cycle a smooth test specimen between fixed strain limits until it develops a crack. If you cycle several such specimens between various elastic strain limits, you can plot the resulting number of cycles to crack against elastic strain amplitude. If you plot them on a log-log axes, then the points approximate to a straight line. Basquin first proposed this relationship.
The Fatigue Wizard approximates the parameters based on your input for the material tensile strength and the type of material (steel or other). Seeger's method is used to calculate appropriate material constants, and details are available in standard texts. This technique is an approximation. Use it only in the absence of actual test data.
Several methods of accounting for the effect of mean stress in the cycle are proposed for the local strain-based fatigue-life relationship. The Fatigue Wizard utilizes two methods; the Morrow correction and the Smith-Watson-Topper correction.
The elastic part of the strain-life relationship is corrected by subtracting the cycle mean stress. This correction is based on the observation that the effect of mean stress is greater at long lives.
Smith Watson and Topper suggest that fatigue life is a function of the product of the strain amplitude and maximum stress in the cycle. This factor leads to a strain-life relationship of the following form: | <urn:uuid:e96f7b54-ccec-4a47-b91f-72e7fd5a0067> | {
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I'm accustomed to seeing proposals for reducing greenhouse gas emissions and making the US energy independent that assume it will all be a stroll in the park, requiring only the expenditure of a few more billions each year for R&D, after which some clever folks will transform energy the way they did the internet. Few critics of the status quo seem to grasp the scale of the global energy economy, nor has the media done a good job of explaining it to the public. The industry has tried, but let's just say it's not currently well-positioned to influence opinion in that regard. So imagine my surprise to encounter an argument that comprehends the scale of the challenge all too well, and yet finds the task not only worth doing, but doable. That's just what I see in this recent op-ed by Bill McKibben, of Middlebury College. He suggests that the appropriate model for transforming our energy systems is not the Manhattan or Apollo Projects, but the New Deal and World War II.
That's a truly mind-blowing notion. It's one thing to imagine that for a few hundred billion bucks, spread out over a decade or so, we might break our hydrocarbon addiction and embrace a cleaner world, with wind and solar energy powering an all-new fleet of electric vehicles, perhaps with plug-in hybrids as a transitional technology. Mr. McKibben suggests that what is needed is orders of magnitude bigger than that, and frankly, given the scale of a global fossil fuel economy that delivers 14 times as much energy as all the hydro-electric dams in the world--our oldest and still largest renewable energy technology--that sounds realistic. Nor is he alone in reaching this conclusion. Dr. Joseph Romm, a former DOE official and prominent environmental blogger, has also suggested the need for a World War II-sized effort, involving the construction of up to a million wind turbines globally.
I recently heard a comparison between the number of wind turbines necessary to power a new generation of US vehicles and the number of aircraft the US built from 1941-1945, which amounted to 275,000 fighters, bombers and transports. Now, I actually think that this could be done, and under the more pessimistic scenarios of climate change it might just be what is required. However, I do not see anything approaching sufficient motivation or the sense of urgency necessary to transform our economy to such a degree. Consider that in order to build all those airplanes and the other means of defeating Germany and Japan--with more than a little help from the USSR and the British Empire--we turned over a third of the economy to the war effort, with the federal government's share of GDP exceeding 40% from 1943-45--about twice the current level. Whole sectors of the economy ground to a halt, including the production of civilian automobiles. And that was at a time when manufacturing accounted for about twice as large a share of GDP as it does today, albeit with much lower productivity.
In 2004, energy expenditures accounted for 7.4% of GDP. With higher prices, it's probably closer to 10% today. Just our net imports of crude oil and petroleum products amount to 3% of GDP, at today's prices, compared to about 1.5% in 2004. But there's a real question about how much of our total economy we can devote to energy production, without crowding out the parts that turn energy into higher value outputs of goods and services. How much investment can we divert to creating a green energy economy, while maintaining large parts of the hydrocarbon economy during a transition that could last a decade or more? And the starting point for this effort would be an economy that is already running enormous fiscal and trade deficits, and facing the dramatic and entirely predictable expansion of government obligations to an aging population.
At the peak of the Apollo Program, NASA's budget consumed 5% of the federal government's expenditures, putting it somewhere around 1% of GDP. Devoting a similar share to new energy today would come to $150 billion per year, 30 times larger than the Department of Energy's 2008 budget. Ramping that up to World War II scale would put it in the vicinity of several trillion dollars per year. That is a long way, indeed, from the view of the UK government's Stern Report that addressing climate change would require around 1% of global GDP. So far, most of the campaign rhetoric about expanded energy and climate programs, as ambitious as it might be, falls well short of the relative commitment we made to landing on the moon, and even that will face opposition. While I understand the arguments of those suggesting the need for a de facto wartime mobilization to combat climate change, there is simply no way to ask the American people to undertake something of that magnitude, when we are still struggling to pay for the extension of the renewable energy tax credit, and before we have even taken our first steps on an emissions cap & trade. | <urn:uuid:8efcbe79-8c27-40a1-8a9b-09690829848a> | {
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Just three years ago this month, the carbon dioxide monitoring station atop Hawaii's Mauna Loa reached a significant milestone: the first measurement of CO2 concentrations that exceeded the benchmark of 400 parts per million (ppm). Now, they may never again dip below it.
As CO2 levels once again approach their annual apex, they have reached astonishing heights. Concentrations in recent weeks have edged close to 410 ppm, thanks in part to a push from an exceptionally strong El Niño.
But it is the emissions from human activities that are by far the main driver of the inexorable climb of CO2 concentrations in the atmosphere. That trend, in turn, is driving the steady rise of global temperatures, which have set record after record in recent months.
Those CO2 levels will soon begin to drop toward their annual minimum as spring triggers the collective inhale of trees and other plant life. But because of the remarkable heights reached this year, the fall minimum, unlike recent years, may not dip below the 400-ppm mark at Mauna Loa.
"I think we're essentially over for good," Ralph Keeling, the director of the Mauna Loa CO2 program at the Scripps Institution of Oceanography, said.
And before too long, that will be the case the world over.
Atmospheric carbon dioxide levels are monitored at stations around the world, providing records of the mark humans are leaving on the planet. Keeling's father, Charles Keeling, began the recordings at Mauna Loa in 1958, revealing not only the annual wiggles created by the seasonal growth and death of vegetation, but the steady rise in CO2 from year to year.
The resulting graph, dubbed the Keeling Curve in his honor, became an icon of climate science.
Back then, CO2 levels were around 315 ppm (already an increase from preindustrial levels of about 280 ppm), but they have grown steadily, first crossing the 400 ppm threshold in May 2013. The following year saw the first month with an average over that level. Last year, it was three months.
But in each of those years, concentrations dipped back below that level in the fall, but for a shorter and shorter length of time.
While the world's plants need CO2 to function, they can only soak up so much, leaving behind an excess every year—an excess that slowly lifts both the annual maximum and minimum, just as a rising tide lifts all ships.
That yearly excess (recently about 2 ppm) traps ever more heat in the Earth's atmosphere, which has raised global temperatures by 1.6°F (0.9°C) since the beginning of the 20th century. In recent months, those temperatures have neared 1.5°C (2.7°F) above those of the late 19th century—a milestone international negotiators are working to potentially avoid. Depending on how much emissions are reduced in the coming decades, the Earth could see another 3°F to 9°F (1.7°C to 5°C) of warming by the end of the century.
El Niño's Boost
Last year, CO2 hit a weekly peak of about 404 ppm. If the trend had continued as normal, it likely would have been another couple years before year-round levels at Mauna Loa permanently rose above 400 ppm. But then came one of the strongest El Niños on record.
El Niño tends to lead to drought in the tropical regions of the planet, which can mean more wildfires and higher CO2 emissions. This El Niño helped cause a huge leap in CO2 levels compared to last year; over 2015, CO2 concentrations grew by 3.05 ppm, the largest jump on record.
It also marked the fourth consecutive year with a growth rate higher than 2 ppm—another hallmark of global warming is that the annual growth rate of CO2 is accelerating. At the beginning of the Keeling Curve record, the growth rate was only about 0.75 ppm.
Currently, CO2 levels are about 4 ppm higher than this point last year, thanks in part to a particularly big jump in April. Keeling isn't sure what the exact cause of that jump was, but said it was likely a high-CO2 air mass moving in from Southeast Asia.
Because of that jump, the highest weekly value recorded this year has been 408.6, in mid-April. Daily values reached even higher, closing in on 410 ppm.
Such April jumps are fairly typical, Keeling said, though May generally has a higher monthly average than April because it is more consistently high. (The peak in CO2 levels is also shifting earlier in May because of the longer growing season ushered in by higher global temperatures.)
Permanently Over 400 ppm?
As May turns to June, CO2 levels will come down from their fever pitch, and the question is: How low will they go? Will they dip below 400 ppm one more time, or are we now in an over-400 ppm world.
For his part, Keeling thinks the latter situation is the more likely.
"I think it's pretty unlikely that Mauna Loa will dip below 400 ppm in the monthly or weekly" averages, he said. That is a sentiment he first expressed in a blog post back in October, when it was becoming clear how strong El Niño would be.
Pieter Tans, lead scientist of NOAA's Global Greenhouse Gas Reference Network, was more circumspect, saying it depends on how long the current 4-ppm rise from last year lasts into the summer.
Mauna Loa isn't the only spot poised to move permanently above 400 ppm, though. The Cape Grim station in remote northwestern Tasmania saw its first measurements above 400 ppm on May 10. Now that it has reached that level, it will not dip below again, the scientists who maintain the site told the Sydney Morning Herald.
This is particularly significant because Cape Grim had yet to reach that mark, in part because the Southern Hemisphere has a less pronounced seasonal cycle than the Northern Hemisphere because the Northern Hemisphere has more landmass and plant life. The majority of carbon dioxide emissions also come from the Northern Hemisphere and take about a year to spread across the equator.
Keeling saw this process in action during an airborne mission run by the National Center for Atmospheric Research that measured CO2 levels throughout the depth of the Southern Hemisphere atmosphere in February. The measurements taken during that mission showed that even in some of the remotest reaches of the planet, near Antarctica, air masses had CO2 concentrations over 400 ppm. And those that didn't were just barely under.
What this means is that "this is the last we'll see of sub-400 ppm CO2 in the Southern Hemisphere, unless we're able to someday achieve negative emissions," NCAR scientist Britton Stephens, co-lead principal investigator for the mission, said in a statement.
Keeling suspects that the only places on the globe that may see levels dip below 400 ppm this summer will be at the highest latitudes (which have higher seasonal swings). They could perhaps do so again next summer, but then the planet as a whole will be above 400 ppm for the foreseeable future.
And while that benchmark is somewhat symbolic—the excess heat trapped by 400 ppm versus 399 is small—it serves as an important psychological milestone, Keeling said, a way to mark just how much humans have emitted into the atmosphere.
And with levels this year already nearing 410 ppm, "you realize how fast this is all going," he said.
Keeling is hopeful, though, that with the signing of the Paris agreement and signs of action to limit emissions by various national governments, the iconic rise of the Keeling Curve will start to plateau.
"If Paris is successful, this curve will look very different in a matter of five or 10 years because it will start to change," he said "And I hope we see that."
This story was republished with permission from Climate Central. | <urn:uuid:04d5b1c6-4516-42c1-85cb-004fa3b78809> | {
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Metropolitan county (pop., 2001: 1,075,979), northeastern England. It was named for its two main rivers, the Tyne and the Wear. Settled since prehistoric times, the area was occupied by the Romans, who built Hadrian's Wall. Saxon, then Norman settlement followed. From the 13th century to recent times, the economy was based on local coal reserves and on such coal-dependent industries as glass, pottery, and chemicals. The main industries now include shipbuilding and heavy electrical engineering.
Learn more about Tyne and Wear with a free trial on Britannica.com.
Ready-to-wear or prêt-à-porter (off the rack or "off-the-peg" in casual use) is the term for factory made clothing, sold in finished condition, in standardized sizes. The antithesis of ready-to-wear is different depending on whether it concerns women's or men's fashion. In women's fashion high end clothing made partly incorporating features requested by the client and to her exact measurements is called haute couture. In menswear, it is usually called bespoke. In menswear, one further distinguishes between made-to-measure (or 'semi-bespoke'), in which a standard pattern is adapted to the customer's measurements, and (full) bespoke, in which a new design is created from scratch for each customer. Savile Row is a famous district in London legendary for its bespoke tailoring. Charvet in Paris is an example of a famous men's bespoke shirtmaker which offers both a high-end ready-to-wear as well as a bespoke service. Ready-to-wear has rather different connotations in the spheres of fashion and classic clothing. In the fashion industry, designers produce ready-to-wear clothing intended to be worn without significant alteration, because it is by far the most economical, efficient, and profitable way to produce garments. They use standard patterns, factory equipment, and faster construction techniques to keep costs low, compared to a custom-sewn version of the same item. Some fashion houses or fashion designers create ready-to-wear lines that are mass-produced and industrially manufactured, while others offer lines that are very exclusive and produced only in limited numbers for a limited time. Whatever the quantity produced, these garments are never one-of-a-kind.
On the other hand, the top tailors of traditional clothing, such as traditional Savile Row establishments, do not generally diversify in this way, although a few have; in this case, the ready-to-wear clothing is not actually made 'in house', but is a re-branded garment. An example of a firm that has done this is Gieves and Hawkes. Many of the larger establishments, such as Anderson & Sheppard, Henry Poole, or Huntsman will not produce ready-to-wear clothing, and, at much cheaper rates than the female haute couture houses, are able to attract enough buyers to remain profitable on bespoke clothing alone. A large factor in this decision is a fear of alienating traditional customers, who might see ready-to-wear as tarnishing the reputation of the establishment. Such perceptions are based on issues caused by the lower price, and include problems such as a worse fit, lower quality construction (for example fused canvasing which shortens the garment's life), and using lower quality fabric. In actual fact, keen to avoid such criticisms, houses like Gieves and Hawkes have been careful to sell clothes with traditional cloth and construction wherever possible. In the shoe industry, most bespoke manufacturers do sell ready-to-wear items, but again they are usually not produced by the actual firm, being bought in from the exclusively ready-to-wear manufacturers and rebranded.
Fashion houses that produce a women's haute couture line, such as Chanel, Dior, and Lacroix or Torrente by Julien Fournié, also produce a ready-to-wear line, which returns a greater profit due to the higher volume turnover of garments and greater availability of the clothing. Relative to couture, ready-to-wear clothing is often more practical and informal, though this may not always be the case. The construction of ready-to-wear clothing is also held to different standard than that of haute couture due to its industrial nature. High-end ready-to-wear lines are sometimes based upon a famous gown or pattern that is then duplicated and advertised to raise the visibility of the designer.
Ready-to-wear collections are usually presented by fashionable couture houses each season during a period known as Fashion Week. This takes place on a city-wide basis (London, New York, Paris, Milan, Los Angelos) and occurs twice a year. Collections for autumn/winter are shown early in the year, usually around February, and spring/summer collections are shown around September. Ready-to-wear fashion weeks occur separately and earlier than those of haute couture. Ready-to-wear shows do not always feature the actual garments to be sold later in the year. The key word wearability is used in the press and industry to describe how different the designs featured in a show will be from the garments sold in stores. | <urn:uuid:bb961913-ee6b-438a-b463-1e4ae8c72e72> | {
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Acoustic feedback is the result of a sound loop which exists between the audio input and the audio output. It is also called the Larsen effect, which is named after the Danish scientist Soren Larsen for his groundbreaking work on audio feedback. This loop of sound starts growing in intensity, and it will emit an unpleasant piercing scream.
Why Feedback Occurs
In most cases, acoustic feedback occurs when the microphone, which is an audio input, picks up sound from the speakers, an audio output, and transmits it to the amplifier. Then, the sound is amplified and passed out through the loudspeakers. In all probability, the sound from the loudspeakers will be detected again by the microphone and it will be amplified another time, creating a loop. This is an example of a positive feedback. As a result, the piercing noise will continue until you break the loop of sound.
One of the most effective ways to avoid audio feedback is by simply switching off the microphone before you turn on your audio system. Furthermore, you should make sure that the microphone input volume is turned down to its lowest level. After the system is turned on, you can gradually raise the microphone volume. However, you have to experiment with the volume controls for some time before you can determine the optimum microphone volume level for your specific audio system. While adjusting the volume, you need to reduce the volume a little bit whenever the piercing noise appears.
Ring Out the Microphone
Audio feedback can also be reduced by “ringing out” the microphone. It is a process where professional sound engineers turn down the band equalizer’s frequency. This prevents audio feedback at a particular pitch, and at the same time, it allows the maximum possible volume to be played. Although sound engineers sometimes rely on their ears to ring out microphones, they often use a real time analyzer that is connected to the microphone to pick up the ringing frequency.
Use an Anti-Feedback Device Yet another method of avoiding audio feedback is by purchasing automatic anti-feedback devices. These devices are known in the market as feedback destroyers or feedback eliminators. They can reduce the high-pitched squealing noise significantly by up-shifting the frequency of the feedback. Other anti-feedback devices use special filters such as adaptive filters to lower the howling sound of an audio feedback.
Place Speakers in Front of Microphone
Most of the time, audio feedback is initiated when microphones are placed in the direction of the output speakers. Using a professional acoustic setup is the best way to prevent such audio feedback problems. By strategically placing the main speakers in front of the microphone and using a number of small speakers, or monitors, which are pointing back to the place where the orator or each band member is positioned, audio feedback can be substantially reduced and even eliminated. | <urn:uuid:a54e66db-031a-45d7-8a6a-35fbaaa274f0> | {
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Vaccinating against the virus that causes glandular fever could prevent up to 200,000 cases of cancer worldwide each year, according to a leading charity.
More work is needed to develop a vaccine against Epstein-Barr Virus (EBV), which is linked to a number of cancers including lymphoma, said Cancer Research UK.
Research funded by the charity led to the identification of the virus and its association with cancer 50 years ago.
Speaking on the anniversary of the discovery, Cancer Research UK scientist Professor Alan Rickinson, from the University of Birmingham, said: "We now know so much about how the virus contributes to the development of.. particular types of cancer.
"The next big challenge is to develop a vaccine that will prevent infection by the virus.
"We believe that a successful EBV vaccine could prevent up to 200,000 new cases of cancers per year."
Around 95% of the global adult population is infected with EBV. Many people pick up the virus in childhood and carry it for life with no ill effects.
Others infected as teenagers may develop glandular fever but make a full recovery - but in some individuals the virus can trigger cancer.
The most common cancer associated with EBV in the UK is the blood disease Hodgkin lymphoma, as well as a different form of lymphoma common in transplant patients.
Burkitt lymphoma, gastric carcinoma, and the nasal tumour nasopharyngeal carcinoma are other cancers linked to the virus.
Around one in 10 gastric, or stomach, tumours contain high levels of EBV.
In total EBV is believed to be responsible for an estimated 0.4% of all cancers in the UK each year, leading to 1,200 diagnosed cases in 2010.
Dr Graham Taylor, another Cancer Research UK-funded scientist also based at the University of Birmingham, said: "We know that it's possible to make a vaccine to prevent certain types of virus-associated cancer developing.
"Vaccination against human papillomavirus (HPV), the virus linked to cervical cancer in women, is a shining example.
"EBV is a different type of virus and is transmitted in a different way. But the basic principle remains the same. For EBV, we now need to develop the science that can turn that principle into a reality."
Nell Barrie, senior science information manager at Cancer Research UK, said: "The past 50 years of research has been an exciting journey, from the discovery of the virus to gathering the proof that EBV plays a key role in several cancers and an understanding of how the virus does this.
"Thanks to all this research, we're moving closer towards the goal of being able to prevent EBV infection with a vaccination, potentially stopping many children and adults around the world from developing cancer."
EBV takes its name from Sir Anthony Epstein and his research assistant Dr Yvonne Barr, who discovered the virus in 1964 while working at London's Middlesex Hospital.
A national conference is taking place in Oxford this week to mark the discovery's anniversary. | <urn:uuid:25a93418-a93c-4d62-8c0b-e15929d2e8ee> | {
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Originally posted September 22, 2018
- With emerging technologies like machine learning, developers can now achieve much more than ever before. But this new power has a down side.
- When we talk about ethics - the principles that govern a person's behaviour - it is impossible to not talk about psychology.
- Processes like obedience, conformity, moral disengagement, cognitive dissonance and moral amnesia all reveal why, though we see ourselves as inherently good, in certain circumstances we are likely to behave badly.
- Recognising that although people aren’t rational, they are to a large degree predictable, has profound implications on how tech and business leaders can approach making their organisations more ethical.
- The strongest way to make a company more ethical is to start with the individual. Companies become ethical one person at a time, one decision at a time. We all want to be seen as good people, known as our moral identity, which comes with the responsibility to have to act like it. | <urn:uuid:32c981ce-f004-4ad8-85f4-4e28c40dd79c> | {
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During my career working with adolescents as director of the University of Michigan’s school-based health center program, a surprisingly common theme among tweens was their intense levels of stress. Unfortunately, many adults tend to blow off the seriousness or validity of tween stress, often considering their problems insignificant. It’s important to remember the changes happening in tweens’ bodies, with their emotions and in their brains. These changes, coupled with the demands of school, social life and family obligations, can make any tween feel out of control.
Tweens often experience higher levels of stress than adults. A study of more than 1,000 tweens revealed an average stress score of 5.8 on a 10-point scale– with 3.9 being a healthy level of stress. The research team at Possibilities for Change continues to validate stress as a major issue among tweens, as 13 percent of nearly 4,000 tweens surveyed indicated they had serious problems or worries at home or school. Additionally, one in every five tweens indicated they often feel sad and had nothing to look forward to during the past month.
In the face of these challenges, parents need concrete strategies to open the doors of communication with their tweens to establish strong, trusting relationships as they enter into their teen years. It’s important your tween feels like he or she can open up to you about feelings of anxiety and depression instead of resorting to risky behaviors like prescription drug abuse, underage drinking, self-harm or suicide.
Three tried-and-true techniques used by clinicians to engage their tween patients, which also work well (if not better) for parents who want to have real conversations with their tweens about feelings of stress.
- Ask permission. Sounds counterintuitive, but a normal part of tween development is their struggle for control. Getting the OK to talk makes tweens more open to hearing the information you want to share. Start with something like, “When is a good time to talk about all the things you’re juggling right now like soccer, homework and your group project coming up?”
- Use empathy. A simple reflection that shows empathy goes a long way. “You had a hard day at school today. It must be stressful dealing with everything you have going on.” The choice of words is critical. Anything too extreme or too overstated may be perceived as sarcastic instead of empathetic.
- Ask open-ended questions. Not easily answered with a “Yes” or “No” that immediately closes the conversation, ask questions that lead tweens into telling you what they need to feel better. Perhaps ask, “What do you need to help manage your stress right now?” or “What changes could you make to decrease your stress?”
With a little bit of practice, you will be well on your way to opening the door to conversations that help your tween overcome feelings of stress and have a successful school year. These strategies and others are outlined in more detail the book Teen Speak, released this past fall.
Dr. Jennifer Salerno is the author of Teen Speak
and founder of Possibilities for Change.
A University of Michigan alum, Dr. Salerno likes
to take walks around the campus,
and enjoy happenings in downtown Ann Arbor. | <urn:uuid:01271f10-ebd1-4f39-a190-50f2ddb7b26c> | {
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THE EFFECTS OF A SHIFT IN AGGREGATE SUPPLY
Imagine once again an economy in its long-run equilibrium. Now suppose that suddenly some firms experience an increase in their costs of production. For example, bad weather in farm states might destroy some crops, driving up the cost of producing food products. Or a war in the Middle East might interrupt the shipping of crude oil, driving up the cost of producing oil products.
To analyze the macroeconomic impact of such an increase in production costs, we follow the same four steps. First, which curve is affected? Because production costs affect the firms that supply goods and services, changes in production costs alter the position of the aggregate-supply curve. Second, which direction does the curve shift? Because higher production costs make selling goods and services less profitable, firms now supply a smaller quantity of output for any given price level. Thus, as Figure 10 shows, the short-run aggregate-supply curve shifts to the left from AS, to AS2. (Depending on the event, the long-run aggregate-supply curve might also shift. To keep things simple, however, we will assume that it does not.)
The figure allows us to perform step three of comparing the initial and new equilibrium. In the short run, the economy goes from point A to point B, moving along the existing aggregate-demand curve. The output of the economy falls from Y, to Y2, and the price level rises from P, to P2.Because the economy is experiencing both stagnation (falling output) and inflation (rising prices), such an event is sometimes called stagflation.
Now consider step four-the transition from the short-run equilibrium to the long-run equilibrium. According to the sticky-wage theory, the key issue is how stagflation affects nominal wages. Firms and workers may at first respond to the higher level of prices by raising their expectations of the price level and setting higher nominal wages. In this case, firms’ costs will rise yet again, and the short run aggregate-supply curve will shift further to the left, making the problem of stagflation even worse. This phenomenon of higher prices leading to higher wages, in turn leading to even higher prices, is sometimes
called a wage-price spiral.
At some point, this spiral of ever-rising wages and prices will slow. The low level of output and employment will put downward pressure on workers’ wages because workers have less bargaining power when unemployment is high. As nominal wages fall, producing goods services becomes more profitable, and the short-run aggregate-supply curve shifts to the right. As it shifts back toward AS” the price level falls, and the quantity of output approaches its natural rate. In the long run, economy returns to point A, where the aggregate-demand curve crosses the long-run aggregate-supply curve.
Figure 10 An Adverse Shift in Aggregate Supply
This transition back to the initial equilibrium assumes, however, that aggregate demand is held constant throughout the process. In the real world, that may not be the case. Policymakers who control monetary and fiscal policy might attempt to offset some of the effects of the shift in the short-run aggregate-supply curve by shifting the aggregate-demand curve. This possibility is shown in Figure II. In this case, changes
figure..1 Accommodating an Adverse Shift in Aggregate Supply
in policy shift the aggregate-demand curve to the right from ADI tc AD2-exactly enough to prevent the shift in aggregate supply from affecting output. The economy moves directly from point A to point C. Output remains at its natural rate, and the price level rises from PI to P3. In this case, policymakers are said to accommodate the shift in aggregate supply. An commemorative policy accepts a permanently higher level of prices to maintain a higher level of output and employment.
To sum up, this story about shifts in aggregate supply has two important lessons:
• Shifts in aggregate supply can cause stagflation-a combination of recession (falling output) and inflation (rising prices)
• Policymakers who can influence aggregate demand can potentially mitigate the adverse impact on output but only at the cost of exacerbating the problem of inflation | <urn:uuid:3a2cae08-d210-4c13-9e27-77e73efe6191> | {
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- Lombard (n.)
- also (reflecting a variant pronunciation) Lumbard, late 15c., "native or inhabitant of Lombardy" in Italy, from Medieval Latin Lombardus (source also of Italian Lombardo), from Late Latin Langobardus, name of a Germanic people that originated in Scandinavia, migrated to the Elbe area 1c. C.E., then to Pannonia (5c.) and c. 568 uner Albonius conquered northern Italy and founded a kingdom there.
The name is from Proto-Germanic *Langgobardoz, often said to mean literally "Long-beards" (see long (adj.) + beard (n.)), but according to OED the second element is perhaps rather from the proper name of the people (Latin Bardi). Their name in Old English was Langbeardas (plural), but also Heaðobeardan, from heaðo "war."
In Middle English the word meant "banker, money-changer, pawnbroker" (late 14c.), especially a Lombard or other Italian trading locally, before it was used in reference to the nationality. The name in Old French (Lombart, Lombert) also meant, in addition, "money-changer; usurer; coward." Lombards were noted throughout medieval Western Europe as bankers and money-lenders, also pawn-brokers. French also gave the word in this sense to Middle Dutch and Low German.
London's Lombard Street (c. 1200) originally was the site of the houses of Lombard (and other Italian) bankers, who dominated the London money-market into Elizabethan times. An old expression for "long odds, much against little" was Lombard Street to a China orange (1815, earlier to an egg-shell, 1763). | <urn:uuid:2bac7c6f-549c-41cd-97b5-c76f0dc4183d> | {
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How does a small cluster of similar cells in the brain that regulate breathing, appetite, and other functions?
The answer is that they are not as homogeneous. In recent years, scientists, including geneticist Susan Dimech from Harvard Medical School have identified different subtypes of serotonin neurons. Experts have identified two groups of neurons that help suppress aggression in male mice.
Opening to better understand the complex neural circuitry underlying aggression. "Serotonin neurons are sensitive to dopamine," - says Dimech, senior author of the study.
"There is evidence of interaction between serotonin and dopamine - she adds. - But now we have tied them to a certain group of cells. "
The authors suggest that dopamine accentuates aggression twice: on their own, as has been shown in earlier studies, but also due to the suppression of serotonin neurons that inhibit aggression.
Although the study was conducted only in mice, Dimech believes that surveillance will be similar in the case of man, partly because the corresponding area of the hindbrain is the same in all mammals.
If the information is confirmed in humans, the results will lead to more accurate treatment of excessive aggression, which occurs, for example, schizophrenia.
Serotonin affects aggressive behavior in humans and animals. Recent studies have linked low levels of serotonin with a high probability of pathological aggression. Doctors sometimes prescribed serotonin reuptake inhibitors to increase its level in patients suffering from aggression. Attempting to adjust the behavior of one can affect breathing, mood, libido and appetite.
Dimech realized that if she could find out which neurons affect the aggression, could be developed procedures to reduce the undesirable side effects. A team of scientists began experimenting with blocking neurotransmitter release in laboratory mice group. As might be expected, according to become more aggressive and began biting compared with intact rodent systems serotonin, experimental mice.
As a result of research Dimech and other scientists have discovered two neurons: Drd1a / Pet1.
Dopamine: an unexpected effect
Mice in which one of these neurons was silenced, were more aggressive. The suppression of other subtypes of serotonin neurons had no effect.
The researchers found that most of the cells of serotonin, close to the DRD2 / Pet1, respond to dopamine in another way, increasing their activity. Dimech team did not detect dopamine receptors on the surface, with the result that it remains a mystery what the cells are doing and how dopamine acts on them. Further experiments showed that dopamine receptor DRD2 / Pet1 activated in adolescence.
Both subtypes of serotonin neurons differ from their counterparts in the most unexpected way. It is not yet clear why the mouse brain contains several types of serotonin neurons, each of which is active at different stages of development. It remains to be seen scientists. | <urn:uuid:e13080ec-a99b-433f-a3b0-1a6e889e20ec> | {
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Fifty years ago, federal court pressure was forcing Atlanta to dismantle an unjust segregated public school system. The bishops of Georgia and South Carolina decided that this was the right time to also desegregate the Catholic schools.
It took several years, but documents in the Atlanta archdiocese's archives show how stressful and carefully planned this effort was.
Three bishops, Bishop Francis E. Hyland of Atlanta, Bishop Thomas J. McDonough of Savannah, and Charleston Bishop Paul J. Hallinan, struggled initially to agree on how to approach informing their people. The three decided to issue not a statement, but a pastoral letter, which was read to local Catholics on the first Sunday of Lent 1961. It set -- in a moral framework -- their decision to admit Catholic students, regardless of their race, to all Catholic schools "as soon as this can be done with safety to the children and the schools."
The process of desegregation, mandated by the U.S. Supreme Court's 1954 decision that separate schools based on race were inherently unequal, had not come quickly either to public or parochial schools.
According to the Southern Education Reporting Service, it was not until 1960 that the public schools in the South opened without violence.
Catholic schools in North Carolina, Virginia and Louisiana had desegregated by 1961, but those in Alabama and Mississippi had not, except at some Catholic colleges.
A federal court ordered the Atlanta public schools to begin desegregating in September 1961 and nine black pupils entered four high schools. All other Georgia public schools were still segregated.
According to the archdiocese archives, in October 1957 Hyland asked his "consultors" -- a small group of chosen priest advisors each bishop has -- about integrating Atlanta's new St. Pius X High School, opening in 1958, because there were 87 black Catholic students who were ready for high school.
However, a majority of the consultors said, "integration at this time because of the political climate would be imprudent." They feared punitive measures from the state of Georgia -- perhaps a change in the Catholic school's tax status or a loss of teachers' licenses for religious.
Four years later, Hyland wrote of his confidence in the three bishops acting to desegregate the schools together.
In a January 1961 letter to Hallinan, he said, "I agree that it is time for us to speak up, and, acting in concert, gives us a strength which none of us possesses alone. Following your own prayerful example, I resolved to offer Holy Mass every other day for the spiritual success of our venture. Personally I do not think the reaction will be an unfavorable one on the part of some as we may fear. I am inclined to think that a substantial number of people in the South want this issue settled justly as well as peacefully."
He recommended that the pastoral letter say something to allay fear.
"Fear seems to me to be uppermost in the mind of most Southern people in relation to segregation ... fear of the changes, particularly social changes, which integration may eventually entail," Hyland wrote.
In a daily diary he kept, now in the archives, Hallinan expressed his own struggles to push through uncertainty about the timing and to trust in God.
"Dear God, thanks for your steady help. Please keep it up," he wrote on Jan. 15, 1961, a month before the pastoral letter was published. The night before he said he had "temptations ... to postpone the Pastoral Letter ... but it's all clearer in the morning. Pray for strength and courage and ... guidance."
On Feb. 7, 1961, he wrote to Hyland, "I have put away all doubts. The Holy Spirit is not going to let down three of his men."
The pastoral letter was read on Feb. 19, 1961, and Hallinan wrote the next day, "Thank God for a real victory -- apparently it is accepted. The priests have rallied. ... The news coverage (national and local) was just right. The die-hards are protesting. The politicians are sore, the Protestants generally agree ... it was inevitable and I am confident that Catholics are proud we acted."
According to an Atlanta Journal article, there were 270 black children in the two black elementary schools of the Atlanta archdiocese and 6,452 white children in 17 elementary schools and two high schools. Black children made up only around 4 percent of the students.
Atlanta Constitution editor and publisher Ralph McGill wrote in his column on Feb. 26, 1961, "These three pastoral decisions, in two deep-South states, are important. They already have caused considerable soul-searching in Protestant churches which operate or control private or parochial schools."
"The bishops' letters are more than mere straws in the wind," McGill wrote. "They say what many a silent Protestant minister would like to tell his congregation if he had apostolic authority behind him."
But announcing the intention to desegregate the Catholic schools was only the first step. Setting the date for the actual integration of the schools took more time. The integration was finally set for September 1962. That April, Hallinan had succeeded Hyland in Atlanta, becoming its first archbishop.
Hallinan wrote a four-sentence draft statement announcing school integration in his diary on April 10, 1962. The day's notes end with, "I pray over (integration) problem -- hope it can be done."
He met May 7, 1962, with former Atlanta Mayor William B. Hartsfield, "a fine conference," where the archbishop was advised to let "more lay people in on it." In response, Hallinan added racial integration into his comments in meetings with parishioners.
By May 15, 1962, he had spoken to Atlanta Mayor Ivan Allen, Police Chief Herbert Jenkins, the priests of the archdiocese and laymen, telling them that the 1961 pastoral letter would be put into action.
"I have been both surprised and pleased to find a general agreement that the Church should move soon, that although there would be some opposition, the general reaction could be rated as favorable to neutral," Hallinan wrote to Marist Fr. Vincent Brennan.
The consultors formally approved the school policy change on May 24, 1962.
A second pastoral letter went out on Pentecost Sunday, June 10, 1962, informing Catholics that "Catholic children, regardless of race or color, will be admitted to Catholic schools of the Archdiocese as of Sept. 1, 1962."
"This decision, promised in the Pastoral Letter of 1961, has been made after long and prayerful deliberation, and has been unanimously approved by the members of the Archdiocesan Board of Consultors and the superiors of religious institutes," Hallinan wrote.
Although the decision was announced in June, archdiocesan high schools had already started interviewing and considering eighth-graders who wanted to go to Catholic high school in April, implementing the integrated policy. The elementary schools took new registrations until July 15, 1962.
At the end of the summer, 17 black pupils were registered to enter previously all-white Catholic elementary and high schools in the Atlanta archdiocese.
On Sept. 4, 1962, the 17 children integrated into the Catholic schools in the Atlanta archdiocese without incident.
