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Components of the Package:
Science Instruction in the Middle and Secondary Schools: Developing Fundamental Knowledge and Skills, 7th Edition
By Eugene L. Chiappetta, Thomas R. Koballa
Access Code Card for the Online Tutorial for the National Evaluation Series Earth and Space Science Test
By Pearson Teacher Education, . Pearson Evaluation Systems
This title is currently unavailable on myPearsonStore.
We recommend Science Instruction in the Middle and Secondary Schools: Developing Fundamental Knowledge and Skills, Pearson eText with Loose-Leaf Version -- Access Card Package, 8th Edition as a replacement. | <urn:uuid:8909fd0d-2fbd-46bf-bd30-1277f123ffb3> | {
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Three moth species have disappeared from the U.K. in the past decade and two thirds of the species that remain have suffered dramatic population crashes according to new research from the organizations Butterfly Conservation and Rothamsted Research. The news is published in the new report “The State of Britain’s Larger Moths 2013″ (pdf), which covers the roughly 900 “macro moths” out of the 2,500 moth species recorded in Great Britain.
The three moth species cited in the report as extinct in the U.K. are the orange upperwing (Jodia croceago), the bordered gothic (Heliophobus reticulate) and the Brighton wainscot (Oria musculosa). The organizations suspect that a fourth species, the stout dart (Spaelotis ravida), may have also disappeared. All four of these species had limited ranges and had been in decline for decades. They follow 62 other U.K. moth species that went extinct in the 20th century. Habitat loss, especially related to industrial farming in the southern half of the U.K., appears to be the primary driver of the extinctions, although pesticide use could also be a factor. The total number of all large moths has fallen by 43 percent in the southern U.K. since 1968, compared with just 11 percent in the north.
Additional extinctions could soon follow, the report warns. The population of V-moths (Macaria wauaria) has declined by 99 percent since 1968. The garden dart (Euxoa nigricans), the double dart (Graphiphora augur) and the dusky thorn (Ennomos fuscantaria) have all declined by 98 percent. Numerous other species face similar declines. All told, 61 species of larger moths have declined by 75 percent or more since 1968.
Interestingly, one third of large moth species are actually enjoying population increases and a few species have had dramatic population expansions. The number of least carpet moths (Idaea rusticata) has grown by nearly 75,000 percent (that’s not a typo) over the past 40 years, making it by far the biggest winner amongst British moths. The reasons for this particular boom are unknown, but the organizations theorize that other species—including 27 non-native species that have come to the British Isles during the 21st century—may be benefitting from climate change as certain habitats become warmer and more hospitable. Non-native plants in parks and gardens have also helped these “colonizers” to gain territory in the U.K.
Why should we care about moth extinctions? Moths help to pollinate native plants and serve as an important source of food for birds, bats and other species, Butterfly Conservation vice president Chris Packham said in a prepared statement. On a broader scale, “Larger moths are key indicator species that let us know how our environment is faring in a period of unprecedented environmental change,” he said.
The information for this report was generated through the long-running Rothamsted Insect Survey, which taps volunteers and citizen scientists to help monitor insect populations throughout the U.K.
Photos courtesy of Butterfly Conservation. Used with permission
Get 6 bi-monthly digital issues
+ 1yr of archive access for just $9.99 | <urn:uuid:7fe79619-ce49-497a-b1db-2261a70c5105> | {
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- Education and Science»
- Life Sciences
What is the Urinary System
Urinary system: This are made up of organs that produces and excretes urine from the body. The organs of the urinary system includes a kidney, a pair of ureter, urinary bladder and a urethra.
THE KIDNEY: The kidney is a reddish- brown, bean shaped organ having a smooth surface and are enclosed in a tough, fibrous capsule. The kidney lies on the either side of the vertebra column in a depression high on the posterior wall of the abdominal cavity. The kidney are placed retroperitoneally, meaning they are behind the parietal peritoneum and against the deep muscle of the back. The kidney are held in position by the connective tissue and the masses of adipose tissue, which surrounds them. The left kidney is higher than the right kidney.
STRUCTURE OF THE KIDNEY: The kidney comprises of two distinct region known as the renal medulla (inner) and a renal cortex (outer). The renal medulla is composed of conical masses of tissue called renal pyramids, which appears striated, while the renal cortex forms a shell round the medulla and dips into the medulla between renal pyramids, thereby forming a renal column. The lateral surface of the kidney is convex while its medial side is concave; the medial side leads into a hollow chamber known as the renal sinus. The entrance through the renal sinus is called the hilum through which blood vessels, lymphatic vessels and ureter passes into and leaves the kidney. The superior end of the ureter expands to form a funnel shaped sac called the renal pelvis right inside the renal sinus. The pelvis sub divides into three tubes known as major calyces, which also subdivides into other several minor calyces. Renal papillae projects into the renal sinus from its wall.
The nephron is the functional unit of a kidney, which is about one million in a kidney. It consists a renal corpuscle and a renal tubule. The renal corpuscle consist a glomerulus and a glomerular capsule, while the renal tubule is a passage through which fluid flows on its way out of the body. It leads away from the glomerular capsule and becomes highly coiled called the proximal convoluted tubule. The glomerular capsule receives a filtered fluid from the glomerulus
FUNCTIONS OF THE KIDNEY
1) The kidney maintains homeostasis by removing metabolic wastes from the blood and excreting them.
2) The kidney help regulate red blood cell production, blood volume and blood pressure, composition and pH of the body fluid.
URETER: each of the ureter is a tube, which begins as the funnel shaped renal pelvis. The ureter extends downward behind the parietal peritoneum and runs parallel to the vertebral column. The ureter course forward and medially joining the urinary bladder from underneath. The ureter is made up of three main layers.
(i) The inner layer (mucous coat) is continues with the linings of the renal tubules and the urinary bladder.
ii) The middle layer (muscular coat) consist a smooth muscle fibers.
iii) The outer layer (fibrous coat) is a connective tissue.
The muscular wall of the ureter propels the urine. The muscular peristaltic wave that originates in the renal pelvis forces urine along the length of the ureter. When the peristaltic wave reaches the urinary bladder, a jet of urine spurts into the bladder. A fold of mucous membrane act a valve, it allows urine enter the bladder but prevents it from going back up.
THE URINARY BLADDER: the urinary bladder is a hollow and muscular organ that stores urine and forces it into the urethra. It is located within the pelvic cavity, behind the symphysis pubis and beneath the parietal peritoneum. The wall of the urinary bladder are made up of four layers; the mucous coat, the sub-mucous coat, the muscular coat and the serous coat. The urinary bladder holds as 600 milliliters of urine before stimulating pain receptors, but the urge to urinate usually begins when it contains about 150 milliliters. When the bladder empties, its wall forms a fold and it becomes smoother as urine fills it. At the internal floor of the bladder is a triangular area known as the trigone, this trigone has an opening at each of its three angles. There are ureter openings at the posterior base of the trigone, and at the anterior apex of the trigone called the neck of the bladder. It contains the opening into the urethra. The neck of the bladder forms an internal urethral sphincter, and when the muscle around the urethral sphincter contracts it prevents the bladder from emptying until pressure within the bladder increases to a certain level.
THE URETHRA: This tube carries urine from the urinary bladder to the outside. The wall of the urethra is lined with a mucous membrane, a thick layer of smooth muscle tissue and numerous mucous glands called the urethral glands, which secretes mucus into the urethra canal.
FORMATION OF URINE
The formation of urine takes place in the nephron. It begins with the filtration of plasma by the glomerular capillaries, a process called glomerular filtration. Glomerular filtration produces about 180 liters of fluid more than four times the total body water every 24 hours. Two other process contribute to urine formation. They are the tubular reabsorption, which moves substances from the fluid back into the blood with the peritubular capillary, and a tubular secretion, which moves substances from the blood within the peritubular capillary into the renal tubule. In the tubular reabsorption, the kidney selectively reclaims the right amount to substances such as water, electrolyte, and glucose that the body requires while waste and excess substances leaves the body. In tubular secretion, some substances, which the body must eliminate such as hydrogen ion and certain toxins, are removed faster than through filtration alone. The final product of these three processes, glomerular filtration, tubular reabsorption, and tubular secretion is known as urine.
THE ELEMINATION OF URINE
After urine is formed in the nephron, it passes from the collecting duct through openings in the renal papillae and enters the calyces of the kidney, then passes through the renal pelvis and the ureter carries it to the urinary bladder, which takes it to the urethra, and then the urethra takes it to the outside. | <urn:uuid:7705b78a-db5c-4e07-bd04-3d247aa5b23e> | {
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Find and replace text in a string.
Syntax Replace(String, StringToFind, ReplaceString [,Start [,Count [, Compare]]]) Key String The initial string of Text StringToFind The text we want to find in String ReplaceString The string that will replace StringToFind if a match is found Start Character position in string at which to start the search Count The number of replacements to perform Compare Either vbBinaryCompare or VBTextCompare
If ReplaceString ="" then the StringToFind will be deleted from String.
myString="Hello John" myString=Replace(myString,"John","world") WScript.Echo myString
“Reputations are made by searching for things that can't be done and doing them” ~ Frank Tyger
replace.vbs - Script to search and replace text
InStr - Find one string within another
RegExp - Regular expression search object
StrComp - Compare two strings
Equivalent Powershell command: $result = "Hello Cleveland" -replace("Cleveland","world") | <urn:uuid:1fce0d4e-5042-441d-aa55-d5d928b85ce5> | {
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Ferrofluids are really cool. They are liquids that change properties when introduced to a magnetic field. They have been a big part of some recent research on things varying from space shuttles to body armor! Usually they are very expensive and complicated to make, but we have found a way to make a simple mid-quality ferrfluid out of household items quickly, easily and very affordably. You probably have all of the materials at home, and it can be done with little to no effort or time.
Acetone is high flammable so be careful with it. You can get it at most department stores or beauty supply shops..
Music or video records tapes. You can get these oldies almost anywhere. You probably have a few laying around your house.
Every house has secret room...The kitchen...
You can get it from any speaker in your house... Be ingenious... Or look online for some neodymium magnets.
The tape itself is actually very simple. It consists of a thin plastic base material, and bonded to this base is a coating of ferric oxide powder. The oxide is normally mixed with a binder to attach it to the plastic. It also includes some sort of dry lubricant to avoid wearing out the recorder.
Iron oxide (FeO) is the red rust we commonly see. Ferric oxide (Fe2O3) is another oxide of iron. Maghemite or gamma ferric oxide are common names for the substance.
We need separate Ferric oxide from plastic tapes. Acetone will melt the binder and separate Ferric oxide. But first we need to smash and break tapes!
Find a big bowl. Put all tapes in it and fill the bowl with acetone. Wait few hours. You can close bowl with something for a better effect. Make sure that you are in a well ventilated area away from open flames! Acetone is dangerous- read the bottle.