Seven went to St. Joseph's High School, located on Courtland Street in Atlanta. One entered Marist School, Atlanta. Among the elementary schools, three each went to St. Joseph School, Marietta, and St. Joseph School, Athens, while two entered Immaculate Conception School, Atlanta, and one, St. John the Evangelist, Hapeville.
The number of black students who wanted to register in previously all-white Catholic schools was "very light," Hallinan acknowledged in a letter to the pastor of Immaculate Conception Shrine.
A few were kindergarten or first-graders whose parents wanted them to enter the black elementary schools of Our Lady of Lourdes or St. Paul of the Cross in Atlanta, but could not get them in because those schools were full.
In letters to each of the families, Hallinan wrote that they and their children, whom he called "pioneers," "will merit a great share of the credit and good will that will come to our beloved Church as this new program goes into action in September."
"Your family will be constantly in my prayers and Mass during these days," he wrote.
[Gretchen Keiser is a staff writer for The Georgia Bulletin, the newspaper of the Atlanta archdiocese, where this piece first appeared.] | <urn:uuid:9b8f151c-1950-40da-ba01-f32e623aa4db> | {
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MARY Robinson, first female president of Ireland, United Nations Commissioner for Human Rights and recipient of the U.S. Presidential Medal of Freedom, has spent her life in pursuit of a fairer world.
However, this often circumspect book will interest primarily those already familiar with her remarkable career. The publishers describe it as a memoir so presumably it is more personal, more impressionistic and less detailed than an autobiography.
Robinson describes her younger self as an introvert hiding her inner shyness. However, the mature self reflected here appears to apply a similar guardedness to her recollections of the many public figures who helped or hindered her career.
Or perhaps, as she continues to work, she is careful not to burn any bridges.
She is at her most interesting describing how, during a privileged early life that included private schools, a finishing school in Paris, and further education at Trinity College, Dublin and Harvard, she evolved from conservative Catholic beliefs to become a champion of human rights.
Everyone is born into a cage of ready-made beliefs. Some never escape. Robinson did.
Shaped by the tormented history of Irish Catholics, the Irish Republic in which she came of age was just a shade short of a theocracy.
Divorce, contraception, abortion and homosexuality were banned. No other European democracy had a more stultifying literary censorship. Robinson herself, as a Catholic, could attend Trinity College only with the permission of the archbishop of Dublin.
The teenage Robinson was inspired by Eleanor Roosevelt's belief that human rights would prevail only if given meaning by ordinary individuals and also by the non-violent campaign of Martin Luther King Jr. for civil rights for African-Americans.
In Paris, in 1961, she was exposed to feminism, existentialism and secularism. Eventually, she rejected the values she had taken for granted, rebelling against the subordination of women by her Church and the world at large.
At Harvard, she was inspired by the unexpected (by her) idealism of her American classmates who were eager to apply their legal training to support the civil rights movement and oppose the Vietnam War.
From then on, the cause of her life was demonstrating that human rights are indivisible. Everybody matters.
In 1971, as a member of the Irish Senate, she introduced a bill to legalize contraceptives. In a ferocious backlash, led by the Church, she was labelled "a curse upon our country." The bill failed.
Although a head of state similar to our governor-general, the Irish president is elected by popular vote and Robinson took advantage of this to act and speak often independently of the parliamentary government.
She used her "bully pulpit" to support Irish women, advance peace in Northern Ireland and visit Somalia and Rwanda to draw world attention to famine and genocide.
In 1997, she became United Nations High Commissioner for Human Rights. Only too aware that her office per se had nothing tangible to offer victims of the world's inhumanity, she determined that she would visit, listen, bear witness and badger the comfortable into attention.
Depression, personal danger and vilification could not deter her commitment to the Universal Declaration of Human Rights' assertion that "all human beings are born free and equal in dignity and rights."
Trapped between idealism and politics, she angered China over Tibet, Russia over Chechnya, and the United States over Guantanamo, the Patriot Act and the controversial Durban anti-racism conference.
Unhappily, in this book the impact of her achievements is often smothered by an anodyne writing style more suited to a corporate annual report.
This is the rare example of a memoir being less interesting than the memoirist herself.
Irish-born Winnipegger John K. Collins remembers when Irish presidents were unmemorable. | <urn:uuid:f37892af-f428-4a19-b602-bea6c02999e4> | {
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Frogs in Scotland are being told to get a room, and for the good of the species, earth-conscious volunteers are helping them. As part of the Action Earth campaign, volunteers have constructed what they describe as an underground beehive to provide a safe place for frogs to mate, since their usual mating location—near ponds or other bodies of water—leaves them vulnerable to predators like foxes and herons.
Guests at the frog hotel, an enclosed, two-tiered space made from wood and recycled materials, are first greeted with a complimentary snack in the compost cafe, where insects and bees abound. They are then led up a ramp into the “sleeping area,” where they can, er, socialize to their hearts’ content, safe from attack and left only in the company of other frogs—up to 20 of them at a time.
• Surfing may become a more earth-friendly sport, with boards made from at least 50 percent renewable materials reducing the use of petroleum, traditionally the primary component in surfboards.
• By discovering the gene that helps convert carbohydrate into fat in the liver, researchers may have inched closer to developing a genetic equivalent of the Atkins diet.
• In good news for endangered species, conservationists have developed a way to use 3-D imaging to track tiger populations—and then, in bad news for an already-extinct species, a celebrated paleontologist who discovered the world’s best-preserved dinosaur will now plead guilty for stealing dinosaur bones from federal land.
Lest ye think humans are the only recipients of prosthetics, here’s proof otherwise: Mosha, a three-year-old elephant in Thailand, has just successfully received her second prosthetic leg. The pachyderm was just a baby when she stepped on a landmine and lost part of her front leg. (Unfortunately, this is not a rarity in Thailand, whose borders with Cambodia and Myanmar are populated with elephants and littered with landmines.)
After her injury, she was brought to a sanctuary, where the staff didn’t have much hope for her. But an amputation expert who normally works with humans fitted her for a prosthetic, which not only helped her walk, but even changed her social life.
Other elephants at the sanctuary, who at first rejected Mosha, began to accept her once she had regained a fourth limb. After eating 200 pounds of food a day, she outgrew her old leg and needed to be fitted for a new one, which is made of plastic, metal, and sawdust (yes, sawdust).
Amazingly enough, Mosha is not alone in the world of animal prostheses. Lovey, a horse in Arkansas, deserves special mention after a prosthetic successfully replaced her leg, which had been caught in a fence last year. Given that horses are usually shot the instant they break a leg, Lovey’s limb is a striking achievement.
The tumor on his genitals had made Henry into an old grouch. At his new home in the Southland Museum and Art Gallery, he was aggressive and unpopular with the ladies. Sure, Henry was already in his 70s—but in tuatara years, he was still in his prime.
Tuataras, a lizard-like reptile belonging to an ancient lineage that has changed little since the time of the dinosaurs, are known for their longevity. They don’t reach sexual maturity until age 20 and many have been known to live past 100.
Henry’s fortunes reversed in 2002, when at the age of 105, he underwent an operation to remove his inconvenient (and cancerous) tumor. Since then, his human caretakers say he has regained a vigor that belies his age. Whereas before the operation, Henry was often kept in solitary confinement due to his foul temper, now he is kept in the company of three female tauturas. Even so, museum keepers were surprised when Henry recently became a father at the age of 111, after a romantic romp with an 80-year-old female named Mildred.
If you went to Cheers to pour a few back with Norm and Cliff, could you get a plate of fish and chips? Probably not, if Ted Danson had anything to say about it.
One of the ways that Danson has been keeping busy, now that “Cheers” and “Becker” are long since canceled, is by heading up Oceana, the ocean conservation organization he started two decades ago. Danson is hopping mad that a rare species of shark called the spiny dogfish has been hunted to the brink of extinction, and he faults, for one, the British love affair with fish and chips.
Last week we covered the paper released by the Japanese Whale Research Program (JARPA) showing that minke whales in the Antarctic were getting thinner, and we also covered their research methods—taking measurements from more than 4,500 slaughtered whales. This week National Geographic has an update, interviewing two American researchers who say that killing the whales wasn’t necessary for the research.
Scott Baker, from Oregon State University’s Marine Mammal Institute, said researchers could have made the same finding by genetic testing, biopsy—removing a small piece of tissue for sampling—or simply through photographic evidence. And Stanford University’s Stephen Palumbi disagreed with the Japanese scientists over the importance of the finding, saying that whales getting a little skinnier might not matter that much, and the study’s findings weren’t statistically significant enough to be useful.
Ten-foot-long reptiles in Indonesia have the taste for human flesh, and it’s the fault of…the Nature Conservancy?
That’s what some of the locals are saying. According to the Wall Street Journal, a Komodo dragon killed a young boy last year near the dragons’ main home, Komodo National Park, and since then dragon attacks on people have become much more frequent. And one reason the Komodos have started feeding on the locals, they say, is that they have stopped feeding the Komodos.
It’s nice when police catch intercept ivory smugglers trying to import their product into another country. But often their efforts don’t get authorities any closer to stopping hunters from killing elephants in the first place.
Thanks to a new approach crafted by Samuel Wasser at the University of Washington, however, the smugglers’ ivory may tell police all they need to know. Wasser and his team have begun analyzing DNA samples from seized ivory and connecting those samples to elephant populations in the wild. After collecting tissue samples from across the African continent, he figured out that ivory seized in Singapore in 2002 had come from the savannas of Zambia in Southern Africa. In another example, a load of ivory found in Hong Kong in 2006 originated in the West African forests near Gabon.
Perhaps Lonesome George should now be called Curious George.
The giant Galapagos tortoise earned his moniker by keeping to himself for most of his 36 years of captivity at the Charles Darwin Research Station. Now, all of the sudden, George appears to have broken out of his solitude and mated with one of the two females at the station that come from a similar species of Galapagos tortoise.
We now have an answer to the question nobody was asking: Which would win in a fight—a leopard or a crocodile?
The leopard came out on top, as you can see in the gripping images here. An American photographer was trying to capture hippos at a watering hole in South Africa when this battle began right in front of him. | <urn:uuid:0cfd43ae-f8c7-44ce-b625-ee83878e897f> | {
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A Simple HTTP ExampleThe browser says:
GET / HTTP/1.0 Host: www.boutell.comAnd the server replies:
HTTP/1.0 200 OK Content-Type: text/html <head> <title>Welcome to Boutell.Com, Inc.!</title> </head> <body> The rest of Boutell.Com's home page appears here </body>The first line of the browser's request,
GET / HTTP/1.0, indicates that the browser wants to see the home page of the site, and that the browser is using version 1.0 of the HTTP protocol. The second line,
Host: www.boutell.com, indicates the website that the browser is asking for. This is required because many websites may share the same IP address on the Internet and be hosted by a single computer. The
Host:line was added a few years after the original release of HTTP 1.0 in order to accommodate this.
The first line of the server's reply,
HTTP/1.0 200 OK,
indicates that the server is also speaking version 1.0 of the
HTTP protocol, and that the request was successful. If the page
the browser asked for did not exist, the response would
HTTP/1.0 404 Not Found. The second line of the
Content-Type: text/html, tells the browser that
the object it is about to receive is a web page. This is how the
browser knows what to do with the response from the server.
If this line were
the browser would know to expect a PNG image file rather than a
web page, and would display it accordingly.
A modern web browser would say a bit more using the HTTP 1.1 protocol, and a modern web server would respond with a bit more information, but the differences are not dramatic and the above transaction is still perfectly valid; if a browser made a request exactly like the one above today, it would still be accepted by any web server, and the response above would still be accepted by any browser. This simplicity is typical of most of the protocols that grew up around the Internet.
Human Beings Can Speak HTTPIn fact, you can try being a web browser yourself, if you are a patient typist. If you are using Windows, click the Start menu, select "Run," and type "telnet www.mywebsitename.com 80" in the dialog that appears. Then click OK. Users of other operating systems can do the same thing; just start your own
telnetprogram and connect to your website as the host and 80 as the port number. When the connection is made, type:
GET / HTTP/1.0 Host: www.mywebsitename.comMake sure you press ENTER twice after the Host: line to end your HTTP headers. Your telnet program probably will not show you what you are typing, but after you press ENTER the second time, you should receive your website's home page in HTML after a short pause. Congratulations, you have carried out your very own simple HTTP transaction.
HTTP 1.1 DifferencesOriginally, web browsers made a separate HTTP request like this for each and every page, and for each and every image or other component of the page. While this is still often the case, most web servers and browsers now support HTTP 1.1 and can negotiate to keep the connection open and transfer all of the page components without hanging up and opening new connections. For the complete HTTP 1.1 specification, see the W3C Consortium's HTTP-related pages.
HTTP itself is "layered" on top of another protocol, TCP. For more information, see the article what is TCP/IP?
Got a LiveJournal account? Keep up with the latest articles in this FAQ by adding our syndicated feed to your friends list! | <urn:uuid:2d32b063-4b84-4a40-94a5-46b5d4dea0a8> | {
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Primary thallus: squamulose, persistent; squamules: up to 2 cm long and 1 cm wide, subentire to broadly crenate-lobate, occasionally accessory lobules along margins, edges upturned; undersides: whitish to ochraceous yellow at base, esorediate but lobules occasionally sorediate podetia: 30-120 mm tall, usually unbranched, greenish yellow, some tips subulate or throughly split (longitudinal slits on podetial walls), most tips cup-bearing; cups: 1-8 mm wide, with radiating openings interiorally and many short, blunt proliferations from margins surface: with corticate base in young podetia but almost entirely farinose sorediate or with a few patches of verruculae or numerous squamules (some of which approach the size of primary squamules) in older podetia Apothecia: infrequent, up to 3 mm wide, red ascospores: oblong, 8-10 x 2.5-3.5 mm Pycnidia: common, at cup margins, with red gelatin conidia: 8-11 x 1 micro meter Spot tests: K-, C-, KC- or yellowish, P-, UV+ Secondary metabolites: thallus with usnic and squamatic acids, accessory bellidiflorin; apothecial discs with rhodocladonic acid as a red pigment. Habitat and ecology: on rotting wood or acid humus in timberline woods, mainly in cold temperate regions World distribution: Antarctica, Asia, Europe, North America and South America (southern portion) Sonoran distribution: eastern and northern Arizona. Notes: Cladonia sulphurina is morphologically similar to C. deformis in that both have yellowish, elongate, sorediate, cup-bearing podetia. But C. sulphurina contains squamatic acid (UV+, no crystals on surface), while C. deformis contains zeorin (UV-, needle crystals on surface). In most cases C. sulphurina is easily distinguished by its brighter yellow color, the presence of uncupped podetia and irregular, split cups and podetia. Cladonia deformis is actually less deformed than C. sulphurina (e.g., Goward 1999). | <urn:uuid:0ec485ff-966a-4ca5-85e3-5c4f6da02317> | {
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We help these kids in many ways.
- Improvement of Living Conditions: In order to improve the living conditions of the children, we will provide the immediate need of two rooms – one for the boys and one for the girls – with brick walls, cement flooring and proper roofing. That will be the basic need of orphan to live and start their life. Each child will get a mat to sleep on, along with three sets of linens and a blanket for winter. We will continue to improve their life and living condition in future
- Sanitation: There will be at least two restrooms and two enclosed bathrooms for the girls. Tube wells will be installed for water and every effort will be made to keep the area clean.
- Health and Nutrition: The health of children depends mainly upon proper food and exercise. Apart from the main staple food of rice and lentils, efforts will be made to provide vegetables as a supplement. Vegetables and fruits will be grown in the backyard, and the children will undergo regular medical checkups. Each children health record will be maintained.
- Education and Training: The children will have access to better education through school. They will also be provided with the school supplies such as books, writing materials, etc. The future aim is to bring in electricity for them as soon as possible to provide a better atmosphere for nighttime studies. Regular progress reports will be sent to the sponsors. Talents such as singing, dancing, painting, etc. will be encouraged.
- Behavioral Activity and Development of Personality: The children will be taught to lead a disciplined life and develop their personality to have a meaningful life in society. They will be encouraged to have Yoga, music, keeping their own things tidy, washing their clothes and utensils, etc as their regular habits. | <urn:uuid:2a27be5e-52a4-4b5a-98bf-64fd97f0cca8> | {
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Thailand's Elephant "Crushing" Ritual
It's a sound not easily forgotten. Just before dawn in the remote highlands of northern Thailand, west of the village Mae Jaem, a four-year-old elephant bellows as seven village men stab nails into her ears and feet. She is tied up and immobilized in a small, wooden cage. Her cries are the only sounds to interrupt the otherwise quiet countryside.
The cage is called a "training crush." It's the centerpiece of a centuries-old ritual in northern Thailand designed to domesticate young elephants. In addition to beatings, handlers use sleep-deprivation, hunger, and thirst to "break" the elephants' spirit and make them submissive to their owners.
"The people believe that to control the animal they have to do something to make the elephant feel fear and pain," said Sangduen "Lek" Chailert, a well-known Chiang-Mai-based activist who runs Jumbo Express, a program bringing free veterinary care to these animals. She's an outspoken critic of the crush.
Video at PETA: Torture in Thailand
What can you do ?
Please support Elephant Nature Park - Northern Thailand's conservation project for visitors.
. Remember that even a small donation can go a long way in Thailand.
Elephant Heaven is a sanctuary for abused elephants run by Lek Chailert, a well-known Chiang Mai-based activist who campaigns on their behalf. Her exposure of the brutal crush and her conservation campaign has raised international awareness and also provoked local resistance.
More about Elephant Heaven : Reporter's Notebook: Elephants Heal at Thai "Heaven" http://www.time.com/time/asia/2005/h...n_chailert.htm
Do not support, in any way, elephant camps where elephants do "tricks" or may have been subjected to cruelty. Please forward this message to animal lovers around the world. | <urn:uuid:ae654501-4d47-42ce-86d3-a3fcf43cbce3> | {
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Statistics originated from the simple study of games of chance and grew into one of the most important applications of human knowledge. One cannot read a newspaper or watch the evening news without being exposed to some sort of statistic or graphic used to describe everything from approval ratings to medical studies. A statistical background enables people to critically analyze and interpret this information.
Who can benefit from a Statistics Minor?
A biologist who is proficient in statistics will be able to explore the interactions between species and their environment. An actuarial fellow will use statistics to determine premium rates for different insurance risks. An engineer will be able to fit mathematical models to experimental data to determine product safety, reliability, and maintainability.
A social scientist can conduct sample surveys to study social attitudes and cross-cultural differences. An economist will predict changes in economic conditions and measure indicators such as volume of trade or standard of living. An educator will be able to develop tests to investigate students' aptitude and assess effectiveness of teaching methods.
The requirements for degrees in the sciences, mathematics and engineering majors usually include several of the calculus and statistics courses needed for the statistics minor. A student could enroll in several additional statistics classes, such as Regression Analysis, Analysis of Variance, Mathematical Statistics, or Operations Research to fulfill the requirements of the minor.
Select 6 credits of 400-level STAT, or selected MATH courses. A minimum of 18 credits of statistics and related courses, and 10 credits of the calculus sequence are required for the minor.
The Undergraduate Degree Programs Bulletin is the official source for University requirements. Please consult it when making up your program. | <urn:uuid:cd9256d8-0086-41f0-924d-62cfa890546c> | {
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Celebrating "Esthers with Attitude" this Purim
Purim is just around the corner and it's deliciously serendipitous that the Jewish holiday with the most well-known heroine happens to fall during Women's History Month. During Purim, we celebrate the story of Queen Esther, a Jewish woman who put her life on the line to speak out on behalf of her people.
We love the latest G-dCast rendition of the story:
Of all the Jewish holidays, Purim is the most fun. You get to dress up in costumes, eat hamantashen, and make a lot of noise. (You also get to drink a lot, as I learned during my four years at Brandeis University.) It's really satisfying to know that a strong and courageous Jewish woman's story is at the CENTER - not the periphery - of such a joyous day.
We're celebrating Purim "Jewish Women's Archive-style," which means that in addition to baking hamantashen in the office kitchen, we are sharing the stories of other "Esthers with Attitude," historical and contemporary, who carry on Queen Esther's legacy. Visit jwa.org to learn about Jewish heroines like Esther Brandeau, the first Jew to sneak into French Canada disguised as a boy, or Esther Rome, one of the original authors of Our Bodies, Ourselves, and nine others. If you know an Esther (or Estee) who inspires you, tell us about her in the comments!
Join us in celebrating Queen Esther and other "Esthers with Attitude." Come on, raise your glass!
How to cite this page
Berkenwald, Leah. "Celebrating "Esthers with Attitude" this Purim." 10 March 2011. Jewish Women's Archive. (Viewed on December 4, 2016) <https://jwa.org/blog/celebrating-esthers-with-attitude-this-purim>. | <urn:uuid:bbef8147-0e60-412c-a6dc-7fced92fa8e7> | {
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Exercise One: Sit or lie comfortably with your eyes shut. Relax your body. Breathe deeply and still your mind. Pictures will continue to pop into your head. Choose one of these and stick with it. Let no images intrude other than the one you've chosen.
Keep all thoughts revolving around the image. Retain this picture for as long as you can, then let it go and end the exercise.
When you can retain one picture for more than a few minutes, move on to the next step.
Exercise Two: Decide upon an image to hold and retain it within your mind. You might wish to have it physically present and study it first, memorizing each detail- the way shadows play on it, its textures, colors, perhaps even a scent. You might choose a small three-dimensional shape, such as a pyramid, or something more complex such as an image of Aphrodite rising from the sea or a ripe apple. After studying it thoroughly, close your eyes and see the object before them- just as if your eyes were open. Don't look at the object again with your physical eyes but with your magical imagination- with your powers of visualization. When you can hold this image perfectly for 5 minutes, move one.
Exercise Three: This is more difficult, and is truly magical in nature. Visualize something, anything, but preferably something you've never seen. For instance, let's use a vegetable from Jupiter. It's purple, square, a foot across, covered with quarter-inch green hairs and half-inch yellow dots. This is just an example of course. Now close your eyes and see- really see this vegetable in your mind. It's never existed. You're creating it with your visualization, your magical imagination. Make the vegetable real. Turn it over in your mind so that you can see it from all angles. Then let it vanish. When you can hold any such self-created image for about five minutes or so, continue on to the next exercise.
Exercise Four: This is the most difficult. Hold a self-created image (such as a vegetable) in your mind with your eyes open. Work at keeping it visible, real, a palpable thing. Stare at a wall, look at the sky, or gaze at a busy street, but see that vegetable there. Make it so real you can touch it. Try having it resting on a table or sitting on the grass beneath a tree. If we're to use visualization to create changes in this world, not in the shadowy realm that exists behind our eyelids, we must practice such techniques with our eyes open. The true test of visualization lies in our ability to make the visualized object (or structure) real and a part of our world. When you've perfected this exercise, you're well on the way.
~ from Wicca: A Guide For The Solitary Practitioner
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Inside the tube and the importance of feedback
Failure to give feedback when it is expected or desired builds stress and resentment in the recipient. The consequences for the problem solving leader may include lack of support in future projects, destruction of goodwill in current activities or, in the case of agencies such as the Samaritans, a potential harming of an individual if promised contact does not materialise.
Human beings are devoid of instinct. We develop ourselves exclusively through learning, either directly or via the experience of others (parents, teachers, friends). That is why we spend more time than any other species being taught, shepherded and learning from others. We measure the effectiveness of our applied learning exclusively through feedback loops. The absence of feedback after dispensing our (problem solving) expertise severely curtails our motivation to help the requester in the future. This is an important learning point for the problem solving leader.
I was reminded of the power of feedback loops this week as I spent 40 minutes in the tight, noisy confines of an MRI machine. Many will suggest that sanitation, anaesthetics or penicillin have yielded the biggest advance in human health, but non-invasive imaging technology is also a worthy candidate. The data from this equipment gives great certainty and comfort to patients and clinicians alike and, for some, avoids the trauma and danger of exploratory neurosurgery.
However, having an MRI scan is not a pleasant experience. The patient is placed within a long narrow tube whose span always seems to be 2” less than shoulder width. The head is tightly held within a 3-sided box, and caged on top by a plastic grill that lies 1” above the nose. The roof of the tube lies 1” above this. The patient, now securely constrained, remains enclosed in the machine for a series of scans each lasting between 2—10 mins. The whole routine takes 40 minutes on average.
Between each scan, the MRI technician gives feedback over a speaker on the scan just completed and details the type of scan to be initiated; its duration and the likely sound of the magnets as they whirl around the machine. Thus informed, patients can now adopt the appropriate coping strategies; humming hymns, reliving great moments in sports or rehearsing an upcoming strategy presentation for example.
But on this occasion the feedback loop broke. I had come to the end of a scan and was awaiting the next set of instructions that typically follow. Silence. I wait for 30 seconds. Silence. I wait for another 30 seconds. More silence. I try to fidget but I’m held rigidly within this 4 tonne magnet.
I lay there for 7 minutes. I know this because I sing the Changeling (the Doors, 4:17), Calon Lan (full version by Llanelli Male Voice Choir, 2:10) and I was 2 minutes into Glenn Gould’s version of the Goldberg Variations when I heard the scratch of the speaker coming to life. The voice of the technician apologising for having to step away from her desk. The absence of feedback contributed to a distinctly uncomfortable experience over which I felt no sense of control.
So, whether you interact with customers, suppliers or colleagues, giving feedback is critical to their development and independence—particularly if that feedback relates to the core expertise by which that person defines their most value adding problem solving contribution.
Likewise, while good leaders may give feedback appropriately, the seniority of their position may hinder others from giving useful developmental feedback. This needs to be addressed because feedback is the route to improvement.
The importance to leadership of giving and receiving feedback will be an important section in the updated Foundry programme. This section will be lead by Marcus Wynne. Marcus is a former US Paratrooper, diplomatic bodyguard and US Air Marshall.
Marcus is a specialist in stress inoculation and accelerated learning under stressful conditions, and has direct experience on the importance of feedback loops—and the repercussions of their absence.
For further information on this programme look for an announcement on 1st July 2012
UPDATE 9 June 2012
In an earlier version of this posting I stated that Marcus Wynne had served as a US Army Ranger. This is incorrect. Marcus had formerly served as a US Paratrooper, and the posting has been updated to reflect this fact. | <urn:uuid:294cdcc2-1099-4682-b51b-98068f1deba0> | {
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Hats of the past
Buffalo Island Museum is having a special exhibit of over sixty vintage hats from area residents. There are hats with feathers, flowers, netting, and fur. These hats are from an era when ladies always wore a hat to Church, and men always wore a hat when going to town.
While we do not know the exact date of the first hat, it was most likely when man sought protection from the elements. We know that women began wearing hats during the Middle Ages when the Church decreed that their hair must be covered.
Just as ladies dress styles have changed, hat styles have also changed.
In the late 1700's, huge wigs and hairstyles were fashionable. Bonnets were popular with a ribbon to tie them in place. In the early 1800's straw bonnets were popular. Later silk bonnets with feather plumes, lace, flowers, and silk bows became the fad. By the early 1900's hats were at their largest with very wide brims, secured with a hat pin. By the 1920's women wore their hair short and the cloche became popular which fit the head like a helmet.
During World War I, it was considered unpatriotic to wear the large fancy hats because it suggested that the wearer was more concerned with her appearance than the war effort. During the 1930's and 40's hats had a higher crown and a small brim.
Throughout World War II there was a variety of hats that were suitable for any woman. Fashions were dreary due to all the rationing. About the only thing not being rationed were hat materials so there was an explosion of feathers, veils, and flowers. After the war, there was a period where many women chose to not wear a hat. Those who did wore hats that fit close to the head as turbans and hats with tiny veils or pillbox hats. Remember Jackie Kennedy in her pillbox hat?
In 1967 the Catholic Church dropped its dress code for requiring head coverings for women. Once again, hats were worn sparingly or for cold weather wear.
The tradition of wearing hats to racing events began at the Royal Ascot in Britain. All guests in the Royal Enclosure must wear hats. The Kentucky Derby in the United States also adopted this tradition. The ladies wear the most unusual and perhaps the most outrageous hats imaginable. Wearing hats once again became popular in the 1980's due somewhat to Princess Diana's influence. Many new hat designers emerged and therefore, the 1990's were a very innovative period for hats.
Today we find hats in the finer department stores, and there are still women who wouldn't consider themselves fashionable dressed without their hat.
Visit the museum to see this special exhibit. Admission is free and the hours are Friday and Saturday 1-4 p.m. | <urn:uuid:a727e5c9-8b86-45d1-a94e-25e74842da68> | {
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About this book
Recently there has been increased interest in the development of computer-aided design programs to support the system level designer of integrated circuits more actively. Such design tools hold the promise of raising the level of abstraction at which an integrated circuit is designed, thus releasing the current designers from many of the details of logic and circuit level design. The promise further suggests that a whole new group of designers in neighboring engineering and science disciplines, with far less understanding of integrated circuit design, will also be able to increase their productivity and the functionality of the systems they design. This promise has been made repeatedly as each new higher level of computer-aided design tool is introduced and has repeatedly fallen short of fulfillment. This book presents the results of research aimed at introducing yet higher levels of design tools that will inch the integrated circuit design community closer to the fulfillment of that promise. 1. 1. SYNTHESIS OF INTEGRATED CmCUITS In the integrated circuit (Ie) design process, a behavior that meets certain specifications is conceived for a system, the behavior is used to produce a design in terms of a set of structural logic elements, and these logic elements are mapped onto physical units. The design process is impacted by a set of constraints as well as technological information (i. e. the logic elements and physical units used for the design).
Phase algorithms circuit design computer computer-aided design (CAD) design process development filter integrated circuit logic microprocessor model modeling | <urn:uuid:be06d19f-6a0c-4def-a3d0-3ae438152fe7> | {
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Welcome to the Jefferson Space Museum
Astronauts, ground support crews, and even a few cosmonauts, have sometimes carried or sent U.S. $2 bills into the deep, black void of space during many historic missions that span manned spaceflight history.They took or sent these symbols of home as mementos, good luck charms, or simply favors for family or friends. For the astronauts, some have even suggested they took the bills in homage to the fighter pilot tradition of the "short snorter." Whatever the reason, they have made Thomas Jefferson a sort of honorary, accidental astronaut of manned spaceflight history. What you are about to experience in our $2 Bill Gallery is the world’s largest collection of space flown U.S. $2 bills, spanning the entire history of U.S. manned space flight.
As a collector of space flown artifacts from the golden age of space exploration – particularly Mercury, Gemini, and Apollo — I began to notice the appearance of the $2 bills in space memorabilia auctions at the beginning of this century. So I began acquiring them — from estates, from collectors, and directly from the astronauts themselves. Before long, these bills formed a discrete and important sub-genre of my collection, and worthy of their own focus… and thus, the Jefferson Space Museum was born.
Key for inclusion in the museum is the bill’s iron-clad flight and ownership provenance (either directly from the astronaut or cosmonaut who flew the bill, or a bill that was flown and inventoried by serial number in an official capacity), and detailed flight certification records that are endorsed and signed by the astronaut (or cosmonaut) for that particular bill and trip.
This virtual Jefferson Space Museum represents a sub-set of my overall space artifact collection, and it is the largest and most complete collection of its kind in the world. The collection has gained international press attention, and has been profiled in Autograph Magazine, the Society of Paper Money Collector's Journal, The Numismatist, the American Numismatic Association's monthly publication, and as the feature cover story of Paper Money Values magazine (February 2010). The collection will also be featured in the upcoming $2 Bill Documentary, currently in post production and scheduled for a late 2014 or early 2015 release.
Currency collectors (called “numismatists”) value their items based on an item’s condition and rarity. Since these bills have traveled many millions of miles, at great speeds and within great and varied temperatures, some exhibit a great deal of wear. Some were folded and tucked into space suit pockets, or wrapped onto spacecraft wiring, or even kept in wallets for good luck! And others are pristine and near mint in condition.As for rarity, one has to consider the available “population” or number of a given bill from a given mission. Many of these bills are of very small and limited populations – they are either a population of 5, or 10, or 50 such bills flown. And a couple of bills are absolutely unique — the only such $2 bill flown on that mission.
Naturally, more than just $2 bills have flown on space flights. As such, we have been acquiring others bills that have flown into space and have begun assembling additional galleries. If you enjoyed The $2 Bill Gallery, we hope you will take a moment to explore The Dollar Gallery -- an amazing collection of historic, US bills across numerous denominations that have also flown into space. (If we acquire enough of them, we might have to make George Washington an honorary astronaut, too!)
It is my sincere hope that you enjoy the exhibits in this virtual museum as much as I enjoy acquiring, preserving, and sharing them and their unique history with you.
Richard Jurek | Founder & Curator | The Jefferson Space Museum
Richard Jurek is a marketing and communications executive, speaker, and author with over a quarter century of experience in marketing, PR, and corporate communications. He is also a passionate collector of rare artifacts from the golden age of space flight, and has co-written Marketing the Moon: The Selling of the Apollo Lunar Program with best-selling author David Meerman Scott. | <urn:uuid:d23a1a0b-ec34-4165-839a-0c8115c0f2ec> | {
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How can we reach Antarctica?
Novedades de Interés Turístico
THE FIRST THREE-CONTINENTAL AND TRANSANTARCTIC FLIGHT
The aim of this project was to link three continents: America and Australia through Antarctica, with a stop-over in Marambio Station.
On October 29, 1969, a historical fact took place. It was the opening of a landing runway in Marambio Station which started operating on April 11, 1970. This supported many air-antarctic operations which led to many facts dealing with the Argentine wings in the coldest utter part or our homeland, among which is the first tri-continental transantarctic filght.
From December 4 to 10, 1973, the aircraft Lockheed C-130H Hércules, identified TC-66 from the Argentine Air Force, under the Commander in Chief of the Air Force, Brigadier Héctor Luis Fautario carried out the first trans-antarctic continental flight and linked three continents: America, Antarctic and Australia.
The aircraft took off in Buenos Aires Airport on December 4 and after some six hours´ flight landed at Marambio Station (formerly called Vicecomodoro Marambio Air Base) in Argentine Antarctic.
Everything started on December 4, 1973, when Brigadier Héctor Luis Fautario, the Commander of the Argentine Air Force, piloted a C-130H Hércules. He took off from Buenos Aires towards Marambio Air Force, Antarctica and then continued the flight to Canberra, Australia.
The return flight was from December 9 to 10, 1973. The Hercules C-130 took off from Christchurch (New Zealand) towards the Marambio Station again, but the unfavorable Antarctic meteorology did not allow them to land, so they continued to Río Gallegos (Santa Cruz, Argentina). When they landed they had flown 9,000 km in 14 hours 40 minutes.
On December 10, 1973 they continued their mission to Buenos Aires, final destination. They had achieved the first Three-continental and Transantarctic Flight.
This flight opened a new air route for the commercial flights, reducing fifty percent flying time to Australia and the Far East compared to that via U.S.A.
Some time later, Aerolineas Argentinas started the regular flights aboard the Boeing 747 to link Buenos Aires with Auckland (New Zealand) and Sydney (Australia), through the Transantarctic route. | <urn:uuid:94067bbb-ab8e-464b-ba10-015be17c3fb3> | {
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World Storytelling Day is a global celebration of the art of oral storytelling. It is celebrated every year on the spring equinox in the northern hemisphere, the first day of autumn equinox in the southern. On World Storytelling Day, as many people as possible tell and listen to stories in as many languages and at as many places as possible, during the same day and night. Participants tell each other about their events in order to share stories and inspiration, to learn from each other and create international contacts.
If you are on Twitter, tweet about 2014 events with the #WSD14 hashtag!
If you need help with the website or adding an event, email your friendly World Storytelling Day webmaster, Dale Jarvis, at [email protected]
Easy! Your local storytelling group, festival, committee, or even an individual storyteller, can simply plan an event for March 20th, and promote it as part of World Storytelling Day. The theme for 2014 is "Monsters and Dragons" Dream big, and let everyone know about your plans!
To subscribe to the WSD email discussion list, send a message to: [email protected].
You can download the WSD logo for use to help promote for your event. Find the logo on Wikipedia here. It can be used free for WSD events, (just give thanks to Mats Rehnman for the design). Thanks Mats!
Let people know about your event by posting information here on the Calendar. Any member can post their own event. When you add an event, put your Country first in the title, so everyone can tell where the event is easily.
You can also become a website member and add photos to this website, and take part in the forum discussions, and add your own events | <urn:uuid:53eb82f3-cbf1-4649-b771-e590829707a9> | {
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I am wondering how many actual bacterial proteins have been identified?
Learn something new every day More Info... by email
A bacterial protein is a protein which is either part of the structure of a bacterium, or produced by a bacterium as part of its life cycle. Proteins are an important part of all living organisms, and bacteria are no exception. Thanks to the fact that many bacteria are easy to culture in the laboratory, a great deal of research on bacterial proteins has been performed with the goal of learning more about specific proteins and their functions. Understanding bacterial proteins is important both because bacteria play a very active role in human health, and because the information can be extrapolated to gather more data about the proteins associated with larger organisms, including humans.
Proteins are lengthy chains of amino acids which are folded back upon themselves. The nature of a protein is determined both by the amino acid chain and by the way in which the protein is folded. Proteins are encoded in the genes, with certain proteins being expressed while an organism develops, with others are produced by an organism with the goal of accomplishing specific tasks. The genetic code of an organism holds the blueprints for numerous proteins.
In addition to being a unique structure, a bacterial protein also has the ability to bind with other proteins. Protein binding involves the formation of very strong links between two different proteins. Once proteins bind, they can trigger a reaction which may vary from an immune system response to an infection to the onset of a disease. Over time, many bacteria have evolved to produce proteins which target particular locations on human and animal cells.
Bacterial proteins are of interest to humans for a number of reasons. Understanding which proteins are involved in the structure of particular bacteria can help researchers develop medications which identify and target a particular bacterial protein, allowing the researchers to create antibacterial drugs which target specific organisms. Understanding individual proteins can also allow researchers to monitor mutations and to keep track of the ways in which these mutations occurred, and how they can be addressed.
Some bacteria produce proteins which have a deleterious effect on the human body. A bacterial protein can be toxic, causing illness or death in an organism which has been infected by the bacteria, and bacterial proteins can also bind with specific proteins in the body to cause a variety of symptoms. Researchers can spend years identifying all of the proteins associated with a single type of bacterium, and this process can be complicated by rapid mutations, as seen in the case of the wily Staphylococcus bacterium.
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:78236946-60cd-4e76-b489-d89b644c2199> | {
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The Integrated Wildlife and Intensive Forestry Research (IWIFR) program was initiated to investigate forestry effects on deer populations and to provide a sound basis for future wildlife and habitat management recommendations. Through IWIFR’s Vancouver Island Deer Project, we spent 9 years deciphering movement patterns and habitat use of black-tailed deer. We also looked at the effects of winter habitat removal and the effects of predators. As well, we incorporated deer movement patterns and habitat use in a model of deer habitat quality. The results were compiled in a publication entitled "Deer and Elk Habitats in Coastal Forests of Southern British Columbia" (Nyberg and Janz 1990). The results are also summarized in 5 brochures: Decoding Deer Movement Patterns; Clarifying Habitat Use; How Black-tailed deer React to Logging in their Winter Habitat; Habitat and Predator Concerns; and Habitat Assessment and Planning. | <urn:uuid:f4ee6e70-d9ff-4308-aab1-d74a6e90595b> | {
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Remote Server vs. Local Server - Clarifying the Distinction between ASP and Client Server
Posted Oct 30 2008 3:21pm
The following posting was sent to me by Dr. Gerrit Velthuysen, a BC family physician:
“In preference to the frequently used terminology – ASP vs. Local Client Server, I would like to suggest that we use Remote Server (Remote Host) vs. Local Server (Local Host) to avoid some of the confusion that exists. The question of Remote Server vs. Local Server defines the physical location of the hardware upon which the relevant software and data are stored.
It is important to note that this subject does not refer to:
Distribution of the service and data availability – The ability of any authorized individual to access and edit data from any enabled terminal is identical, regardless of which model is being used;
Nature and character of the user interface – The appearance of the screen and the available methods through which the end user is able to interact with the system is not affected by the relative location of the server.
The terms ASP and 'local client-server' are widely used, but clear definitions of these concepts are not shared. Espousing such definitions would aid the development of mutual understanding.
For the purposes of future discussion on this subject, I would like to propose the following definitions:
Data: The actual information collected.
Applications: Software programs that are used to access (read and write) this data.
Hosting: The physical location, housing or keeping of the applications, the data or both.
Server: A unit that provides services to other units - services that they would not have access to otherwise. Those other units are called clients of the server. A server need not be a computer; it can be a program running on the same computer as the client applications. For our purposes, server may refer to an actual physical computer running specialized software that is physically separated from the clients by more or less space. This latter concept is vitally important.
The fundamental debate revolves around the choice of an Externally or Remotely Hosted (RS) solution, versus an Internally or Locally Hosted (LS) solution.
Local Server (LS) or Locally Hosted solutions are commonly referred to as ‘client-server’ solutions. In this model a small unit (eg. single practice or association) has a dedicated server on site. The application software is distributed – installed on each server. In an LS solution, the physical medium(computer) on which the data and/or applications is stored exists within the local area in which it is used and from which it is accessed.
Remote Server (RS) solutions are commonly referred to as ‘ASP’ solutions, but ASP is really an epitome of the client-server strategy. ASP = Application Service Provider. In the ASP model the applications never get to your computer. You access the application and its data through your web browser. Both the software and the data live on a machine that may be in the next room or on a different continent. Here the functionality is distributed, but not the software. In an RS solution, the physical medium on which the data and/or applications are stored exists in an area remote from that in which it is used and from which it is accessed. That is: on a computer outside your practice, which may be in a data centre in your region, province or even further a field.”
Before continuing the debate into the benefits or drawbacks of either Remote Server or Local Server models, I would like to request feedback from contributors to CanadianEMR to determine your thoughts about whether we should be adopting this terminology in place of ASP and Local Client Server. Do the terms RS and LS make the process easier to understand? Would this approach provide greater clarity for physicians who are not ‘computer savvy’ and allow them to contribute more effectively to the debate?
To add your thoughts, click on the ‘Comments’ link below. | <urn:uuid:f2a6d633-5d39-4d47-9541-f7a2ea7f7336> | {
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(Menidi) Attica, Greece.
first year of the Peloponnesian War, Archidamos encamped the Spartans at Acharnai, the largest of the
Attic demes, 60 stades distant from Athens (Thuc.
, 21.2). In 404-403 B.C. the army of the Thirty
Tyrants also camped here in an action designed to guard
against Thrasyboulos at Phyle (Diod. 14.32.6
these two notices it is therefore clear that the deme was
located S of Mt. Parnes in the general neighborhood of
the modern villages of Menidi and Epano Liosia. That
Acharnai was in fact either at, or near, the former can
be plausibly argued from the number of inscriptions
concerned with Acharnaians found in the churches and
houses of Menidi.
Proof of this identification, in the form of foundations
of buildings, is entirely lacking today, though in the
early 19th c. the remains “of a considerable town” could
be observed 1 km to the W of Menidi beneath the hill
on which is the church dedicated to the Forty Saints.
Thus some scholars have felt free to look elsewhere for
the inhabited center of Acharnai. Despite the claims
made for a broad, fortified hill called Yerovouno, 2 km
SW of Menidi, no compelling alternative has been advanced, and the weight of evidence still makes Menidi
the best choice for the location of Acharnai. There is
perhaps still hope that some remains from the Sanctuaries of Apollo Argyieus and Herakles, mentioned by
), may yet be discovered. As for Ares
and Athena Areia, their temple may have been the one
moved to the marketplace of Athens and there reinstalled in Augustan times.
E. Dodwell, A Classical and Topographical Tour through Greece
. . . (1819) I 521-22; A.
Milchhöfer, “Antikenbericht aus Attika,” AthMitt
(1888) 337-43; M. N. Tod, Greek Historical Inscriptions
(1933-48) II 204; E. Kirsten, “Acharnai,” Kl.Pauly
(1964) I 43; E. Vanderpool, “The Acharnian Aqueduct,” Χαριστήριον εἰς Ἀναστάσιον Κ. Ὀρλάνδον | <urn:uuid:b56b25cc-f0e1-4382-b9a5-c6b9fbb83c0b> | {
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When we think about nature and health, we think of green.
Green vegetables contain an abundance of carotenoids-antioxidants that protect our cells. They also contain high levels of fiber, iron, magnesium, potassium and calcium.
Leafy greens give the body folate. The word folate describing the B vitamin originates from the Latin root word folium, which means leaf. The function associated with folate is varied and works in conjunction with other nutrients. Folate deficiency is common, and leads to a multitude of health problems including digestive disorders, cardiovascular disease, and most famously perhaps, birth defects. Folate is also crucial in epigenetics (external or environmental factors that switch genes on and off without changing the DNA sequence), through a process known as methylation, where folate acts as a methyl donor promoting cellular differentiation. Folate is also essential for DNA and RNA synthesis, amino acid production, and cell division. To put it plainly, you really, really need folate in your diet.
Greens lead to longevity.
Ingredients You’ll Need
- 2 cups greens, kale, spinach, chard, and arugula
- 1 pound broccoli florets (about 10 cups)
- 4 large eggs
- 8 ounces sugar snap peas
- 2 garlic cloves, minced
- 4 cups cooked grains, such as farro, quinoa, and/or brown rice
- 2 cucumbers, halved, sliced
- 2 avocados, halved, pitted, sliced
- 1/4 cup toasted pumpkin seeds
- 1 cup edamame
- 1/4 cup Dijon mustard
- 2 tablespoons fresh lemon juice
- 1 cup Bulgarian yogurt
- 2 1/4 teaspoons himalayan salt
- 1 teaspoon freshly ground black pepper
- 3 tablespoons olive oil
- 2 tablespoons nutritional yeast
- 1 cup mixed chopped cilantro, parsley, chives, and tarragon
- Preheat oven to 375°F. Toss broccoli with 2 Tbsp. oil, 1/4 tsp. salt, and 1/4 tsp. pepper on a rimmed baking sheet and roast until charred and tender, 15–20 minutes.
- Bring a medium pot of water to a boil. Add eggs, cover, and cook 4-6 minutes. Transfer to a bowl of ice water (keep cooking water boiling) and let cool. Peel eggs.
- Add sugar snap peas to boiling water and cook until bright green and just slightly tender, 1–2 minutes. Transfer to bowl with ice water.
- Purée yogurt, garlic, lemon juice, herbs, 2 tsp olive oil, 1/4 cup Dijon mustard, 2 tsp nutritional yeast, 1 1/2 tsp. salt, and 1/2 tsp. pepper in a food processor until smooth.
- Toss grains, 1/2 cup dressing in a large bowl. Mix in broccoli, edamame, snap peas, cucumbers, and the mixed greens into the bowl. Top with avocado slices, pumpkin seeds, sliced eggs, and remaining herbs. Use any remaining dressing for drizzling atop your mix! | <urn:uuid:77564601-9064-47e6-b44d-af57fa92f8d8> | {
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These words are used often in these tutorials, so learn them now!
- Hyperlink - Text or graphic hotspots that load other
webpages when clicked on.
- Pixel - The unit of measurement on the web. One pixel
is approximately the size of a period (.) in 12-point Arial font.
- Shortcut menu - As with all PC programs, access popup
shortcut menus by right-clicking on objects with the mouse.
- URL (Universal Resource Locator) - The address of a web
site. This what is after the "http://" on the location
bar on your browser.
- Web - In FrontPage, your web site is referred to as a
FrontPage Screen Layout
Below is a diagram of the default page layout in FrontPage. You
can change the view by selecting a different View Option.
- Page view gives you a WYSIWYG editing environment for
creating and editing web pages.
- Folders view lists all of the files and folders in your
web for easy management.
- Reports view identifies problems with pages and links
in the web including slow-loading pages, broken links, and other
- Navigation view lists the navigation order of the site
and allows you to change the order that a user would view the
- Hyperlinks view allows you to organize the links in the
- Tasks view provides a grid for inputting tasks you need
to complete in your web.
Creating a Web Using the Web Wizard
- Open FrontPage and select File|New|Web... from the menu
bar or click the small down arrow next to the New button
on the standard toolbar and select Web....
- Select the type of web you want to create. It is usually best
to create a simple One Page Web which you can add additional
blank pages to as you need them. Enter a location for the web
in the box provided beginning with "http://". This is
the location where you can preview the web on your computer. It
will need to be copied to the server to be viewed to the world
on the WWW.
- Click OK and wait for FrontPage to finish creating the
- Now, explore your web. Click Folders view to see the
initial page (default.htm) that was created and two folders. The
"images" folder is where you will place all your graphics
and photos. While it is not imperative that the images be placed
in a separate folder, it keeps the web organized.
- Click on Reports view to see a list of reports for the
site. As you construct your web, this page will be much more useful.
From here, you can identify and correct broken hyperlinks and
fix large pages that take a long time to load.
- View the navigation layout of the web by clicking Navigation
view. Right now, there is only one page - the home page -
listed. As more pages are added, this page becomes helpful to
see how all your pages are linked together.
- Hyperlinks view allows you to manage the links on your pages.
- Optional - in Tasks view, list the tasks that need to be accomplished
to create the web. Select Edit|Task|Add Tasks to add a
task. Or click the down arrow beside the New button on the standard
- Make pages and save them, marking them as completed in the task
- Click Folders view to locate the open the next page to
- When you are ready to publish your web on the FGCU server, copy
the folder to the server.
Creating a Web Page from a Template
FrontPage provides many individual page templates that can be
added to any web. Follow these steps to add a template to a web
- Select File|New|Page... and choose a template.
- Select a template and click OK.
- Replace the place-holding body text with your own text and photos
with images you would like on your web page.
When your web is completed, click Reports view to verify
that links are correct and use the Reporting toolbar to switch
Open A Web
To open a web you have already created, select File|Open Web...
from the menu bar. Select the web folder from the list and click
Saving A Web
Save all the pages within the web created by FrontPage. These
pages, however, are not visible to anyone on the Internet. You must
copy the entire web folder to a network drive. | <urn:uuid:68ae7abf-f0e3-49c3-9956-96e741e75ee2> | {
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People with HIV are living longer today, thanks to successful drug cocktails that are available to those who live in developed countries and can afford them. The HIV situation in undeveloped countries, however, remains catastrophic. This is an outcome that Amy Jacobs would desperately like to change.
Jacobs, an assistant professor in the Department of Microbiology and Immunology, feels it’s the responsibility of academic medical research to pursue solutions that a pharmaceutical company won’t because they’re just not profitable. “As far as anything that is cheap and available in abundance for underprivileged populations, it’s not there,” she says.
Jacobs considers herself a protein chemist, concentrating on very basic science. She studies the proteins on the surface of the HIV virus and how they get the virus into the cell—the initial step in HIV infection. The goal is to not only develop inhibitors to HIV entry, but also to translate it into something that’s easy and economic to deliver. She has been the recipient of the Harold Brody/Emeritus Faculty Society Award for Clinical and Translational Research for her efforts to date.
“It’s so hard to develop a vaccine for HIV because it’s a virus that affects the immune system. How do you make an immune system fight a virus that infects its own cells? It’s a very interesting problem,” she explains.
Jacobs says several recent trials have shown more promise and that scientists are being creative in their pursuit of this goal. Her approach is in improving upon protein therapeutics, finding novel ways to produce proteins in large abundance inexpensively.
She thinks of proteins as machines. “This is the nanobiology work that I do because I see viruses as a wealth of mechanisms,” she explains. “They’re very elegant in how they enter and take over a cell’s processes. Their structure is even very beautiful. They have a lot of mathematical symmetry. They’re very lean, mean machines.”
Membrane proteins are a particular concentration of her research. “I’m hoping that during my career there is going to be some key finding that helps us to better study membrane proteins—there needs to be some paradigm shift in the field,” she says. “I’d love for it to happen in my lab.”
Jacobs embraces the congenial, collaborative research atmosphere at UB. “I can find help when I need it and can get advice. I feel like I have many mentors,” she notes.
The Iowa native comes from an engineering family. She remembers her father teaching her at an early age about negative numbers. This led to an attraction to chemistry, but she was dissuaded from pursuing it by a school advisor. A youthful fascination with languages steered her into comparative literature, but after a year of study in Italy and earning a degree from the University of Iowa, she decided that the subject would prove difficult as a career. “Too much of the human mind studying itself,” she shrugs. “I could never make it in that field. Chemistry is easier. Here I can count things.”
It was while working in ophthalmic ultrasound on the Iowa campus that her initial love of chemistry was rekindled. “I would go to the eye library and read about the molecular mechanisms of how we perceive light. That spurred me on to chemistry. I just started studying naturally,” she says.
Earning her doctorate in biochemistry and molecular biology from the University of Illinois-Chicago and completing her postdoctoral fellowship at the National Cancer Institute at Fort Detrick in Maryland, Jacobs arrived at UB in 2008 and says the school and the area have been a good fit for her and her family. “I think my background makes it so that a big university is where I need to be,” she relates.
Jacobs adds that she loves Buffalo for many reasons—including the weather.
“I hate to break it to everybody, but the winter’s not that cold here. The Midwest gets down to -10 and -20 and the wind chill would be -40. That’s cold. So it’s warm here with snow. What could be better? The other thing we do is sail. So I have an inland sea and snow. It’s wonderful. The people are nice and laid back. This environment is perfect for us. We couldn’t ask for more. What a beautiful climate.”
These seasonal pursuits are wedged in among her work, which is always percolating in her mind. “It’s good to love what you do,” she says. “I hope also that I can give back and be part of bringing more biotech to downtown Buffalo.” | <urn:uuid:a4529423-60c7-4391-b485-9174be4dd224> | {
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The university system of education like other levels of formal education mostly evaluates her students’ performance and knowledge attainment by grading. However, the students’ performance is driven by the environment. Thus, a holistic assessment of the university’s environment, in this case Nigeria is worthwhile. Environment in its simplest meaning is the area in which something exists or lives or the totality of the surrounding conditions. Just like it is in the global education ranking, knowing the divisions or tiers of Nigeria universities will be ineluctable to aid this appraisal. This is because according to George Orwell they can never be exact equality in any sphere of existence or creature.
According to the Joint Admission and Matriculation Board (JAMB), there are one hundred and eight universities in Nigeria – Thirty four Federal universities, thirty four State universities and forty private universities. As stated earlier, a near perfect assessment of the Nigerian universities environment on the inequality espousal will therefore be better achieved based on the universities divisions.
First off, I will try to compile a rough guide of Nigerian Universities based on the areas of concentration of this essay; Social Environment, Political Environment, Academic Environment, Infrastructure, Research Opportunities, Cult Activities, Religious Activities, Accommodation, Feeding, Students Unionism, University Administration, Impact of university on host community and the Total Environment of the Universities as follows:
First Division (a)
Pan-African University, Ajah, Lagos.
First Division (b)
University of Illorin, Illorin.
University of Lagos, Akoka, Lagos.
University of Ibadan, Ibadan.
Obafemi Awolowo University, Ile-ife.
University of Nigeria, Nssukka.
University of Benin, Benin.
Ahmadu Bello University. Zaria.
University of Agriculture, Abeokuta.
SECOND DIVISION (a)
University of Portharcourt, Portharcourt.
University of Calabar, Calabar.
University of Uyo, Uyo.
Bayero University, Kano.
University of Jos, Jos.
University of Maiduguri, Maiduguri.
Usman Dan Fodio University, Sokoto.
Nnamdi Azikiwe University, Awka.
University of Abuja, Abuja.
Federal University of Technology, Akure.
Federal University of Technology, Owerri.
Federal University of Agriculture, Makurdi.
Michael Okpara University, Umudike.
Lagos State University, Ojo.
Ladoke Akintola University of Technology, Ogbomosho.
Federal University of Technology, Minna.
Abubakar Tafawa Balewa, Bauchi.
National Open University of Nigeria
SECOND DIVISION (b)
Igbinedion University, Okada.
Babcock University, Ilishan-Remo.
Bowen University, Benin city.
Benson Idahosa University, Benin.
Caleb University, Ikorodu.
Afe Babalola University, Ado-Ekiti.
American University, Yola.
Delta State University, Abraka.
Federal University, Lokoja.
Federal University, Lafia.
Federal University, Wukari.
Federal University, Dutse.
Federal University, Nduf-Alike.
Federal University of Petroleum Resources, Effurun.
Federal University of Minna, Yola.
Adekunle Ajasin University, Akungba-Akoko.
Ambros Alli University, Ekpoma.
Abia State University,
Ebonyi State University, Abakaliki.
Adamawa State University, Mubi.
Evan Enwerem University, Owerri.
Umaru Musa Yaradua University, Katsina.
Niger Delta University, Wilberforce Island.
Ibrahim Badamosi Babangida University, Lapai.
Olabisi Onabanjo University, Ago-Iwoye.
Crawford University, Enugu.
Enugu State University, Enugu.
Crescent University, Lafenwa.
Novena University, Ogume.
Renaissance University, Ojiagu Agbani.
Federal University, Oye-Ekiti.
Federal University, Otuoke and others.
The first division (a) university, Pan-African University also called Lagos Business School might be contended not to make this list, being a business school that doesn’t run undergraduate programmes for now. However, arguing in favour of the above contention is the fact that their accreditation and operations is solely overseen by the Nigerian University Commission (NUC). The gap between the third division universities and other universities is piffling, thus, my grouping them together.
Though man is philosophical accepted to be a social animal, man is not a solitary, and as long as social life survives, self-realization cannot be the supreme principle of ethics – an essential attribute expected from a suppose graduate of any institution. The social environment is simply the culture the student is educated or lives in, the people and institution which the student interact with. With the black continent social status, class and circle segregation, the Nigerian student or ‘wanna be’ student faces some level of inferiority complex as a result of the social environment.
The first division (a) students’ enjoys the experience of the social environment to almost a hundred percent, and it’s usually symbiotic amongst fellow students. This is because to be eligible for admission into this university, the candidate must be an academic highflier and have some reasonable work experience, in Africa, an individual independent grant liberty.
The first division (b) universities social environment is relatively exciting in various measures. In recent years, the universities are filled with ‘children’ in the Nigeria context. This young dude, mostly of ages fifteen to seventeen years makes friends based on fellow students parents social class, ways of fellow peers dressing, speaking, and intellectual capability. This always affects the student negatively since most times, some student claim and pretentiously act to attract their fellow students. Social interaction between students and lecturers alike also favours top grade students of the institution. The low grade students are considered ‘unserious’ and prevised to have bleak future. In this division, sociability is more high-pitched from students of the University of Lagos owing to the commercialized nature of Lagos, the commerce capital city of Nigeria. Commerce improves and betters social environment! The benefitting nature of this division social environment is also spur by the exposure of the lecturers. A good number of them had studied abroad, worked in corporate organization where the customer is king, and a good number are consultants to varied multinationals.
The second division (a) university social environment is relatively profiteering to her students. The environment is enhanced in universities that are located in State capitals and urban areas. Universities of the second division (b) are mostly private universities owned and founded by individuals and organizations. The laissez-faire leadership of these universities makes its social environment to be proportional to the founder’s or organization’s volition, demeanour, exposure and belief system. The social environment is mostly sullen because of the tyrannic trait of the founders who are mostly former government officials and religion bigots. Nigeria, a democratic state reputed for dictatorial leaders. This sullen social environment is solidify by the biblical ‘father-son’ and koranic ‘Allah supremacy’ principle on the part of the organization-found universities.
The third division universities social environment is middling due to their location, her location’s people customs, their theism, tribal tie-up and close-mindedness, poverty level and subconscious blockage for positive change.
The envisaged new world requires a conducive environment for innovation and out-of-box thinking. This conducive environment can only exist by the politics of the land. Education, the major channel to rise from doom to the apex of development is the sole responsibility of any government to her citizenry. Political environment is the state, government and its institutions and legislations and the public and private stakeholders who operate and interact with or influence that system. The stability of the political environment and government will impact on the prioritization of mental health policy in relation to other policies, the funding available to mental health and the time frames in which policies and programmes can be realized. Political environment also includes the political culture i.e. “widely held views, beliefs and attitudes concerning what governments should try to do and how they should operate and the relationship between the citizen and the government. The success of the educational sector will depend on government policy reforms, resource allocation, and motivation for the manpower.
The first division (a) political environment is favourable and leads to ‘complete’ academic experience to the student. This is because the government is not solely responsible for her funding. Her lecturers are well motivated and the internal fight to occupy administrative offices is minimal if not non-existence. This is because most of her lecturers are accomplished professional in their respective fields, and mostly teach for the love of it.
With the inability of most of the first division (b) universities to generate funds internally, and for those that do, lack of accountability has made these division universities to be victims of political instability. Another negative effect of this division ivory towers political environment is her lecturer inconsistency or lack of research after their doctoral thesis. To this end, their vice-chancellor and senate becomes stalwart to federal government stipulation without revolt. Also many of these division administrative officers hobnob with the country democratic-turned autocrats who churned out poor policies. Thus, the political environment is most time of detrimental effect to the student. The most adverse effect of the political environment is felt in state universities because of the autonomy that vest power in the state governors to do what they like. Most times this state Chief Administrator experiment with these universities in the name of policy formulation. Also, the statutory and complete power of the president to appoint the Minister of Education without consultation to the academic community often result to compensating the ruling party loyal members with the portfolio rather than to merited individuals. The effect is better imagined! The disconnection in policy scrutiny between the executive and legislative arm of government also cringe the university political environment.
The case is however different in second division (b) universities because there are private. Their owners who are former government office holders and religion leaders command so much respect and loyalty from their employees and their decisions are binding without revolt. With this factor, the political environment is undeniably favourable.
Measuring the academic environment in the ivory towers will be scientifically justified by balancing the reactant and product of the university equation. The reactant in this case being the knowledge garner in the twelve years of pre-university education, and the product , the rate of knowledge assimilation while in the university. Since the university is suppose to be focused on research, the student’s secondary school experience, commitment, learning culture, and eventual knowledge attainment plays pivotal role in surviving at the university. The first division’s student is mostly at an advantage using this equation, because of the good schools in the urban areas compare to the rural areas where laboratories are non-existence and ‘anybody’ teaches the student any subject. However, because of the freedom in the university, the urban secondary school graduate is most times lost in the river of social activities to the detriment of his studies, while the rural counterpart who is committed succeeds irrespective of his background.
The syllabuses of all Nigerian universities are outdated with exception to first division (a) and some universities in second division (b). This deters any commensurability between what is taught in school and what is applicable in the real world. A defeat of the universities mission! This mission derail adversely affect science and engineering students more. This is because after graduation there are always lost in the ever changing technological and innovative world. The way out for the smart Nigerian student is to acquire updated training relating to his course of studies outside his school walls, and in today global world to read beyond the decades old text books that the lecturers teaches from. Thanks to amazon.com, a Nigerian student can read the same text book a Harvard university student is reading. Personal effort and commitment makes one win the Nigeria educational game.
The education sector like every other sector is a reflection of a nation’s apex and central government. The Nigeria’s infrastructural state is undoubtedly deficit. To this end, the infrastructure of Nigerian universities is very poor, and in some cases it never exists, except classrooms are classified as infrastructure.
The case is comparatively better in the first division universities, this is because the founding fathers of the Nigeria state appreciate and know the impact of quality education then. Then education was given high priority in the national budget compare to now. The inconsistencies in educational reforms with succeeding government have made the first generation universities the first choice to prospective candidates. This is why university of Ibadan choruses the mantra ‘the first and the best’. This however does not mean the first generation universities are at their peak when compared with their global counterpart. In today’s changing world, to remain relevant and compete with the best requires a holistic gear up and pursuing of current changes, mostly infrastructure and informed manpower to handle it. This is lacking in Nigerian universities. This infrastructure deficit highly affects science and engineering courses negatively, these courses are at best science histories. Some second division (b) universities can boost of good infrastructure depending on how wealthy the owner or organization is and his main goal – business venture or impact. The reverse is the case with the remaining universities of the divisions, there can at best be classified as advance secondary schools.
Suffice it to say the infrastructure of the second division (a) and third division is very poor.
The harnessing and scientific research into materials, businesses, men, and production processes is ideally the focus of universities the world over. Research opportunities exist in Nigeria universities, mostly at post graduate level. These opportunities are higher in the first division universities. It is dawning on the country ivory towers that in the academics you either ‘publish or perish, substantiate or suffocate’. Most of the researches are fund from internally generated funds of the universities and international organizations.
The Nigeria government unlike other governments seldom fund research. To gainfully succeed in a research requires beyond the opportunities, the researcher motivation plays an important role. This is lacking amongst African researchers. In the black continent intellectual property is not regarded nor protected, rather material accruement, means of acquiring them irrespective.
Also a hampering factor is the dearth of the manufacturing sector and lack of fund endowment for research and development by the existing multinationals. The multinationals and other indigenous companies instead engage in corporate social responsibilities (CSR) of frivolous impact to national development.
Nevertheless, with the brain drain and apathetic career quest in the academia, universities in the first division are gradually realizing the way out is to boost and promote research opportunities. Most of them now have research fair annually in their academic calendars. For instance, last year the university of Lagos and Obafemi Awolowo University were able to assemble captains of industry and academics in an epochal research fair, while the University of Ibadan gave full scholarship to more than one hundred students for postgraduate study, all to promote research. It’s now a common practice in all universities to award scholarship and other incentives to all first class students to pursue postgraduate studies. Research opportunities in third division and some second division universities are quite trivial due to limited funds.
The history of Nigerian universities cannot be complete without looking at the emergence of the first cult group in one of the first division (b) and first generation universities, Obafemi Awolowo University, regardless of what their initial intention was. With this, I can opine cult activities are part of the Nigeria’s university system. It has become a herculean task pulling out and dispiriting the Nigerian student from this fad, mostly since it birthing in the university system is traced to an erudite scholar like Professor Wole Soyinka – most young aspiring scholars’ role model. The cultism malady is widespread in universities located in the south-east, south-south regions, the rural areas and most recently the northern part of the country.
The first division and most universities in the second division are acquitted courtesy of the drastic shift to the information age weakness. Internet fraud is now the focus for boys and ‘branded’ prostitution girls’ in this universities. This is most common in the universities located in the south-west region of the country. With the innovations in information technology in the global village of today, that has eventually resulted in the emergence of young billionaires like Mark Zuckerberg. The Nigerian student is intuitively aware cult involvement is futile to his future. Cult activities do not exist in high-league private universities (second division [b]) for obvious reasons.
The Nigerian state is reputed globally for religious zealotry, her institutions not left out. The average Nigeria citizen religious devotee is indirectly a violator of the biblical ‘work-faith’ theory. Religious activities are at the peak in Nigerian universities, mostly since it is believed with God all things are possible – so a term paper that worth C grade can miraculously earn an A grade! A religious activity is however basically one of the easiest and best channels to bring students together in the campuses, regardless of their differences. The pat on the back for religious activities in the universities is; is not only faith-based, God or Allah focused, it is a medium for ‘off-course’ knowledge, people, and soft skills knowledge acquisition. They also cater for member’s welfare.
Basically two religious exist in all Nigeria universities, Christianity and Islam. Some of the first division universities have both chapel and mosque to meet students worship needs. In the far south, east and core north universities, though there are always students of various faith, preference is given to Christianity and Islam respectively. The situation is the same in the second division universities, since most of them are faith-based and found. These universities authorities are not to be blame for this single religious tied up and stalemate. It is a national antireligious myopic malady that needs urgent correction.
Shelter is one of the basic needs of man. The importance of accommodation to a student can therefore not be overemphasized. Most Nigerians are victims of poor housing scheme or its non-existence. High proportion of the populace lives in slumps according to a recent study reported by Cable News Network (CNN). This is equally extended to the universities.
The first division (b) universities have vast land without a routine development process and projects. The founding fathers of the first generation universities knowing the importance of accommodation, figured in good hostel building plans but succeeding government have totally dwindle the plan. These universities – Ahmadu Bello University, University of Ibadan, Obafemi Awolowo University, University of Nigeria, and a few others have good hostels that are moderately priced. The problem with these hostels is; many have existed for decades without renovation. This has left these hostels crumble and many uninhabitable. No renovation. The situation is better in second division (b) universities, being newly built, the facilities still blossoms. Staying in them is an awesome experience to the student, though very expensive. The way out most times has always been to rent accommodation around the school locale.
Behavioral psychologists assert “an empty stomach cannot carry a loaded head”. A student needs not just food, but balance diet to perform at his optimum.
Tuition of universities in the first division (b) and second division universities is quite cheap. Having gotten accommodation, feeding becomes the major hurdle to surmount while journeying the university road. The Nigerian student survives by mostly patronizing food vendors on campus. The unhygienic state of the hostels, lacking food preserving equipments, and erratic power supply deter students from cooking their own food in the hostels. Deplorable. The abandoning of the agricultural sector since the country’s democratic dispensation and most recently fuel subsidy removal have made food struggle on campus a very strenuous activity and experience. It is however light in schools located in rural areas where agriculture is still slimly appreciated. The feeding hurdle in the universities will pose a serious problem to a dieter.
The aims and objectives of student unions in Nigeria is to protect the general welfare and interest of students, promote the moral, social, academic, and intellectual interest of its member. Cherish, Uphold and further the highest traditions of the university, ensure and provide its members with a healthy academic environment suitable for the pursuit of well rounded education in order to develop as responsible citizens, to promote and foster friendly relationship with other student’s bodies within and outside Nigeria whose aims are acceptable to the union.
All universities in Nigeria have student unions usually called Student Union Government (SUG). The union has it pros and cons to both the student and institution. The union checked the university administration abysmal decision on students.
One major problem always encountered is the student leader’s maltreatment of their fellow students which they are suppose to represent. Man is guilty of the sin of pride. They see themselves as leaders rather than servants. On the bright side, its existence encourages students to work hard academically since in most cases the benchmark to shoot for a portfolio is academic grandness. For instance in my school, the University of Lagos, the minimum Cumulative Grade Point Average (CGPA) for eligibility is 3.5 out of 5. Taking part in the activities or administration of the student union give the student a participatory role by vestment of some responsibilities in the overall success of the academic administration. A priceless fortification for the future. Government policy contributors, not bystander.
The unions report to the dean of student affairs.
According to Nigeria Education Act, on university administration. The visitor which is usually the president tops the ivory tower administrative ladder, followed by the minister of education. However, the highest principal officer of the university is the chancellor, he presides at convocation ceremonies and other awards giving function. On the mellow rung of the ladder is the pro-chancellor, who chairs the university governing council – the apex decision making body.
The day to day academic affairs and other activities of the university is the responsibility of the senate. The helmsman of the senate is usually the vice-chancellor. He is the university chief administrator. Next on the ladder rungs is the registrar. He is the principal administrative officer and secretary to the governing council.
The financial proceedings, regulations, disbursement of funds, and treasury services are piloted by a chief financial officer, the bursar.
The act recognizes and prioritizes the university librarian. The library is the academic heart beat of the university system. A well equipped library is the fundamental need of the scholar, so the need for a good library and a manager, the librarian is inevitable.
To maintain law and order on campus, ensure students and staffs’ security is the delegation of a security unit usually headed by a chief security officer (CSO).
The administration does not succeed by the work of the administrators at the top alone. It’s an all people’s effort beginning from course representatives, class governors, head of departments, deans, and heads of non-academic ventures on campus.
IMPACT OF UNIVERSITY ON HOST COMMUNITIES
Affirming with the maxim “education is the undisputed and unrefined light”. The positive impacts of Nigeria’s universities to her host communities are many and varied. For enterprising universities, employment opportunities are created for the communities inhabitants. Commerce is highly favoured since students from every part of the country get into the universities every year to start a new life with many needs. Where they are human need, wealth acquisition chances are extremely certain with innovation.
Host communities also see other people’s culture, believe, and way of doing things from different part of the country and other countries. Seeing is believing. When a host community sees better ways of doing things, they are motivated and encouraged to further their education. Solutions are proffer to the problems of the host communities. Most scholars carry out research on these problems. Their positive result becomes the people’s problem solution.
In a noise polluted environment like is typical in Nigeria, lawlessness and poor customer service as predominant in the Nigerian state. Host communities see a different side of the coin, because the above oddities are minimal and in most cases seldom exist in the university community because of their learning and enlightenment. Ignorance is bliss. Where it exists, it’s due to ego, not ignorance like it is outside the academic community.