4) Collect the ferric oxide
Get a magnet. Roll it with paper (paper is needed to separate ferric oxide from magnet). Collect all your Fe2O3. Let it air dry and put it in a safe place.
If all of the oxide did not separate from the tape, you can repeat the procedure with acetone few time to have a better effect.
Mix three parts ferric oxide with one part cooking oil. If it's to viscous add a drop of water and a drop of dish soap and mix everything again. It will be good. | <urn:uuid:c395708d-f079-4617-94b1-e075aa95820b> | {
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At school reading is a huge part of our day and different teachers have different ways of organising their reading programs. I use a 'reading wheel' to display my reading groups and reading activities.
My reading wheel is made out of laminated card and a split pin. The split pin allows the wheel to rotate around. On one side of the wheel I have four colours for four reading groups, the other has three colours for three reading groups, the side I use depends on the amount of children and the spread of reading ages in my class. Although you can't see it on the photo I just write on straight on to the wheel the names of the children in that particular group in permanent marker. That way their names can be easily removed with whiteboard cleaner.
As the wheel spins each group can easily see which activity they should be completing. I have taken photos of all of my reading activities and use these to make a laminated label. These labels are stuck to the reading wheel with blu-tack. As I make or buy a new reading activity I take a photo and make up a label to laminate. Before each reading session I change the labels so the children experience a variety of reading activities each week. My reading activities include lots of reading practice, alphabet and phonic activities, sight word activities, sentence building games, and social games using our play equipment like mobilo, duplo, or playing in the home corner.
As I finish reading with a group I ring a small hand bell and the children like to take turns rotating the wheel around. They know which activity they need to move to next by simply looking at the wheel. This encourages more independence and after a while of following the same routine, some children are able to predict which activity they will be at next. | <urn:uuid:2cb5f0b5-d3dd-4306-bf18-2f60c78fe2cb> | {
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Outside the confines of the classroom walls, a recent science presentation in the school's gymnasium provided the students of Dobbins Elementary School a lesson that was out of this world.
Provided by Mobile Ed Productions, Inc. and its presenter Derek McDonald, Sky Dome Planetarium -- at roughly 15 feet high and 35 feet across -- was no doubt an awe-inspiring sight to the students who, school Principal Cheryl Borovitcky said, "lit up at the first sight of the dome."
According to information provided by Mobile Ed Productions, Inc., the portable, inflatable Sky Dome and its presenter, takes students on a 45-minute journey through the universe, a journey which for the Dobbins students garnered "oohs and ahhs" from the initial star-filled sky, through star and constellation identity, and Greek mythological characters that can be found in the stars.
Photos by Kathleen Palumbo, Town Crier correspondent
Following a brief instruction by presenter Derek McDonald of Mobile Ed Productions, Inc., Dobbins Elementary School first-grade students begin making their way through the tunnel and into Sky Dome for the presentation.
Throughout the day, each grade visited the Sky Dome presentation, which was tailored for each age group and provided appropriate academic content.
While student comments ranged from third-graders Haley Trolio, who said she liked that the presenter told funny jokes, to Seth Kollar, who liked the color of the sun, Dobbins third-grade teacher Marlene Booher said of the demonstration, "It gives the students a very good understanding of an abstract idea."
Sharing that the presentation was offered to support science standards and was sponsored by PTO, "We were thrilled to have the Sky Dome Assembly come to Dobbins," said Borovitcky, who added that the students were excited to take part in the special event. | <urn:uuid:1850e368-3dfd-4275-8cd3-c2ce05ccaa00> | {
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Monitoring rangeland and pasture can be a quick, easy and useful way of gathering information to help a rancher’s bottom line. South Dakota State University Extension range livestock production specialist Eric Mousel says simple monitoring techniques that every ranch can use to quickly and effectively track changes in rangeland and pasture health include visual observation, forage utilization mapping, and use of photo points.
Visual observation can include a list of things that a manager should be appraising at permanently marked points throughout a pasture. These things can include abundance of key forage species; abundance of weeds; stubble height of key forage species; soil erosion; and ground cover.
Forage utilization mapping tracks how much of the current year’s forage yield is consumed or trampled by grazing livestock. Livestock distribution and forage utilization usually vary quite a bit within a pasture. Mapping the pattern of utilization throughout a pasture is a good way to identify over-used and under-used areas. Utilization maps can allow the manager to make critical management decisions based on pasture use.
Utilization can be measured in a variety of ways, but measuring residual stubble heights of key forage species and the use of grazing exclosures are the most common.
Photo points: Identifying several permanent points throughout a pasture and taking annual photos is a great way to monitor management effects on rangeland and pasture. Photos can be close-ups of a specific plot in the pasture, or a landscape photo that includes a landmark so the photo can be repeated annually (preferably both).
Using plot frames to mark close-up photo points is as easy as making a frame out of PVC and driving some stakes into the ground so you can put the frame in the same place every year. Use stakes that won’t puncture pickup tires.
"The important thing to remember about monitoring rangelands and pastures is to keep adequate written records and photos of your monitoring activities so you can compare the assessments over a long period of time. That allows you to better identify the true effect of management on the forage resource," Mousel says. | <urn:uuid:577a1688-2bda-452c-989e-bf07eb2a0325> | {
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NetWellness is a global, community service providing quality, unbiased health information from our partner university faculty. NetWellness is commercial-free and does not accept advertising.
Friday, October 28, 2016
Diet and Nutrition
Nutrition and Older Adults
My mother is in her 70s and has been losing weight. She says she`s not hungry. How can I encourage her to eat more?
It's not unusual to lose our appetite as we age. Most of us lose something of our senses of taste and smell as we get older, which can reduce the enjoyment we often get from food. Also, sometimes older people find themselves living alone for the first time in their lives. Since so much of our pleasure from food and mealtimes has a social aspect, it can be easy to skip meals when alone.
Still, don't write this off as just "old age" setting in. An inadequate diet can trigger a poor appetite, as can a zinc deficiency. Be sure there's not a medical problem. Otherwise, you can help your mom by making sure she has plenty of nutritious food available and helping her keep as socially active as possible.
The 2005 Dietary Guidelines for Americans has some special recommendations for older adults to keep in mind:
- Adequate nutrients: Be sure your mother consumes extra vitamin D from vitamin D-fortified foods and/or supplements, because many older adults aren't exposed to enough sunlight to allow their skin to make its own vitamin D. A good multivitamin/mineral supplement might be in order too. All nutrients are less well absorbed as we age, so when this is combined with a declining appetite, vitamins and minerals could be in short supply.
- Physical activity: Encourage your mom to participate in regular physical activity. All adults benefit from regular exercise, and older adults can reduce physical declines associated with aging by keeping their body moving.
- Sodium and potassium: Older adults should aim to consume no more than 1,500 milligrams of sodium per day, and meet the potassium recommendation of 4,700 milligrams a day by eating foods high in potassium.
- Food safety: Older adults are more susceptible to the effects of foodborne illness, and should refrain from consuming raw (unpasteurized) milk or any products made from unpasteurized milk; raw or partially cooked eggs or foods containing raw eggs; raw or undercooked meat and poultry; raw or undercooked fish or shellfish; unpasteurized juices; raw sprouts; and certain deli meats and frankfurters unless they've been thoroughly heated (steaming hot).
This question originally appeared in Chow Line (5/8/05), a service of Ohio State University Extension and the Ohio Agricultural Research and Development Center and was adapted for use on NetWellness with permission, 2005.
Sharron Coplin, MS, RD, LD
Food & Nutrition
College of Education and Human Ecology
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It's a Matter of Ethics
by Brittany Donnell, CET
IT'S A MATTER OF ETHICS
"Moral principles that govern a person's or group's behavior"
This is how the Oxford University Press defines the word ethics. Ethics? That's not a word that comes to mind every day, but it should. Or maybe the "thing" we call ethics is really our conscience, and most people know what a conscience is. When ethical or unethical situations pop up, how will we respond to them? Here are some excerpts from the AAERT Code of Ethics which are good to keep in mind, not just in our jobs as transcribers, but also as individuals:
"Always conduct yourself in a manner reflecting the highest integrity of the electronic reporting and transcribing profession. Be fair and impartial toward each participant in a proceeding. Be truthful and accurate at all times." (AAERT Code of Ethics)
We have serious job duties. It astounds me the amount of responsibility we have as transcribers. We learn many details about someone's life and the events that are part of their lives. Knowing that the burden is on our shoulders to produce an accurate transcript can be both a privilege and a weight.
What I often think about is that the people in the cases we transcribe deserve our utmost respect, even though we are not present in the courtroom and will never see these people face to face. If the roles were reversed and we were parties in a case, wouldn't we want someone on the other end to be respectful of us and our most private matters? I think so.
"Preserve the confidentiality and ensure the security of information, oral or written. Do not discuss remarks heard on or off the record with anyone. Keep all assignments strictly confidential." (AAERT Code of Ethics)
Since I've started writing this article, I've become more aware of how critical and important this ethical standard can be. I've tried to think about protecting someone's privacy, using only Mr. Last Name, or so forth, if talking to another transcriber about the case. If I were in their shoes, I would hope that someone would strictly observe this standard and do their best to protect my privacy and the events that have occurred in my life.
"Keep abreast of current literature, technological advances and developments, and participate in continuing education programs. Strive to further knowledge and skill through participation in workshops, professional meetings, and interaction with colleagues." (AAERT Code of Ethics)
Another helpful reference for the transcriber to keep in mind is the AAERT member website. It is a resource for furthering your skills and to connect to others in this field. The website offers many ways to obtain CEUs, which we all want, and an abundance of information related to our industry.
There are a multitude of situations we find ourselves in daily where a decision must be made that impacts our work product. Thinking about those situations has certainly made me more aware of my own conduct as I do my job. The AAERT Code of Ethics categorizes areas of caution as Conduct, Confidentiality and Commitment. Study the Code and apply it to your work. Your reputation as a transcriber and court reporter can be molded by those standards. Remember. It's a matter of ethics.
To learn more about AAERT's established Code of Ethics, navigate to this link:
Brittany Donnell holds her CET designation from AAERT. She lives in Princeton, Missouri. Outside of work, she enjoys spending time with her family, singing in her local choir, reading, and traveling. Brittany can be reached at [email protected]. | <urn:uuid:8543f45b-3ae3-4a37-99cc-26f6542d2f90> | {
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Vietnam’s Mekong Delta region is known as a famously productive agricultural area thanks to the rich nutrients carried downstream by the Mekong River. The delta produces enormous crops of rice and fruit every year, feeding tens of millions both in Vietnam and overseas. However, a historic ongoing drought, along with unprecedented saltwater intrusion, is causing severe damage to Vietnam’s “rice basket”.
The current drought was first predicted last August, when experts realised a powerful El Nino was setting up in the Pacific Ocean. This phenomenon has been even more powerful than the last major event in 1997, and has caused everything from deadly flooding to withering drought around the world.