Total Environment of the Universities
From the aforementioned areas of concentration of this essay, the Nigeria Universities total environment is varied characterized. The student requires extra doggedness to survive and complete his programme of study. The environment is that of fun and humdrum. The experience is relatively better in first division and second division universities compared to the woes of inadequacies, and insufficiency the entirety of the Nigeria state citizenry experiences. For instance stable electricity, treated water, hygienic environment, discounted groceries are not ‘unreachable’ in the universities community like it is outside of it.
The university environment also remolds the fresh scholar who is coming from homes that do not value nor engage in physical exercises by constant mobility from hostels to library, lecture venues, worship centers, et al. The environment is as well filled with numerous opportunities for enterprising students, though myopic students seldom see 2it.
One major problem in most universities in the country is the lack of counseling unit or departments and committed professionals, albeit some universities run Guidance and Counselling as a degree course. The Nigerian student is most times allowed to be the captain of his ship for good or bad. It is interesting to know that the popular ‘never visited and unknown on your own (OYO) republic’ mantra emanated from the university system. Not good.
Man drive and shape the environment, with the brain drain in the country, more in the academic. The envisage product – leaders of tomorrow rout in the education process because the laboratory – environment of this reaction is fundamentally and scientifically despicable. The lecturer-student, management-ruled relationship is for now below average.
Globally, juvenile delinquencies have climaxed with surging technological innovation, Nigeria not excluded. The law abiding nature and structure of these universities have nascence a new commandment of “commit and be punish or don’t and be free” to her students. This has helped in reducing these delinquencies to the barest minimum.
Having assessed the Nigeria universities environment, a restructuring is inevitable. To do this, the following should suffice. A paradigm shift in respect of formulation of strategic vision and plan for an implementation that address the issue of environment for teaching and research, funding and funding sources, and a governance system that manages efficiently resource inflow and outflow while promoting the culture of the universities. Government and the universities should also focus quality staffing, teaching, research, and community service. | <urn:uuid:ef160590-0b1d-43ad-be37-918a91eb2270> | {
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Asynchronous Flip-Flop Inputs
Chapter 10 - Multivibrators
The normal data inputs to a flip flop (D, S and R, or J and K) are referred to as synchronous inputs because they have effect on the outputs (Q and not-Q) only in step, or in sync, with the clock signal transitions. These extra inputs that I now bring to your attention are called asynchronous because they can set or reset the flip-flop regardless of the status of the clock signal. Typically, they’re called preset and clear:
When the preset input is activated, the flip-flop will be set (Q=1, not-Q=0) regardless of any of the synchronous inputs or the clock. When the clear input is activated, the flip-flop will be reset (Q=0, not-Q=1), regardless of any of the synchronous inputs or the clock. So, what happens if both preset and clear inputs are activated? Surprise, surprise: we get an invalid state on the output, where Q and not-Q go to the same state, the same as our old friend, the S-R latch! Preset and clear inputs find use when multiple flip-flops are ganged together to perform a function on a multi-bit binary word, and a single line is needed to set or reset them all at once.
Asynchronous inputs, just like synchronous inputs, can be engineered to be active-high or active-low. If they’re active-low, there will be an inverting bubble at that input lead on the block symbol, just like the negative edge-trigger clock inputs.
Sometimes the designations “PRE” and “CLR” will be shown with inversion bars above them, to further denote the negative logic of these inputs:
- Asynchronous inputs on a flip-flop have control over the outputs (Q and not-Q) regardless of clock input status.
- These inputs are called the preset (PRE) and clear (CLR). The preset input drives the flip-flop to a set state while the clear input drives it to a reset state.
- It is possible to drive the outputs of a J-K flip-flop to an invalid condition using the asynchronous inputs, because all feedback within the multivibrator circuit is overridden.
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In "Romeo and Juliet", why did Romeo drink poison when Juliet was alive?
4 Answers | Add Yours
Because he thinks Juliet is dead. Remember that Friar Laurence's plan is to give Juliet the sleeping potion, and then let her family discover her body. When she is placed in the family tomb, Friar Laurence and Romeo will be there to see her awake - and then Romeo and Juliet can spend their lives together, far away.
This works excellently: except that Friar Laurence's letter to Romeo, explaining the plan and explaining - crucially - that Juliet is not dead, does not get delivered. Friar John is imprisoned in a house because of the plague, and cannot get the letter to Romeo. He returns it to Friar Laurence.
Romeo hears from Balthasar - who has heard it from someone else in Verona - the news of Juliet's death. He resolves to kill himself next to her body, to lie with her in death. Consumed by grief, he buys poison and drinks it next to her body. And then - tragically - she wakes up to discover his dead body: and kills herself.
Because he believes that Juliet is dead.
Remember a messenger came from Verona with the news that Juliet is dead, which sends Romeo half mad with grief. He does not know that she is not actually dead, but only under the effects of a drug that Friar Lawrence has given her to help her to fake her death and thus to avoid having to marry Paris.
Later she will wake up, but sadly only after Romeo has taken the poison and died.
So Romeo goes to her tomb prepared to commit suicide, having already brought the drug he is going to use from an apothecary.
because he thinks that juliet is dead due to the potion that frair laurence had given to her to fake her death. Romeo did not get the letter that juliets death was a play
Romeo drank the poison because he thought Juliet was dead . Previously , Juliet drank this potion that makes her seem dead for some hours . After the Capulet found out that Juliet was " dead" they placed her in the Capulet's morgue . Then , Romeo comes visit the morgue and sees Juliet there .
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jeudi 15 février 2018
Last NASA Communications Satellite of its Kind Joins Fleet
NASA - TDRS Mission logo.
Feb. 15, 2018
NASA has begun operating the last satellite of its kind in the network that provides communications and tracking services to more than 40 NASA missions, including critical, real-time communication with the International Space Station. Following its August launch and a five-month period of in-orbit testing, the third-generation Tracking and Data Relay Satellite (TDRS), referred to as TDRS-M until this important milestone, was renamed TDRS-13, becoming the tenth operational satellite in the geosynchronous, space-based fleet.
“With TDRS-13’s successful acceptance into the network, the fleet is fully replenished and set to continue carrying out its important mission through the mid-2020s,” said Badri Younes, NASA’s deputy associate administrator for Space Communications and Navigation at NASA Headquarters in Washington. “Now, we have begun focusing on the next generation of near-Earth communications relay capabilities.”
Image above: An artist concept of TDRS-M, now named TDRS-13. Image Credits: NASA's Goddard Space Flight Center.
The 10 TDRS spacecraft comprise the space-based portion of the Space Network, relaying signals from low-Earth-orbiting missions with nearly 100 percent coverage.
“The acceptance of this final third-generation TDRS into the Space Network is the result of many years of dedication and hard work by the TDRS team,” said Dave Littmann, the TDRS project manager at NASA’s Goddard Space Flight Center in Greenbelt, Maryland. “As a result, critical space communication and tracking services that enable NASA human spaceflight and scientific discovery will continue well into the next decade.”
TDRS-13 launched on Aug. 18, 2017, aboard a United Launch Alliance Atlas V rocket from Cape Canaveral Air Force Station in Florida. Built by Boeing in El Segundo, California, TDRS-13 and its nearly identical third-generation sister spacecraft are performing well. TDRS-K and -L launched in 2013 and 2014, respectively.
NASA established the TDRS project in 1973, and the first satellite launched 10 years later, providing NASA an exponential increase in data rates and contact time communicating with the space shuttle and other orbiting spacecraft, such as the Hubble Space Telescope. Since then, NASA has continued to expand the TDRS constellation and advance the spacecraft capabilities.
Image above: TDRS-M, now named TDRS-13, launched on Aug. 18, 2017, from Cape Canaveral Air Force Station in Florida. Following a period of in-orbit testing, the spacecraft has been accepted into NASA’s Space Network. Image Credits: NASA Kennedy/Tony Gray and Sandra Joseph.
“NASA looks forward to the future, developing even better ways to meet missions’ communications needs,” said Younes. “We will leverage NASA’s success in optical communications and other innovative technologies, as well as significantly increase our partnership with industry, as we envision a shift to increased reliance on commercial networks for most, if not all, of our communications needs in the near-Earth environment.”
Goddard is home to the TDRS project, which is responsible for the development and launch of these communication satellites. Boeing, headquartered in Chicago, Illinois, is the private contractor for the third-generation TDRS spacecraft. TDRS is the space element of NASA’s Space Network, providing the critical communication and navigation lifeline for NASA missions. NASA’s Space Communications and Navigation (SCaN) program, part of the Human Exploration and Operations Mission Directorate at the agency’s Headquarters in Washington, is responsible for NASA’s Space Network.
For more information about NASA’s TDRS satellites, visit: https://www.nasa.gov/tdrs
For more information about SCaN, visit: https://www.nasa.gov/SCaN
Space Network: https://www.nasa.gov/directorates/heo/scan/services/networks/sn
Images (mentioned), Text, Credits: NASA/Rob Garner/Goddard Space Flight Center, by Ashley Hume.
Publié par Orbiter.ch à 19:21 | <urn:uuid:382819cd-c3fe-4707-aba6-dfb8e10f78e5> | {
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Models of modern human origins. In each case, anatomically modern humans are designated in blue and Neanderthals (and other extinct Eurasian archaic human species) in red. The gray root indicates the common origin of all human species, most probably in Africa. (a) The 'African replacement' hypothesis proposes that anatomically modern humans originated in Africa, expanding into Eurasia relatively recently and replacing other human species, such as the Neanderthals, which had evolved independently there [1,2]. (b) In contrast, an older hypothesis, the 'multiregional model', envisages that the evolution of modern humans occurred in both Africa and Eurasia, maintaining local genetic continuity but with populations united by gene flow [3-6]. (c) Some researchers combine these models, seeing a recent African origin for the bulk of the human genome, but limited admixture with existing populations .
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With this year looking like an El Nino year, which typically causes drier and warmer conditions in most of Australia, adverse weather events like bushfire, drought and flood are increasing in risk.
This El Nino (predicted by measuring warmer ocean temperatures) could be even worse than many of past years due to the warming of ocean water matching levels seen in the El Nino of 1997-98, which was the worst on record claiming 23,000 lives worldwide and causing $35 billion in damages (source).
With the combined impact of global warming and El Nino, 2014 could end up being the hottest year in recorded history. This is despite 2013 already being the hottest year on record in Australia. We’ve probably all witnessed this first hand with most of Australia currently experiencing warmer than average temperatures, which can be great in winter but not in a dry summer!
In fact global warming could triple the number of bushfires in Australia, leading to severe destruction. If you thought bushfires of the last few years have been alarming, you probably haven’t yet seen the true force of nature unleashed to its devastating potential.
With facts like these, it is not a matter of if but when it happens to so many of us who live in at-risk areas, including the outer suburbs of major cities. The question of insurance for property, assets and lives should be simple and ensuring you’re well covered must take greater priority. | <urn:uuid:f8528cea-77af-4d09-b373-30f2d7ad8f8a> | {
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A team of physicists has defied conventional wisdom by inducing stable ferroelectricity in a sheet of strontium titanate only a few nanometers thick.
The discovery could open new pathways to find new materials for nanotechnology devices, said Alexei Gruverman, a University of Nebraska-Lincoln physics and astronomy professor who worked on the research.
It also contradicts the expected behavior of ferroelectric materials, which normally lose stable ferroelectric polarization as they are made thinner.
"If you make a strontium titanate film very thin, all of a sudden it becomes ferroelectric at room temperature," Gruverman said. "If you make it thicker, ferroelectricity disappears. That's very strange, as it goes completely counter to all the common knowledge regarding the thickness effect on ferroelectric properties."
Gruverman and his team at UNL used piezoresponse force microscopy, a nanoscale testing technique that Gruverman pioneered, to confirm that stable and switchable polarization had occurred in ultrathin films of strontium titanate grown by a University of Wisconsin team led by Chang-Beom Eom.
The work was supported by the National Science Foundation through a grant from the Designing Materials to Revolutionize and Engineer Our Future (DMREF) program. UNL's portion of the study also received NSF support through UNL's Materials Research Science and Engineering Center.
Ferroelectricity, which is an electrical analog of ferromagnetism, is characterized by a stable electrical polarization which can be switched (re-oriented) with the application of an electrical field. This quality makes ferroelectric materials useful for an array of electronic applications, such as computer memory chips. However, the materials' tendency to lose ferroelectric stability as they become thinner has limited their usefulness in nanoelectronics. Many scientists have been investigating techniques to create ferroelectric materials that can still be useful at nanometer scale dimensions.
Strontium titanate, often used as an insulating material in dielectric capacitors, isn't ordinarily a ferroelectric at room temperature. It is a perovskite, a family member of complex oxide materials with distinctive cubic crystal structures. Perovskites have long been recognized for a variety of useful physical properties, including superconductivity, ferromagnetism and ferroelectricity. In recent years, they have been studied for potential use in solar cells.
But crystals aren't always perfectly formed. If one out of each 100 strontium ions is missing from the cube-shaped strontium titanate crystal, it can create polarized nano-sized regions within the crystal.
Ordinarily, the material's bulk serves to isolate such polar nanoregions in an insulating matrix. Physicists at the University of Wisconsin, however, fabricated epitaxial films of strontium titanate, spread across a substrate of the same material, no thicker than the size of these polar nanoregions.
The electrical boundary conditions in the films drastically changed, forcing the polar nanoregions to interact between themselves and respond in a cooperative manner to the applied electric field. This allowed for the emergence of switchable and stable polarization, which the UNL team observed using piezoresponse force microscopy.
The effect was tested with mathematical simulations and electrical measurements, as well as through structural microscopic studies.
Gruverman said it is not yet known whether other perovskite materials will exhibit the same qualities.
"We don't know if this effect is unique to strontium titanate, but we hope that this approach can be extended to other perovskite dielectrics in which polar nanoregions are controlled by careful engineering of film defect structure," he said. "This may provide a path toward devices with reduced dimension where ferroelectricity is coupled to other properties, such as magnetism."
Eom and Gruverman serve as corresponding authors for an article about the discovery published in Science Friday. Eom is a world leader in growing epitaxial single crystalline films and Gruverman is a pioneer in nanoscale studies of ferroelectric materials. A second UNL group involved in these studies, led by Evgeny Tsymbal, assisted with theoretical support, performing calculations relating to the stability of the polar nanoregions. The paper is co-authored by the UNL postdoctoral researcher Haidong Lu and research assistant professor Tula Paudel. | <urn:uuid:99d65820-b0e4-45ec-8e9e-ec26161e53db> | {
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How Much of a Health Risk, Really?
|There has always been controversy about the degree of human health risk posed by pigeons|
|Photo by Larry Pinto|
Pest control experts and public health specialists warn that there are dozens of different human pathogens associated with pigeons, including some that can be dangerous or even deadly. Many experts feel that pigeons are a significant health risk to people.
Pigeon fanciers, wildlife groups, and other public health experts scoff at this claim, insisting that the human health risks from pigeons are exaggerated and that pigeons do not pose a significant disease risk to people.
Well, who's right?
What Science Tells Us
Without a doubt, pigeons carry human pathogens. A study from the University of Basel in Switzerland identified 60 different microorganisms associated with feral pigeons that were capable of causing human disease. Fungi accounted for the majority of microorganisms with 45 represented, 9 were bacteria, 5 were viruses, and one was a protozoan.
But it is one thing to carry human pathogens and another to actually transmit them to humans. Clinical case reports and epidemiological studies have been able to demonstrate that pigeons transmit less than ten of these infectious agents to humans. And the total number of verified case reports showing that these diseases came from pigeons is small.
For some infectious agents, transmission of disease is mostly restricted to people whose immune systems have been suppressed by drugs or disease. Examples include AIDS patients and those getting cancer chemotherapy.
For others, human disease has been primarily limited to pigeon fanciers and pigeon racers who spend a lot of time working in pigeon lofts. Ornithosis or psittacosis, caused by the infectious agent Clamydophila psittaci, is a disease commonly associated with pigeons, yet most cases identified have been restricted to bird fanciers, and more often with parrots and budgerigars than with pigeons.
The Health Risks in Perspective
To put the overall disease risk in context, pigeons occur by the millions in cities throughout the world, they live in very close association with people, and they carry a long list of human pathogens, yet disease transmission is infrequent. It appears that pigeons pose a much lower risk of disease transmission than, say, rodents or flies.
Risks in Old Pigeon Roosts
|Disease organisms can grow in long-standing accumulations of bird droppings and cause respiratory risks to workers and people in the area if the droppings are disturbed|
Photo by Larry Pinto
Yet there are certain situations where studies have shown that feral pigeons do pose significant health risks. Large and long-standing pigeon roosts can present significant health risks to people in the area and to bird control workers and roost cleanup crews. The most significant risks come from the disease organisms causing histoplasmosis and cryptococcosis, which may grow in and under bird droppings. Both are respiratory diseases, usually with no symptoms or mild, flu-like symptoms, but occasionally resulting in serious, and even deadly infections.
Histoplasmosis is usually associated with bird (including pigeon) and bat droppings on soil; cryptococcosis with old pigeon roosts in attics, water towers, steeples, cupolas, and similar sites on structures. Both diseases are spread when droppings are disturbed and fungal spores (for histoplasmosis) or yeast-like vegetative cells (for cryptococcosis) swirl into the air and are inhaled, either by workers in the area or by people downwind.
There is a lesser known but also dangerous health threat associated with bird roosts. Allergenic hypersensitivity pneumonitis is a potentially disabling lung disease, not caused by an infectious agent, but by an allergic reaction to airborne debris from bird feathers, droppings, and other bird proteins. Experts estimate that from one to five percent of individuals exposed to bird proteins (antigens) will develop symptoms.
The answer to the question, how much of a disease risk do feral pigeons pose to people, is this: In general, there appears to be little risk to the general public from normal day-to-day contact with pigeons in parks, yards, balconies, etc. However, some groups are at greater risk, and some situations require special safety precautions. Since people with depressed immune systems are particularly susceptible to some of the human pathogens carried by pigeons, flocks of pigeons should not be tolerated around hospitals, nursing homes, medical clinics, and other similar sites.
Bird work in long-standing pigeon roosts both indoors and outdoors require special safety precautions (see below) to minimize the risk that pest control workers or people in the surrounding areas inhale dust which contains the organisms that cause histoplasmosis or cryptococcosis, or allergens associated with the roost.
Click to see Special Safety Precautions in Bird Roosts | <urn:uuid:40a85374-6e04-49a9-9a02-b6b4c954228b> | {
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Ammospermophilus sp.—Antelope Squirrels // Ammospermophilus interpres—Texas Antelope Squirrel // Ammospermophilus leucurus—White-tailed Antelope Squirrel
Synonyms. Spermophilus. At times, Ammospermophilus has been treated as a subgenus of Spermophilus.
Antelope Squirrels are medium-sized ground squirrels characterized in the flesh in part by single white stripes along each side of the body. Three species occur in our region. In New Mexico, Ammospermophilus interpres occurs east of the Rio Grande Valley, north to Bernalillo County, NM, and southeast into the Trans-Pecos. Ammospermophilus leucurus comes south to central Socorro County west of the Rio Grande Valley. It is separated geographically from A. interpres by the Rio Grande Valley and the ecological niches of the two taxa. The eastern A. interpres is limited to rocky habitat and apparently does not abandon such habitat for the non-rocky interval between the foothills and the floodplain of the Rio Grande. The western A. leucurus descends onto the slopes of the valley on the western side, but apparently is unable to penetrate the riparian valley growth of the floodplain (Findley et al. 1975).
The geographic range of A. leucurus continues northwesterly, eventually looping southward on the west side of the Colorado River in eastern California. The Colorado River Valley separates it from A. harrisii on the east side. The latter taxon occurs from there to southwestern New Mexico, but does not approach the other two species in New Mexico. Non-biologists frequently mistake these for chipmunks, but antelope squirrels lack facial striping and a dorsal stripe.
Osteologically, Ammospermophilus can be mistaken for members of the genus Tamias and the spermophiles. If the maxilla is preserved, an infraorbital canal rather than just an opening in the zygomatic plate will separate Ammospermophilus and the spermophiles from Tamias. Dental characteristics also will separate most teeth of Tamias (see Tamias account and image of lower tooth row of Tamias in the Sciuridae account).
In Ammospermophilus, the masseteric tubercle is directly below a narrowly oval infraorbital foramen, whereas in the spermophiles, the masseteric tubercle is medium to large and ventral to slightly lateral to an oval or subtriangular infraorbital foramen (Hall 1981). Other differences are more subtle and most identifications depend on direct comparison with modern specimens.
Literature. Findley et al. 1975; Hall 1981.
Fig. 1. Palatal region of Ammospermophilus leucurus. The entrance to the infraorbital canal can be seen anterior to the tooth row. In this individual, DP3 and DP4 are in the process of being replaced by P3 and P4.
If going on geography alone, the record from Lost Valley should pertain to A. interpres, but because of the relatively early age of the deposit, assignment to genus-only seems wise.
Rancholabrean: Hoffman Road (Jefferson 2014).
Early/Early-Mid Wisconsin: Lost Valley (Harris 1993c).
Mid/Late Wisconsin: Diamond Valley (Springer et al. 2009: cf. gen.).
Late Wisconsin: Murray Springs (Lindsay and Tessman 1974); Picacho Peak (Van Devender et al. 1991); Potosi Mountain (Mead and Murray 1991).
Literature. Harris 1993c; Jefferson 2014; Lindsay and Tessman 1974; Mead and Murray 1991; Springer et al. 2009; Van Devender et al. 1991.
The type locality of A. interpres is El Paso. Assignment of the fossil material to species is on geographic grounds alone.
Mid Wisconsin: Pendejo Cave (Harris 2003).
Late Wisconsin: Cueva Quebrada (Lundelius 1984).
Late Wisconsin/Holocene: Pendejo Cave (Harris 2003: cf.).
Literature. Harris 2003; Lundelius 1984.
Today, A. leucurus is distributed from central New Mexico west of the Rio Grande Valley to Sandoval Co. and then northwest into the San Juan Basin and beyond. The Rio Grande Rift from southern Sandoval Co. north appears to not support it.
Fig. 1. White-tailed Antelope Squirrel. Photo used under Creative Commons from J. N. Stuart.
Medial Irvingtonian: SAM Cave (Rogers et al. 2000).
Rancholabrean: Centennial Parkway, Las Vegas Valley (Jefferson et al. 2015); Flowing Wells No. 3 (Jefferson 1991b ?); Flowing Wells No. 10 (Jefferson 1991b ? gen. et sp.); Tule Springs (Springer et al. 2005).
Mid/Late Wisconsin: Pintwater Cave (Hockett 2000).
Late Wisconsin: Antelope Cave (Reynolds, Reynolds, Bell, and Pitzer 1991: cf.); Mountain View Country Club (Jefferson 2014).
Late Wisconsin/Holocene: Kokoweef Cave (Reynolds, Reynolds, et al. 1991: cf.); Luz Solar Trough (Jefferson 1991b); Newberry Cave (Jefferson 1991b); Solar One (Jefferson 1991b).
Literature. Hockett 2000; Jefferson 1991b, 2014; Jefferson et al. 2015; Reynolds, Reynolds, et al. 1991; Reynolds, Reynolds, Bell, and Pitzer 1991; Rogers et al. 2000; Springer et al. 2005.
Mid Wisconsin: McKittrick (Schultz 1937: cf.).
Literature. Schultz 1937.
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Selection with silicon
Organic chemists develop a new one-pot reaction to make compounds containing carbon-silicon bonds
A new, simple synthetic method to selectively prepare compounds containing carbon-silicon bonds has been developed. These compounds—known as organosilyl compounds—exhibit unique structural, electrical, optical and chemical properties. It is these properties that make these compounds so attractive to researchers and they are used in various ways in material sciences, biotechnology, and organic synthesis.
The challenge for organic chemists is the selective synthesis of specific organosilyl compounds which also contain other reactive groups. To date, only a few practical methods have been developed. Now, Masanobu Uchiyama from the RIKEN Discovery Research Institute, Wako, and colleague Shinji Nakamura of The University of Tokyo, have developed a selective method they believe will be of use to many organic chemists1.
This new method treats alkenes, simple carbon-carbon double bonds, with complex catalysts containing silicon-zinc bonds to give the organosilyl compound. In the reaction, the silicon atom adds preferentially to the very end of the double bond and where there are two carbon-carbon double bonds in a molecule only the terminal one reacts leaving the other intact. This means that a range of starting compounds can be used. The method can also be modified to give compounds that have other functional groups adjacent to the silicon atom (Fig. 1).
Practically speaking the reaction is also attractive as this is the first example of a ‘one-pot’ method to generate such compounds. The reaction takes place smoothly using an equivalent amount of reagent to starting compound. Uchiyama hopes this reaction could be applied to starting materials that, for example, once reacted, would form specifically just one of two possible mirror-image products, known as enantiomers.
“One of our aims is to provide novel approaches to functionalizing organic compounds by means of development of the chemistry of newly designed complexes. Success here will provide powerful tools for designing and creating new functionalized molecules,” says Uchiyama.
Uchiyama and Nakamura began research in this area in 2004—designing complexes and catalysts containing silicon-zinc bonds to synthesize functionalized carbon-carbon double and triple bonds2, 3. Tools for the selective introduction of various functional groups to organic molecules are still quite limited in their applicability. A fact that motivates the work undertaken in Uchiyama’s laboratory where they focus on the development of breakthrough synthetic processes to create new materials based on synthetic organic chemistry, physical chemistry and computational chemistry. The next step is to understand in detail how the reaction works and determine its scope.
Nakamura, S. & Uchiyama, M. Regio- and chemoselective silylmetalation of functionalized terminal alkenes. Journal of the American Chemical Society 129, 28–29 (2007). | |
Nakamura, S., Uchiyama, M. & Ohwada, T. Chemoselective silylzincation of functionalized terminal alkynes using dianion-type zincate (SiBNOL-Zn-ate): regiocontrolled synthesis of vinylsilanes. Journal of the American Chemical Society 126, 11146–11147 (2004).
Nakamura, S., Uchiyama, M. & Ohwada, T. Cp2TiCl2-catalyzed regio- and chemoselective one-step synthesis of gamma-substituted allylsilanes from terminal alkenes using dianion-type aincate (SiSiNOL-Zn-ate). Journal of the American Chemical Society 127, 13116–13117 (2005). | <urn:uuid:d4a5c152-35e4-4e1c-ac5d-21cce5c43d7a> | {
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Explore an amazing underwater universe inhabited by larger-than-life creatures that ruled the oceans millions of years ago in Sea Rex 3D – now showing in HMNS IMAX!.
|Mosasaurus hoffmannii skeleton on display at the
Maastricht Natural History Museum,
Guided by Georges Cuvier, considered by many to be the father of paleontology, viewers learn about predators such as the ichthyosaur, plesiosaur, and mosasaur. These ancient creatures could grow up to 50 feet and could weigh as much as 15 tons.
Learn about the Triassic, Jurassic, and Cretaceous eras and how life evolved in the deep oceans of Earth. See a mosasaur battle the Great White Shark’s ancestor and witness the mating habits of the plesiosaur.
You’re going to love the film’s time line of the history of the Earth, showing the evolution of the first single cell organisms to the mammals that evolved and began to walk on land. What I found fascinating is the amount of time each of the dinosaurs ruled the world in comparison to humans. Dinosaurs walked the earth for over 160 million years, while humans have only been around for about 200,000 years comparatively.
Evidence of giant marine predators were first discovered in a mine shaft in the Dutch city of Maastricht in 1770, when the partial skull of a Mosasaurus hoffmannii was uncovered. Sea Rex 3D takes you on a journey from the creation of earth until the meteor that killed off 95% of life 65 million years ago. Don’t miss this incredible story about our planet’s history and the monsters that ruled the sea for over 120 million years.
Can’t see the video? Click here.
Sea Rex 3D is now showing in the Wortham IMAX Theater. See show times on our Film Schedule. | <urn:uuid:d26fb69f-aa8f-4502-bc79-f121545ea43f> | {
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Bible Study Questions January 14th, 2017
Saturday at 10:00am EST
“‘With a mighty hand, and with an outstretched arm’ were the children of Israel delivered from the bondage of the Egyptians, but this deliverance did not put them in possession of the promised land. An unknown wilderness was before them, and that wilderness must be conquered. The law was given that they might know what was required of them, that they might have a definite rule of action whereby to order aright the affairs of daily life. Obedience to the demands of the law revealed the God of their fathers, and they learned to know Him. During their sojourn in the wilderness they suffered defeats and met with disappointments, but they learned from experience and finally became willingly obedient to the voice of their leader. The crossing of the Jordan brought them into the promised land, and this experience was almost as marvelous as had been the passage of the Red Sea forty years before. In obedience to the command of Joshua, twelve stones taken from the midst of the river were set up on the other side for a memorial. In future generations when it was asked, ‘What mean ye by these stones?’ it was told them: Israel came over this Jordan on dry ground.”
Excerpt from “The Annual Meeting, June 12, 1906” in Miscellany, by Mary Baker Eddy, page 42-43
Topic: He wholly followed the LORD
Moderator: Chardelle from PA
Bible Readings: Joshua 14
- Who are Joshua and Caleb?
- Why was Joshua in Gilgal?
- Why did Caleb ask for Hebron as an inheritance?
- Why did Joshua grant Caleb’s request?
- What is the significance of Hebron?
January Bible Study sessions:
|01/14/2016||Chardelle from PA|
|01/21/2016||Tom from NY|
|01/28/2016||Shahidat from MD|
February Bible Study sessions:
Bible Study Instructions
- Bible studies are led by volunteers. If there are no volunteers we do not have a Bible study
- They are held on Saturdays from 10AM to 11AM
- We have Bible studies each week, though we have taken breaks for July and August.
- The leader of the Bible study will select a topic. Typically the topic is based on the lesson sermon. However, they can be any topic from the Bible. The Bible study is not Bible notes for the lesson sermon. The purpose is to get to know the Bible better.
- The leader of the Bible study is not a teacher. They develop the questions and lead the discussion. It is up to the attendees to provide answers to the questions.
- Generally, there are about five to seven questions. The reason we don’t have a lot of questions, is that it helps in a couple ways. First, if there are fewer questions, people can spend more time preparing an answer to a question and therefore learn more. Second, fewer questions provides more time for more people to participate in the discussion.
- The leader will send the questions to Tom and Lynda for review. We are both available to help with the questions. The Bible study is a collaborative effort. No one needs to feel they are on their own. We support each other and work together so that it enriches all of us in our understanding of the Bible.
- There is no perfect set of questions. If people don’t participate, a great set of questions could result in a lousy Bible study.
- Lynda posts the Bible questions each week. The Bible studies are also recorded and available for people to listen to later.
- The Bible study leads off with a quote from MBE and generally one that shows how she encouraged people to read the Bible.
- Volunteers are essential to the Bible study. I encourage everyone to lead a Bible study.
To sign up for Bible Studies:
Moderating the Saturday morning Bible Study is open to all.
If you would like to be put on the schedule for a certain date, contact [email protected]. If you are scheduled for an upcoming Bible Study, please submit your questions to both Tom from NY ([email protected]) and Lynda from PA ([email protected]) as soon as you have them. Thank you!
The following were recommended by the Metaphysical College:
- American Version of the Bible
- Twentieth Century New Testament
- Weymouth Translation
- Goodspeed New Testament
- Moulton’s Bible
- Moffatt’s Translation
- Isaiah and the Minor Prophets, by George Adams Smith
- Moffatt Introduction to the New Testament Literature
- Historical Geography of the Holy Land, by George Adams Smith
- The Greatest English Classic, by McAffee
- How to Know the Bible, by Hodges
- The Story of Religion, by Smith
- How We Got the Bible, by Smith
- St. Paul’s Life and Letters, by Smith
- Harmony of the Gospels, by Stevens and Butrons
- Oxford English (best);
- Hastings (excellent)
- New Standard (very good);
- Practical Standard (good)
- Chamber’s Twentieth Century (good) | <urn:uuid:89c29ef4-467e-40bd-aaf0-0af4cdb715bf> | {
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Since the beginning of the industrial era, humans have pumped increasing amounts of carbon dioxide into the atmosphere. This has led not only to a warmer climate but also to significant changes in the chemistry of the oceans, which have long acted as a sink for carbon emissions but are being asked to absorb more than they can handle. The result is ocean acidification: increasingly corrosive seawater that has already ruined many coral reefs and over time could threaten the entire marine food chain.
The State of Washington is now trying to tackle the problem in new and inventive ways. It has good reason to worry. Its economically important aquaculture industry specializes in shellfish, especially oysters. Shellfish are highly vulnerable to increased acidity, which kills them by preventing them from creating or maintaining their shells. Washington’s coastal waters are also polluted by urban and farm runoff, as well as an unusual regional threat: wind patterns that cause the upwelling of deep, nutrient-rich ocean currents loaded with carbon dioxide.
The state’s plan — an offshoot of the National Shellfish Initiative created by the National Oceanic and Atmospheric Administration in 2011 — acknowledges that the only long-term solution to acidification is for the world to reduce industrial emissions of carbon dioxide, allowing the ocean to reach a less acidic equilibrium. But because this is not likely to happen any time soon, Washington has decided to try to “buy time” for itself and, in doing so, provide valuable lessons for other parts of the world.
The first step will be to monitor ocean acidity with greater breadth and accuracy and to create an acidity budget — an assessment of just how much acidity is contributed by whom. Next it will seek to reduce carbon pollution from land-based sources, including agricultural and urban runoff. There will also be practical, site-based steps to offset carbon, like planting sea grasses (which themselves are endangered globally) in shellfish hatcheries. And there will be an extensive campaign to educate the public, business leaders and policy makers about the risks of increasing acidification.
Gov. Christine Gregoire has set aside $3.3 million to begin the effort (much more will be required down the line), and the National Oceanic and Atmospheric Administration will help with its laboratories. But what’s important here is not the money. In a sense, the state has committed itself to becoming an aquatic laboratory. If it succeeds, it will help its own aquaculture industry and inspire other regions and countries to find practical responses for the oceans and their aquatic life as a whole.Continue reading the main story | <urn:uuid:972d1a26-a240-4054-bb09-ea441ad024cf> | {
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- Identify major geographical features of Japan
- Interpret Japan's geographical location with reference to the United States
- Copies of Activity Page 1
- Maps of the world, Japan, and the United States (you might also use the atlas section of your social studies book)
- Pens, pencils, colored markers, crayons
Geography, social studies
1. Tell your students that during the next few class meetings they'll be studying some of the traditional art of Japan. Ask them to describe Japan's location in the world relative to the United States. Answers may vary, but students will probably conclude that the Japanese chain of islands is a great distance from the United States and close to the larger land mass of Asia.
2. Give each student a copy of Activity Page 1, "Mapping It Out," and other maps you have collected. Using Background Essay 1 as a guide, tell your students that Japan consists of a chain of mountainous islands that cover more than one thousand miles (1,600 km) from north to south — about the distance from Maine to Florida in the United States. Emphasize that only relatively small coastal areas of Japan are suitable for settlement and farming and that there is a great variation in climate from north to south.
3. Direct your students to Activity Page 1. Ask them to estimate the distance between the west coast of the United States and Japan using the provided inset map of the world or maps in their social studies books or atlases. (Be sure to stress the importance of a map's scale in determining distance.) Students should conclude that Japan is about 6,200 miles (10,000 km) from the West Coast of the United States. Have them measure its distance from the coast of Asia. To place the measurements in perspective, have students determine distances between their community and diverse parts of the United States as well as between different points on the island chain.
4. Ask your students to complete the map of Japan included in Activity Page 1 by placing the names of the selected islands, bodies of water, and cities in the correct locations. (Younger students might enjoy coloring the landforms and bodies of water.) When your students have finished the activity, ask them to think about whether an island location might affect the culture of a people (you might also refer to other island nations such as Great Britain, Australia, and Cuba). How do people overcome geographic barriers? (Consider related issues such as trade and language.) Mention that traditional Japanese culture incorporated both indigenous elements and cultural influences from China and other areas of the Asian mainland. Also note that the sea is an important resource to island peoples, both as a source of food and as a natural means of transportation.