Vietnam has also suffered from low rainfall totals over the last two years, with 2014 seeing a 30 per cent fall from the previous year and 2015 falling further. According to the National Hydro-Meteorological Service (NHMS), last year’s floods in the Mekong Delta were at their lowest level since 1926,
This means that saltwater has been able to work its way from the sea up the many branches of the Mekong River, killing crops along the way. For example, salt is now present in rivers and ponds in Tien Giang and Ben Tre Provinces, which produce fruit such as grapefruit, mango, rambutan and jackfruit.
Farmers have watered their farms with this water, leading to the destruction of thousands of hectares of fruit and millions of plants and flowers. The economic impact of this saltwater intrusion is devastating, as agriculture is the sole means of income for millions in the Mekong Delta.
The dual threat of drought and saltwater has been no less deadly to the Mekong Delta’s vital rice paddies. On 17 March Vietnam’s Ministry of Agriculture and Rural Development (Mard) stated that roughly 180,000 hectares of paddy fields have been damaged by the Mekong Delta drought, a figure that is growing by the day.
Meanwhile, the Department of Crop Production (DCP) estimates the drought will cost US$1.5 billion (VND 34 trillion) to recover from. Cao Duc Phat, the Mard minister, says that 500,000 hectares (1.236 million acres) of the summer-autumn rice crop will not be able to be planted if the Mekong Delta drought continues until the start of the rainy season in June. Approximately 575,000 people are already facing fresh water shortages, including critical facilities like schools and hospitals in Ben Tre.
The water crisis is even beginning to impact Ho Chi Minh City (HCMC), the country’s largest city and economic hub. Saltwater is now present in the Saigon and Dong Nai Rivers, the main water sources for the metropolis.
The Saigon Water Corporation (Sawaco) has had to stop collecting water at one of its plants 15 times since January 25. At times, the salt concentration in the intake reached 366 mg per litre, well above the acceptable limit of 250 mg per litre. These levels will continue to rise as the Mekong Delta drought deepens, meaning tap water shortages could be on the horizon for HCMC.
Upstream Dams Cause Tension
The drought and resulting low water levels in the Mekong Delta have also fanned tensions among Vietnam and its neighbours, all of whom heavily rely on the Mekong for their agricultural livelihood.
In recent decades a number of dams have been built upstream on the Mekong River, with many more planned, particularly in Laos. These projects reduce water flow at the end of the Mekong, leaving Vietnam with whatever is left once the river has runs its course through the dams.
In January, Thailand infuriated Vietnam when it diverted water from the Mekong to irrigate its own drought-stricken provinces without consulting the downriver country first.
The Mekong River Commission (MRC), an organisation which includes each country which the Mekong River runs through, was created to deal with issues like this, but it has been largely ineffective. When it comes to managing the flow of the Mekong River, Vietnam is powerless.
Little Relief in Sight
One of Vietnam’s neighbours is attempting to help somewhat. China agreed to increase the flow of Mekong water from its Jinghong dam on March 15, and will continue to do so until April 10. Unfortunately, this won’t have a great impact, as the Mekong Delta is thousands of kilometres downstream from the dam, so much of the increased flow will be consumed by Thailand, Laos and Cambodia.
To make matters worse, this year’s rainy season is predicted to arrive later than usual, meaning there won’t be any extra fresh water to push back against increasing salinisation for several months to come.
Salt water has already reached 15 to 20 kilometres (9 to 12.5 miles) deeper into the region than in previous years, with one branch of the Mekong seeing salt almost 100 km (62 miles) from its mouth on the East Sea.
As of March 8 the Vietnamese government had pledged US$6.3 million (VND 140 billion) to a relief fund for farmers affected by the Mekong Delta drought, and there is even talk of potentially clearing loans for the most vulnerable residents. Such steps will ease some of the pain, but what these farmers really need are healthy fields. Sadly, it seems that the Mekong Delta is in for a lot more pain before things start to improve.
- Vietnam’s ‘fruit kingdoms’ ravaged by salinization (Tuoi Tre News)
- Vietnam’s Mekong Delta hit by worst drought in years (Asian Correspondent)
- Drought Fans Tensions Along the Mekong (The Diplomat)
- Drought, salinization forecast to worsen in Vietnam (Tuoi Tre News)
Latest posts by Michael Tatarski (see all)
- Vietnam Increases Debt Ceiling Amid Rampant Spending - November 28, 2016
- Summit Puts Vietnam’s Economy Under the Microscope - November 14, 2016
- Foreign Investors Wait Major Vietnam Divestment With Bated Breath - November 2, 2016
- Vietnam Real Estate & Exports Face Turbulence in Q3 2016 - October 17, 2016 | <urn:uuid:c27fe36b-ed5a-4876-8c1b-12b3cd77e185> | {
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posted by Leslie on .
Identify the different types of statistics, graphs, and illustrations that are appropriate for your topic. My topic is Gun Control.
I'd look for statistics and graphs showing:
* number of people injured or killed by guns in the U.S.
* number of people injured or killed by guns in western Europe and Canada
* number of people in the U.S. who have used guns to successfully defend themselves against assailants
You can look at these sites and determine what kinds of statistics, graphs and illustration other people use. | <urn:uuid:976d8cb1-6593-4397-8688-846f097cc1bd> | {
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Weather related | Canola is susceptible to the disease if it receives moisture during the flowering period
There were several reasons for disappointing canola yields across Western Canada this year, and sclerotinia was one of them.
The fungal disease, which thrives in hot and moist conditions, robbed farmers of 10 percent of their yield in Alberta and Saskatchewan and five percent in Manitoba.
Clint Jurke, an agronomy specialist with the Canola Council of Canada, said the rule of thumb for yield loss due to sclerotinia is to halve the incidence.
That means 20 percent of Alberta and Saskatchewan crops and 10 percent of Manitoba crops suffered from the disease this year.
“Sclerotinia was very big, particularly through central and northwest Saskatchewan. It was probably the number one yield robber in that area,” said Jurke.
“Sclerotinia is the one disease that is almost entirely controlled by the weather pattern that you have. Crop rotation, previous crop history, things like that don’t really matter very much with this disease. It’s all about how much moisture you’ve had, particularly around that flowering period.”
Randy Kutcher, former oilseed specialist with Agriculture Canada, recommended using the canola council checklist to determine whether fungicide spraying is worthwhile. The list includes assessments of recent weather, forecast, crop canopy and yield potential.
Scouting at first flower and then using a petal test kit will also give guidance on spraying, but Kutcher said few producers use the kits.
“Even if you don’t think you have much inoculum in your field, you can still get spores coming in from adjacent fields,” said Kutcher, who now focuses on cereal and flax pathology at the University of Saskatchewan.
“The more growers deal with the disease, the better feel they get for it and the years that it’s going to be a problem.”
Sclerotinia is tricky.
Spraying is unlikely to be effective in preserving yield by the time it is visible in the crop. Prevention is the main weapon in farmers’ arsenal.
Kutcher said his best recommendation is to scout at swathing time to gather information on potential load in the soil. The data can be useful the following year if weather conditions favour the disease.
“Get off the swather, three or four or five places in a quarter section, and figure out how much sclerotinia (you) have. It’s a pretty easy disease to recognize.”
Alberta Agriculture oilseed specialist Murray Hartman said some canola varieties are tolerant to scler-otinia but they work best when disease pressure is low. Even then, fungicide spraying will likely be required if conditions favour the disease.
“I would say there hasn’t been a high uptake on those varieties,” said Hartman.
Abundant sclerotinia in one crop year is not a guide to conditions in the following year because of the disease’s weather dependence.
However, Hartman said the disease’s apothecia bodies can remain in the soil for three or four years and cause problems when conditions are right.
That’s why crop rotation is not a huge factor in control, agreed Jurke. Sclerotinia is not particular about its host.
“Any dicot plant is a host for this disease, so it doesn’t matter if you’re growing canola or you’re growing peas or you’re growing lentils or you’re growing even alfalfa or Can-ada thistle. They all will produce sclerotia.”
The bright side is that there are many effective fungicides.
Sclerotinia has developed resistance to benomyl, the most popular fungicide used in the 1990s, so that is a warning to producers to vary products and modes of action. | <urn:uuid:29f65e57-902f-4e2f-94a9-ab04f079bc0b> | {
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International Day against Nuclear Tests
29 August 2011
On 2 December 2009, the 64th session of the United Nations General Assembly declared 29 August as International Day against Nuclear Tests by unanimously adopting resolution 64/35.
The International Day against Nuclear Tests (see also website of the United Nations Office for Disarmament Affairs) aims to galvanize the United Nations, its Member States, intergovernmental and non-governmental organizations, academic institutions, youth networks and the media against nuclear testing. The day highlights the importance of banning nuclear tests as a valuable step towards achieving a safer world.
The Comprehensive Nuclear-Test-Ban Treaty (CTBT) is the instrument to achieve this. While the CTBT has been signed by 182 and ratified by 154 of them (see map), it needs to be ratified by all 44 States identified as nuclear technology holders to enter into force. Of these, nine have yet to deposit their instrument of ratification: China, the Democratic People's Republic of Korea, Egypt, India, Indonesia, Iran, Israel, Pakistan and the United States.
The resolution was originally submitted by Kazakhstan. The day marks the permanent closure of the Semipalatinsk test site by Kazakhstan on 29 August 1991. The selection of that date in 1991, in turn, was made because this was when the Soviet Union conducted its first nuclear test at the site in 1949.
The day was observed for the first time in 2010. This second year coincides with the 20th anniversary of the closure of the Semipalatinsk test site.
Event: Informal Meeting of the UN General Assembly
On Friday, 2 September 2011, the UN General Assembly held an informal meeting to mark the International Day against Nuclear Testing and the 20th anniversary of the closure of the Semipalatinsk nuclear test site. CTBTO Spokesperson Annika Thunborg addressed the meeting.
See UN press release here.
Read a summary and find a link to a video of the full session on UN Webcast here.
Event: High Level Workshop
On Thursday 1 September 2011, the Permanent Mission of Kazakhstan to the UN in New York and the East-West-Institute co-hosted the high-level workshop "From here to 2015: Meeting the targets of the NPT Action Plan" in New York.
The four main speakers were the UN High Representative for Disarmament Affairs Sergio Duarte, Ambassador of the Philippines, Libran Cabactulan (statement), who chaired 2010 Nuclear Non-Proliferation Treaty Review Conference, U.S. Deputy Assistant Secretary of State Marcie Ries (statement) and CTBTO's Annika Thunborg. The panel will be chaired by Greg Austin, Vice President of the East-West Institute.
For details see Flyer here (PDF).
Event: Round table discussion in Las Vegas
On 1 September 2011, the Embassy of Kazakhstan, the Atomic Testing Museum and the NGO Global Green co-organized in Las Vegas, United States, the round table discussion "Two Decades without Nuclear Weapons Testing". Speakers included the Kazakh Ambassadors to the United States and to UNESCO, U.S. Members of Congress, the Mayor of Las Vegas, Ms. Carolyn Goodman, and experts on nuclear and environmental issues.
For details see here (PDF).
Despite the closure of the Semipalatinsk testing site on 29 August 1991, the region's residents are still affected by four decades of nuclear testing.
The Government of Kazakhstan is undertaking efforts to gradually restore the site, and has decided to allow the international community to use it in their efforts towards achieving nuclear disarmament. The country made the former test site available for a three-week on-site inspection exercise organized by the CTBTO, the Integrated Field Exercise (IFE08). | <urn:uuid:9ecd0b6b-d807-4137-b6db-e1eb95c002e0> | {
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Arctic Studies Center Magnetic North Home YouTube Facebook Search Smithsonian Collections NMNH Department of Anthropology Blogs at NMNH Subscribe
Every year the anthropology department at the Smithsonian’s National Museum of Natural History has a holiday party, and every year we wait with baited breathe to see what new creation master cake baker and archaeologist Eric Hollinger will unveil. This year’s impressive creation, a 29” chocolate Viking Ship, is modeled after the Oseberg Ship from Norway. Accompanying the ship are a Viking longhouse made of cake, a pretzel dock, and a jello ocean! The ship is manned by four Vikings preparing for a journey, or maybe just returning.
Ships like the Oseberg vessel are rare finds in the archaeological record because wood only preserves under very specific conditions. The Oseberg Ship was excavated in 1904 by Gabriel Gustafson and is one of the best preserved examples of Viking Age ship construction that exists. The 71’ vessel was made of oak, unlike our chocolate replica, and would have carried 30 oarsmen when it was fully manned. Given the impeccable construction, and elaborate decoration of the vessel, it is likely that the ship belonged to a very important member of society.
In addition to the ship, archaeologists uncovered a wealth of grave goods in the vessel. There were five intricately carved wooden animal head figurines, four decorative sleighs, an ornately carved wooden cart, textiles including imported silk, a bed, parts of looms for weaving, skeletal remains o at least 18 different animals, and many more practical objects for day to day living. These extravagant grave goods further the belief that the individuals interred in the boat were from the higher echelons of society.
The identity of the two women from the Oseberg burial has been debated for over a century. Archaeologists know that the women were buried during the summer of 834 AD and that the burial was broken into a little more than a century later, during the reign of Harald Bluetooth. As a result, the remains of the two women were scattered around the burial chamber, and many objects may have been removed from the burial in antiquity. Archaeologists have speculated that the two women may have been Völva, female seers in Norse religion, or that one of them may be Queen Asa, or that they were important political and social figures whose names have been lost through the millennia between their burial and rediscovery.
This burial has been regarded as somewhat of an anomaly for the century that modern scholars have known about it. The common assumption has been the Viking Society was male dominated but the Oseberg burial is the richest Viking Age burial ever found, and contained two women. So what do scholars make of evidence that doesn’t fit the prevailing theory? We revise our theories of course! Recent DNA analysis of the skeleton in a ‘typical’ and wealthy warrior’s burial at Birka in Sweden has revealed that the skeleton in the grave was actually a women. This study, as well as others that are currently underway, help us to reassess the past and learn more about century old discoveries that still have secrets to unlock. Regardless of whether we ever learn their names, these women and their burial have fascinated archaeologists for more than a century, and continue to inspire analysis and the creation of impressive and delicious desserts!
Americans, along with many other peoples around the world, have an obsession with their coffee. We drink it everyday, often in large amounts. We have ceramic mugs, travel mugs, color changing mugs, and even disposable stryofoam coffee cups. What does one do when none of these resources are at your disposal? This vessel, which comes from Lapland, looks similar to many other vessels found throughout the region but was specifically used to transport coffee! This coffee caddy was collected in 1893 by Hon. J.M. Crawford and was accessioned by the museum in October of that year. It is made of wood, and is ornately carved. While this caddy was most likely used to transport and hold dry coffee beans, it highlights the similarities and differences among cultures through the lens of something as simple as a beverage many people consume daily.
Intrepid explorer Captain Charles Francis Hall collected this Inuit drinking tube, carved from a narwhal tooth during one of three Arctic research expeditions he conducted during his lifetime. There are a number of objects in our collections that are made of or contain narwhal ivory. The material is very versatile and was used by the Inuit to make everything from belt buckles to decorative figures.
Motivated primarily by a desire to determine what became of Sir John Franklin’s 1840’s lost Arctic expedition, Capt. Hall initially headed north to find evidence of the crew’s fate. Along the way, and accompanied by a host of scientists and researchers, Capt. Hall interacted with Inuit people and collected both information and objects illustrative of indigenous life in the Arctic region. In 1865 Hall published an account of his first expedition, Life Among the Esquimaux: Being A Narrative of An Expedition In Search of Sir John Franklin In The Years 1860, 1861, and 1862, which offers an interesting look into the people and places Hall encountered on his first expedition, during which he discovered not Franklin’s expedition, but Martin Frobisher’s second while searching for a Northwest Passage to China.. Unfortunately, Capt. Hall’s final expedition was seemingly doomed—Hall himself died on board his ship off the coast of Greenland, and the remaining crew became stranded and were forced to shelter on an ice floe for over six months until being rescued.
In total, Capt. Hall’s collection donated to the museum in 1871 consists of over 60 objects of various materials and purpose, collected in or near the Arctic. Capt. Hall’s endeavors invite us to think about how the motivations, resources, and practices behind the history of Arctic exploration shapes the knowledge we now have about the region and the peoples who have lived there successfully for centuries. Objects such as this seemingly non-descript drinking tube offer insights into how indigenous Arctic communities harvested and used materials, such as narwhal ivory, that are considered highly precious in other parts of the world.
To hear some Inuit perspectives on indigenous connections to the narwhal, check out our new exhibit “Narwhal: Revealing and Arctic Legend” which opened August 3rd! | <urn:uuid:2c3b3576-bc2b-49a3-be36-dec20b3ada01> | {
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Dartmoor National Park
Dartmoor National Park was designated in 1951. Situated in the West Country, it is the largest and highest expanse of open country left in the south of England. The National Park covers an area of 368sq miles/953sq km, from Oakehampton in the north to Ivybridge in the south and Tavistock in the west to Bovey Tracey in the east.
The name of Dartmoor National Park derives from two rivers, East and West Dart, they merge at Dartmeet near the centre of the National Park to form the River Dart.
Much of Dartmoor National Park consists of a granite core, surrounded by limestone, shale and sandstone, the highest point rises to 2.039ft. 620m. at High Willhays.
Dartmoor is best known for the vast expanse of rugged, often bleak, mist shrouded boggy moorland and huge windswept tors (from the Celtic tower); over 160 rear up in the moorland landscape.
Cattle, sheep and the famous Dartmoor Ponies roam freely over the moorland. The public are requested not to feed the Ponies, as this encourages them to the roadside, putting them at risk. The Dartmoor National Park also contains the dense woodland of Dartmoor Forest, beautiful valleys (combes), and rich fertile farmland in the beautiful Devon countryside.
There are picturesque villages, busy market towns and some 600miles/966km of public rights of way. The evidence of man's occupation of Dartmoor for 5,000 years, can be seen in the many archaeological remains, such as hill-forts, hut circles and standing stones.
Dartmoor has been used for military training since the 1800s, and the Ministry of Defence have firing ranges in the north east of the park; the public have access when the ranges are not in use. The firing programme is broadcast on Radio Devon, published in local newspapers on Friday for the following week, and is also available at Tourist Information Centres, or on Freephone 0800 458 4868.
At the centre of Dartmoor National Park are the High Moors. This is good walking, cycling and pony trekking country. The main Tourist Information Centre for the National Park is in Princetown. Close by is Dartmoor Prison, originally constructed for prisoners of war during the Napoleonic wars, now used as a high security prison.
Postbridge is the site of the largest of Dartmoor's clapper bridges; these granite structures have been used by farmers and tin miners since medieval times. To the north east lies Grimspound, a Bronze Age village consisting of 24 circular huts; the finest example of Dartmoor's early settlements.
To the southwest is Hound Tor, an area rich in myths and legends and thought to be the inspiration of Sir Arthur Conan Doyle's novel "The Hound of the Baskervilles". To the north is the pretty village of Widecombe-in-the-Moor, which holds an annual fair in September, thought to be the birthplace of the folk song "Widecombe Fair".
Visitors to Dartmoor National Park find there is something of interest for everyone. The park contains several protected National Nature Reserves and Wildlife Trust Reserves, a wealth of Historic buildings to discover, museums and galleries to visit and good sporting facilities, throughout the area. | <urn:uuid:3bb1a328-d0f3-4e16-8238-0c9547c94051> | {
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EnChroma Eyeglasses for Color Blindness Now Available in Clinton, Connecticut
Are You Color Blind, Do You Know Someone That Is? Clinton Eye Associates Can Help.
DO YOU SEE THE NUMBER?
IF NOT, TRY THIS ONLINE COLOR VISION TEST!
Facts about Color Blindness and EnChroma
There are an estimated 300 million people in the world with color vision deficiency.
- 1 in 12 men are color blind (8%).
- 1 in 200 women are color blind (0.5%).
Color blindness, or color vision deficiency (CVD), is typically inherited genetically and carried recessively on the X chromosome. While color blindness is often considered a mild disability, studies estimate that two-thirds of people with CVD feel it's a handicap. Red-green color blindness doesn't mean only color confusion with red and green colors; much of the color spectrum can cause confusion.
Enchroma glasses are the only specialty eyewear that alleviate red-green color blindness, enhancing colors without compromising color accuracy. Enchroma started in 2010, after ten years of R&D.
Did You Know?
Many people with color blindness cannot tell that the power connector on a MacBook changes color. Lots of color blind people are surprised to find out that peanut butter is not green.
Enchroma Lenses For Patients Who Are Color Blind
Color Blindness & EnChroma Facts | <urn:uuid:9ec01ada-9dbd-4f84-ac4a-d720cb942a7c> | {
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Dear Fellow-Redeemed in Christ:
Grace to you and peace from God our Father and the Lord Jesus Christ. Amen.
Immanuel. What a beautiful-sounding name.
Immanuel. We stick this title on the cover of Christmas cards and include it in our Christmas songs. It forms the title of the quintessential Advent hymn. We do not sing "O Come, O Come, Great Encourager from God" or "O Come, O Come, Great Moral Example from God," but "O Come, O Come, Immanuel." This has been the song of the Christian Church in these days before Christmas for countless generations.
We Lutherans even use this title when giving a name to a new congregation — even though no one can decide whether this name begins with an "e" or an "i." For example, there are at least three congregations in our area named Immanuel Lutheran Church; in Orange, LaHabra and Long Beach. And each of the three congregations spell the word differently.
But regardless of how you spell it. There it is.
Immanuel. What a beautiful-sounding name. Over the last 25 years it has consistently ranked in the top 200 baby names in the United States.