5. Conclude the lesson by telling students that in the next step they will be asked to observe how geographical features appear in the traditional art of Japan. | <urn:uuid:6d638c02-7e93-411e-8544-1799d8b8e8fd> | {
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The diagram to the left of this text is a “Mandelbrot Set” named after mathematician Benoit Mandelbrot. This mathematical feedback loop illustrates the “profound connections between fractal geometry and chaos theory,” according to Mandelbrot. As one of Mandelbrot’s most famous illustrations, the Mandelbrot set is created from fractal geometry, or the study of roughness and self-similarity.
Mandelbrot cites many applications for fractal geometry including data compression techniques, brain wave analysis, design of radio attennae, fiber optics, anatomy and yes—global finance as well.
Upon reviewing the Gaussian models which underpin modern financial theory, Mandelbrot proposed that markets and pricing do not follow smooth bell curve distributions. Instead, Mandelbrot proposed a better model to describe mathematical laws of chance—fractals. This theory—still hotly contested even after the recent financial meltdown in 2008—holds that markets and prices are not independent, prices leap (are not continuous), and investors are not rational. Instead, Mandelbrot says we need to, “assume the market is not efficient, instead a wild and complex shape.”
What does any of this have to do with marketing?
Marketers who seek to understand customer behavior by using current and historical data and statistical analysis would be wise to remember the following takeaways from Mandelbrot’s research:
- Correlation does not equate to causation (a major mistake made by marketing and finance executives alike)
- A mathematical forecast can never be fully accurate and precise as there are too many (actually infinite) variables to consider that affect the forecast
- Relying solely on a mathematical forecast or model for decisioning leads to certain death (just ask LTCM, Magnetar Capital, Bear Stearns, AIG et al)
- Markets and customers are extremely complicated (good luck figuring them out!)
- Acts of one person, team, company do not exist in a vacuum and can have large repercussions on the whole
- Customers are not “coin flips” meaning that their actions are not independent of each other and indeed customers have long memories
- Complexity is often birthed from simplicity (simple rules build complex structures)
- Power laws exist and are prevalent in markets. This means that marketing executives should always be thinking about the next Black Swan on the horizon. We may not be able to predict exactly what it is or when it happens, but we can do our best to prepare.
- Over reliance on statistical techniques (such as root mean square) for forecasting is dangerous. My favorite Mandelbrot quote; “Almost all of our statistical tools are obsolete—least squares, spectral analysis, all our established theory, closed distributions.”
- There is no such thing as normal | <urn:uuid:07a0f05c-810a-4e1b-b382-a37a9f8c9182> | {
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August 26, 2012
Tipranavir is a drug used as part of antiretroviral therapy (ART). It is also called Aptivus. It is manufactured by Boehringer Ingelheim.
Tipranavir is a protease inhibitor. These drugs prevent the protease enzyme from working. HIV protease acts like a chemical scissors. It cuts the raw material for HIV into specific pieces needed to build a new virus. Protease inhibitors "gum up" these scissors.
Tipranavir was approved in 2005 as an antiretroviral drug (ARV) for people with HIV infection who have already used other ARVs. It has not been studied in people just starting ART. Tipranavir boosted with ritonavir should not be used as part of an initial ART regimen.
There are no absolute rules about when to start ART. You and your health care provider should consider your CD4 cell count, your viral load, any symptoms you are having, and your attitude about taking ART. Fact Sheet 404 has more information about guidelines for the use of ART.
If you take tipranavir with other ARVs, you can reduce your viral load to extremely low levels, and increase your CD4 cell counts. This should mean staying healthier longer.
Many new copies of HIV are mutations. They are slightly different from the original virus. Some mutations can keep multiplying even when you are taking an ARV. When this happens, the drug will stop working. This is called "developing resistance" to the drug. See Fact Sheet 126 for more information on resistance.
Sometimes, if your virus develops resistance to one drug, it will also have resistance to other ARVs. This is called "cross-resistance." Resistance can develop quickly. It is very important to take ARVs according to instructions, on schedule, and not to skip or reduce doses.
Tipranavir was specifically developed to control HIV that is already resistant to some other protease inhibitors. It has shown low levels of cross-resistance to other protease inhibitors.
Tipranavir is taken by mouth as a gel capsule. The normal adult dose is 500 milligrams (mg) two times a day. The tablets are 250 mg, so you will take 2 tablets at a time. Each dose includes two 250 mg capsules of tipranavir and two 100 mg capsules of ritonavir. In 2008 a liquid form of tipranavir was approved for adults and children as young as 2 years old.
Tipranavir should be taken with food. This increases blood levels of tipranavir. High-fat meals improve tipranavir blood levels.
Tipranavir should be stored in a refrigerator until the bottle is opened. After opening the bottle, the capsules can be stored at room temperature for up to 60 days.
The most common side effects include diarrhea, nausea, vomiting, stomach pain, tiredness and headache. Women taking birth control pills may get a skin rash.
Tipranavir can make liver problems worse. Patients with hepatitis B or hepatitis C should have careful monitoring of liver blood tests. Some patients taking tipranavir developed hepatitis and, in rare cases, liver failure.
About 10% of patients develop a rash or sensitivity to the sun, sometimes with joint pain or stiffness, itching, or tightness in the throat.
Tipranavir can cause large increases in cholesterol and triglycerides (blood fats). See Fact Sheet 123 for more information on blood fats. This is at least partly due to the ritonavir taken with tipranavir. High levels of blood fats can increase the risk of heart disease. Be sure that your health care provider checks your blood fat levels before you start taking tipranavir, and regularly after that.
In 2006 several cases of internal bleeding were reported in patients taking tipranavir. Some of these were fatal. Be sure to tell your health care provider if you have any bleeding disorder.
Tipranavir is a sulfa drug. If you are allergic to sulfa drugs, be sure to tell your health care provider.
Tipranavir can interact with other drugs or supplements that you are taking. These interactions can change the amount of each drug in your bloodstream and cause an under- or overdose. New interactions are being identified all the time.
Tipranavir lowers blood levels of lopinavir (see Fact Sheet 446), another protease inhibitor. They should not be taken together.
Other drugs to watch out for include other ARVs, drugs to treat tuberculosis (see Fact Sheet 518), for erectile dysfunction (such as Viagra), for heart rhythm (antiarrhythmics), and for migraine headaches. Interactions are also possible with several antihistamines (allergy medications), sedatives, drugs to lower cholesterol, and anti-fungal drugs. Make sure that your health care provider knows about ALL drugs and supplements you are taking.
Tipranavir raises boold levels of midazolam (Versed), a sedative. They should not be taken together without careful monitoring.
Some birth control pills may not work if you are taking tipranavir. Talk to your health care provider about how to prevent an unwanted pregnancy.
Tipranavir lowers blood levels of methadone. Watch for signs of excessive sedation if you take tipranavir with buprenorphine.
This article was provided by AIDS InfoNet. Visit AIDS InfoNet's website to find out more about their activities and publications. | <urn:uuid:6aa010d5-dc71-40bb-be54-b68abe1368aa> | {
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The Earliest Works
The earliest surviving works of African American literature date from the mid-1700's and were written by Africans brought to America as slaves. The oldest example is considered to be "Bars Fight," a poem about an Indian raid on a Massachusetts town. Lucy Terry, a young New England slave, composed the poem, which was handed down orally, in 1746. In the late 1700's, Phillis Wheatley, a Boston slave, became the first important black poet. Her Poems on Various Subjects, Religious and Moral (1773) was the first book by an African American to be published.
Phillis Wheatley (1753?-1784) was the first important African American poet. She was brought to Boston on a slave ship when she was about 8 years old. John Wheatley, a wealthy merchant tailor, bought Phillis as a servant for his wife.
The Wheatleys taught Phillis to read and write. She also studied geography, history, and Latin. She began to write poetry when she was about 14. In 1773, she visited England, where her Poems on Various Subjects, Religious and Moral was published that year.
Wheatley was deeply religious. Some of her poems expressed her satisfaction at becoming a Christian in American society. She also wrote about more worldly issues, as in "To the Right Honorable William, Earl of Dartmouth" (1773). In this poem, Wheatley contrasted her status as a slave with the demand of the American Colonies for independence. After returning from England, Wheatley was freed and married John Peters, a free black man. Her reputation as a poet soon declined, and she died virtually unknown on Dec. 5, 1784.
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In different epochs, the hat became a symbol of the dignity of the one wearing it; today, it still survives as a reminder of an ancient vision of courtesy
While not a surprising sight, the hat certainly awakens the dormant attention of people in today’s standardized settings. Their gazes linger, even in passing, at the sight of a hat as they are forced to take a position. Even if just for a moment, different social conceptions erupt in their minds and Ideologies flare up. Quick as a flash — even if this interior movement takes place most often in silence — mentalities are shaken by the stimulus of that vision. Ideologies and social conceptions leap forward, not only toward a worldview, but even towards a political position. Is the hat on the right or on the left of the political spectrum?
We are talking about a man or woman wearing a hat in the busy streets of our megacities. The hat survives as a sign of social distinction. It offers a vision of ancient courtesy that revolved around human dignity. When it comes to wearing a hat, maybe I should not say man or woman, but rather gentleman and lady.
Is it reasonable to think that the hat — even when one’s attention is not fixed on it — awakens so many movements in the soul? I invite the reader to do this test: Discreetly ask your friends and acquaintances about their impressions when they see someone wearing a hat, crossing Fifth Avenue or taking an evening stroll on Central Park. Listen to their opinions and discretely take notes. They will reveal that these considerations are not far from reality.
* * * *
The first objection against wearing a hat in this second decade of the twenty-first century is so commonplace that I even hesitate to fence against it. Crusade Magazine readers — already knowledgeable of our counter-revolutionary positions — would easily answer it. However, it is worthwhile to analyze where this trite argument comes from, as it is often worn as a mask to disguise an unavowed but fierce opposition.
In the beginning of mankind, the hat — so this objection goes — was worn to protect the head from the weather, but with progress that need has disappeared. In the city or countryside, modernity has found so much more effective ways to protect the upper body that the hat has lost its usefulness.
Therefore, to wear it today is a display of cultural backwardness or an attachment to an irrational fashion. This is the objection of the so-called practically-minded about the practical and functional use of the hat today.
These persons do not want to bear in mind that the head is the noblest part of the body. In it reside the faculties that lead to intellectual cognition, and therefore that most influence one’s spiritual formation. The Creator placed the head at the top of the body, whence throughout the ages it has communicated its dignity to the hat that protects it like a king transmits his dignity to his closest servants.
Different epochs and countries gave the hat shapes, sizes, colors and decorations indicative of the dignity of the one who wears it. Thus, the hat became a symbol. As it exists today, the hat is an impoverished symbol but a still worthy heir to its former glory. It is supported by many people of good taste who will not allow it to disappear. Yes, the hat is merely an external accessory. But, as Plinio Corrêa de Oliveira observed, it is an “external accessory that reveals to our senses, a mysterious hidden essence of a symbolic nature that exists in it.”
How does searching for these symbols help a person? The most penetrating observers of Winston Churchill said that “he saw in things and situations, timeless symbols that embody eternal and brilliant principles.” The same principles that gave him strength in the tragic hours of the struggle against Hitlerism, keeping him in that struggle when his reward was only “blood, sweat and tears.”
* * * *
Just as a priest wears a biretta to express his mysterious power as mediator between God and men, so also a hat worn with dignity evokes gestures and attitudes that constitute a true social liturgy, necessary for human acts in a Christian society. In both the biretta and hat, a Catholic “should look beyond the mere practical aspects and look for something which people who worship mundane practicality will call ‘useless’ — he must look for the principles that give the meaning of life and prepare the soul for Heaven” (Plinio Corrêa de Oliveira). | <urn:uuid:e7994d9a-4d93-4ac5-9c04-7a692daf2539> | {
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Associate Degree in Computer Technology
The tremendous growth in information technology and its impact on everyday life has made complex software systems critical to the operation of many systems in areas such as banking, communications, manufacturing, power generation, and transportation. The development of computer science and its application to both massive industrial and simpler forms of software have led to the emergence of new disciplines in the areas of software, networking and control.
This program covers the application of theory to the building, configuring, testing, and administering of small and medium software systems, local area networks and simple industrial automation for applied use across society. It stresses the practical aspects of designing, building, and modifying systems for small businesses in Iran and other parts of the world. In addition to covering technical aspects of software, networking, and control, courses also cover the areas of computer science relevant to each engineering field, including operating systems concepts, computer networks, database systems concepts, theoretical computer science, and “object oriented” methodology and programming languages. The program includes principles of effective and reliable software design, mathematics, and other sciences traditionally studied by computer technicians.
As a result of completing this program, graduates will be able to:
Graduates of this program can seek employment wherever computers are used for operations.
Please click on the Course List link to view all the courses offered in this degree. | <urn:uuid:8d1f87bb-aaf9-44b2-850f-4043d0a18fdf> | {
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Megan Chance discusses her latest book, Bone River, set in the mid-19th century in Shoalwater Bay in the Pacific Northwest
What was the inspiration for Bone River?
My family and I go on vacation to the Oregon coast for at least a few days every summer. Our route takes us past Bone River, which is just south of South Bend, Washington. The road passes over the point where the river meets the bay, and it's isolated, unsettled and beautiful. For years, I'd been saying: "Bone River would be a great title for a book," and then one day a first line came to me, and I knew the story would be about a woman who found a body buried in the riverbank. When I began researching, I discovered that settlement on Shoalwater (now Willapa) Bay predated that of Seattle, thanks to the prevalence of the native oyster, which was prized in San Francisco, and that the land I'd been staring at for ten years or more had been one of the earliest homestead claims in western Washington. James Swan settled at the mouth of the Bone River, (which was known then as the Querquelin, or Mouse River) just where the highway crosses, and wrote a memoir of his time there. When Bruce Weilepp, then the director of the Pacific County Historical Museum, told me Swan's claim had been on an old Indian burial ground, and that the natives believed the area was haunted, my story was born.
The narrator of the story, Leonie Russell, and her husband, Junius, are ethnologists who study the native culture, which includes collecting not just artifacts, but skeletons. Did this really happen?
Absolutely. The publication of Darwin's Origin of Species in 1859 raised new questions of human origin, and America became the center of those questions because of the native peoples still living here. The prevailing scientific theory of the time was that of unilinear evolutionthe idea that all cultures progressed along the same path, from savagery to civilization, without deviation or devolution. The resulting corollary was that you could therefore understand ancient, extinct cultures by studying the primitive cultures of todayi.e. the Indiansbefore those cultures were corrupted by the influence of "advanced" culturesi.e. whites.
It was also believed that the American Indians were living fossils destined for extinction, that they were primitive and had always been so, a static culture. Indians were not just a separate racial type, they were also a holdover from an earlier, inferior state of human evolution, and one that could help scientists in understanding the past. And so the goal became to preserve as much of the Indian culture as possible for future generations to study. The Smithsonian sent out a circular telling its collectors that nothing should be considered trivial or commonplace if it served to elucidate the manners and customs of the people, and emphasizing the desire for a full series of skulls and skeletons "to be procured without offense to the living."
In 1865, Louis Agassiz wrote a letter to Secretary of War Edwin Stanton asking: "Let me have the bodies of some Indians I should like one or two handsome fellows entire and the heads of two or three more." The U.S. Army given charge of collecting Indian bodies during its relentless war against them, and soon Indian skeletons filled the Army Medical Museum. Skull sciencethe measuring and weighing of skulls for classification and study, followed the widespread Phrenological movement, which theorized that personality could be determined by the positioning and size of lumps on the skull. Such measurements and classifications were used relentlessly in arguing evolutionary theory and supporting social science claims that women and minorities should be placed on lower rungs of the evolutionary ladder of progressionthereby providing "facts" to justify and rationalize slavery and discrimination, and numerous other social ills.
What happened to all those skeletons?
At some point the Army Medical Museum turned them over to the Smithsonian, and I imagine many of them are still there. The Native American Graves and Repatriation Act in 1990 (1990!!!) required museums to return native cultural items to their respective tribes, but also required that the tribes prove those items belong to them. It's a long and hotly contested process. Wikipedia has an excellent discussion of the Act and the problems associated with it.
There are also some excellent books written on the topic, including: Skull Wars: Kennewick Man, Archaeology, And The Battle For Native American Identity, by David Hurst Thomas; and Ancient Encounters: Kennewick Man and the First Americans, by James C. Chatters.
Junius makes the claim that collecting something "big" for the Centennial Exposition would make his career. Can you tell us more about that?
The Museum age of the 19th C. meant there was a race for artifacts among museums all over the world. Those in Germany and France were also interested in collecting for their museumsespecially native American artifacts, and especially those from the Pacific Coast. The Smithsonian was given charge of the ethnological exhibit for the 1876 Centennial Exposition in Philadelphia, which was a very big deal. For Junius, having his name splashed all over an exhibit hotly anticipated by all of America meant that he would be nationally recognized, but the exhibit meant far more than that to the Secretary of the Smithsonian, Joseph Henry, and his Assistant Secretary, Spencer Baird. By this time, the Smithsonian had amassed so many artifacts that there was no more room in the original buildingthe red castle (1855-1881), and things were being stored in the U.S. Armory. Congress had promised that if the ethnological exhibit was a success, they would loan money for the construction of a new building. So Baird, who was in charge of the exhibit, was under enormous pressure to make it work. It was a successpeople were both horrified and fascinated by artifacts of what they considered to be primitive tribes who were also living (gasp!), and exhibit was crowded. Congress loaned the money. The Smithsonian moved into its new building in 1881.
In the book, Leonie makes the comment that "drunken Indians were not a rarity." Doesn't this play into stereotypes?
First, it's historically accurate. That it's offensive to modern sensibilities doesn't make it less true. Alcohol abuseconsidered a moral failing in the 19th Centurywas so prevalent among the Pacific Coast Indians that ethnologists and social scientists of the time included it as part of their proof that the Indians were an unevolved and primitive people. It was not noted without sympathy and compassion, however, and some ethnologists recognized that alcohol might be analogous to measles or smallpox when it came to the Indianssomething extremely dangerous which they'd never been exposed to, and therefore had no immunity or resistence against.
(Spoiler!) Secondly, Leonie's comment, along with Junius's assertion that he doesn't let her drink, is a clue to the mystery of Leonie's past. This foreshadowing not only points to Leonie's heritage, but also to Junius's culpability. As such, it has to be a stereotypesomething considered to be characteristic of an entire people. I thought long and hard about offending modern readers, but in the end I thought it was an accurate portrayal of thought processes in the 19th Century, and it was also important to the story.
What inspired the characters in Bone River?
Junius was, in particular, inspired by his real-life counterpart, James Swan, who originally settled the claim at the mouth of Bone River, and wrote a memoir of his time there, The Northwest Coast, or Three Years Residence in Washington Territory.
Swan was a fascinating guy, and a sort of all-around dilettante with a restless foot. He left his wife and children in Boston to follow the gold rush in California, and never returned to them. He was an amateur ethnogist who collected for the Smithsonian. He was also variously an oysterman, customs official, schoolteacher, lawyer and burgeoning politician. His memoir is engaging, and he writes about the Indians in the fashion of one who is interested in them personally. His accounts of their culture have been invaluable.
When he left Shoalwater Bay, he spent some years exploring other Pacific Coast tribes, including the Quileute, Makah, Lummi and Haida, before he settled in Port Townshend. When he died, he left behind some 60 diaries chronicling his experiences.
One of the more interesting instances in the book (at least to modern day readers) is Leonie's casual acceptance of Junius's bigamy. Can you comment on that?
Divorce was a rarity in the 19th Century. It was hard to get and expensive as well. It would have been impossible for Junius to get a divorce from Mary, given the circumstances. She had causedesertionbut even that would have not made the granting of a divorce a certainty, and she waited for him to return, so clearly she would not have been interested in dissolving their marriage. It was much more common for men to simply walk away from marriage, to dissolve the union practically if not legally, particularly in the west, where there wasn't the onus of societal expectation or condemnation. Common-law marriages were much more the thing, easily ended when either party walked away. Leonie never assumed that Junius would divorce Mary, only that he would tell her not to wait for him, because he was with someone else. In Washington state at this time, the population was mostly transitory. In Shoalwater Bay in particular, it was much like the waning days of the CA gold rush, where men came and went regularly, setting down for a time and then leaving. There was no onus attached to a non-dissolved unionit was just a practicality everyone understood. Leonie would never have thought of Junius's bigamy as a problemit simply had no application to her day-to-day life.
What do you hope readers take away from Bone River?
I think there is a similar theme that runs through all of my work: that truth is not absolute, that the subjugation of the human soul is always a dangerous thing, and that we are not always who we think we are. Sometimes we must find the courage to reject the expectations of others to be who we're meant to beas Daniel says in the book, "We have to live our own lives. Others haven't the right to dictate it for us."
Unless otherwise stated, this interview was conducted at the time the book was first published, and is reproduced with permission of the publisher. This interview may not be reproduced or reprinted without permission in writing from the copyright holder.
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/ (ˈkɑːnəɡɪ) /
a famous concert hall in New York (opened 1891); endowed by Andrew Carnegie
What does 🍋 - Lemon Emoji mean?Read more in this article about some frequently asked questions and fun facts related to our definitions.
Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012
Culture definitions for carnegie hall
A concert hall, world-famous for its acoustics, in New York City.
Carnegie Hall was the home of the New York Philharmonic Orchestra for many years. When the orchestra announced in 1959 that it was moving to a new building, plans were made to tear Carnegie Hall down. Because of the efforts of the violinist Isaac Stern and other artists, however, it has been preserved as a concert hall.
The New Dictionary of Cultural Literacy, Third Edition Copyright © 2005 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved. | <urn:uuid:64b83d00-7bc8-4fc9-9225-5d8157de792e> | {
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I need to know about any celebrations of this religions or any festivals.
As Muslims, we celebrate only two eid (festivals): eid ul-fitr (after the end of Ramadhan), and eid ul-Udh-ha, the day of the greater hajj (pilgrimage). During these two festivals, we offer felicitations, spread joy, and entertain children. But more importantly, we offer remembrance of Allaah's blessings, celebrate His name and offer the eid salaat (prayer). Other than these two occasions, we do not recognize or celebrate any other days in the year.
Of course, there are other joyous occasions for which the Islamic shariah dictates appropriate celebration, such as gathering for special meals during weddings or on the occasion of the birth of a child (aqeeqah). However, these days are not specified as particular days in the year; rather, they are celebrated as they happen in the course of a Muslims life. | <urn:uuid:a2fa8385-2231-485b-ba6c-e7b4d2ed784d> | {
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The curie’s simple experiment in the 19th century involving basic items like tinfoil, glue and a saw lead to the discovery of Piezoelectricity which unleashed the age of modern sensor technologies. The basic principle of mechanical stress inducing electric current was realized by two materials, namely crystals along with ceramics.
1. Ceramics and piezoelectric current
Ceramics produce electricity due to the presence of Perovskite crystals inside them. These Perovskite crystals contain metal ions like titanium and zirconium which are surrounded by a larger network of ions, normally barium and lead. Oxygen atoms might also be present in this network. The ceramics form when these metal ions combine in powder form.
The powders are first heated and then molded into whatever shape is required. While heating, you can see the crystallization taking place in the powder which steadily increases in density. The powder’s mix also makes the substance more polarized due to the formation of dipoles in the material. Any pressure applied on the ceramic causes the flow of energy within the ceramic.
Types of Ceramics
Ceramics are classified as either hard ceramics or soft ceramics. Soft ceramics have couplings that are larger than hard ceramics. They also possess greater dielectric constants than hard ceramics. Soft ceramics are called “soft” because they can easily lose their functionality if they are deformed or lose their originally set polarization. This typically occurs in high energy environments so it’s best to not use these ceramics in such environments.
On the contrary, hard ceramics are perfectly capable of handling these high energy environments thanks to their lower piezo constants and their higher melting point. Thanks to these features, they are harder to deform and their polarization cannot be easily tampered with.
Piezoceramics with Different Shapes We offer:
- Piezoelectric Ceramic Ring
- Piezoelectric Ceramic Disc
- Piezoelectric Ceramic Tube
- Piezoelectric Ceramic Cylinder
- Piezoelectric Ceramic Ball/Hemisphere
- Piezoelectric Ceramic Square/Rectangular
2. Crystals and piezoelectric current
Crystals can also generate piezoelectric current fairly well. Some common crystals are quartz, tourmaline and gallium. Crystals also fulfill the role of acting as sensors for mechanical stress, producing piezoelectric current whenever pressure is applied.
This phenomenon basically manifests itself as an electrical polarization along point where the pressure is being applied. While some crystals can be found naturally as ores, others have to be specially made in laboratory conditions. For example, a quart is a crystal that can be found in nature. But aluminum orthophosphate has to be made in the lab by adding sodium to the basic material.
Ultrasonic Products We Offer
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The African wildcat (Felis silvestris lybica), , is a subspecies of the wildcat (F. silvestris). They appear to have diverged from the other subspecies about 131,000 years ago. About 10,000 years ago some African Wildcats were domesticated in the Middle East and they are the ancestors of the domestic cat. The African wildcat is found in Africa and in the Middle East, in a wide range of habitats, like steppes, savannes and bushland.
The African wildcat, also known as the desert cat, is sandy brown to yellow-grey in color, with black stripes on the tail. The fur is shorter than that of the European subspecies (look for the subscription and photos also on this website) and it is also considerably smaller: the head-body length is 45 to 75 cm (17.7 to 29.5 inches), the tail 20 to 38 cm (7.87 to 15 inches), and the weight ranges from 3 to 6.5 kg (6.61 to 14.3 lbs).
The African wildcat eats primarily mice, rats, and other small mammals. He also loves to eat birds, reptiles, amphibians, and insects. The cat approaches its prey slowly, and attacks by pouncing on its prey as soon as it is within range (about one metre). The African wildcat is mainly active during the night and twilight. When confronted, the African wildcat raises its hair to make itself seem larger and intimidate its opponent. In the daytime it usually hides in the bushes, although it is sometimes active on dark, cloudy days. The territory of a male overlaps with that of a few females, who defend the territory against intruders.
A female African Wildcat gives birth to two to six kittens, with three being average. The African wildcat often rests and gives birth in burrows or hollows in the ground. The gestation lasts between 56 and 69 days. The kittens are born blind and need the full care of the mother. Most kittens are born in the wet season, when there is sufficient food. The kittens stay with their mother for five to six months and are fertile after one year. | <urn:uuid:d8bb1b5c-8e43-43e6-86f9-6f5ee506503b> | {
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This year marks the 50th anniversary of the United Nations Single Convention on Narcotic Drugs, signed on 30 March 1961. Couched with the lofty aim of concern for “the health and welfare of mankind,” the guiding principle of the treaty was to limit the use of drugs exclusively to medical and scientific purposes, because, as the preamble continues, “addiction to narcotic drugs constitutes a serious evil for the individual and is fraught with social and economic danger to mankind.” At the same time, the Convention recognized “that the medical use of narcotic drugs continues to be indispensable for the relief of pain and suffering and that adequate provision must be made to ensure the availability of narcotic drugs for such purposes”.
Fifty years on, it is time for a critical reflection on the validity of the Single Convention today: a reinterpretation of its historical significance and an assessment of its aims, its strengths and its weaknesses. Indeed, while there is often a tendency to interpret the treaty as part of an unbroken continuum dating back to the first decade of the last century, the Single Convention must rather be seen as a significant change in way the international community approached drug control.
Furthermore, it should not be forgotten that the original ambition for the ‘Single’ Convention to become the ‘convention to end all conventions’ failed when the control regime developed further with conventions in 1971 and 1988 giving rise to new inconsistencies within the current global drug control treaty system. This policy briefing analyses the origins and negotiations of the Single Convention, examines the way it broke with the previous drug control system by introducing a more prohibitive ethos, penal obligations, controls on plants and abolition of traditional uses of plants like coca, and concludes that a revision of its outdated provisions is required. | <urn:uuid:ca96f619-6252-476d-9f10-c0a8d391778b> | {
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Roving Reporter Bethan John discovers what it takes to save a remote wilderness and biodiversity hotspot, home to one of the few groups of uncontacted indigenous people in the world.
The Gran Chaco encompasses the entire western half of Paraguay and stretches into Argentina and Bolivia. Widely considered the most inhospitable place on Earth, it makes up more than 60 per cent of Paraguayan territory, but less than 3 per cent of the population live here.
Historically, the Chaco was a refuge for indigenous hunter-gatherers and may still be home to a few groups of Ayoreo people, who avoid contact with the outside world.
It’s no mistake that these traditionally nomadic people have chosen this seemingly hostile and unforgiving land. The Gran Chaco translates in the Quechua language as ‘productive hunting grounds’ and, as the name suggests, it’s teeming with wildlife, a biodiversity hotspot, home to more large mammals than the Amazon.
But, the home of the Ayoreo indigenous people is under threat.
A great wilderness
Sir David Attenborough, Patron of World Land Trust (WLT), described the Chaco as ‘one of the last great wilderness areas in the world’. Which it certainly was when he visited in the 1950s. But the question is: for how much longer? There is growing concern over the demands for land, made particularly by Brazilian ranchers and German Mennonite farmers (a fundamentalist Christian sect that moved into the Chaco in the 1930s).
These two groups now control nearly a third of the Paraguayan Chaco and carry out large-scale deforestation to create pasture for cattle-ranching, to grow soya for cattle feed or to cultivate crops for biofuel.
On an average day here, an area of forest the size of 1,500 football pitches is destroyed – wiping out an extraordinary habitat with a wealth of diverse wildlife. A previous government issued licenses that allow for 75 per cent deforestation, so much of the clearance is legal. Yet it’s essential that the large-scale illegal deforestation in the region is controlled, prevented and eventually abolished.
Urgent action is needed to protect this habitat for its people and wildlife. This is the challenge facing WLT and its conservation partner, Guyra Paraguay (Guyra).
Defending the Chaco
In 2009, WLT and Guyra created the Campo Iris reserve, which protects more than 8,500 acres (3,440 hectares) and harbours the only seasonal lagoon in a wide area, making it a vital drinking spot for wildlife. Despite its importance in terms of biodiversity, the reserve covers a very small area when compared to the immense size of the Chaco.
In recognition of this, WLT and Guyra embarked on an innovative programme - Defending the Chaco - to conserve vast areas in partnership with Paraguay’s Ministry of the Environment (SEAM).
The partnership aims to strengthen the protection of three of Paraguay’s key protected areas in the remote north of the country: Defensores del Chaco National Park, Río Negro National Park and Cerro Chovoreca Natural Monument. Together these reserves measure more than 2.5 million acres (1 million hectares) - which is more than half the size of Wales - and conserve a significant portion of wildlife habitat within the Paraguayan Chaco.
While the reserve remains under the ownership of the Paraguayan Government, Guyra provides vital expertise in protecting and managing large protected areas. WLT plays its part by raising funds to employ rangers through the Keepers of the Wild programme to protect the area from illegal deforestation.
To return to the Ayoreo, if groups of indigenous people are to survive in voluntary isolation, they need vast tracts of wilderness home to thriving populations of wildlife. But illegal deforestation in their traditional hunting grounds is rife, destroying wildlife and the Ayoreo way of life – driving them both to the edge of extinction. And that’s another reason why WLT’s ongoing support for conservation in the Gran Chaco is so important.
You can help WLT support conservation in the Gran Chaco by making a donation to Keepers of the Wild. | <urn:uuid:4a5bd479-1c02-4491-932f-bd65e1ef5b76> | {
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Embolism and thrombosis
- 1 Classification
- 2 Cause/etiology
- 3 Diagnosis
- 4 Treatment
- 5 Prognosis
- 6 Prevention
- 7 References
- 8 External links
Embolism and thrombosis is "a collective term for pathological conditions which are caused by the formation of a blood clot (thrombus) in a blood vessel, or by blocking of a blood vessel with an embolus, undissolved materials in the blood stream."
- Embolism, includes pulmonary embolism
- Venous thrombosis
The risk of venous thromboembolism can be estimated with http://www.qthrombosis.org/.
One risk factor is hypercoagulability due to cancer. Cancer can be found in up to 10% of patients within one year of embolism or thrombosis.
In a cohort study. the population attributable risk of venous thromboembolism was:
- 20% for ABO blood type
- 10% for factor V Leiden R506Q (Activated Protein C Resistance) via G1691A mutation
- 1% for prothrombin G20210A
The prevalence of malignancy is about:
- 3% of patients with first idiopathic venous thrombosis
- 17% of patients with idiopathic, idiopathic venous thrombosis
Duration of treatment
|Patients|| Duration of
| Duration of
|Campbell, 2007||DVT or PE without prior episode within 3 years||3 mos||6 mos||Prolonged tended to do slightly better|
|Schulman, 2003||DVT or PE. 13% had prior VTE.||6 mos||24 mos||Prolonged did better|
|Kearon, 2004||First episode of VTE due to transient risk factor||1 mo||3 mos||Prolonged did better|
|Ridker, 2003||Idiopathic VTE. 30% had prior VTE||6 mos||2.1 yrs||Prolonged did better|
|Agnelli, 2001||First episode of idiopathic DVT||3 mos||1 yr||Prolonged did better while anticoagulated, but after two years there was no difference|
|Kearon, 1999||First episode of idiopathic VTE.||3 mos||2 yrs||Prolonged did better|
|Pinede, 2001||DVT or PE without prior episode within 3 years|| 6 wks for distal DVT;
3 mos for proximal or PE
| 12 wks for distal DVT;
6 mos for proximal or PE
|Prolonged tended to do slightly better|
|Levine, 1995||Acute DVT with normal normal impedance plethysmogram (IPG) after 4 weeks||1 mo||3 mos||Prolonged tended to do better|
Clinical practice guidelines by the American College of Chest Physicians address the duration of anticoagulation for deep venous thrombosis and pulmonary embolism. Although initial trials suggested lack of benefit from prolonged anticoaguation, trials since 1995 favor longer anticoagulation. In patients who have had recurrent DVTs (two or more), anticoagulation is generally "life-long." The Cochrane Collaboration and others have meta-analyzed the risk and benefits of prolonged anti-coagulation.
|Single DVT due to transient risk factor||3 months|
|Single unprovoked DVT||at least 3 months (longer if favorable risks for anticoagulation)|
|Second episode of unprovoked VTE||long-term treatment|
|DVT in patients with cancer||LMWH for the first 3 to 6 months of long-term anticoagulant therapy|
Using D-dimer to determine duration of treatment
Using Ultrasonography to determine duration of treatment
- "If veins had not recanalized, we invited patients to have further ultrasonography after 3 and 9 months in patients with secondary DVT and after 3, 9, 15, and 21 months in those with unprovoked DVT. Anticoagulation was discontinued when the veins had recanalized, along with further ultrasonography"
|Treatment or test||Risk if treated or test result is favorable||Risk if not treated or test result is unfavorable||Comments|
|Randomized controlled trial||Aspirin 100 mg daily for 2 years||6% per year||11.2% per year||0.5% major bleeding|
|Randomized controlled trial||Rivaroxaban for 6-12 months||1% over 6-12 months||7% over 6-12 months||0.7% major bleeding|
|Systematic review of a diagnostic test||Normal d-dimer||4% per year||9% per year|
|Systematic review of a diagnostic test||Recanalization of veins (no residual vein obstruction or RVO)||Insignificant difference|
Extending treatment with aspirin
|ASPIRE, 2012|| 822 patients
• first-ever, unprovoked venous thromboembolism
• completed initial anticoagulant
|Aspirin 100 mg/day||Placebo||venous thromboembolism at 37 months||4.8%||6.5%||relative risk ratio = 0.74 (95% CI: 0.52 to 1.05; P=0.09)|
|WARFASA, 2012|| 502 patients
• first-ever, unprovoked venous thromboembolism
• completed initial anticoagulant
|Aspirin 100 mg/day||Placebo||venous thromboembolism at 24 months||6.6%||11.2%||
0.58 (95% CI: 0.36 to 0.93)
- During the initial 3 months of anticoagulation
- Recurrent VTE = 3.4%
- Recurrent fatal VTE was 0.4% (case-fatalityrate was 11.3%)
- Major bleeding was 1.6%
- Fatal major bleeding events was 0.2% (case-fatalityrate of 11.3%)
- Recurrent VTE = 3.4%
- After anticoagulation
- Recurrent VTE = 7.6% per 100 patient-years
- Recurrent fatal VTE was 0.3% per 100 patient-years (case-fatality rate was 3.6%)
- Recurrent VTE = 7.6% per 100 patient-years
Rosuvastatin, a hydroxymethylglutaryl-coenzyme A reductase inhibitor (statin), may reduce embolism and thrombosis according to the Jupiter randomized controlled trial.
- Anonymous (2015), Embolism and thrombosis (English). Medical Subject Headings. U.S. National Library of Medicine.
- The Surgeon General's Call to Action to Prevent Deep Vein Thrombosis and Pulmonary Embolism. Office of Public Health and Science (2008).
- Decousus H, Quéré I, Presles E, Becker F, Barrellier MT, Chanut M et al. (2010). "Superficial venous thrombosis and venous thromboembolism: a large, prospective epidemiologic study.". Ann Intern Med 152 (4): 218-24. DOI:10.1059/0003-4819-152-4-201002160-00006. PMID 20157136. Research Blogging.
- Carrier M, Le Gal G, Wells PS, Fergusson D, Ramsay T, Rodger MA (September 2008). "Systematic review: the Trousseau syndrome revisited: should we screen extensively for cancer in patients with venous thromboembolism?". Annals of internal medicine 149 (5): 323–33. PMID 18765702.
- Sode BF, Allin KH, Dahl M, Gyntelberg F, Nordestgaard BG (2013). "Risk of venous thromboembolism and myocardial infarction associated with factor V Leiden and prothrombin mutations and blood type.". CMAJ 185 (5): E229-37. DOI:10.1503/cmaj.121636. PMID 23382263. PMC PMC3602271. Research Blogging.
- Segal JB, Brotman DJ, Necochea AJ, et al. (June 2009). "Predictive value of factor V Leiden and prothrombin G20210A in adults with venous thromboembolism and in family members of those with a mutation: a systematic review". JAMA 301 (23): 2472–85. DOI:10.1001/jama.2009.853. PMID 19531787. Research Blogging.
- Prandoni P, Lensing AW, Büller HR, Cogo A, Prins MH, Cattelan AM et al. (1992). "Deep-vein thrombosis and the incidence of subsequent symptomatic cancer.". N Engl J Med 327 (16): 1128-33. PMID 1528208.
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- Schulman S, Kearon C, Kakkar AK, Mismetti P, Schellong S, Eriksson H et al. (2009). "Dabigatran versus warfarin in the treatment of acute venous thromboembolism.". N Engl J Med 361 (24): 2342-52. DOI:10.1056/NEJMoa0906598. PMID 19966341. Research Blogging. Review in: Ann Intern Med. 2010 Apr 20;152(8):JC4-7
- Jaff MR, McMurtry MS, Archer SL, Cushman M, Goldenberg N, Goldhaber SZ et al. (2011). "Management of Massive and Submassive Pulmonary Embolism, Iliofemoral Deep Vein Thrombosis, and Chronic Thromboembolic Pulmonary Hypertension: A Scientific Statement From the American Heart Association.". Circulation. DOI:10.1161/CIR.0b013e318214914f. PMID 21422387. Research Blogging.
- Boutitie F, Pinede L, Schulman S, Agnelli G, Raskob G, Julian J et al. (2011). "Influence of preceding length of anticoagulant treatment and initial presentation of venous thromboembolism on risk of recurrence after stopping treatment: analysis of individual participants' data from seven trials.". BMJ 342: d3036. DOI:10.1136/bmj.d3036. PMID 21610040. PMC PMC3100759. Research Blogging.
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- Schulman S, Wåhlander K, Lundström T, Clason SB, Eriksson H (October 2003). "Secondary prevention of venous thromboembolism with the oral direct thrombin inhibitor ximelagatran". N. Engl. J. Med. 349 (18): 1713–21. DOI:10.1056/NEJMoa030104. PMID 14585939. Research Blogging.
- Kearon C, Ginsberg JS, Anderson DR, et al (May 2004). "Comparison of 1 month with 3 months of anticoagulation for a first episode of venous thromboembolism associated with a transient risk factor". J. Thromb. Haemost. 2 (5): 743–9. DOI:10.1046/j.1538-7836.2004.00698.x. PMID 15099280. Research Blogging.
- Ridker PM, Goldhaber SZ, Danielson E, et al (April 2003). "Long-term, low-intensity warfarin therapy for the prevention of recurrent venous thromboembolism". N. Engl. J. Med. 348 (15): 1425–34. DOI:10.1056/NEJMoa035029. PMID 12601075. Research Blogging.
- Agnelli G, Prandoni P, Santamaria MG, et al (July 2001). "Three months versus one year of oral anticoagulant therapy for idiopathic deep venous thrombosis. Warfarin Optimal Duration Italian Trial Investigators". N. Engl. J. Med. 345 (3): 165–9. PMID 11463010.
- Kearon C, Gent M, Hirsh J, et al (March 1999). "A comparison of three months of anticoagulation with extended anticoagulation for a first episode of idiopathic venous thromboembolism". N. Engl. J. Med. 340 (12): 901–7. PMID 10089183.
- Pinede L, Ninet J, Duhaut P, et al (May 2001). "Comparison of 3 and 6 months of oral anticoagulant therapy after a first episode of proximal deep vein thrombosis or pulmonary embolism and comparison of 6 and 12 weeks of therapy after isolated calf deep vein thrombosis". Circulation 103 (20): 2453–60. PMID 11369685.
- Levine MN, Hirsh J, Gent M, et al (August 1995). "Optimal duration of oral anticoagulant therapy: a randomized trial comparing four weeks with three months of warfarin in patients with proximal deep vein thrombosis". Thromb. Haemost. 74 (2): 606–11. PMID 8584992.
- Ost D, Tepper J, Mihara H, Lander O, Heinzer R, Fein A (August 2005). "Duration of anticoagulation following venous thromboembolism: a meta-analysis". JAMA 294 (6): 706–15. DOI:10.1001/jama.294.6.706. PMID 16091573. Research Blogging.
- Hutten BA, Prins MH (2006). "Duration of treatment with vitamin K antagonists in symptomatic venous thromboembolism". Cochrane database of systematic reviews (Online) (1): CD001367. DOI:10.1002/14651858.CD001367.pub2. PMID 16437432. Research Blogging.
- Douketis J, Tosetto A, Marcucci M, Baglin T, Cushman M, Eichinger S et al. (2010). "Patient-level meta-analysis: effect of measurement timing, threshold, and patient age on ability of D-dimer testing to assess recurrence risk after unprovoked venous thromboembolism.". Ann Intern Med 153 (8): 523-31. DOI:10.1059/0003-4819-153-8-201010190-00009. PMID 20956709. Research Blogging.
- Prandoni, Paolo; Martin H. Prins, Anthonie W.A. Lensing, Angelo Ghirarduzzi, Walter Ageno, Davide Imberti, Gianluigi Scannapieco, Giovanni B. Ambrosio, Raffaele Pesavento, Stefano Cuppini, Roberto Quintavalla, Giancarlo Agnelli, for the AESOPUS Investigators (2009-05-05). "Residual Thrombosis on Ultrasonography to Guide the Duration of Anticoagulation in Patients With Deep Venous Thrombosis: A Randomized Trial". Ann Intern Med 150 (9): 577-585. PMID 19414836. Retrieved on 2009-05-06.
- Robinson KS, Anderson DR, Gross M, et al. (September 1997). "Ultrasonographic screening before hospital discharge for deep venous thrombosis after arthroplasty: the post-arthroplasty screening study. A randomized, controlled trial". Ann. Intern. Med. 127 (6): 439–45. PMID 9313000.
- Becattini C, Agnelli G, Schenone A, Eichinger S, Bucherini E, Silingardi M et al. (2012). "Aspirin for preventing the recurrence of venous thromboembolism.". N Engl J Med 366 (21): 1959-67. DOI:10.1056/NEJMoa1114238. PMID 22621626. Research Blogging.
- EINSTEIN Investigators. Bauersachs R, Berkowitz SD, Brenner B, Buller HR, Decousus H et al. (2010). "Oral rivaroxaban for symptomatic venous thromboembolism.". N Engl J Med 363 (26): 2499-510. DOI:10.1056/NEJMoa1007903. PMID 21128814. Research Blogging. Review in: Evid Based Med. 2011 Oct;16(5):139-40
- Carrier M, Rodger MA, Wells PS, Righini M, LE Gal G (2011). "Residual vein obstruction to predict the risk of recurrent venous thromboembolism in patients with deep vein thrombosis: a systematic review and meta-analysis.". J Thromb Haemost 9 (6): 1119-25. DOI:10.1111/j.1538-7836.2011.04254.x. PMID 21382171. Research Blogging.
- Tosetto A, Iorio A, Marcucci M, Baglin T, Cushman M, Eichinger S et al. (2012). "Predicting disease recurrence in patients with previous unprovoked venous thromboembolism: a proposed prediction score (DASH).". J Thromb Haemost 10 (6): 1019-25. DOI:10.1111/j.1538-7836.2012.04735.x. PMID 22489957. Research Blogging.
- Brighton, Timothy A.; John W. Eikelboom, Kristy Mann, Rebecca Mister, Alexander Gallus, Paul Ockelford, Harry Gibbs, Wendy Hague, Denis Xavier, Rafael Diaz, Adrienne Kirby, John Simes. "Low-Dose Aspirin for Preventing Recurrent Venous Thromboembolism". New England Journal of Medicine. DOI:10.1056/NEJMoa1210384. ISSN 0028-4793. Retrieved on 2012-11-05. Research Blogging.
- Carrier M, Le Gal G, Wells PS, Rodger MA (2010). "Systematic review: case-fatality rates of recurrent venous thromboembolism and major bleeding events among patients treated for venous thromboembolism.". Ann Intern Med 152 (9): 578-89. DOI:10.1059/0003-4819-152-9-201005040-00008. PMID 20439576. Research Blogging.
- Wells PS (May 2008). "Review: evidence for the effectiveness of anticoagulation therapy or prophylaxis for VTE in cancer is limited". ACP J. Club 148 (3): 7. PMID 18489070.
- Glynn RJ, Danielson E, Fonseca FA, et al (March 2009). "A Randomized Trial of Rosuvastatin in the Prevention of Venous Thromboembolism". N. Engl. J. Med.. DOI:10.1056/NEJMoa0900241. PMID 19329822. Research Blogging. | <urn:uuid:6d8a6132-1c94-4760-8ffe-8028f76742f3> | {
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Copy or Move Files and Folders in Windows 8
To copy or move files to different folders in Windows 8 on your hard drive, it’s sometimes easiest to use your mouse to drag them there. For example, here’s how to move a file to a different folder on your desktop. In this case, the Traveler file is being moved from the House folder to the Morocco folder.
Align the two windows next to each other.
Click the first window and then hold the Windows key and press the → key. To fill the screen’s left half, click the other window, hold the Windows key and press the <-- key.
Aim the mouse pointer at the file or folder you want to move.
In this case, point at the Traveler file.
While holding down the right mouse button, move the mouse until it points at the destination folder.
The Traveler file is being dragged from the House folder to the Morocco folder.
Moving the mouse drags the file along with it, and Windows 8 explains that you’re moving the file. (Be sure to hold down the right mouse button the entire time.)
Always drag icons while holding down the right mouse button. Windows 8 is then gracious enough to give you a menu of options when you position the icon, and you can choose to copy, move, or create a shortcut. If you hold down the left mouse button, Windows 8 sometimes doesn’t know whether you want to copy or move.
Release the mouse button and choose Copy Here, Move Here, or Create Shortcuts Here from the pop-up menu.
When dragging and dropping takes too much work, Windows offers a few other ways to copy or move files, such as right-click menus, Ribbon commands, and the Navigation pane.
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Formation of a National Myth
The Portuguese Nun describes the foundation and development of the myth of Soror Mariana and illuminates its continuing investment in the fabrication, byt he country's cultural elite, of a shared national imagination. It examines the process of national reappropriation of the text from the Romantic period until its latest, postmodern manifestations exemplified most remarkably by the feminist manifesto Novas Cartas Poruguesas [New Poruguese Letters]. From its first "retranslations" into Poruguese in the early nineteenth century, this slim collection of five love letters has retained its status of a somewhat improbable textual support for one of Portugals' most persistently cultivated cultural fictions.
In Klobucka's interpretation, the account of the invention of The Poruguese Nun by the Portuguese forms an allegorical correlative to cultural negotiation of identity accompanying, particularly since the last decades of the nineteenth century, the gradually unfolding drama of Portuguese marginality in Europe and the world. Mariana's predicament - as female, as provincial, leading a cloistered and uninspiring existence, abandoned by a dashing French lover, and longing helplessly for the absent man and his faraway country - resonated in multiple and often contradictory ways with Portuguese intellectuals attempting to come to terms with the crisis of nationalist and imperial ideology brought about by progressive marginialization of Portugal with regard to such European colonial powers as, most notably, France and England. At the same time, the international fame of the Lettres portugaises came to function as a compensatory measure akin to celebrations of the historical legacy represented by the Portuguese Discoveries, another "invented tradition" that gained currency against the same social and political background.
About the author:
Anna Klobucka received an M.A. in Iberian Studies from the University of Warsaw and a Ph.D. in Romance Languages and Literatures from Harvard. She teaches Portuguese, Brazilian, and Lusophone African literatures and cultures at the University of Georgia. She is coeditor (with Helena Kaufman) of After the Revolution: Twenty Years of Portuguese Literature 1974-1994 (Bucknell University Press, 1997). Her published research deals primarily with works of twentieth-century Portuguese and Brazilian writers, as well as with the theory and practice of feminist criticism in the context of Luso-Brazilian literature and culture. She has also written about construction of collective identities in national cultures of the European periphery. Her articles have appeared in Luso-Brazilian Review, Colóquio/Letras, Sub-Stance, Estudos Portugueses e Africanos, and symploke, among other journals.
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The election of the Speaker of the U.S. House in 1849 is one of the five bitter contests for the
posts in the history of the nation. The House devoted an entire month to a succession of ballots
for Speaker before reaching a compromise on the 63d ballot.
A large part of the problem was the divided nature of the House. In the elections of 1848-1849,
the Democratic Party regained a plurality of seats in the House. Its success was regional, as it
won 68% of the seats in slave states but only 39% of the seats in free states. The final party
breakdown was 113 Democrats, 108 Whigs, 9 Free Soilers, and two Independents.
When Congress assembled on 12/3/1849, the two parties were aware that choosing a Speaker would
not be simple. The Democrats held a caucus and nominated Howell Cobb, a Georgia moderate. Several
Democrats from free states were unwilling to cast a vote for any Democrat from the South, as their
tacit support of the Wilmot Proviso was needed for re-election. The Whigs had a similar problem.
The incumbent Speaker, Robert C. Winthrop of Massachusetts, was interested in a second term. A
handful of Southern Whigs refused to support him because he would not openly come out against the
Wilmot Proviso. The handful of Free Soil Representatives held the balance of power. Throughout the
balloting, the Whigs reminded them that they could elect a northerner as Speaker (the Whig
Winthrop) or a slaveholding Southerner (the Democrat Cobb). For the most | <urn:uuid:54c4a089-2590-4ac0-8084-01de46c71c38> | {
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JEL Classification C22, G12, G17
The risk premium is quite an important measure in economic. Both in theory and practice. Not only can it be estimated on different theoretical basis (i.e., one usually considers term “risk premium” for many slightly different concepts like “required market risk premium”, “historical market risk premium”, “expected market risk premium”, “implied market risk premium”, etc.).
For example the expected risk premium is a measure of expectations on the future returns over some small risk investments (usually: treasuries). Required risk premium is connected with portfolio diversification. Finally, the implied risk premium is derived from pricing models under the assumption that the real market can be modeled by a certain description.
Here, the historical risk premium is considered. In particular – the difference between returns from stocks over treasury bonds. Measuring the risk premium is important due to various arguments, indeed. For example, it can be used as some kind of indicator of the risk aversion of investors. Moreover, its estimation is used in estimating the cost of capital and asset valuation (Damodaran, 2011).
In this article the risk premium volatility is studied. In particular, with a help of GARCH model. This model uses two equations: one describing the behavior of the risk premium itself, and the second – describing volatility. In other words, the second equation is responsible for the variation of the error term from the first equation. Choosing such a model is reasonable, because it is expected that the risk premium is characterized by volatility clustering, i.e., there are periods of high volatility, then periods of small volatility, and so on.
2. Literature Review
Quite comprehensive review of various kinds of risk premium is presented by Fernandez (2004). Estimations of various types of risk premium for many countries are presented by Damodaran (2015). Yet, these estimates are based on quite long time horizon. Yet, taking too long time horizon can make a significant bias, as too long investments seem practically useless. Indeed, various methodologies and restrictions lead to very different outcomes in the estimation of a risk premium.
The discussion from the theoretical point of view is still interesting for economists. Among plenty of literature, for example, works of Asness (2000), Duang and Zhang (2013), Mehra and Prescott (1985) and Sfiridis (2012) can be of a first interest.
Chen et al. (1990) discussed the time-variability of a risk premium. Recently, Heryan (2014) discussed the volatility of a risk premium in context of GARCH models. For the recent empirical estimations of a risk premium in Poland, the Reader should consult, for example, papers of Sekuła (2011) and Waszczuk (2013). For example, Sekuła (2011) estimated the risk premium for Poland in the period of 1995 – 2010 to be between 2.9% and 8.6%.
On the other hand, in 1986 Bollerslev proposed a GARCH model. In particular, the variable xt is said to follow AR(m)-GARCH(p,q) process, if
xt = a0 + a1 · xt-1 + . . . + am · xt-m + et ,
where et = ut √ht and ut ~ N(0,1) and
ht = c0 + c1 · (et-1)2 + . . . + cp · (et-p)2 + d1 · ht-1 + . . . + dq · ht-q .
Actually, the above equations describe a particular kind of GARCH-type model, i.e., AR-GARCH. Yet, this type was found were useful in applications. Especially, in the context of Polish capital market (see, for example: Fiszeder, 2009; Fiszeder and Kwiatkowski, 2005; Małecka, 2011).
More information about GARCH family of models can be found in the book of Xekalaki and Degiannakis (2010) and a chapter by Zivot (2009). Later, in this paper, also the methods described by Alexander (2001) and Andersen et al. (2009) will be used.
Yet, as the mentioned researches for Poland indicate AR-GARCH type model is especially useful. Usually, in practice there is no need to consider GARCH(p,q) with p or q higher than 1 (Hansen et al., 2005; Chou, 1988; Matei, 2009).
The daily data for WIG (Warsaw Stock Exchange all-stocks index) and the yield of 10-year treasury Polish bonds were obtained from Stooq. If wigt denotes the level of WIG index in points and ytmt – a 10-year bond rate in percentages, and t stands for time index, then the daily risk premium, xt, is computed by the following formula:
xt = [ ( wigt / wigt-1 ) – 1 ] – [ (1 + ytmt)1/360 – 1 ] .
It should be noticed that usually a risk premium is considered for much longer time horizon than one day. However, the aim of this research is to analyze such a specific “high-frequency” estimate. (Yet, notice that this has nothing to do with high-frequency data which term is used to describe sec or min frequencies or market microstructure, etc.). It is just emphasized that more frequent than usual time series is considered.
The computations were done in R programme (R Core Team, 2015) in rugarch package (Ghalanos, 2014).
4. Analysis and Results
The graphical analysis suggests that the obtained time series is stationary and there exists the clustering of variance (see Fig. 1). Therefore, it seem reasonable to use the GARCH methodology further.
Yet, as mentioned, for example, by Heryan (2014), it seems interesting also to analyze the structural stability if some sub-periods are considered. The initial data consist of 2336 observations beginning on 28/11/2005 and ending on 27/03/2015. On 27/02/2007 Freddie Mac announced that they will no longer buy the most risky sub-prime mortgages and mortgage-related securities. On 15/09/2008 Lehman Brothers filed for bankruptcy protection. On 23/04/2010 Greece supplied for an initial loan from EU and IMF to cover its financial needs for the remaining part of the year, S&P rated Greece’s sovereign debt as “junk” and Euro currency declined. Theses events divide the whole analyzed period into 4 sub-periods.
However, first some descriptive statistics are presented for the whole sample. The minimum daily risk premium for the considered period is -7.97% and the maximum one is 6.25%. The mean (arithmetic) is 0.015%, which corresponds to 5.46% annual rate. The geometric mean is 0.0059%, which corresponds to 2.15% annual rate.
Figure 1. Risk premium (xt )
Source: Own calculations in R
As stated before, AR(1)-GARCH(1,1) was a priori taken as the most suitable type of model for the present research. In particular, it is assumed that
xt = a0 + a1 · xt-1 + et ,
where et = ut √ht and ut ~ N(0,1) and
ht = c0 + c1 · (et-1)2 + d1 · ht-1 .
Table 1. Estimates of AR(1)-GARCH(1,1)
|ARCH LM (p-value)||0.0000||0.1376||0.0000||0.0000||0.0000|
|a0||0.000395 *||0.001668||-0.000723 *||0.000848 *||0.000299 *|
|a1||0.067740||0.064227 *||0.038342 *||0.110164||0.058222 *|
|c0||0.000001 *||0.000006||0.000015||0.000000 *||0.000002 *|
|c1 + d1||0.993311||0.970888||0.924434||0.995357||0.976302|
|ARCH LM on st. resid.(p-value)||0.6367||0.9175||0.03533||0.3375||0.6125|
* not significant at p = 0.05
Source: Own calculations in R
The augmented Dickey-Fuller test allows to assume that all considered time series are stationary (see p-values reported in Tab. 1). If not stated otherwise, the significance level is assumed to be 0.05. For every period, except 28/11/2005 – 27/02/2007, the LM test suggest that there exists the ARCH effect (see p-values Tab. 1). Yet, it is reasonable to perform GARCH models, indeed.
Unfortunately, the parameter a0 is not stable for all sub-periods. Moreover, it is statistically not significant for all periods, except 28/11/2005 – 27/02/2007. Similarly, the parameter a1 varies significantly with time periods. Moreover, for there sub-periods it is statistically not significant. It suggests that the AR(1) specification should be somehow modified and is not the best one by itself.
On the other hand, the variance equations present better estimations. Although, the parameter c0 is not significant for three models, it can be assumed to be equal to 0. The parameter c1 takes (statistically significant) the smallest value for 15/09/2008 – 23/04/2010 sub-period and the highest for 27/02/2007 – 15/09/2008 sub-period. This can be interpreted as if shocks and innovations would have smaller impact on the present volatility than the past volatility. For the parameter d1 the conclusions are just opposite. The variance equation seems to be quite stable, except the sub-period 27/02/2007 – 23/04/2010. This suggests that the root period of financial crisis is described by different parameters (see Tab. 1).
Yet, all evaluated models are free of autocorrelation of residuals. This is indicated by high p-values of the Ljung-Box test. Also, the LM test for standardized residuals suggests that after the GARCH type estimation there remained no further ARCH effects (see reported p-values in Tab. 1).
For all sub-periods, except 27/02/2007 – 15/09/2008 and 23/04/2010 – 27/03/2015, sign bias tests (Engle and Ng, 1993) do not indicate any problems (not reported here). In particular, positive and negative innovations affect the future volatility in the same way. The practical aspects of these tests in a more general context and other examples are explained, for example, by Kumar (2014) and Seddighi (2012).
From the news impact curve (see Fig. 2) it can be seen that the impact of shocks on volatility is different in certain periods (Pagan and Schwert, 1990; Jondeau et al., 2007). The highest impact is in the beginning of the financial crisis and the smallest – just afterwards.
Finally, it should be clearly emphasized that even the statistical significance of the AR model does not violate the efficient market hypothesis. This hypothesis requires no arbitrage, but some kind of predictability of returns can remain (Timmermann and Granger, 2004; Timmermann, 1993; Woooldridge, 2013). Moreover, the estimation of the parameters of models is done ex-post, i.e., basing on the already known observations. Therefore, it is not known if an information obtained in such a way could have been used in the past. Moreover, no transactional costs were incorporated into the estimated models, etc.
Figure 2. News impact curves (28/11/2005 – 27/03/2015 black, 28/11/2005 – 27/02/2007 yellow, 27/02/2007 – 15/09/2008 green, 15/09/2008 – 23/04/2010 blue, 23/04/2010 – 27/03/2015 brown)
Source: Own calculations in R
Of course, also the rolling estimation can be used to determine the discussed structural stability. The first estimation was done after the first 500 observations. Such a number of observations correspond to approximately two calendar years. Then, the re-fitting was done after every 25 new observations, which corresponds to approximately a period a bit longer than a one calendar month. As a result, 74 evaluations of GARCH type models were done. The results are presented on Fig. 3.
It can be observed that in 2009 and 2010 all estimated parameters were very volatile. The parameters a0 and a1 are more stable in the period after the occurrence of the recent global financial crisis. However, parameters connected with the variance equation, i.e., c1 and d1 are more volatile after the occurrence of the recent global financial crisis. Although, the numerical values seem to follow quite stable paths, the standard deviations of the estimations are very explosive in 2009 and 2010. Also, their confidence intervals significantly widened after the occurrence of the recent global financial crisis (see Fig. 3).
Figure 3. Rolling estimations (recursive)
Source: Own calculations in R
5. Discussion and Conclusion
The daily risk premium was estimated to be between -7.97% and the maximum one is 6.25% in the period of 28/11/2005 – 27/03/2015. The arithmetic mean was estimated to 0.015% and the geometric mean to 0.0059% (daily). It corresponds to values between 2.15% and 5.46% per annum. Although, the base period for computing the premium was just one day, the outcomes are quite consistent with some other researches.
The AR(1)-GARCH(1,1) model estimation failed. However, the estimation of the variance equation was quite successful. This seems to be of the interest of some future researches with a help of the GARCH family of models. In case of the structural stability, a significant evidence was found to support the hypothesis that the parameters of the GARCH model vary significantly with time, depending on the sub-period of the recent global financial crisis. This is also with an agreement with some other researches reported in this paper.
In this sense, there is a clear evidence that investors have different attitude towards the risk in different periods of a business cycle. From the news impact curves, it could be observed that the impact of shocks on volatility has different size depending on the time period. On the other hand, the choice of the time horizon for computing the risk premium was quite specific in this paper. Therefore, it seems interesting to lead similar researches, but with different time horizons.
- Alexander, C., 2001, Market Models: A Guide to Financial Data Analysis. Wiley.
- Andersen, T.G., Davis, R.A., Kreiss, J.-P., Mikosch, T., 2009, Handbook of Financial Time Series, Springer.
- Asness, C.S., 2000, Stocks versus bonds: explaining the equity risk premium, Financial Analysts Journal 56, pp. 96-113.
- Bollerslev, T., 1986, Generalized autoregressive conditional heteroskedasticity, Journal of Econometrics 31, pp. 307-327.
- Chen, N.-F., Grundy, B., Stambaugh, R.F., 1990, Changing risk, changing risk premiums, and dividend yield effects, The Journal of Business 63, pp. 51-70.
- Chou, R.Y., 1988, Volatility persistence and stock valuations: Some empirical evidence using GARCH, Journal of Applied Econometrics 3, pp. 279-294.
- Damodaran, A., 2011, Risk premiums: Looking backwards and forwards…, presentation.
- Damodaran, A., 2015, Equity risk premiums (ERP): determinants, estimation and implications, http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2581517.
- Duan, J.-C., Zhang, W., 2013, Forward-looking market risk premium. Management Science 60(2), pp. 521-538.
- Engle, R.F., Ng, V.K., 1993, Measuring and testing the impact of news on volatility, Journal of Finance 48, pp. 1749-1778.
- Fernandez, P., 2004, Market risk premium: required, historical and expected, Working Paper of IESE CIIF 574.
- Fiszeder, P., 2009, Modele klasy GARCH w empirycznych badaniach finansowych, Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika: Toruń, (in Polish).
- Fiszeder, P., Kwiatkowski, J., 2005, Model GARCH-M ze zmiennym parametrem – analiza wybranych spółek i indeksów notowanych na GPW w Warszawie, Przegląd Statystyczny 52(3), pp. 73-88, (in Polish).
- Ghalanos, A., 2014, rugarch: univariate GARCH models.
- Hansen, P.R., Lunde, A., 2005, A comparison of volatility models: does anything beat a GARCH(1,1)? Journal of Applied Econometric 20(7), pp. 873-889.
- Heryan, T., 2014, Errors in short run forecasts next-day volatility of equity risk premium in the UK and U.S. market: Empirical research before and after the global financial crisis, Procedia Economics and Finance 14, pp. 243-252.
- Jondeau, E., Poon, S.-H., Rockinger, M., 2007, Financial Modeling Under Non-Gaussian Distributions, Springer.
- Kumar, D., 2014, Long Memory in the Volatility of Indian Financial Market: An Empirical Analysis Based on Indian Data, Anchor Academic Publishing.
- Małecka, M., 2011, Prognozowanie zmienności indeksów giełdowych przy wykorzystaniu modelu klasy GARCH. Ekonomista 6, pp. 843-859, (in Polish).
- Matei, M., 2009, Assessing volatility forecasting models: why GARCH models take the lead. Romanian Journal of Economic Forecasting 4, pp. 42-65.
- Mehra, R., Prescott, E.C., 1985, The equity premium – a puzzle, Journal of Monetary Economics 15, pp. 145-161.
- Pagan, A.R., Schwert, G.W., 1990, Alternative models for conditional stock volatility, Journal of Econometrics 45, pp. 267-290.
- R Core Team, 2015, R: A Language and Environment for Statistical Computing, R Foundation for Statistical Computing, Vienna, Austria, http://www.R-project.org
- Seddighi, H., 2012, Introductory Econometrics: A Practical Approach, Routledge.
- Sekuła, P., 2011, Szacunek premii za ryzyko dla Polski – próba empirycznej weryfikacji premii ex post i ex ante, Acta Universitatis Lodziensis – Folia Oeconomica 258, pp. 95-108, (in Polish).
- Sfiridis, J.M., 2012, Revisiting the market risk premium. Journal of Financial and Economic Practice 12(2), pp. 10-22.
- Stooq.pl, 2015, http://stooq.pl
- Timmermann, A., 1993, How learning in financial markets generates excess volatility and predictability in stock prices, The Quarterly Journal of Economics 108, pp. 1135-1145.
- Timmermann, A., C.W.J. Granger, 2004, Efficient market hypothesis and forecasting, International Journal of Forecasting 20(1), pp. 15-27.
- Waszczuk, A., 2013, A risk-based explanation of return patterns – Evidence from the Polish stock market. Emerging Markets Review 15, pp. 186-210.
- Wooldridge, J., 2013, Introductory Econometrics: A Modern Approach, Cengage Learning.
- Xekalaki, E., Degiannakis, S. 2010, ARCH Models for Financial Applications, Wiley.
- Zivot, E., 2009, Practical issues in the analysis of univariate GARCH models. In: (eds.) Andersen, T.G., Davis, R.A., Kreiss, J.-P., Mikosch, T., Handbook of Financial Times Series, Springer, pp. 113-155. | <urn:uuid:dfaf6f10-48cd-42e8-9b58-4605424e1e91> | {
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Four wheel drive vehicles come in all shapes, sizes and body styles with different types of features and equipment. However, there are several basic functions that all 4WDrives have in common.Drivetrain
A 4WD can be a constant 4WD, part-time 4WD or both. An example of a constant 4WD is a Range Rover. It is always in 4WD and cannot select 2WD at all. A Nissan Patrol is an example of a part-time 4WD, which means that it can switch between 2WD and 4WD. However 4WD can only be selected when on slippery surfaces.
A Mitsubishi Pajero is an example of a 4WD that can be both a constant 4WD and a part-time 4WD. It can select 2WD, constant 4WD and locked 4WD. The difference between the Patrol and the Pajero is that the Pajero has a centre differential. A centre differential allows 4WD to be used on normal roads (constant 4WD) and can be locked for off-road use (part-time 4WD). The "axle/transmission windup" text below explains why a part-time 4WD cannot be driven in 4WD on the bitumen.Axle/Transmission Windup
When a 4WD is travelling in a straight line all four wheels rotate at the same speed, but during cornering each wheel travels at a different speed due to the radius of the turn. All vehicles have a differential on the front and rear axles to allow the wheels on the same axle to rotate at a different speed. Constant 4WDs have a central differential fitted to allow for different speeds between front and back wheels, but most part-time four wheel drives do not.
When a part-time 4WD (without a centre differential) is in 4WD an attempts to corner on bitumen, all wheels need to rotate at different speeds, but without a centre differential they cannot. This creates the phenomena called "axle windup" or "transmission windup". High strain is placed on the drive shafts and transmission, eventually causing one of two things to happen. Either one of the wheels slips or spins to overcome the stress or the drive-shaft/transmission breaks. This is why part time 4WDs should never select 4WD on bitumen.
Constant 4WDs have a central differential within the transmission to overcome this problem. However once in the dirt a constant four wheel drive can be bogged with only one wheel spinning. This is why they have a central differential lock that stops the action of the centre diff and makes it like a part-time four wheel drive in 4WD mode. The centre diff lock should never be used on bitumen or non-slip surfaces for the reasons mentioned above.
In reality, a 4WD is only a two wheel drive with one front and one back wheel driving when traction is lost. One wheel on each axle spins while the other receives no drive at all due to the action of the differential. The exception to this is where a limited slip or locking differential is fitted. A limited slip diff allows a limited amount of drive to be applied to the stationary wheel before the other wheel on the same axle spins. A locking diff allows no slip at all and both wheels on the same axle turn at the same speed, regardless of the amount of traction.High/Low Range
To enable a 4WD to travel at lower speeds while travelling on rough terrain it needs lower gear ratios. Not all 4WDs have low range gearing and this restricts their ability to tackle rough terrain. However 4WDs that lack low range gearing are generally not built for severe off-road conditions or sometimes have a "crawler" 1st gear to compensate for the lack of low range gearing.
The high range ratios in 4WD mode are the same as the gear ratios in 2WD. When low range 4WD is selected, the gear ratios are approximately half that of high range, although the exact ratio varies for each vehicle manufacturer.
For example this means that if an engine speed of 3000 rpm in high range fourth gear is 100 km/h, then in low range at the same engine speed and the same gear, the speed would be around 50 km/h.
Some points to note about low range gearing are:
A handy hint when reversing with your vehicle while towing is to select low range 4WD to be able to move very slowly without having to slip the clutch. However you can only do this if you have a constant 4WD or your part-time 4WD is fitted with free-wheeling hubs AND they are not locked in, otherwise you will cause transmission windup.Free Wheeling Hubs
If your vehicle is fitted with free wheeling hubs, you will need to lock them in before selecting 4WD. The free wheeling hub connects the front wheel to the front axle allowing it to be driven when four wheel drive is selected.
Free wheeling hubs are fitted to reduce wear on the front diff and drive shaft, and to (marginally) help improve fuel economy when it is in 2WD. Permanent 4WD's do not have free wheeling hubs as they are always in 4WD and need the front wheels to be permanently connected to the axle.
If you select 4WD without the freewheeling hubs locked in, then you will only be in 2WD, even though the 4WD dash light indicator (if fitted) will show 4WD. Even experienced 4WDrivers make this common mistake of forgetting to lock the freewheeling hubs.Approach and Departure Angle
The approach angle is the steepest incline that the vehicle can approach from a level surface without touching any part of the vehicle. The departure angle is the same thing for the rear of the vehicle. The higher the angle, the lower the chance of impacting when climbing or reversing over obstacles.Rampover Angle
The rampover angle is the largest peak that a vehicle can drive over without touching the underbody. A short wheelbase vehicle invariably has a better rampover angle than a long wheelbase vehicle. The larger the angle the steeper peak the vehicle can travel over.
|Poor rampover angle vehicle stuck|
|Good rampover angle vehicle mobile
(c) 4WD Encounter 1998
These pages were last
updated on 16th September 1998.
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A Sponge is a Summary
When I'm working with a concept that I know may be difficult to grasp, I like to hook kids' attention with a metaphor or an analogy. While doing the dishes, I thought about how a sponge holds water, but when you squeeze it, you are left with the right amount of dampness to wipe down a counter. The point of a sponge is to be moist without being over-saturated. Aha, I thought: a sponge is a summary. We take hold of saturated text and squeeze out all the unnecessary details, keeping only what we need to get the idea across. Although there are limitations to my metaphor, it seems to work for kids until they come up with their own connections.