Immanuel. A beautiful-sounding name, but, as we have been trained to ask since our first days of studying the Catechism, "What does this mean?" What does this name actually signify? And, most importantly, what does it mean that the center of these days of Advent: this coming Son of Mary, this Son of David, this Son of God — is given by heaven the name "Immanuel"?
What do you confess when you say, "I believe that Jesus of Nazareth is Immanuel."? How would you respond if someone were to ask you, "What does this name actually mean? Why is this baby in a Bethlehem manger (who's birth we are patiently — or maybe not so patiently — waiting for) given the name "Immanuel"? What kind of answer would we give? Hopefully something more substantive than: "Good question. Let me google that and get back to you."
In these days before Christmas, Christ would bring us to his Word and feed us with the promises that all the faithful before that Christmas night lived clinging to, died hoping in, and now sing about in eternity.
May God in his grace prepare each of us for his coming through the Word of Christ, through the Spirit of Christ, that we would have an everlasting joy and an unshakable hope. Amen
Immanuel. What do we know about Jesus being given the name "Immanuel"? Well, the simplest, clearest place to go is the words given to us by the Holy Spirit through the inspired pen of the evangelist Saint Matthew. Carried along by the same Holy Spirit that inspired Isaiah and overshadowed Mary, Saint Matthew leaves no room for misunderstanding when he tells us in the 22nd and 23rd verses of the first chapter of his Gospel account:
All this took place to fulfill what the Lord had spoken by the prophet: “Behold, the virgin shall conceive and bear a son, and they shall call his name Immanuel” (which means, God with us). (Matthew 1:22-23 ESV)
Oh. Now we get it. Immanuel means "God-with-us." In the coming infant Jesus, God is with us.
But, we ask, how is it that the birth of a virgin's son, the birth of God in human flesh and blood, the birth of Immanuel, is, for each of us and for the world, Good News? Really Good News. Good News that lasts not a week or a month, but an entire lifetime and into eternity.
That, dear brothers and sisters in Christ, is the million dollar question in this season of waiting and hoping and repenting and rejoicing and reflecting on what it actually means for the world and for each of us that our Lord Jesus Christ came down from heaven and was incarnate by the Holy Spirit of the virgin Mary and was made man, made human flesh and bone, took upon himself our very nature, yet without sin.
What is the connection between eternal peace and "God-with-us"?
Imagine being given the task of consoling the unconsolable, giving comfort to someone who can find no spiritual comfort, giving genuine, eternal Good News to someone racked with a true awareness of their weakness and failures and sin. "There is no hope for me," they cry out. "I cannot make satisfaction for my many sins. I have given up trying to make myself holy. It is impossible for me to stand before the almighty Lord of heaven and earth, the Lord who hates sin and sends wrath and judgment upon the unrighteous. It all makes me want to ask God to stay away from me."
In that kind of situation, how is "God-with-us" any comfort at all?
Just ask Isaiah about "God-with-us." In the 6th chapter of the book of Isaiah the prophet, the great Isaiah is as good-as-dead when brought into the holy presence of the Lord. Unbridled, out-in-the-open "God-with-us" spells judgment and eternal death for Isaiah, as it spells judgment and eternal death for all fallen and sinful children of our first parents.
God-with-us in his glory and holiness? That may be great for the designers of the world's holiday cards and winter television specials. But it is a death sentence for anyone who acknowledges sin as real sin. Because if the almighty Lord just showed up next to any of us in all his power and glory and might and majesty, we would be forced to confess, as Isaiah confessed, "Woe is me. I am as good as dead. For I am a man of unclean lips and I live among a people of unclean lips. And — I have seen the Lord. I have been brought face-to-face with almighty God.
This same frightening situation fell upon Peter right after the miraculous catch of fish — right after he realized that Jesus was indeed the almighty Lord of heaven and earth. Bowing his trembling face to the ground he cried out, "Depart from me Lord. For I am a sinful man."
No wonder why there are too many people — even a week before Christmas — who want God to stay away — to stay out of their lives and the decisions they have made. Their own lifestyle of convenience. Their playing fast and loose with God's revealed will and commands.
So "Immanuel" can bring terror and fear and eternal death just as easily as it can bring comfort and hope. "Immanuel" — God-with-us — can be God-with-us in wrath and judgment. We see this in the poor, miserable conditions surrounding Jesus' birth and especially our Lord's innocent suffering and death upon the Cross. God-with-us, to punish all sin and rebellion and disbelief. The disbelief of unbelieving Ahaz. The disbelief of a world that does not believe, will not believe that the Christ child has come from heaven to be born in the world's own poor and miserable manger, to take upon himself the world's own weakness and sin, to take upon himself the judgment Eve and Adam, Isaiah and Mary, Joseph and Peter and each of us rightly deserved.
Immanuel. God-with-us. Something we should dread if it is not in a way that hides the Lord's glory and covers his wrath.
But what else do we know about Jesus being given the name "Immanuel"? What is also revealed in that name "Immanuel" that makes it a comfort and joy for transgressors of God's holy will and law?
Well, we heard it clearly enough from the Old Testament and Gospel readings just a few minutes ago. From the mouth of God's holy prophet it is announced to believers and unbelievers alike:
… the LORD spoke to Ahaz, “Ask a sign of the LORD your God; let it be deep as Sheol or high as heaven.” But Ahaz said, “I will not ask, and I will not put the LORD to the test.” And he said, “Hear then, O house of David! Is it too little for you to weary men, that you weary my God also? Therefore the Lord himself will give you a sign. Behold, the virgin shall conceive and bear a son, and shall call his name Immanuel.” (Isaiah 7:10-14 ESV)
To doubting, unbelieving King Ahaz the Lord gives a sign as deep as Sheol and high as heaven. A sign that is so indescribably great angels bow the knee in silent awe. An announcement so unbelievable only God-given faith can receive it. A prophecy that trumpets the fulfillment of all salvation history in a way we could have never imagined: "The virgin shall conceive and bear a son, and shall call his name Immanuel."
And, if you will believe it, this Word of the Lord spoken out of the mouth of Isaiah the prophet is fulfilled as another heaven-sent messenger comes to confused, anxious, fearful Joseph and says:
“Joseph, son of David, do not fear to take Mary as your wife, for that which is conceived in her is from the Holy Spirit. She will bear a son, and you shall call his name Jesus, for he will save his people from their sins.” (Matthew 1:20b-21 ESV)
The reason for the name to be given is made clear for Joseph and Mary and for you and me and your yet-to-believe neighbor down the street. "For this son, this son of David, this son of Mary has been sent — not to judge or condemn or terrorize but — to save his people from their sins."
Jesus; Divine Savior. Jesus; Divine Savior from sin. Jesus; Divine Savior of all — of every tribe and language and nation and people. Jesus; the second person of the Godhead come to rescue us from our inability to save ourselves, come to to redeem the Advent and Christmas season, come to to atone for our own transgressions against God and against our neighbor-in-need.
For, by faith, we believe what the world and our own worldly nature will never believe: Mary's son is David's Son is God's only-begotten Son. Come to save from sin. God in human flesh and blood. Here. For you and for your salvation. Here. As once-for-all sacrifice. As our all-righteous substitute.
Only by faith can we really sing: "O come, O come, Immanuel. God-with-us. God-for-us and for our salvation.
Immanuel. What a beautiful name. Amen | <urn:uuid:f79edf99-38ab-4463-acdb-987afc01535f> | {
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This is Part 2 of the IBM Creativity Series – Part 1 covered 3 Things You Never Knew About IBM Creativity – Games, Art, and Music. This post will cover 3 things you never knew about IBM computer creativity.
In addition to IBM driving innovation and creativity for 102 years, as IBM CEO Ginni Rometty recently shared, IBM computers have also long been used to help spur the creative process. Here are few of the more notable examples of how IBM computers and technology played a critical part in the creative process.
Category 1 (Movies):
Lord of The Rings Trilogy: IBM supplied digital effects facility Weta Digital, Ltd., with 150 IBM® IntelliStation® workstations, running Linux®, for the Lord of the Rings movie trilogy. Weta created effects, from digital horses to Gollum, a character in the series. Weta and its sister company, Weta Workshop, won two Oscars for their digital effects work on the first “Lord of The Rings” trilogy. To learn more:
- Children’s book brought to life by Weta using IBM technology (IBM, Sept 19, 2005)
- Weta Digital Develops ‘Lord Of The Rings’ Visual Effects On IBM Linux Intellistations (IBM, May 30, 2002)
Despicable Me: IBM provided an iDataPlex system to Illumination Entertainment to help it meet the massive production requirements involved in creating the computer-animated 3-D feature film, “Despicable Me”, released in 2010. The animation process to produce the film generated 142 terabytes of data — an amount roughly equivalent to the traffic generated by over 118 million active MySpace users or 250,000 streams of 25 million songs. The iDataPlex solution also included a water-cooled door that allows the system to run with no air conditioning required, saving up to 40% of the power used in typical server configurations for this type of production process. To learn more:
- Hollywood’s Latest 3-D Animation Film ‘Despicable Me’ Advances Smarter Movie Production With IBM (IBM, July 8, 2010)
- How a Small Studio Pulled Off a Major 3-D Film Using Energy-Saving Technology (Fast Company, July 8, 2010)
- How IBM Helped ‘Despicable Me’ Go Green (Forbes, July 9, 2010)
Category 2 (Cooking): When you think of the creative things that humans do, cooking comes to mind as one creative outlet that appeals to many. After winning at chess and Jeopardy, taking on large databases of information to cook up something creative for dinner seems like a logical step. After all, while most chefs may only consider pairings of hundreds of different ingredients for the evening meal, there are probably unlimited possibilities of pairings that might taste good. So, the IBM flavorbot is looking to put together underrated highly flavorful ingredients, unusual but tasty flavor pairings, and bring them all together into whole recipes. To generate leads, the flavorbot looks at three databases of information – recipe index, hedonic psychophysics (quantification of what flavors people like at the molecular level), and chemoinformatics (connecting what foods the molecular flavor is actually in). To learn more, see the links below:
- Overview of Computational Creativity (and new recipe creation) by IBM Research
- Publications on the topic by IBM Researchers
- Computational Creativity list of media mentions by IBM Research
- New Answer from IBM’s Watson: A Recipe for Swiss-Thai Fusion Quiche (MIT Technology Review, October 3, 2013)
- Try The First Recipe Devised by IBM’s Supercomputer Chef (Fast Company, April 2013)
Category 3 (Books): Ever heard of “Abechamycin”? It’s not a new antibiotic….but it may be one day. At Pfizer in 1956, an IBM 702 helped create a 198-page, 42,000 word book of potential chemical names as a way of spurring and accelerating the naming process for the many new drugs the firm introduced on an annual basis. Learn more.
- 3 Things You Never Knew About IBM Creativity: Games, Art, and Music (Part 1 in the IBM Creativity Series)
- IBM CEO Ginni Rometty Shares Her Approach to Innovation
- 6 Ways to Not Be Creative
- IBM 2010 Global CEO Study – Creativity is Most Important Trait for Success
– By Julie Yamamoto, Program Manager, The Greater IBM Connection, and Paul Lasewicz, IBM Corporate Archivist
The October 2013 theme for The Greater IBM Connection is ”creativity and innovation”, and The Greater IBM Connection will be sharing various tips, tools, and resources on this topic. | <urn:uuid:13f29b3e-f88c-4582-ab4d-520e5945b902> | {
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Howard Chandler Christy (1873–1952)
Oil on canvas, 1933
Between 1928 and 1937, few Americans were pictured as frequently as Earhart. While photographers created the majority of images, she also posed for several painters.
This likeness was painted by Howard Chandler Christy. A student of William Merritt Chase’s at New York’s Art Students League, Christy emerged as a highly successful illustrator and portraitist during this period. Although he portrays Earhart sitting on a rock, Christy has situated the famous aviator amid blue skies and clouds high above the ocean.
On the painting’s back is a poem written by Ben Riddle to mark the occasion: “I have painted you/ Against the reaches of the sky./ We sail together, you and I./ Great dreams come true/ Beyond the head winds of fate. . . . So I have painted you/ In your rich brief moment to find/ A loving niche of all of human kind.” | <urn:uuid:0c6ee034-a9c0-49ea-920e-f44384048477> | {
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Summary and Keywords
Over the past several decades, scholars have focused special attention on the relationship between schooling and culture. The first forays focused on curriculum matters, trying to understand how educational policies affected the selection of content and its dissemination in schools. More recently, the concept of school culture has emerged as a frame for researchers, thanks to its ability to problematize how teachers and pupils experience school in terms of time and space. Placing these individuals in the center of the schooling process, the concept of school culture enables scholars to create a more comprehensive analysis of what happens inside classrooms and schoolyards. This tool offers an opportunity for researchers and teachers to debate the merits of tradition and innovation in education, pay attention to material culture as a part of school practices, and consider school community as a social actor. The concept has become commonplace in the academic production in many areas, such as educational sociology, history of education, educational anthropology, philosophy of education, and educational psychology.
Emerging from the writings in the educational field in the late 1960s, the category of school culture has become commonplace in the academic production. Researchers from the areas of educational sociology, history of education, educational anthropology, philosophy of education, and educational psychology, as well as those interested in themes such as educational reform, violence, gender, bullying, childhood, adolescence, public policies, and leadership, among others, often employ this category for its potential to explain events within the educative milieu. The fortune of the formula, however, tends sometimes to inhibit the understanding of school culture as constituted within school practices, in a dynamic and constantly negotiated way between subjects in the school and in society. This may explain why we find articles dividing school culture into negative and positive, endowing each of them with attributes, and creating manuals to deal with their respective features.
In a broad sense, the most common meaning for school culture is the one systematised by Antonio Vinão Frago (1995, p. 69) as “the whole of school life: facts and ideas, minds and bodies, objects and conducts, ways of thinking, saying, and doing” (the authors’ translation). It is reflected in publications easily found on the Internet, such as The Glossary of Educational Reform (http://edglossary.org/school-culture/), which says:
The term school culture generally refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how a school functions, but the term also encompasses more concrete issues such as the physical and emotional safety of students, the orderliness of classrooms and public spaces, or the degree to which a school embraces and celebrates racial, ethnic, linguistic, or cultural diversity.
The amplitude of understanding made possible by the use of this category in analyses can reduce its explaining potential, however. An alert is given by Daniel Hameline (1995, p. 6), when he questions:
How do ideas reach the intellectuals that think about educative practices? Through which channels do they circulate? How does the meaning of formula evolve in time? Do the migrations of a formula from the language of the experts to that of practitioners or of politicians, or vice versa, mean its success or defeat? What value has in pedagogy the success of a slogan? (the authors’ translation)
Accepting the provocation of the French researcher, it seems stimulating to investigate what made possible the emergence of the category of school culture within the educational field, and how this category has been understood. To such ends, it seems advantageous to move in three directions. Initially, trace the decisive interest in culture and its forms of dissemination that had emerged by the late 1950s, reach the human sciences more consistently in the 1960s and 1970s, and constitute therein a new paradigm. Next, inquire about the conditions for the emergence of the category of school culture within the educative arena. Finally, recover definitions that have been circulating within the educational sphere, and scrutinize their effects upon analyses, particularly those of educative reforms.
Culture: A Polysemous Word
A polysemous word, as Peter Burke (1997) would put it, or a trap word, in the terminology of Edgar Morin (1969), culture has been present in the studies of human sciences for the last 50 years. Resorting to this category allowed the renewal of the analysis of the relationship between the social subjects and their historical time in at least two senses. First, it considered cultural elements as constitutive of human actions on a par with economic and social conditionings. Second, it alerted one to the fact that, immersed in the cultural universe, researchers were themselves also subjects and objects of analysis. In this latter sense, it placed under suspicion the whole of scientific investigation, ringing a continuous alarm for the need to problematize the academic practices of knowledge production, in the wake of what De Certeau (1975) called the historiographic operation, Bourdieu (1994) considered as the scientific field and its properties, and Ricoeur (2000) emphasized through the neologism representance.
The debate about culture and its forms of dissemination was certainly not new. Since the late 18th century, the term had been coined to distinguish human accomplishments from the raw facts of nature (Bauman, 1999). However, as pointed out by Eagleton (2000), etymologically culture emerges as a concept derived from (and not opposed to) nature in the agricultural context. For the British literary critic, the Latin root of culture, colere, implied simultaneously colonus (settler, farmhand) and cultus (cultivated).
Raymond Williams, when making an inventory of the meanings of culture for its entry in his book Keywords: A Vocabulary of Culture and Society, first published in 1976, associated the etymological perspective to a historical understanding of the term, noting the different meanings that culture assumed in at least three languages: English, French, and German (Williams, 1983). At the same time, he reminded us that the term refers to important concepts in several intellectual disciplines and systems of thought. According to Peter Burke (1997), North American scholars identified more than 200 definitions of culture.
Unravelling the thread of this tangle is a task beyond what we propose in this article. Experts have devoted themselves to this issue, and much has been published on the theme. It seems, nevertheless, important to emphasize, as did Williams (1983, p. 123), that the complexity does not lie in the word culture, “but in the problems which its variations of use significantly indicate.” For the sake of our argument, it is worth recalling Burke’s observation that those are competing definitions. Thus, although they are historically constituted, meanings that underlay the word culture that existed in the 19th century, such as civilization, superior intellectual knowledge, refinement, and distinction between high art and popular entertainment, compete nowadays with meanings derived from the anthropological turn that occurred in academia since the late 1950s and, more recently, with the poststructuralist strand.
The turn that classic studies such as Raymond Williams’s Culture and Society, published in 1958, allows us to exhibit is grounded in questioning about the ways in which the concepts of culture and the popular had been acquiring intelligibility for the intellectual field. They brought with them the marks of the revisionism that affected Marxism with the divulging of the Moscow trials in 1956. They were expanded by the need to decipher the consequences of the proliferation of mass communication vehicles in society. One should not forget that it was not only the radio that entered the homes, but also television was becoming increasingly present in people’s daily lives. The 1950s would see the first TV color transmissions.
The identification between the popular and the primitive that had sustained the neocolonial actions of the 1800s (or that still supported the valuation of erudite culture in radio programs in the 1920s) was seen with suspicion by a new intellectual class that perceived signs of class domination in the historical exclusion of popular forms of expression. On the other hand, in an independent movement, industry and commerce were turning the popular into the order of the day, benefiting from the growing acceptance of communication vehicles and devices on the part of the population, and seeking to increase the number of consumers and audience rates.
The change in interpretations within the academic field was associated with the dissemination of the anthropological concept of culture which, taking over the human sciences, shifted the attention toward the subjects and their actions as objects of research. Clifford Geertz’s The Interpretation of Cultures, published in 1973, gave the dimension of the renovation proposed, placing the subject at the center of the investigations about culture and its meanings, from the point of view of both the practitioner and the interpreter.
In the words of E. P. Thompson (1978), the turn emerged under the label of experience, a concept through which it became possible to reexamine customs, visible and invisible rules of social regulation, symbolic forms of domination and of resistance, laws, institutions, and ideologies, among other concepts, within a Marxist perspective, paying attention to the not always conscious part of the subjects’ actions. Engendered by the material life, and structured in terms of class, experience expressed the social will. Therefore, it was never conceived in its individual dimension.
In De Certeau’s words (1990, p. 52), it appeared under the designation of “arts de faire avec” (ways of doing with) or “pratiques” (practices). It translated the author’s refusal to see popular culture as naive, spontaneous, and childlike, and the people as passive and disciplined. The two categories, being historical, displayed the signs of class domination and disseminated ethnocentric prejudices, according to De Certeau. It was necessary, therefore, to distinguish a succession of acts of resistance and transformation (not always conscious) that reinvented the uses of cultural goods, and constituted, as a repertoire, the lexicon of the social practices.
Born partly in opposition to the structuralist interpretation, cultural studies were driven by the recognition of the unconscious and resistant portion of human actions, and placed under suspicion the conceptual guidelines that locked the subjects into class determinations. By privileging the understanding of the exchanges among classes and of the appropriation made by the various social groups of the cultural products in circulation in society, the keys to understanding innovations were found, without losing focus on the continuities.
This perspective, apart from refusing a priori social divisions, made an attempt at observing the relationships of dependency between the worlds. By recovering from the exchange processes meant to construct identities, it interwove the symbolic experience and the experience with materiality. Along this path, intellectual and material culture were put in mutual contact, making it possible to revisit the production/consumption division, otherwise seen by the Marxist tradition under the sign of alienation. At the same time, it imposed the knowledge of the cognitive strand of the consumption process, understanding the ways of organizing, classifying, counting, and managing as exercised at all levels of reality, as affirmed by Daniel Roche (1997, pp. 48–49) when he says that “culture is a production that is consumed as it is produced” (the authors’ translation).
One cannot fail to associate the development of the various meanings of culture to the movements of construction and deconstruction of the national state. This dimension is even more necessary when we attempt to deal with the relationship between culture and education, particularly after the 19th century. As a modality of distinction between “us” and the “others,” the notion of culture historically has sat at the root of the constitution of national identities, has underlain processes of political and economic domination, and has fed xenophobia in the strengthening of national projects. In such scenarios, cultural circulation was understood based on the ideas of dissemination, transcultural exchange, assimilation, hybridism, mestization, or cultural transplantation.
Nowadays, the blurring of geographic borders and the rearrangement of imaginary territories of belonging bring fresh challenges to the interpretation of culture and its forms. To Bauman (1999), we are moving from culture as system to culture as matrix—a basis for a multiculturalist worldview in which cultural symbols tend to float freely, tensioning an inside/outside division. In this sense, he proposes that mobility, uprootedness, and global availability/accessibility of cultural products and patterns now constitute the primary reality of culture, and that cultural identities result from a long chain of secondary processes of choosing, retaining, and collective recombination.