I'm admittedly a keep-Marzano-by-the-bedside kind of gal, so when a teaching team asked me to come work with them around summarization, I knew just where to turn. "Research tells us that effective summaries involve deleting, substituting, and keeping some information, and that to carry out these processes well, students must analyze the information they are working with in a complex way" (from A Handbook for Classroom Instruction that Works by Marzano, Norford, Paynter, Pickering and Gaddy).
Talking with the team, I explained the process of rule-based summarization, and asked what students already knew about summaries.
"Not much," was the team's response.
In one of the classrooms of 23 students the results to our pre-assessment were as follows:
"I've never heard of a summary and I can't do it." 0/23
"I've heard of a summary before, but not sure if I can do it." 9/23
"I know the definition of summary and I can summarize." 14/23
How they summarized the nonfiction passage we provided was most telling and helped us plan the next steps in instruction.
Summary of Misconceptions
The nonfiction passage we chose was about George Washington Carver's early life. The paragraph focused on two key ideas - that he loved plants and going to school during that time was difficult for him.
Student Sample #1: The Wordy Summary
One student wrote as many sentences in a summary as existed in the original piece. "I didn't want to leave anything out," Clare told me when turning it in. Misconception #1: Retell and summary are the same thing.
Most people agree: A summary should be shorter than the original text. It is performed speedily and without ceremony. Most students got this idea, but this was an easy misconception that we could clear up for those that didn't.
Student Sample #2: Repeat the First Sentence
Carver was born in Missouri around 1864.
Misconception #2: You can always find a topic sentence that summarizes the paragraph. It's usually first.
Most people agree: Many texts do not have an explicit topic sentence that captures the main idea of the passage. If such a sentence exists, it's usually not the first sentence. Richard Braddock from the University of Iowa studied contemporary writing in 1974 and found "only 45% of topic sentences were traditional, simple topic sentences." I remember learning in school that the first sentence will tell you what the paragraph is going to be about. While that was true for all the paragraphs we read designed for the task, in real life, it would be true less than half of the time.
Student Sample #3: Topic Collector
George Washington Carver's life is what this is about.
Misconception #3: Topics and main ideas are the same thing.
Most people agree: While the topic of the nonfiction passage was about George Washington Carver's life, the main idea was that he loved plants and that it was difficult for him to go to school to study them. Summaries should be simple, but not so simple that the main idea is skipped.
Student Sample #4: Text-to-Self Connector
George Washington Carver was our first president. I didn't know it but he knew a lot about plants. I wouldn't have liked it if I couldn't go to school. He should've been able to do whatever he wanted.
Misconception #4:Personal opinions and connections matter more than the text.
Most people agree: In many aspects of literacy the text-to-self connection is important; however, everything you need to write a summary is already there in the text. Like a good therapist, there is no need to personally disclose while summarizing. A summary should include the main ideas of the text -- not the ones you (as the summarizer) think you know, agree with or like the best. In this student sample, the erroneous "Washington as president" elaboration came from something the reader thought he knew and took him away from what was actually written.
Who is This Teacher and Why Does She Have a Bucket?
Armed with a better understanding of what was difficult for these students, I planned my introductory lesson. Walking in with a bucket, sponge, chart and marker, the students were curious to see what I was up to. When they were gathered at my feet I dipped the sponge in the bucket and said, "This is a sponge," and then I squeezed the water out and said, "I'm summarizing." They reached to feel the damp sponge and I continued, "This is a summary. A sponge is a summary. Stay tuned. You'll be able to tell me why at the end of the lesson."
I told them we'd be using some rules to summarize. We made up kinesthetic motions for:
Keep (pull hands in to chest)
Delete (push hands away from body)
Substitute (cross hands to show movement)
Choose or write (miming pointing and writing)
Then I showed them a paragraph from a recent Time for Kids article written on the chart paper and read it aloud. In my think aloud, I noted how the author seemed to have a main idea about the how the Amazon rainforest was getting smaller and how that was not a good thing. Circling, four key words/ideas I chose to keep:
The rest of the passage I crossed out. "This is what I'm going to delete."
There was no need to substitute in that particular paragraph, but I gave them an example. "If the author wrote 'Birds, reptiles, and amphibians are affected by the loss of forest.' I could substitute the word 'animals' and collapse the list of birds, reptiles and amphibians."
Finally it was time to choose or write. We studied the first sentence and concluded that it did not capture the main idea. "Most paragraphs will not have the main idea stated in one sentence, and less than half the time in the first one. Summaries are shorter than the original text." I wrote my summary sentence from the key words and ideas we kept:
In Brazil, the Amazon rainforest is shrinking because of deforestation which is the loss of trees.
At that point I stopped and had them turn knee-to-knee with a partner and explain how I applied the four rules of summarization in that paragraph. I smiled as they pointed at the chart, used the kinesthetic reminders of the rules, and explained how I'd summarized.
During that 50-minute introduction we only got through three paragraphs. For the second paragraph, I asked them for help with what to keep and delete. When they suggested keeping small details, I had them look closely at what the author wanted us to keep that was most important. "Remember," I said, "we pull ourselves out of this. It's not what we think is most interesting or important, we are looking to summarize the author's words."
A hand shot up, "Are you going to substitute where it says 'farmers, ranchers and loggers'?"
"I am," I said, pleased with the application. We decided 'workers' would suffice.
When it was time for the third paragraph, I handed out clipboards, and they circled and crossed out words and phrases as we discussed them. On the blank lines below we wrote our summary sentence. As the lesson drew to a close, we put our three summary sentences together and I said, "The summary is often in the same order as the original text."
At that point I pulled my bucket back out. "This is a sponge." I squeezed the water out and said, "I'm summarizing" and finally, "This is a summary. A sponge is a summary. Why?"
They turned back to their partners and discussed before we shared out in whole group.
"Well, the water you are squeezing out is like the words we are deleting from the paragraph."
"You kept some of the water in the sponge, just like we kept some of the words."
"You didn't add anything else to the summary sponge. It's just water. Like we aren't supposed to add other things we know or what we think is most interesting."
"The sponge and the summary both have a job to do?"
"Wow, you readers and writers really soaked this up, didn't you?" They smiled and groaned.
The sponge lesson is just the beginning, the hook, to explicitly teach how to summarize by gradually releasing the process to the students as they move toward independence. As the text becomes more difficult, so does the process of summarizing. Switching from nonfiction to fiction requires explicitly teaching a different summary approach.
It's been two years since I worked with this group of teachers and students. Recently I was in the building and a student pointed to me and said, "You are Mrs. Rader, right?" I said I was. As he walked away he said to his buddy, "She summarizes with sponges." | <urn:uuid:66bbec8b-09b4-4141-93b3-dd465a3322af> | {
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Static single assignment form
In compiler design, static single assignment form (often abbreviated as SSA form or simply SSA) is a property of an intermediate representation (IR), which says that each variable is assigned exactly once. Existing variables in the original IR are split into versions, new variables typically indicated by the original name with a subscript in textbooks, so that every definition gets its own version. In SSA form, use-def chains are explicit and each contains a single element.
In functional language compilers, such as those for Scheme, ML and Haskell, continuation-passing style (CPS) is generally used while one might expect to find SSA in a compiler for Fortran or C. SSA is formally equivalent to a well-behaved subset of CPS (excluding non-local control flow, which does not occur when CPS is used as intermediate representation), so optimizations and transformations formulated in terms of one immediately apply to the other.
- 1 Benefits
- 2 Converting to SSA
- 3 Variations that reduce the number of Φ functions
- 4 Converting out of SSA form
- 5 Extensions
- 6 Compilers using SSA form
- 7 See also
- 8 References
- 9 External links
The primary usefulness of SSA comes from how it simultaneously simplifies and improves the results of a variety of compiler optimizations, by simplifying the properties of variables. For example, consider this piece of code:
y := 1 y := 2 x := y
Humans can see that the first assignment is not necessary, and that the value of
y being used in the third line comes from the second assignment of
y. A program would have to perform reaching definition analysis to determine this. But if the program is in SSA form, both of these are immediate:
y1 := 1 y2 := 2 x1 := y2
Compiler optimization algorithms which are either enabled or strongly enhanced by the use of SSA include:
- constant propagation
- value range propagation
- sparse conditional constant propagation
- dead code elimination
- global value numbering
- partial redundancy elimination
- strength reduction
- register allocation
Converting to SSA
Converting ordinary code into SSA form is primarily a simple matter of replacing the target of each assignment with a new variable, and replacing each use of a variable with the "version" of the variable reaching that point. For example, consider the following control flow graph:
Notice that we could change the name on the left side of "x x - 3", and change the following uses of x to use that new name, and the program would still do the same thing. We exploit this in SSA by creating two new variables, x1 and x2, each of which is assigned only once. We likewise give distinguishing subscripts to all the other variables, and we get this:
We've figured out which definition each use is referring to, except for one thing: the uses of y in the bottom block could be referring to either y1 or y2, depending on which way the control flow came from. So how do we know which one to use?
The answer is that we add a special statement, called a Φ (Phi) function, to the beginning of the last block. This statement will generate a new definition of y, y3, by "choosing" either y1 or y2, depending on which arrow control arrived from:
Now, the uses of y in the last block can simply use y3, and they'll obtain the correct value either way. You might ask at this point, do we need to add a Φ function for x too? The answer is no; only one version of x, namely x2 is reaching this place, so there's no problem.
A more general question along the same lines is, given an arbitrary control flow graph, how can I tell where to insert Φ functions, and for what variables? This is a difficult question, but one that has an efficient solution that can be computed using a concept called dominance frontiers.
Note: the Φ functions are not actually implemented; instead, they're just markers for the compiler to place the value of all the variables, which are grouped together by the Φ function, in the same location in memory (or same register).
According to Kenny Zadeck Φ functions were originally known as phoney functions while SSA was being developed at IBM Research in the 1980s. The formal name of Φ function was only adopted when the work was first published in an academic paper.
Computing minimal SSA using dominance frontiers
First, we need the concept of a dominator: we say that a node A strictly dominates a different node B in the control flow graph if it's impossible to reach B without passing through A first. This is useful, because if we ever reach B we know that any code in A has run. We say that A dominates B (B is dominated by A) if either A strictly dominates B or A = B.
Now we can define the dominance frontier: a node B is in the dominance frontier of a node A if A does not strictly dominate B, but does dominate some immediate predecessor of B (possibly node A is an immediate predecessor of B. Then, because any node dominates itself and node A dominates itself, node B is in the dominance frontier of node A.). From A's point of view, these are the nodes at which other control paths, which don't go through A, make their earliest appearance.
Dominance frontiers capture the precise places at which we need Φ functions: if the node A defines a certain variable, then that definition and that definition alone (or redefinitions) will reach every node A dominates. Only when we leave these nodes and enter the dominance frontier must we account for other flows bringing in other definitions of the same variable. Moreover, no other Φ functions are needed in the control flow graph to deal with A's definitions, and we can do with no less.
One algorithm for computing the dominance frontier set is:
for each node b if the number of immediate predecessors of b ≥ 2 for each p in immediate predecessors of b runner := p while runner ≠ idom(b) add b to runner’s dominance frontier set runner := idom(runner)
Note: in the code above, an immediate predecessor of node n is any node from which control is transferred to node n, and idom(b) is the node that immediately dominates node b (a singleton set).
There is an efficient algorithm for finding dominance frontiers of each node. This algorithm was originally described in Cytron et al. 1991. Also useful is chapter 19 of the book "Modern compiler implementation in Java" by Andrew Appel (Cambridge University Press, 2002). See the paper for more details.
Keith D. Cooper, Timothy J. Harvey, and Ken Kennedy of Rice University describe an algorithm in their paper titled A Simple, Fast Dominance Algorithm. The algorithm uses well-engineered data structures to improve performance.
Variations that reduce the number of Φ functions
"Minimal" SSA inserts the minimal number of Φ functions required to ensure that each name is assigned a value exactly once and that each reference (use) of a name in the original program can still refer to a unique name. (The latter requirement is needed to ensure that the compiler can write down a name for each operand in each operation.)
However, some of these Φ functions could be dead. For this reason, minimal SSA does not necessarily produce the fewest number of Φ functions that are needed by a specific procedure. For some types of analysis, these Φ functions are superfluous and can cause the analysis to run less efficiently.
Pruned SSA form is based on a simple observation: Φ functions are only needed for variables that are "live" after the Φ function. (Here, "live" means that the value is used along some path that begins at the Φ function in question.) If a variable is not live, the result of the Φ function cannot be used and the assignment by the Φ function is dead.
Construction of pruned SSA form uses live variable information in the Φ function insertion phase to decide whether a given Φ function is needed. If the original variable name isn't live at the Φ function insertion point, the Φ function isn't inserted.
Another possibility is to treat pruning as a dead code elimination problem. Then, a Φ function is live only if any use in the input program will be rewritten to it, or if it will be used as an argument in another Φ function. When entering SSA form, each use is rewritten to the nearest definition that dominates it. A Φ function will then be considered live as long as it is the nearest definition that dominates at least one use, or at least one argument of a live Φ.
Semi-pruned SSA form is an attempt to reduce the number of Φ functions without incurring the relatively high cost of computing live variable information. It is based on the following observation: if a variable is never live upon entry into a basic block, it never needs a Φ function. During SSA construction, Φ functions for any "block-local" variables are omitted.
Computing the set of block-local variables is a simpler and faster procedure than full live variable analysis, making semi-pruned SSA form more efficient to compute than pruned SSA form. On the other hand, semi-pruned SSA form will contain more Φ functions.
Converting out of SSA form
SSA form is not normally used for direct execution (although it is possible to interpret SSA), and it is frequently used "on top of" another IR with which it remains in direct correspondence. This can be accomplished by "constructing" SSA as a set of functions which map between parts of the existing IR (basic blocks, instructions, operands, etc.) and its SSA counterpart. When the SSA form is no longer needed, these mapping functions may be discarded, leaving only the now-optimized IR.
Performing optimizations on SSA form usually leads to entangled SSA-Webs, meaning there are phi instructions whose operands do not all have the same root operand. In such cases color-out algorithms are used to come out of SSA. Naive algorithms introduce a copy along each predecessor path which caused a source of different root symbol to be put in phi than the destination of phi. There are multiple algorithms for coming out of SSA with fewer copies, most use interference graphs or some approximation of it to do copy coalescing.
Extensions to SSA form can be divided into two categories.
Renaming scheme extensions alter the renaming criterion. Recall that SSA form renames each variable when it is assigned a value. Alternative schemes include static single use form (which renames each variable at each statement when it is used) and static single information form (which renames each variable when it is assigned a value, and at the post-dominance frontier).
Feature-specific extensions retain the single assignment property for variables, but incorporate new semantics to model additional features. Some feature-specific extensions model high-level programming language features like arrays, objects and aliased pointers. Other feature-specific extensions model low-level architectural features like speculation and predication.
Compilers using SSA form
SSA form is a relatively recent development in the compiler community. As such, many older compilers only use SSA form for some part of the compilation or optimization process, but most do not rely on it. Examples of compilers that rely heavily on SSA form include:
- The ETH Oberon-2 compiler was one of the first public projects to incorporate "GSA", a variant of SSA.
- The LLVM Compiler Infrastructure uses SSA form for all scalar register values (everything except memory) in its primary code representation. SSA form is only eliminated once register allocation occurs, late in the compile process (often at link time).
- The Open64 compiler uses SSA form in its global scalar optimizer, though the code is brought into SSA form before and taken out of SSA form afterwards. Open64 uses extensions to SSA form to represent memory in SSA form as well as scalar values.
- As of version 4 (released in April 2005) GCC, the GNU Compiler Collection, makes extensive use of SSA. The frontends generate "GENERIC" code which is then converted into "GIMPLE" code by the "gimplifier". High-level optimizations are then applied on the SSA form of "GIMPLE". The resulting optimized intermediate code is then translated into RTL, on which low-level optimizations are applied. The architecture-specific backends finally turn RTL into assembly language.
- IBM's open source adaptive Java virtual machine, Jikes RVM, uses extended Array SSA, an extension of SSA that allows analysis of scalars, arrays, and object fields in a unified framework. Extended Array SSA analysis is only enabled at the maximum optimization level, which is applied to the most frequently executed portions of code.
- In 2002, researchers modified IBM's JikesRVM (named Jalapeño at the time) to run both standard Java byte-code and a typesafe SSA (SafeTSA) byte-code class files, and demonstrated significant performance benefits to using the SSA byte-code.
- Oracle's HotSpot Java Virtual Machine uses an SSA-based intermediate language in its JIT compiler.
- Mono uses SSA in its JIT compiler called Mini.
- jackcc is an open-source compiler for the academic instruction set Jackal 3.0. It uses a simple 3-operand code with SSA for its intermediate representation. As an interesting variant, it replaces Φ functions with a so-called SAME instruction, which instructs the register allocator to place the two live ranges into the same physical register.
- Although not a compiler, the Boomerang decompiler uses SSA form in its internal representation. SSA is used to simplify expression propagation, identifying parameters and returns, preservation analysis, and more.
- Portable.NET uses SSA in its JIT compiler.
- libFirm a completely graph based SSA intermediate representation for compilers. libFirm uses SSA form for all scalar register values until code generation by use of an SSA-aware register allocator.
- The Illinois Concert Compiler circa 1994 used a variant of SSA called SSU (Static Single Use) which renames each variable when it is assigned a value, and in each conditional context in which that variable is used; essentially the static single information form mentioned above. The SSU form is documented in John Plevyak's Ph.D Thesis.
- The COINS compiler uses SSA form optimizations as explained here: http://www.is.titech.ac.jp/~sassa/coins-www-ssa/english/
- PyPy uses a linear SSA representation for traces in its JIT compiler.
- The Standard ML compiler MLton uses SSA in one of its intermediate languages.
- Zadeck, F. Kenneth, Presentation on the History of SSA at the SSA'09 Seminar, Autrans, France, April 2009
- Cooper, Keith D.; Harvey, Timothy J.; and Kennedy, Ken (2001). A Simple, Fast Dominance Algorithm.
- Cytron, Ron; Ferrante, Jeanne; Rosen, Barry K.; Wegman, Mark N.; and Zadeck, F. Kenneth (1991). "Efficiently computing static single assignment form and the control dependence graph". ACM Transactions on Programming Languages and Systems 13 (4): 451–490. doi:10.1145/115372.115320.
- Briggs, Preston; Cooper, Keith D.; Harvey, Timothy J.; and Simpson, L. Taylor (1998). Practical Improvements to the Construction and Destruction of Static Single Assignment Form.
- von Ronne, Jeffery; Ning Wang; Michael Franz (2004). Interpreting programs in static single assignment form.
- "The Java HotSpot Performance Engine Architecture". Oracle Corporation.
- "Illinois Concert Project".
- "Bytecode Optimizations". the LuaJIT project.
- Appel, Andrew W. (1999). Modern Compiler Implementation in ML. Cambridge University Press. ISBN 0-521-58274-1. Also available in Java (ISBN 0-521-82060-X 2002) and C (ISBN 0-521-60765-5, 1998) versions.
- Cooper, Keith D.; and Torczon, Linda (2003). Engineering a Compiler. Morgan Kaufmann. ISBN 1-55860-698-X.
- Muchnick, Steven S. (1997). Advanced Compiler Design and Implementation. Morgan Kaufmann. ISBN 1-55860-320-4.
- Kelsey, Richard A. (March 1995). "A Correspondence between Continuation Passing Style and Static Single Assignment Form". ACM SIGPLAN Notices 30 (3): 13–22. doi:10.1145/202530.202532.
- Appel, Andrew W. (April 1998). "SSA is Functional Programming". ACM SIGPLAN Notices 33 (4): 17–20. doi:10.1145/278283.278285.
- Pop, Sebastian (2006). The SSA Representation Framework: Semantics, Analyses and GCC Implementation.
- Matthias Braun, Sebastian Buchwald, Sebastian Hack, Roland Leißa, Christoph Mallon, Andreas Zwinkau (2013), Simple and Efficient Construction of Static Single Assignment Form, Lecture Notes in Computer Science 7791, Springer Berlin Heidelberg, pp. 102–122, doi:10.1007/978-3-642-37051-9_6, retrieved 24 March 2013
- Bosscher, Steven; and Novillo, Diego. GCC gets a new Optimizer Framework. An article about GCC's use of SSA and how it improves over older IRs.
- The SSA Bibliography. Extensive catalogue of SSA research papers.
- Zadeck, F. Kenneth. "The Development of Static Single Assignment Form", December 2007 talk on the origins of SSA. | <urn:uuid:b7f9fbd8-5d84-4da2-b1ce-e4f157b63d83> | {
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Macrophagocyte --> macrophage
Relatively long lived phagocytic cell of mammalian tissues, derived from blood monocyte. Macrophages from different sites have distinctly different properties. Main types are peritoneal and alveolar macrophages, tissue macrophages (histiocytes), kupffer cells of the liver and osteoclasts. In response to foreign materials may become stimulated or activated. Macrophages play an important role in killing of some bacteria, protozoa and tumour cells, release substances that stimulate other cells of the immune system and are involved in antigen presentation. May further differentiate within chronic inflammatory lesions to epithelioid cells or may fuse to form foreign body giant cells or langhans giant cells. | <urn:uuid:7902796e-3f30-425b-ab65-d3351d50590b> | {
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Anything you do for an extended period of time has neurological and cognitive effects. Speaking another language is one thing that seems to have a wide range of effects, one of which being performance in tasks involving reasoning about other people’s beliefs, such as the false belief task.
The False Belief Task
The false belief task had usually been applied to samples of children (and you’ll soon understand why), but Rubio-Fernández and Glucksberg (2011) of UCL and Princeton applied it to a sample of adults — after a few modifications
The task involves a puppet show (told you), where two puppets, Sally and Anne are playing with a toy. Then then put the toy in a box, and Anne leaves the scene. While Anne is away, Sally puts the toy in a different box before she returns. When Anne does get back, the participants are asked where she will look for the toy.
Monolingual children start getting this right at about age four on average. It’s part of the idea of a “Theory of Mind,” where you adopt the belief that other people have a mind just like yours, but separate, and with different knowledge to you have they will take different actions.
However, bilingual children are better at this task, correctly guessing that Anne will look in the box where she saw it last, as opposed to where they saw Sally place it, from around age three.
The idea is that because bilingual kids have experience talking to people in one language and receiving blank stares, they learn earlier that other people have a separate mind to their own. Which is also in line with the idea that the theory of mind is just a social construct, something that people “figure out” as opposed to a module that develops.
The adult version (not what you’re thinking…)
Although everybody loves a good puppet show, you might see a difficulty in applying this same task to adult bilinguals – adults are all going to answer the task correctly, regardless of their lingual status. So the researchers added an eye tracking element to the test.
Rather than using the participant’s guess as to the location of the toy as the dependent variable, they used eye movements – did the participants first look at the box where the toy actually was (using their own knowledge) before looking at the original box (reasoning about other people’s beliefs)?
Oh, and the puppet show was replaced with a cartoon on a computer (I know, I was disappointed too).
How did the adults do?
As with the children, the adult bilinguals out-performed their monolingual peers. Comparisons of gaze directions between the two groups just sneaked under the holy .05 significance level: X2(1, N = 45) = 3.94, p < .048. So did the fixation latency – the time take to focus the gaze on the correct box – at t(44) = 2.07, p < .045, as you might expect given that more monolinguals looked in the wrong place first.
The Simon Task
The researchers also used another test – the Simon Task. In this, a key is assigned for “LEFT” and another for “RIGHT.” the words LEFT and RIGHT flash up on the screen, and you have to press the right key. Only, sometimes, “RIGHT” appears on the left of the screen, and vice-versa. If you want to give it a go, you can play a Java version here.
Success in this game relies on overriding your natural instinct to press the button on the right, even when the game tries to trick you into doing so. This is called “Executive Control” in cognitive psychology, after the catch-all term “Central Executive” which is used to describe pretty much anything we don’t understand yet. 🙂 See this article on working memory for more information.
As with the False Belief test, the bilinguals did better here too. Why would this be? It’s thought to be because this sort of executive control is old hat to bilinguals. They have to suppress the other language while speaking and thinking, and this transfers to other tasks involving executive control.
Combining the Two
The paper also reports a correlation between performance on the Simon task and performance on the False Belief task – so presumably, the same cognitive ability is involved in both tasks, and bilingualism is the cause of this improved ability – or something that goes hand-in-hand with bilingualism, at the least.
What’s a bilingual?
Bilinguals performed better, but at what point in second language acquisition does this effect occur? The authors note that “all participants were to some extent familiar with a second language.” So that includes people designated as monolingual. The actual criteria they used was:
- Learned the language before age 9
- Used it regularly for over 10 years
However, the bulk of the group achieved bilingual status much sooner, with a self-reported mean acquisition age of 3. The extent of foreign language familiarity of the monolinguals was not reported. It could be a few years at school, it could be they bought a Spanish CD and listened to it twice.
Presumably, this effect would occur no matter when in life the second language was acquired. This fits with the executive control explanation. I’m not sure how to explain these results without it, but if they did the same test on people who acquired language two after, say, age 30, and didn’t get the same results, it might be interesting to try to reconcile the two.
This is one of many studies demonstrating cognitive differences between bilinguals and monolinguals. Low ecological validity, and only marginally significant results (probably due to the fairly low sample size), also necessarily a quasi-experiment (non-random group assignment by default). However, the results are in line with a lot of other evidence – although bilinguals perform worse on some tasks, on this one they seem to do better.
Rubio-Fernández P, & Glucksberg S (2011). Reasoning about other people’s beliefs: Bilinguals have an advantage. Journal of experimental psychology. Learning, memory, and cognition PMID: 21875251 | <urn:uuid:7ed81031-2bf5-493e-a17f-fb8d5655b34b> | {
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Let’s face it—we’re all addicted to our devices, and students are no exception. So, it’s no surprise that bring your own device (BYOD) programs are also becoming ever-more popular among schools and districts. These programs offer an excellent solution for schools to better leverage technology and online learning in the classroom without the financial commitment of a 1:1 mobile program. Besides, students are going to have their devices with them anyway; why not work with that reality instead of fight it?
Of course, BYOD initiatives do come with some challenges. For teachers and administrators, the seemingly untethered freedom once students have been given permission to have their own devices in the classroom can feel a little overwhelming. Are they actually going to use them for learning, or spend every moment chatting with friends on social media and playing games? The key is to start with some thoughtful planning and craft a clear BYOD policy. Here are nine tips to help you get started!
1. Get buy-in from teachers, students, and parents
What plan doesn’t go more smoothly when everyone involved is truly on board? So, the first step for any BYOD initiative should be to consult with everyone who will be impacted—including students, teachers, parents, and administrative and support staff. Schedule a couple of open-forum meetings to solicit feedback, or set up meetings with smaller groups of representatives. No matter how you go about it, it’s essential to gain an understanding of each party’s current use of technology, what they envision for a BYOD program, and what their concerns are. A clear understanding of these issues will help you plan for and overcome any challenges while ensuring your BYOD program’s overreaching goals align to what best fits your school’s or district’s needs. It can also be beneficial to assemble a steering committee of administrators, teachers, students, and parents to act as program advocates and unofficial technology assistants and to provide ongoing feedback to program leaders.
2. Determine which devices will be supported
One of the primary goals behind BYOD is making technology and information more easily accessible for students. With that in mind, the most effective BYOD programs will try to be as device inclusive as possible. However, the simple fact is that not all devices can do all things. Think about what you want devices to be used for, the technology and solutions you’re currently using, and the resources you have available to support these devices. From there, create a list of acceptable devices for students to use. It’s also important to consult with your IT department and technology specialists to determine if your school or district will provide direct troubleshooting and technical support for student-owned devices. Make sure it’s clearly spelled out in your BYOD policy whether students are responsible for their own device support or not.
3. Address network and security concerns
Implementing a BYOD program inevitably means a significant uptick of activity on your network, as well as some inherent security risks. Make sure that your network has the bandwidth to support one or more devices being used per student and staff person. Think about its ability to handle times of heavy traffic, such as at the start of class periods when many students are logging in simultaneously, as during simultaneous use of multimedia applications. Consider building a separate network for BYOD access to ensure security of your school’s stored data and hardware, and make sure that appropriate antivirus applications and firewalls are required on student-owned devices.
4. Ensure equity and device access
A majority of students have a mobile device (or several), but for some students, access to these devices simply remains out of reach. These students must be kept in mind as you’re developing your BYOD policy. Consider implementing a loaner-device program to ensure these students have equal access to the technology they need to be successful in the classroom. If students will be allowed to take these devices home, think about the availability of Internet access. There are several programs (such as Internet Essentials from Comcast and EveryoneOn) which work to provide free or low-cost Internet access to eligible students and their families.
5. Draft an Acceptable Use Policy
An Acceptable Use Policy is fundamental to clearly communicating guidelines for how your BYOD program will work on a day-to-day basis and to facilitating effective classroom management of different devices. These policies kinds of policies set out when and where it is appropriate for devices to be used, what kind of behavior is and is not acceptable when using devices, and what the consequences of inappropriate use will be. Make sure that all students and staff have the chance to review this policy and sign off on it at the beginning of each year.
6. Look for platform-independent solutions
In a BYOD model, it’s a guarantee that students will bring in a wide variety of devices. One strategy for managing this challenge is to determine which devices will and won’t be supported (see tip #2). However, it’s equally important to make sure that the solutions your school or district uses are compatible with as many platforms as possible. Typically, web-based applications will work across all platforms, but some are better optimized for mobile devices than others. Consider cloud-based file storage options as well for easy sharing and collaboration between students and teachers working on diverse devices.
7. Provide ongoing professional development
As with any other schoolwide or districtwide initiative, training and support is vital to success. Make sure that your teachers and staff are given the time they need to learn about and become familiar with the BYOD model. Offer technology training as well as strategies for effective classroom management when students are working on a variety of devices. Often, it’s helpful to leverage the support of teachers within your school or district who are particularly enthusiastic about or comfortable with the BYOD model. Give teachers time to collaborate, problem solve, and share successes with one another on a regular basis in addition to more formal PD sessions. Even short, informal workshops can make a huge difference in successful implementation.
8. Develop a digital portal
A centralized portal for all online and district-licensed software programs is a great tool to streamline the way that your BYOD program works. This kind of one-stop shop for logins will help students and staff use the technology efficiently and effectively, and it can serve as a communication hub for district, school, and technology-specific announcements. While a portal like this can be very simple, it can also include more advanced features like customized views for each user depending on what programs are used. Depending on your needs and IT resources, you can consider either building this type of portal yourself, or leveraging an integration platform like Clever.
9. Incorporate digital citizenship
One of the most exciting aspects of a BYOD program is that it offers opportunities for students to learn applicable, transferable skills about technology use and digital citizenship. Make sure that this learning is intentionally incorporated into your classrooms—not only will it provide students with invaluable knowledge for postsecondary and career success, but it will also ensure a much smoother BYOD implementation.
Searching for more strategies to incorporate technology in the classroom? Check out these 21 Tips, Tricks, and Ideas Every 21st Century Teacher Should Try or take a look at Edmentum’s e-book on Mobile in the Classroom! | <urn:uuid:bd2f9857-dff5-4579-b63f-797a2566573e> | {
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Advancing Basic Science for Humanity
2008 Astrophysics Laureate Biographies
Maarten Schmidt gained his PhD under the famous late Dutch radio astronomy pioneer Jan H. Oort. He emigrated to the US and joined the California Institute of Technology in 1959. Initially he continued earlier work on the mass distribution and dynamics of the galaxy, before taking over a project taking the spectra of objects found to be radio wave emitters.
Schmidt has worked on quasars ever since demonstrating the peculiarities of the visible light spectrum of particularly bright quasar 3C273 were caused by a massive red shift in 1963. Since then he has studied the evolution and distribution of quasars, discovering they were more abundant when the early Universe. This finding contributed to the decline of the steady state theory, which previously competed with the Big Bang theory as a model for the origins of the Universe.
He was head of astronomy at Caltech from 1972-75, the physics, mathematics and astronomy division for the following three years, and then served as the last director of the Hale Observatories from 1978-80. In later years Schmidt joined teams discovering X-ray and gamma ray sources from orbiting observatories such as the Roentgen satellite (ROSAT) and the Compton Gamma Ray Observatory, and obtained their optical spectra at the Keck Observatory. He received the Bruce Medal, awarded by the Astronomical Society of the Pacific for outstanding lifetime contributions to astronomy in 1992. Despite retiring as a professor at Caltech 12 years ago, he has continued his research, working to find the red shift beyond which there are no quasars.
Donald Lynden-Bell studied astronomy at the University of Cambridge in the UK, to which, after periods at the California Institute of Technology and the Royal Greenwich Observatory, he returned in 1972 to become Professor of Astrophysics and the first Director of the Institute of Astronomy.
He is best known in the field for work on the motion of stars, the formation of the galaxy, spiral structures and chemical evolution of galaxies, and the distributions and motions of galaxies and quasars. His 1962 paper, published with Olin Eggen and Allan Sandage, argued our galaxy originated from the collapse of a single large gas cloud stimulated huge interest and further research in the area. In 1969 Lynden-Bell proposed that quasars are able to generate the vast quantities of energy that make them visible thousands of millions of light years away thanks to the presence of black holes at their centres. He argued their extreme luminosity arose from frictional heating in a gaseous disk rotating around the black holes.
He is a senior member of a group of astronomers known as the Seven Samurai which has investigated the motions of nearby galaxies, and which postulated the existence of the Great Attractor - a huge, diffuse region of material around 250 million light years away with a mass equivalent to tens of thousands of Milky Ways, which causes the observed motion of our local galaxies.
Lynden-Bell, a fellow of the UK’s Royal Society, served as the President of the Royal Astronomical Society from 1985-87. He has also worked with his wife Ruth, a chemist, on the thermodynamic equilibrium in clusters of stars and galaxies.
Remarks Before the Kavli Prize Banquet
On the evening of September 9, 2008, the Norwegian government held a banquet at Oslo's City Hall celebrating the Kavli Prize and honoring the inaugural laureates. Speaking on behalf of fellow Kavli Prize astrophysics laureate Maarten Schmidt and himself, Donald Lynden-Bell provided these remarks. | <urn:uuid:a992b62d-9cdf-4845-b43d-62d24e78a943> | {
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In its series Future Academics Norient presents theses in musicology, ethnomusicology or popular music studies to promote young academics. The Gaelic psalm-singing to be presented below by PhD student Martin Schröder is a kind of religious chant in the Outer Hebrides and the west coast of Scotland. It is unique in its form and a wonderful example of the variability of musical practices in the context of different cultural influences. (Read this summary below or see full thesis PDF here.)
In the middle of the 16th Century the Protestant Reformation in the form of Presbyterianism spread in the whole of Scotland under the leadership of John Knox. This led, as in other parts of Europe, to significant changes in the musical form of worship. While previously the musical praise of God was reserved for the choir only, from then on all members of the community were allowed to participate – the practice of religion as an individual act, carried out in the language of the people rather than in Latin, guided by principles of simplicity.
To satisfy the desired simplicity, people chose the psalms of David. These were sung in unison and unaccompanied, a practice that had been taken over from the English Puritans . As in many communities a lot of people were not capable of reading, although Scotland is a country with a long and high literary culture, the practice of reading the line was taken over in worship. This practice consists of a precentor reading each line of the verse, prior to its repetition by the whole congregation.
It wasn’t until 1659 that the first psalm collections were printed in Gaelic . Since the ballad meter that had been used for the psalm text (change of four-stressed and three-stressed iamb) was alien to the Gaelic language and literature, and therefore completely unfamiliar to the Gaelic speaking listeners , the tradition of «reading the line» survived in some communities of the Outer Hebrides until today, for this practice breaks the four-stanza form and thus weakens the «effects» of the meter . The melody is sung very slowly and melismatically «stretched». Since every member of the congregation individually varies the tempo and outline of the melody by adding passing notes and ornamentation an iridescent sound structure emerges in free heterophony that fills the entire church room. Thus the service is a very intimate and personal issue also in terms of music.