Sometimes conceived in contrast to nature or to civilization, sometimes perceived as intrinsic to human expression (intellectual, artistic, or religious fact), sometimes taken in the broader sense of way of life, and also sometimes understood as a matrix of significations, culture’s only point of convergence in the writings of sociologists, anthropologists, and historians is the affirmation of its dynamic, historically constituted character—an enduring object of dispute. In its sheltering of tension and conflict, it lends itself to a reading of social changes. At the same time, the regulation that it houses allows the analysis of the homogenization (albeit temporary) of the social.
Nevertheless, although the use of this category implies an interdisciplinary dialogue, it continuously rekindles a feeling that academia is not the only forum to produce cultural meanings. Others combine to produce visibility through the action of mass communication media and, more recently, of social networks. Here, culture can be presented in the singular, in the plural, or in the multiple. It can be understood as hegemonic, counterhegemonic, erudite, popular, primitive, derived, autochthonous, national, regional, local, relative to a group of people, or fluid. Among cultures, signs of hierarchy, distinction, difference, domination, or simply free circulation can be established. It is from this cauldron of meanings and senses that the problem of school culture arises.
Culture, School, and Education
In the 1960s and 1970s, when framing questions about culture, academia found itself facing the phenomenon of mass media. School emerged as in a double crisis. On the one hand, the accusations that this institution was a reproducer of dominant values, as stressed by Pierre Bourdieu and Jean-Claude Passeron (1970) in their famous study Reproduction in education, society and culture, signaled a refusal of hegemonic culture; on the other hand, the growth of mass communication industry increased educators’ fears of losing control of cultural dissemination, as Michel De Certeau (1972) pointed out.
In a society in which values were questioned and where information was disseminated through various channels, a question emerged: What is the function of mandatory schooling? It is no accident that in 1971, Ivan Illich wrote Deschooling Society. According to him, it was necessary to rethink the relationship between school and culture to avoid the institution itself became obsolete.
In the answers to the diagnostics of crisis, educators faced the challenge of understanding how school manifested itself in the social, and how it built its daily workings. Looking into the school and reflecting upon how school knowledge was produced, as well as what effects their production had to society, constituted a proposal that inspired the work of André Chervel since the publication of L’orthographe (Chervel & Blanche-Benveniste, 1969). The movement instigated by Chervel indicated that school was seen as a place for the production of its own culture—the school culture. Taking into account the organization of school and the attachments that people involved in school have to their ways of working, Seymour Sarandon, two years later, published The Culture of the School and the Problem of Change (1971), in which he advocated the importance of discerning overt behavioral and programmatic regularities in order to change the school culture.
The new attention paid to the action of social subjects, their experience or practice, affected incisively the investigations of the educational field. Not only did it place teachers, students, and principals at the center of the analyses about school and schooling, expanding the range of approaches through the examination of the not-always-conscious choices they made, but it allowed for seeing the school-culture pair from a perspective other than that of cultural transmission, following the epistemological changes inaugurated with cultural studies. From this new analytical perspective, the school needed to be invaded, scrutinized in the internality of the processes that it conducted, and interrogated about how it translated social demands into school actions and organized, classified, counted, and managed its daily life.
Culture was no longer considered as a fact external to the institution, as something with which it dealt in the performance of its social functions; it became an internal object whose examination allowed for understanding schooling as a possible negotiation between the interests of different social groups, the logic of institutional functioning, and the pragmatics of the actions of educational subjects. The approaches threw into relief the singularity of school culture, stimulating analyses that took into account the experiences of teaching and learning, of living together and socializing, of regulation and subversion, and of the classification and hierarchization attempted therein. They also stimulated the perception of social and political consequences of the progressive institutionalization of school, expanding the access and permanence of students and teachers in its spaces. Finally, they prompted the recognition that the different levels and modalities of teaching corresponded to distinct school cultures, revealing the existence of a primary school culture, secondary school culture, and professional school culture, among others.
By this perspective, school no longer emerges simply as the endpoint of pedagogical innovations and of legal norms or reforms, performing solely the function of cultural transmission. Rather, it also appears as the locus of a constant negotiation between the imposed and the practiced, and even of the creation of knowledge and actions that return to society either as cultural practices or as problems that require regulation within the educative sphere. In the former case, the unforeseen effects that the school institution produces upon culture and society due simply to its very existence should not be underrated, as pointed out by Chervel (1998). In the latter case, the interactions between educational policy and the actions of school subjects, both in their translation of political decisions into institutional actions, and in their transformation of problems faced by the institution into questions publicly debated and subjected to the work of political elaboration, should not be neglected, as highlighted by Chapoulie and Briand (1993).
Following the trajectories of subjects implied a third mutation in the ways of conceiving the relationship between school and culture, which linked the two previous functions (transmission and production). Considered on the basis of the passage and attendance of individuals and social groups, the school was then understood as the point of contact of cultures (children, juvenile, adult, religious, and ethnic, among others). Breaking into the school “black box” (Julia, 1995), also took as its objective to examine the interpersonal relationships constituted in school daily life, either as a function of power relations established therein or a view of the diverse cultures in contact. Thus, the perception of tensions and conflicts within the school environment and the forms in which the school is exteriorized in society has nuanced the homogenizing vision of the school institution as a device of social reproduction.
The concepts of school culture in circulation in the educational arena are addressed to different dimensions of the questions described so far. They may explore the relationship with society and culture, or they can insist on the multiple relationships between the subjects and their modes of subjectivation with the materiality of school; or they may emphasize the cultures in contact. We shall now take some of these meanings as examples.
Definition of School Culture
An initial form of presenting the definition of school culture is to examine it as an object of analysis. In an attempt to understand school culture historically, Dominique Julia emphasized the study of school practices and the internal functioning of schools. His speech at the International Standing Conference for the History of Education (ISCHE), published in Paedagogica Historica (1995), is an invitation to those who study school to question themselves about daily school practices. At the core of the definition of school culture proposed by Julia (1995, p. 354) is the relationship between the notions of norm and practice:
To be brief, one could describe school culture as a set of norms that define knowledges to be taught and conducts to inculcate, and a set of practices that allow the transmission of these knowledges and incorporation of these behaviors; norms and practices coordinated to finalities that can vary according to different times. Norms and practices cannot be analyzed without taking into account the professional body of agents called upon to obey these orders and, therefore, to use pedagogic devices responsible for facilitating their application; namely, the primary teachers and other teachers. (the authors’ translation)
What was generally treated in an external way by the history of pedagogic ideas, by the study of school institutions, and by the sociology of the school populations was then considered under an internal perspective, according to a history of the school disciplines. Thus, Julia (1995) warned about the need to recontextualize the sources at one’s disposal to understand the school. The studies by André Chervel about orthography (Chervel & Blanche-Benveniste, 1969), grammar (Chervel, 1977), dictation (Chervel, 1989), and French composition (Chervel, 1999) in the 19th and 20th centuries, as well as his critique of the explanatory systems that had the notion of school as a simple agent to transmit knowledge developed outside it were extremely influential in this sense.
Having as its basis the reasoning that school produces a specific, singular, and original culture, Chervel (1998) rethought the social and political consequences of schooling based on the culture that the school delivers to society. Among the premises of his interpretation, we find on the one hand that the school culture is partly translated into expected results by the official teaching programs, and on the other hand that it reveals unforeseen effects, engendered independently by the school system. It seems to Chervel that the school system produces creations so spontaneous and original, such as orthography and grammar, that it deserves very special attention. Largely as a consequence of this fact, his attention focused on the facts specific to the school, which could not at any given moment refer precisely to the sciences, the arts, or any other cultural practices (Chervel, 1998).
If, to some extent, the analyses by Julia and Chervel gave support to a more accurate understanding of the relationships that school culture maintains with other cultures contemporary to it, and with the society of which it is a part, they have also contributed to an increased interest in the terms under which the contact of subjects with the materiality of school occurs. An important part of the current research on textbooks, school architecture and heritage, pedagogic materials, and the memory of education recognizes the notion of school culture as a category of analysis. Indeed, the discussion of school culture has resulted in an analytical repertoire that covers from pedagogic printed materials to reading and writing practices, also spanning the study of teaching methods and of school time and space (see, among many others, Escolano Benito, 1993; Vinão Frago, 1993; Burke & Grosvenor, 2008).
Also in France, Anne-Marie Chartier and Jean Hebrard used a perspective akin to those of Julia and Chervel to consider school practices. The various studies by Chartier and Hebrard about reading and its learning, primary schooling, and teaching insist above all on the peculiarities of the school discourse. Their analyses converge at the same time onto the recognition of the capacity of the school to transform into prescriptions discourses disseminated in society, and onto the recognition that, in the school, the uses of theory in practice do not follow directly from technical considerations.
There are also ethical norms related to conceptions of education and of the teaching work. Just as there are instrumental knowledge and the time to transmit its rules of authentication, there are also practices through which knowledge is empirically constructed. In this sense, the experience described by Anne-Marie Chartier (1993) when thinking about teaching practices, and that Jean Hebrard (1985) reveals in Jamerey Duval’s autodidacticism, is a relevant theme for understanding the school as a place where teachers and many other subjects construct and credit (or, conversely, resist to) an ordinary action.
Other works have made contributions along the same lines. Julio Ruiz Berrio (2000) gathered a number of them under the title La cultura escolar de Europa (Europe’s school culture), offering a wide panorama of different trends. Marie Madeleine Compere, Alain Chopin, and Pilar Ballarin Domingo, for example, reflected on time and the school manuals and disciplines, affirming the main lines of the arguments of Julia and Chervel about school culture. They identify teaching practices and elements of schooling that motivated the works, the disputes, and so many stories of this peculiar place. Under this perspective (albeit not an unequivocal one), the ways of acting at school bring together analyses that converge onto the comparison of routines, of materials utilized, and of spaces where models of learning and teaching strategies circulate.
But the idea of school culture has not been explored only from the point of view of a general and homogeneous construction. There is a growing tendency to think of school culture as a category to study the schooling process that takes place at a particular time and space. It can be represented by the book La Escuela Cotidiana (Rockwell, 1995). Organized by Elsie Rockwell, also one of its contributors, the book brings together ethnographic studies conducted by Citali Aguilar, Antonia Candela, Veronica Edwards, Ruth Mercado, and Etelvina Sandoval with the objective of recovering the schooling experience of parents, teachers, and pupils, a discussion generally absent from pedagogic debates and public policies.
To Viñao Frago (2001), it seemed more fruitful and interesting to speak of school cultures as a plural, both for understanding each school as a particular case and for considering the cultural specificity of each teaching institution, of each educative level, and of each group of actors that intervene in the daily life of education establishments. From a historical perspective, he observed that educational policies focus on ways of doing and thinking that are already stable and persistent in school institutions. Even recognizing that there are reforms without changes and changes without reforms, Viñao Frago (2001) showed a particular interest in the school changes brought about by educative reforms. Under his optics, however, the analysis privileges the contextual, circumstantial, and sometimes unpredictable character of the educative task, as well as the complexity of educative systems and the consequent impossibility of taking all the factors and intervening elements into account.