Gaelic psalm singing at Back Free Church, Isle Of Lewis, recorded on October 20th and 21st 2003
Although the Gaelic psalms disappeared from general use at the end of the 19th century, they can occasionally be heard in Gaelic services of the Presbyterian Church and in family worship . This tradition, however, has endured not only in these contexts, but also in songs whose compositional guiding principle involves the mix of this specific vocal music with elements of Anglo-American rock and pop music: the stylistics of Gaelic psalm singing has survived the ages. In this paper the music of Runrig and Capercaillie is introduced.
The two bands have played a major part in the Gaelic Revival in Scotland from the 1970s on and are still active today. Both groups have torn down stylistic boundaries in their work and thus created space for musical innovation. They are representatives of the musical genre of «Folk Rock» and «Electric Folk», repectively and have taken on the tradition of Gaelic psalm singing in two of their songs, but treated it in different ways.
In «Gaelic Psalm Theme» Capercaillie combine the historical recording of psalm 46 as sung by Donald MacLeod with modern synthesizer sounds and percussion samples.
In «An Ubhal As Àirde» (1987) the band Runrig simulates the sound of a whole congregation through technical manipulation of the recording speed.
With regard to musical hybridization and involving theories of Max Peter Baumann and Wolfgang Holzinger it is the aim of this paper to examine how and to what extent Runrig and Capercaillie achieve a mixing of traditional musical practices on the one hand and pop and rock music on the other as well as a recontextualization of the musical material in the two songs introduced above.
> Read full thesis here (PDF)
MacLeod, Morag: Introduction to Gaelic Psalms from Lewis (Scottish Tradition Series 6), Greentrax 1994, p. 1.
Collinson, Francis: The Traditional and National Music of Scotland, London: Routledge 1966, p. 261.
Thomson, Robert L.: «Metrical Psalms» in: The Companion to Gaelic Scotland, edited by D. S. Thomson, Oxford [New York]: Gairm Publications 1983, p. 244.
MacLeod, Morag Introduction to Gaelic Psalms from Lewis, p. 2.
Ibid., p. 3.
School of Scottish Studies: Gaelic Psalms from Lewis (Scottish Tradition Series 6), Greentrax 1994, Track 3. | <urn:uuid:7a0a2d1c-6cdd-40ff-bca8-e8d878e3288b> | {
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A trampoline is a recreational or competitive device designed for users to bounce on. It normally consists of a metal frame (rectangular or circular in shape) supporting a flat jumping surface connected to the frame by springs. The jumping surface may be of a strong synthetic fabric material or, mostly, of a mesh design. Trampolines allow users to bounce higher by storing energy in the springs as they land on the surface which then accelerates the user back away from the jumping surface as the springs contract.
During World War II, the United States Navy Flight School developed the use of the trampoline in its training of pilots and navigators, giving them concentrated practice in spatial orientation that had not been possible before. After the war, the development of the space flight program again brought the trampoline into use to help train both American and Soviet astronauts, giving them experience of variable body positions in flight.
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Currawinya National Park
Currawinya National Park. Photo NPSR
- Currawinya protected areas to more than double in size
The Queensland Government has acquired three properties adjacent to the existing Currawinya National Park, more than doubling the size of the park and increasing protection of the region’s significant natural and cultural values.
The purchase of Boorara (115,000 hectares (ha), Werewilka (53,000ha) and Oolamon (21,000 ha) will bring Currawinya National Park to a total area of around 344,000 ha, and make it one of Queensland’s largest national parks.
Facilities and activities
On the Queensland-NSW border near Hungerford, 170 km south-west of Cunnamulla.
- Read more about getting there and getting around
Red sandplains and mulga scrubs beside long, dusty roads give little hint to the lakes, rivers and wetlands that make Currawinya one of Australia’s most important inland waterbird habitats. Lake Wyara and Lake Numalla are the main feature of the park which also protects sites of Indigenous and non-Indigenous cultural heritage as well as threatened wildlife. | <urn:uuid:95f205a0-2f37-46d4-b775-40ced769007e> | {
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Meriam Eakin is alive because of a clinical trial. She is in remission from chronic lymphocytic leukemia thanks to a drug first tested by other cancer patients. She participated in a clinical trial to help prolong her own life, but ended up helping future cancer patients too.
For Meriam and other cancer survivors, new breakthrough treatments are saving lives, while often improving quality of life. Medical advances often follow clinical trials – research studies that require patient participants to examine how cancer responds to different medical approaches. This is how oncologists discover better ways to treat, diagnose, and prevent cancer. So why should you join a clinical trial? Here are seven reasons to consider:
01 A trial that fits you.
Texas cancer patients have access to hundreds of clinical trials that vary in purpose and scope. Research studies can focus on preventing or detecting cancer, or testing new treatments, such as drugs, surgical procedures, vaccines, or radiation therapy. Trials vary from 15 participants to several thousand patients depending upon the trial phase. Research phases determine drug dosage safety and best delivery methods, potential side effects, and treatment effectiveness. Chances are there’s a trial that addresses what matters to you.
02 An all-volunteer cancer-fighting army.
Choosing to participate in research studies is a personal decision that should be made in consultation with your physician, including a thorough discussion of benefits and risks. Eligibility factors include age, gender, cancer type, stage, previous treatments, and overall medical history. Deciding to enter – or exit – a trial is entirely up to the patient, but always with plenty of guidance from the medical team.
03 Yes, in my backyard.
Clinical trials in Texas are conducted at large academic institutions and in community-based cancer centers in dozens of locations – cities, suburbs, and small towns. Studies show patients who travel shorter distances to receive treatment are more likely to complete a treatment regimen. Participating in nearby research studies reduces stress, disruption, and costs of travel, and allows loved ones to play an active role in your healthcare.
04 Keeping close watch.
The Food and Drug Administration (FDA) is actively involved in every phase of research. Physicians closely monitor patients to see how they respond to new treatments compared to standard treatments. Cancer clinical trial patients receive a form of treatment. It is rare for patients to receive a placebo without any other treatment.
05 Cost matters.
Texas State law requires individual and group health plans, HMOs, state Medicaid health organizations, and state employee health benefit plans to cover the cost of care associated with clinical trials as they would for patients receiving standard treatment. Insurance providers cannot legally cancel or refuse to renew coverage due to a patient’s clinical trial participation. Also, costs not covered through insurance are sometimes covered by the clinical trial sponsor.
06 Cancer research needs you.
Only 3 percent of eligible adult cancer patients participate in clinical trials. That low participation rate slows research development substantially and means that many eligible cancer patients may be missing out on more effective treatments. To continue major progress in improvements in cancer care, researchers need more patients to participate.
07 Help yourself.
Clinical trials allow patients to be actively involved in their healthcare through new treatments and expert medical care. Patients who participate in trials are on the frontlines of cancer research, helping to discover new prevention and treatment options that could mean the difference between life and death for future patients.
Cancer survivor Meriam knows firsthand that ongoing progress in cancer care depends on patients willing to test new drugs and treatments for themselves – and for future generations.
Alvaro Restrepo, M.D., is a medical oncologist at Texas Oncology–McAllen, 1901 South 2nd Street, in McAllen, Texas. To learn more about exciting advancements in cancer treatment, visit www.TexasOncology.com or call 1-888-864-I CAN (4226). | <urn:uuid:64d24415-6aca-489b-9d70-73126e1ad9b8> | {
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The International Energy Agency, whose forecasts of world energy supply are perhaps more influential than any other, has expressed deep concerns that the world's oil supply can no longer meet demand. In other words, that peak oil may be here.
"We are entering a new world energy order," chief economist Fatih Birol told The Associated Press.
To assess whether or not the world is at or near peak oil, the IEA will study the depletion rates of 400 oil fields, the AP reported.
The timing of the statement might send further shockwaves through the oil market, which had retreated somewhat from its unprecedented peak of $135 per barrel earlier Thursday.
Oil is a finite resource it is produced by subterranean pressure over the course of millions of years. So what we've got is all we've got. Oil drillers go for the easy and most profitable crude first the stuff that requires the least energy to pump out of the ground and the least refining to make into a usable product. When that is gone, what's left is harder and more expensive to get at and deliver to the market. Examples of the hard-to-reach stuff include deep-water deposits, oil shale and tar sands.
The peak oil theory says that when we've pumped about half the crude in the world, demand for oil keeps rising but the supply falters. Maybe it hits an "undulating plateau." Maybe it falls in fits and starts. Maybe it drops like a stone. Off a cliff. But it falls leaving a widening gap between supply and demand.
That will not only mean higher gas prices, but higher prices for just about everything because petroleum is the basis for many of the products we use. If oil runs short before there are alternatives available, expect big geopolitical shifts as nations vie for control of the oil reserves that remain.
Are we there yet?
Some say we've reached, or are near to reaching, that point -- the peak, when the earth's geologic formations no longer yield enough oil fast enough to meet the world's ever-growing demand. After all, most nations outside the Middle East have already peaked, according to the Government Accountability Office. The United States peaked in 1970 and now pumps half of what it did 35 years ago. The question is whether big producers like Saudi Arabia have as much as they say they do, and whether new sources can be developed in time to meet the ever-growing demand from developing nations like China and India, where automobile use is only just taking off the way it did in 1950s United States.
Birol told the AP that he doesn't expect full cooperation from secretive oil regimes, so the report won't be the definitive word on the subject. It will, however, be the most definitive word available from a source of this stature.
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John Chapter 1
The original Greek word Logos (illustrated below) is usually translated into English as Word i.e. "1:1 In the beginning was the Word [the Logos], and the Word [the Logos] was with God, and the Word [the Logos] was God" (John 1:1 KJV). Jesus Christ was and is the Word of God: "1:14 And the Word was made flesh, and dwelt among us, and we beheld his glory, the glory as of the only begotten of the Father, full of grace and truth" (John 1:14 KJV). Through Whom were all things created? "1:1 In the beginning was the Word, and the Word was with God, and the Word was God. 1:2 The same was in the beginning with God. 1:3 All things were made by him" (John 1:1,3 KJV; see Christ The Creator).
"1:1 In the beginning was the Word, and the Word was with God, and the Word was God.
1:2 The same was in the beginning with God.
1:3 All things were made by him; and without him was not any thing made that was made.
1:4 In him was life; and the life was the light of men [see The Light Of Life]. 1:5 And the light shineth in darkness; and the darkness comprehended it not.
1:6 There was a man sent from God, whose name was John [see The Elijah To Come]. 1:7 The same came for a witness, to bear witness of the Light, that all men through him might believe. 1:8 He was not that Light, but was sent to bear witness of that Light. 1:9 That was the true Light, which lighteth every man that cometh into the world.
1:10 He was in the world, and the world was made by him, and the world knew him not.
1:11 He came unto his own, and his own received him not. 1:12 But as many as received him, to them gave he power to become the sons of God, even to them that believe on his name:
1:13 Which were born, not of blood, nor of the will of the flesh, nor of the will of man, but of God [see Children Of God; also Spiritual Conception].
1:14 And the Word was made flesh, and dwelt among us, and we beheld his glory, the glory as of the only begotten of the Father, full of grace and truth.
1:15 John bare witness of him, and cried, saying, This was he of whom I spake, He that cometh after me is preferred before me: for he was before me. 1:16 And of his fulness have all we received, and grace for grace. 1:17 For the law was given by Moses, but grace and truth came by Jesus Christ. 1:18 No man hath seen God at any time; the only begotten Son, which is in the bosom of the Father, he hath declared him." (John 1:1-18 KJV)
This book of John was written by The Apostle John. The John recorded below was John The Baptist.
"1:19 And this is the record of John, when the Jews sent priests and Levites from Jerusalem to ask him, Who art thou?
1:20 And he confessed, and denied not; but confessed, I am not The Christ.
1:21 And they asked him, What then? Art thou Elias?
And he saith, I am not. Art thou that prophet?
And he answered, No.
1:22 Then said they unto him, Who art thou? that we may give an answer to them that sent us. What sayest thou of thyself?
1:23 He said, I am the voice of one crying in the wilderness, Make straight the way of the Lord, as said the prophet Esaias.
1:24 And they which were sent were of the Pharisees. 1:25 And they asked him, and said unto him, Why baptizest thou then, if thou be not that Christ, nor Elias, neither that prophet?
1:26 John answered them, saying, I baptize with water [see Baptism and The Origin of Baptism; also Baptism Of Fire]: but there standeth one among you, whom ye know not; 1:27 He it is, who coming after me is preferred before me, whose shoe's latchet I am not worthy to unloose.
1:28 These things were done in Bethabara beyond Jordan [see The Jordan River], where John was baptizing." (John 1:19-28 KJV)
The Passover lamb was a symbol of the coming Saviour (see Christ's Passover; listen also to the sermons Christ's Passover: The Death And Birth Of The Saviour, How To Observe Passover and Christ's Passover).
"1:29 The next day John seeth Jesus coming unto him, and saith, Behold the Lamb of God, which taketh away the sin of the world. 1:30 This is he of whom I said, After me cometh a man which is preferred before me: for he was before me. 1:31 And I knew him not: but that he should be made manifest to Israel, therefore am I come baptizing with water.
1:32 And John bare record, saying, I saw the Spirit [see The Spirit Of God] descending from heaven like a dove, and it abode upon him. 1:33 And I knew him not: but he that sent me to baptize with water, the same said unto me, Upon whom thou shalt see the Spirit descending, and remaining on him, the same is he which baptizeth with the Holy Ghost [see Spirit of God or Ghost of God?]. 1:34 And I saw, and bare record that this is the Son of God." (John 1:29-34 KJV)
Jesus' first disciples were common working men, not religious scholars (see Doctorates Of Error). "Great men of learning" came later (e.g. Saul the Pharisee; see Paul's Ministry), but all, regardless of their background, required an awakening before they could "see" (see Paul's Ministry and When Their Eyes Were Opened).
"1:35 Again the next day after John stood, and two of his disciples; 1:36 And looking upon Jesus as he walked, he saith, Behold the Lamb of God!
1:37 And the two disciples [see Disciples and Apostles] heard him speak, and they followed Jesus. 1:38 Then Jesus turned, and saw them following, and saith unto them, What seek ye?
They said unto him, Rabbi, which is to say, being interpreted, Master, where dwellest thou?
1:39 He saith unto them, Come and see.
They came and saw where he dwelt, and abode with him that day: for it was about the tenth hour [see Hours Of The Day].
1:40 One of the two which heard John speak, and followed him, was Andrew, Simon Peter's brother. 1:41 He first findeth his own brother Simon, and saith unto him, We have found the Messias, which is, being interpreted, the Christ. 1:42 And he brought him to Jesus [see Peter's Introduction To The Messiah].
And when Jesus beheld him, he said, Thou art Simon the son of Jona: thou shalt be called Cephas, which is by interpretation, A stone." (John 1:35-42 KJV)
Next, Philip and Nathaniel.
"1:43 The day following Jesus would go forth into Galilee, and findeth Philip, and saith unto him, Follow me.
1:44 Now Philip was of Bethsaida [see Bethsaida and Chorazin], the city of Andrew and Peter. 1:45 Philip findeth Nathanael [see Bartholomew and Nathanael], and saith unto him, We have found him, of whom Moses in the law, and the prophets, did write, Jesus of Nazareth, the son of Joseph.
1:46 And Nathanael said unto him, Can there any good thing come out of Nazareth?
Philip saith unto him, Come and see.
1:47 Jesus saw Nathanael coming to him, and saith of him, Behold an Israelite indeed, in whom is no guile!
1:48 Nathanael saith unto him, Whence knowest thou me?
Jesus answered and said unto him, Before that Philip called thee, when thou wast under the fig tree, I saw thee.
1:49 Nathanael answered and saith unto him, Rabbi, thou art the Son of God; thou art the King of Israel [see Israelite Monarchy - The Messiah].
1:50 Jesus answered and said unto him, Because I said unto thee, I saw thee under the fig tree, believest thou? thou shalt see greater things than these. 1:51 And he saith unto him, Verily, verily, I say unto you, Hereafter ye shall see heaven open, and the angels of God ascending and descending upon the Son of man." (John 1:43-51 KJV)
John Chapter 2
Jesus' first public miracle was that of changing water into wine at Cana (see also Is Drinking Alcohol A Sin?).
"2:1 And the third day there was a marriage in Cana of Galilee; and the mother of Jesus was there:2:2 And both Jesus was called, and his disciples, to the marriage. 2:3 And when they wanted wine, the mother of Jesus saith unto him, They have no wine.
2:4 Jesus saith unto her, Woman, what have I to do with thee? mine hour is not yet come.
2:5 His mother saith unto the servants, Whatsoever he saith unto you, do it.
2:6 And there were set there six waterpots of stone, after the manner of the purifying of the Jews, containing two or three firkins apiece [see also Biblical Weights and Measures].
2:7 Jesus saith unto them, Fill the waterpots with water. And they filled them up to the brim.
2:8 And he saith unto them, Draw out now, and bear unto the governor of the feast.
And they bare it. 2:9 When the ruler of the feast had tasted the water that was made wine, and knew not whence it was: but the servants which drew the water knew; the governor of the feast called the bridegroom, 2:10 And saith unto him, Every man at the beginning doth set forth good wine; and when men have well drunk, then that which is worse: but thou hast kept the good wine until now.
2:11 This beginning of miracles did Jesus in Cana of Galilee, and manifested forth his glory; and his disciples believed on him." (John 2:1-11 KJV)
The Temple (see Temples) in Jerusalem had been built as a place of worship and reverence to God. In the time of Christ, it had again become (see Why Babylon?) a haven for Hypocrites (see also Abomination of Desolation - Where?).
"2:12 After this he went down to Capernaum, he, and his mother, and his brethren, and his disciples: and they continued there not many days.
2:13 And the Jews' passover [see Christ's Passover] was at hand, and Jesus went up to Jerusalem, 2:14 And found in the temple those that sold oxen and sheep and doves, and the changers of money sitting:
2:15 And when he had made a scourge of small cords, he drove them all out of the temple, and the sheep, and the oxen; and poured out the changers' money, and overthrew the tables;
2:16 And said unto them that sold doves, Take these things hence; make not my Father's house an house of merchandise.
2:17 And his disciples remembered that it was written, The zeal of thine house hath eaten me up.
2:18 Then answered the Jews and said unto him, What sign showest thou unto us, seeing that thou doest these things?
2:19 Jesus answered and said unto them, Destroy this temple, and in three days I will raise it up [see Three Days and Three Nights].
2:20 Then said the Jews, Forty and six years was this temple in building, and wilt thou rear it up in three days? 2:21 But he spake of the temple of his body [see Physical and Spiritual Temples]. 2:22 When therefore he was risen from the dead [see What Happens When You Die?], his disciples remembered that he had said this unto them; and they believed the scripture, and the word which Jesus had said.
2:23 Now when he was in Jerusalem at the passover, in the feast day, many believed in his name, when they saw the miracles which he did. 2:24 But Jesus did not commit himself unto them, because he knew all men, 2:25 And needed not that any should testify of man: for he knew what was in man." (John 2:12-25 KJV)
John Chapter 3
Christ's well-known, but often misunderstood, "born again" (see Born Again, How and When?) teaching was given to the Pharisee Nicodemus, who became a believer (Nicodemus and Joseph Of Arimathea placed the Body of Christ in the Tomb; see also The Son Rose As The Sun Set). Nicodemus was also the recipient of Christ's very famous "3:16 For God so loved the world, that he gave his only begotten Son, that whosoever believeth in him should not perish, but have everlasting life" (John 3:16 KJV).
"3:1 There was a man of the Pharisees, named Nicodemus, a ruler of the Jews: 3:2 The same came to Jesus by night, and said unto him, Rabbi, we know that thou art a teacher come from God: for no man can do these miracles that thou doest, except God be with him.
3:3 Jesus answered and said unto him, Verily, verily, I say unto thee, Except a man be born again, he cannot see the kingdom of God.
3:4 Nicodemus saith unto him, How can a man be born when he is old? can he enter the second time into his mother's womb, and be born?
3:5 Jesus answered, Verily, verily, I say unto thee, Except a man be born of water and of the Spirit, he cannot enter into the kingdom of God. 3:6 That which is born of the flesh is flesh; and that which is born of the Spirit is spirit. 3:7 Marvel not that I said unto thee, Ye must be born again [see When Will You Be Judged?]. 3:8 The wind bloweth where it listeth, and thou hearest the sound thereof, but canst not tell whence it cometh, and whither it goeth: so is every one that is born of the Spirit.
3:9 Nicodemus answered and said unto him, How can these things be?
3:10 Jesus answered and said unto him, Art thou a master of Israel, and knowest not these things? 3:11 Verily, verily, I say unto thee, We speak that we do know, and testify that we have seen; and ye receive not our witness. 3:12 If I have told you earthly things, and ye believe not, how shall ye believe, if I tell you of heavenly things? 3:13 And no man hath ascended up to heaven, but he that came down from heaven, even the Son of man which is in heaven.
3:14 And as Moses lifted up the serpent in the wilderness see The Bronze Serpent], even so must the Son of man be lifted up: 3:15 That whosoever believeth in him should not perish, but have eternal life.
3:16 For God so loved the world, that he gave his only begotten Son, that whosoever believeth in him should not perish, but have everlasting life. 3:17 For God sent not his Son into the world to condemn the world; but that the world through him might be saved. 3:18 He that believeth on him is not condemned: but he that believeth not is condemned already, because he hath not believed in the name of the only begotten Son of God. 3:19 And this is the condemnation, that light is come into the world, and men loved darkness rather than light, because their deeds were evil.
3:20 For every one that doeth evil hateth the light, neither cometh to the light, lest his deeds should be reproved. 3:21 But he that doeth truth cometh to the light, that his deeds may be made manifest, that they are wrought in God." (John 3:1-21 KJV)
The ministry of John the Baptist prepared the way for Christ's ministry. John's ministry ended as Christ's ministry began (see John's Last Days).
"3:22 After these things came Jesus and his disciples into the land of Judaea; and there he tarried with them, and baptized. 3:23 And John also was baptizing in Aenon near to Salim, because there was much water there: and they came, and were baptized. 3:24 For John was not yet cast into prison. 3:25 Then there arose a question between some of John's disciples and the Jews about purifying. 3:26 And they came unto John, and said unto him, Rabbi, he that was with thee beyond Jordan, to whom thou barest witness, behold, the same baptizeth, and all men come to him.
3:27 John answered and said, A man can receive nothing, except it be given him from heaven.
3:28 Ye yourselves bear me witness, that I said, I am not the Christ, but that I am sent before him. 3:29 He that hath the bride is the bridegroom: but the friend of the bridegroom, which standeth and heareth him, rejoiceth greatly because of the bridegroom's voice: this my joy therefore is fulfilled. 3:30 He must increase, but I must decrease.
3:31 He that cometh from above is above all: he that is of the earth is earthly, and speaketh of the earth: he that cometh from heaven is above all. 3:32 And what he hath seen and heard, that he testifieth; and no man receiveth his testimony. 3:33 He that hath received his testimony hath set to his seal that God is true. 3:34 For he whom God hath sent speaketh the words of God: for God giveth not the Spirit by measure unto him. 3:35 The Father loveth the Son, and hath given all things into his hand. 3:36 He that believeth on the Son hath everlasting life: and he that believeth not the Son shall not see life; but the wrath of God abideth on him." (John 3:22-36 KJV)
Fact Finder: What is the difference between "covenant" and "testament"?
See Covenant and Testament | <urn:uuid:3f26d602-f2d1-449e-9f44-2970ddfd9f5a> | {
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Discrimination Against Women Hampers Poverty Battle
"Gender discrimination blocks progress. Equality makes it possible to achieve huge breakthroughs," Ban told an international meeting for young female leaders during a visit to his native South Korea.
Women make up a fraction of all chief executives of the world's biggest companies, fewer than one in ten national leaders are female and fewer than one in five parliamentarians are women, he said in a speech.
"The lack of women's representation -- of women's empowerment -- affects individual women's rights -- and it holds back whole countries," Ban said.
One recent UN study, he said, showed that limits on women's economic participation cost the Asia-Pacific region nearly $90 billion a year in lost productivity.
Helping women was crucial to achieving the Millennium Development Goals on poverty reduction by 2015, the UN chief said.
Women did more work for less pay than men and far more girls were shut out of primary school than boys. Two-thirds of the 780 million people in the world who cannot read were women.
A woman still died every 90 seconds from complications related to pregnancy or childbirth, Ban said, adding he was heading a global movement to end these needless deaths.
"We are moving on all fronts to invest in women so they can reach their full potential, drive development and lead us to a better future," he said. | <urn:uuid:eb794e1a-fd6d-4886-8ce4-960e38d40f5f> | {
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Common Name: Gladiators / Heelwalkers / Mantophasmids
Greek Origins of Name: Mantophasmatodea is an amalgamation of the order names for praying mantids (Mantodea) and walkingsticks (Phasmatodea). It reflects the blend of physical and ecological characteristics found in these insects.
Development: Hemimetabola, i.e. incomplete development (egg, nymph, adult)
Taxonomy: Orthopteroid, closely related to Grylloblattodea
Distribution: Rare. Found only in Tanzania, Namibia, and the southwestern corner of South Africa. There are 0 families and 0 species in North America and 1 family and 6-8 species worldwide
These insects are nocturnal predators. They live within rock crevices where they hide in clumps of grass and prey on spiders and other arthropods.
Appearance of Immatures and Adults:
No economic importance. They are extremely rare.
Mantophasmatidae is the only family in this order. It contains three genera.
Mantophasmids are found only in and around South Africa. This stamp was issued in 2008 to commemorate the International Congress of Entomology held in Durban. | <urn:uuid:a55b64b4-4df2-470d-9c68-4ef0d08b202c> | {
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The history of plants and gardening has been recorded in botanical art. Several artists have been known for their works on cacti and succulents.
Priscilla Susan Bury was an English artist who specialized in plants and flowers early in her career. Born sometime during the mid-1820’s, she died during the 1860’s. From her childhood, she was exposed to flowers, and began painting when she was only a child.
For her subjects, Bury often selected exotic plants from her family’s greenhouse. A collection of her work appeared in a book called “A Collection of Hexandrian Plants.” She also did work for other botanical books of the period. One of her paintings is of a succulent, Echeveria racemosa. This shows the entire plant with a rosette of foliage along with flowering stems. This painting also includes small sketches of the flowers and seeds as well as cross sections of the flowers.
Jean-Nicolas La Hire (1685-1727) was a member of the Academy of Science in Paris and a physician. He had compiled a collection of nature prints, some of which had been enhanced with opaque white. The images were done by first drying and then coating them with ink. Then, the plants were pressed against sheets of paper.
Only a certain number of copies could be printed from an individual plant because they tended to disintegrate due to the pressure during the printing process. La Hire’s images included several cacti and succulents.
One of La Hire’s works is of the century plant. This shows a rosette of foliage. He also had a nature print of an aloe. In addition, there was one of Cereus erectus, which was reportedly from Surinam. This nature print showed a thin, columnar spiny, ribbed plant.
The art of Jean Grandville was remarkable for many reasons. She created a world of fantasy using flowers much like Anne Geddes does in her photos. Her flowers and plants were personified. One portrait of a woman shows her dressed in a gown made of cactus stems with strips of fabric in between the plant stems. Large cactus flowers serve as the sleeves. Another bloom is worn as a hat. The dress depicts one of the cereus or hylocereus-type cactus. Two large stems make up the bodice of the dress.
At her feet is a pot containing a succulent that looks like a century plant. Grandville published a book called “Les Fleurs Animes.” In 1847, an American edition was released that was titled “The Flowers Personified.” | <urn:uuid:1c8be89d-2663-46ae-8b85-e44c3f1a3e76> | {
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The challenge could be a direct threat, a questioning of authority, even an attempt at turning the children against the teacher. These moments can be very discouraging, disempowering, and even humiliating if you don't have a plan for dealing with these challenging children and situations.
Here are 11 easy tips to help you deal effectively with these situations in a respectful and immediate manner so you can continue with your instruction:
1. Try very hard not to hold grudges. Your children are very forgiving and will often come back the next acting as if you'd never feuded. Take them up on that opportunity and leave yesterday's baggage behind.
2. Take a deep breath. Remember, it's not personal. That challenging student would be showing this behavior to any teacher in front of the classroom. You just happen to the be lucky recipient. A deep breath can help you subdue your ego just enough to deal with the situation in a less emotional manner.
3. Send the difficult child to another classroom. Too many educators use the office as their main form of discipline. This is a self-defeating tool. Children will learn that if they want to get out of your class, they can just act out and you'll oblige them by sending them out! Instead, form alliances with nearby educators. When you are having difficulty with a student, tell them to go to that teacher's class. I recommend they stay there for the duration of your class. The next day, act as if nothing happened. Move forward.
4. Repeat your directions (while maintaining eye contact). This will allow the difficult child another chance at complying with your request.
5. Maintain eye contact with the student presenting the challenge. Occasionally this requires you to move in order to meet this child's eyes.
6. Joke with your children. Laughter helps the brain grow and stimulates learning. Take the chance to share a laugh with your children whenever possible.
7. Implement a positive-reinforcement behavior management system and reinforce appropriate behavior often. Reward for good behavior, ignore (if possible) bad behavior.
8. Explain the consequences for a child's immediate behavior. Use "if...then" statements to explain what will happen. Follow through with your consequences.
9. Establish and post your classroom rules. Teach the children exactly what you expect and remind them of your expectations before problems arise.
10. Avoid arguing. Many of these challenging children are all too used to arguments. That is the style of communication they hear most often at home. Don't feed into the argument. State your request calmly. Ask if he or she understood your request. And state, "This is not a discussion."
11. Allow children a choice. "You can sit down, or you can sit out of recess."
My Out-of-Control Child: Parenting Children with ODD
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This website covers the "tough topic" of teaching students with Oppositional Defiant Disorder (ODD), which includes a diverse popu...
Conduct Disorder (CD) plus Substance Abuse— Sadly, this is very common. In my clinic, every youngster with CD is assumed to be abusing sub...
Students who exhibit violent behavior present the most difficult challenge to educators and moms and dads. Such students may be defiant, sta... | <urn:uuid:483663f1-f0c0-4341-9086-83a9debc54b2> | {
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This week, Education World challenges students to sharpen their Internet searching skills as they learn about the history and landscape of the United States. These activities are suitable for classroom or computer lab use -- or for rainy day fun at home! Included: Scavenger hunts and a plan-a-trip activity!
Summertime is travel time, so this week Education World takes to the road! We've created a series of scavenger hunt lessons for students in grades 2 and up. These lessons challenge students to learn about the United States as they investigate the online resources of the National Parks Service. During their online tour, students will develop their Internet searching skills.
If you are looking for additional lesson plans about U.S. landmarks, don't miss a fabulous resource created by the National Register of Historic Places. In those lessons, students take on the role of historian as they use primary sources -- historical photographs, maps, and other documents -- to make sense of the past. (Click Education at the top of the page to access the lessons.)
"Historic places are the real thing, a tangible link to our past," says Beth Boland, a historian at the National Register of Historic Places and the driving force behind the Teaching With Historic Places Web site. "The emotional hook that historic places have can generate enthusiasm and curiosity -- both of which are keys to learning.
"Historic places embody clues about our past just as written documents and artifacts do," Boland tells Education World. "They show students that history is everywhere, in their own neighborhoods too. All the lesson plans on the Teaching With Historic Places Web site include at least one activity that helps to bring students back to their own communities," Boland adds.
Each activity description below details the skills students need to complete it. Click on the activities that best match your students' skills.
Article by Gary Hopkins
Copyright © 2005 Education World
Don't miss more summertime fun! Find it on Education World's Summertime Holiday page.
Then find additional geography lessons in the following resources...
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Learn something new every day More Info... by email
A colloidal suspension is a mixture of usually two materials where one is dispersed in the other at a microscopic level, but not chemically bonded to it. Liquids, solids, and gasses can all be part of a colloidal suspension with the exception that one gas cannot be colloidally suspended in another gas. The particles that act as the colloid in a suspension are typically larger in size than those found in solutions and range from 1 to 1,000 nanometers or billionths of a meter in diameter. They tend to be evenly distributed throughout the suspension if it has been recently mixed or stirred, but will settle to the bottom of the solution due to gravity if it is allowed to sit undisturbed for an extended period of time.
Good examples of colloidal suspensions include milk, paint, and smoke. Milk from cows, goats, and other animals is a suspension of fat globules in liquid water, as an example of a liquid colloid suspended in a liquid. Paint is an example of a solid colloid suspended in a liquid where paint pigments, often composed of heavy metal powders such as chromium oxide or zinc, are suspended in oil, water, or hydrocarbon solvent bases. Smoke is an example of a solid colloid suspended in a gas, where the smoke is composed of fine particles of ash as combustible residue dispersed in air. Even human blood is considered to be a colloidal suspension, with biological materials such as solid proteins suspended in liquid blood serum or plasma.
A unique property of many colloids is that they can have an opaque or translucent appearance to them. This is due to the fact that the suspended particles are often large enough individually or as collections of molecules that they act to partially scatter light as it passes through the colloidal suspension. Blue light tends to be much more effectively scattered than longer wavelengths of light, such as red light, so colloidal suspensions often have a blue-tinged appearance to them, such as fog in air. This feature of a colloidal suspension has been used to create special types of paint and varnish that have a reflective quality that lends a glow to the coated surface. The suspension of particles and glow can be maintained to some degree, even after drying has taken place.
The properties of a colloidal suspension exist in a rather delicate balance. The colloid particles will only remain in suspension and avoid clumping together if the repulsive charges they carry balance out against natural attractive Van der Waals forces in the suspension. Artificial means of maintaining this balance to create a colloidal suspensions have been developed. An example of this is a hydrophobic molecule of detergent that can act as a colloid in water with a natural ability to avoid bonding to water molecules, yet possessing an attractive charge towards dirt and oil particles also suspended in the water.
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:a0c487ec-5925-415a-87bd-57f0eb4a7557> | {
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Babies can sleep in a variety of light and noise conditions. But it’s a good idea to keep light and noise levels consistent to help your baby sleep.
Light and baby sleep
Try dimming the lights as you get your baby ready for bed. In the daytime, closing blinds or curtains will help baby sleep.
By darkening the room, you reduce the amount of stimulation around your baby, which will help calm and settle your child. A darkened room also tells baby that it’s time for rest.
Once your baby is in bed, baby will sleep better if the amount of light in the room is the same.
Noise and baby sleep
Children can sleep with some noise. Your child doesn’t need an absolutely silent room to sleep.
But it’s easier for baby to go to sleep when noise levels are kept consistent. If baby falls asleep to noise, hearing less noise might wake baby up. Or a sudden loud noise might wake your baby.
Tips for managing light and noise
- Do what you can to block out sudden outside noise. You could shut the windows and doors, hang heavier curtains or a blanket, or put a draft blocker under the door.
- Consistent low-level noise, such as playing a radio quietly in baby’s room, can also block out sudden noises. If you’re worried your baby might come to depend on music playing all the time, try turning it off every now and then as your child’s sleeping pattern becomes more established.
- You can set up a source of white noise – tune the radio to static, for example. A fan is also a good source of white noise.
- Morning light entering the room, and the noise of traffic or other early risers, might be enough to wake your baby. So if you want baby to sleep longer, thicker curtains and closed windows might be the answer.
If you use a source of white noise, place it well away from your baby’s ears and keep the volume low. This protects your child’s hearing. | <urn:uuid:90221e0b-ada9-4898-9969-e9b2c6b630ad> | {
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April 18, 2010
Photographer: Fabian Neyer
Summary Author: Fabian Neyer; Jim Foster
The image above features a relatively murky region of the Milky Way known as the Iris Nebula (NGC 7023). It was captured from the Antares Astronomical Society Observatory in Gossau, Switzerland. NGC 7023 is a reflection nebula residing in the constellation Cephus the King, approximately 1,300 light years distant. It’s visible because light from nearby bright stars headed in our direction is reflected or scattered by particles of cosmic dust. These minute particles are tens, and in some cases hundreds, of times smaller than the dust grains that find their way to your computer screen. The Iris’s dominant bluish color is the signature color for the reflection of starlight by dust.
Photo details: Total exposure time of 24 hours with 15 minute sub-exposures; taken during the period from July 26-August 29, 2009. | <urn:uuid:61d7fb88-ed07-4f07-bb58-a035009deb45> | {
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