To devise the circumstances and factors of educative changes in political terms, Viñao Frago proposes a new adaptation of the meaning attributed to the notion of school culture previously proposed by Chervel and Julia. He suggests that there is a school culture that separates reformers and managers from teachers. In this respect, the basic idea of Viñao Frago (2001, p. 35) is that “the different positions and viewpoints of reformers and teachers determine the relative failure of educative reforms” (the authors’ translation). In such analysis, the fundamental differences between the priorities and preoccupations of managers and teachers imply cultural differences that put in opposition groups of beliefs, mentalities, and practices of work and interaction acquired, deep-rooted, and transmitted, not without modification, from one generation of teachers to the other, and to the formal-bureaucratic procedures of educational policies. However, Viñao Frago distinguishes three school cultures, following Agustin Escolano Benito (1999). Thus, he warns that in the school, there coexist a culture of knowledge, specialized, produced in the academic world; a political-institutional culture produced in the administrative-bureaucratic environment of the educative services; and an empirical-practical culture developed by teachers in the practice of their profession, which constitutes the corporate memory of teaching. The tensions among specialists, administrators, and teachers are crucial to explaining the relationships that reform policies maintain with school cultures (Viñao Frago, 2001, the authors’ translation):
[Institutes of education] work within a given legal framework and within a given policy, which have their own culture administrated by reformers, managers, and supervisors with their own and specific school culture—their conception or way of seeing it—and in interaction with a science or sciences of education—fundamentally pedagogy, psychopedagogy, and sociology of education—that influences educative reforms, that conditions the school culture, and whose protagonists—pedagogues, psychologists and sociologists—elect themselves as holders of the specialised and scientific knowledge within the educative sphere. This double interaction and challenging of the culture of primary and secondary teachers by the cultures of reformers and managers, and those of specialists or scientists of education—always tempted, when political circumstances allow, to convert themselves into reformers—is what explains to a large extent the failure of educative reforms. (pp. 34–35)
In the sense given by Viñao Frago, the category of school culture appears as an element of resistance to changes in schools. Thus, his understanding about school culture is different from the notions proposed by Julia and Chervel, who employ this concept to express their belief in pedagogic innovation. School culture is, therefore, a category of analysis with competing meanings. These differences of conception are clearly perceived, especially in the relationships between the subjects and their modes of subjectivation and the materiality of the school. Whereas Viñao Frago and Escolano Benito value the difference between teacher knowledge and technical knowledge, Chervel and Julia consider the teacher as someone who drives the working of school devices. With respect to changes, Viñao Frago argues for the small permeability of school culture to transformations. Julia and Chervel, on the other hand, consider in their analyses the small-scale ruptures, paying attention to the inflections of this term in the study of the productive or creative capacity of original cognitive configurations that the school displays.
At any rate, these examples show more than the existence of competing meanings for school culture. Despite convergences, even the more general and structuring analyses recognize the specificities. As showed by the analyses of Viñao Frago and Escolano Benito, a culture of managers—one of specialists and still another of teachers—coexist inside the school. Similarly, primary school culture and secondary school culture have different natures. Anne-Marie Chartier (1992) does not overlook such specificity, pointing out that as opposed to the work of the secondary school teacher, the activity of the primary teacher includes a kind of hand-to-hand interaction with the class. This is a perception that Julia (1995, p. 373) understands as a separation of two modalities of teaching with objectives so distinct that “they cannot but accentuate the opposition of the two cultures, primary and secondary” (the authors’ translation). In many ways, the notion of school culture also has been explored to discuss, in the context of school disciplines, what distinguishes them from their academic correlates.
On the teaching practice, Chervel (1988, p. 84) believes that its activities “are much more similar to those of an orator committed to persuading and pleasing than to those of a college teacher who … reads his notes or recites the syllables of a text fine-tuned twenty years earlier” (the authors’ translation). The same has happened in the studies of the different compositions of school populations, as in the case of schools for immigrants, or of the forms of schooling of different social layers. Analyses of this kind corroborate the perception of Julia (1995, pp. 353–354) that the school culture is always a culture in relation: “[I]t cannot be studied without the precise analysis of the conflicting or peaceful relationships that it maintains in each period of its history with the group of cultures contemporary to it: religious culture, political culture, or popular culture” (the authors’ translation).
Within the Anglophonic context, and, in particular, that of in the United States, two terms, even though they have different meanings, emerge associated with the approach to the school workplace: organizational climate and culture. According to Hoy (1990), the genesis of both terms harks back to the 1960s and concerns the questioning of school effectiveness and the reform movement in education, which has become commonplace in the discussion and study of school.
According to Hoy (1990, p. 152):
The organizational climate of a school is the set of internal characteristics that distinguishes one school from another and influences the behavior of its members. In more specific terms: school climate is the relatively enduring quality of the school environment that is experienced by participants, affects their behavior, and is based on their collective perceptions of behavior in schools.
This same author states that, on the other hand, the study of school culture is of a more anthropological and sociological nature, with a greater tendency to be more theoretical than empirical analyses. With the intent of offering a framework for the investigation of organizational culture, Hoy, referring to the work of Firestone and Wilson (1985), suggests that three symbol systems communicate the basic contents of an organization’s culture: stories, icons, and rituals. He also recognizes the existence of other analytical models. At any rate, however, he asserts that “the determination of culture at this level of analysis is not easy. The core values of a school may be easier to determine than its tacit assumptions, but the analysis remains difficult and time consuming, a factor that probably explains why there is more rhetoric than empirical analysis of school culture” (Hoy, 1990, p. 161).
Despite identifying differences between climate and culture, Wayne Hoy observes that the concept of climate remains indeterminate and has been used in a wide sense, covering all features of the school, including its culture, and characteristics of successful schools. In his interpretation, “researchers and reformers need a handy term to describe all the features of school organizations that have been related to achievement in one study or another. Climate has been chosen, but increasingly it has a rival in culture” (Hoy, 1990, p. 163).
According to Seymour Sarason (1971, 1996), it has been only in the post–World War II era that public schools became a major and controversial aspect of the federal government in the United States, and the attempts to change and reform the school system a problem. The massive insensitivity to the culture of schools, however, prevented the success of these efforts. To him, “any attempt to introduce a change into the school involves some existing regularity, behavioral or programmatic,” and discerning it requires a look at the school culture “from a nonjudgmental, noninterpretive stance” (Sarason, 1996, p. 4). Only by identifying the regularities would be possible to “ask why they exist and what alternative ways of thinking would give rise to different regularities” (p. 5). It is also essential to dismiss the idea of an encapsulated school, recognizing that even though schools have physical borders, their boundaries are porous in all other respects.
The school principal emerges in this scenario as a key actor. His or her actions are crucial to determining the fate of the change process. That is the reason why Sarason questions the substance of university training programs for principals, claiming that they do not take into account the realities of the school culture. Therefore, they do not really prepare principals to face “the increasing complexity and built-in dilemmas of the role: on one hand, the bewildering array of pressures from the community with which the principal must deal and, on the other hand, the pressures on the principal within the school to preserve and protect strongly held attitudes and practices” (Sarason, 1996, p. 5).
However, to Sarason, “although it is true that the principal is the gatekeeper in regard to the change effort, the ultimate outcome depends on when and how teachers become part of the decision to initiate change” (Sarason, 1996, p. 5). More than that, he states that only by compromising parents and community groups can changes in the school culture be achieved. Their involvement implies a commitment to the process and outcomes. And although it is neither a sufficient condition for success nor a guarantee, commitment is necessary to any attempt to change the school culture, Sarason argues.
The core issues systematized by Sarason—the implementation of centralized reforms and the efforts to interfere in the school culture—gave rise to considerations on how to forge manners of introducing planned changes in schools. School culture in some sense had to be changed for centralized reform ideas to be implemented (Finnan & Levin, 2000). Tightly linked to American capitalism, the idea of successful corporate cultures contaminated the discussion.
To Terrence Deal and Allen Kennedy (1982), culture is more important to the long-term prosperity of a company than attention to the rational aspects of managing. Inner values, rites, rituals, and heroes influence powerfully the success of an organization. Therefore, building and nourishing a strong corporate culture can sustain companies through both fat and lean times. On the other hand, diagnosing the state of a corporate culture and manipulating it to create desired results could be the key to change. Many school principal and superintendent preparation programs read this literature with the idea of transferring it to schools. Guidelines were written to support principals’ actions and give a sense of the steps to be followed in order to shape the school culture.
The understanding of the school organization and its relationship with the efficacy of the reforms also emerges from reflections published by David Tyack and Larry Cuban (1999). They coined the expression grammar of schooling to explain that in highly schooled societies such as the United States, there is a tendency to consolidate a notion of what the school truly is and to refuse everything that departs from this model, posing obstacles to change. Proposing to analyze the school institution based on its invariable elements, focusing their attention on the norms and structures of time-honored functioning, Tyack and Cuban (1999) found the stable forms of school organization for education in the format of the classrooms and in the manner in which the school divides space and time, classifies pupils and distributes them in classes, and splits knowledge into disciplines.
Under their perspective, the continuities in the practices of school organization are investigated based on the approach to the structuring strategies of the educative system. Akin to European studies of the set of norms and practices that define contemporary school functioning, the analysis by Tyack and Cuban, nevertheless, revealed that in the United States, a graded school and the Carnegie unit are lasting institutional forms characteristic of the North American system of schooling.
The studies about educational changes by Stephen Ball and his coworkers (Ball, Bowe, & Gold, 1992), and those by Thomas Popkewitz (1991, 1994) in Great Britain and in the United States , called attention to the historical and relational character of structures of schooling. They deal, above all, with a theoretical framework that allows for establishing a relation between the practices and discourses upon which daily activities and individual thinking are established at a moment of reform in education.
Both authors make use of so-called poststructuralist analysis to investigate the constructive role of language in the establishment of education reforms. Basically, both Ball, Bowe, and Gold and Popkewitz understand change and power as aspects of given relationships within a social space. Thus, they have proposed analyses in which the diversity of practices produced by emerging patterns of discourse is recognized and thought of as an answer to a stable system of dispositions inculcated through socialization onto individuals. The results that Ball, Bowe, and Gold and Popkewitz obtained with this kind of approach are representative of the attempts to analyze educational policies or reforms as social practices.
They diverged from Viñao Frago’s explanation about the relationships that reform policies maintain with school cultures. Instead of the relative failure of reforms, they concentrate on understanding the epistemological and institutional patterns of the educative reforms that effectively operate changes in schooling practices and processes. This is a concerned shared by Diana Vidal when, in her analysis of the Brazilian school, she adopts the category of school culture to affirm (Vidal, 2006, p. 88):
The question that presents itself, therefore, is no longer “why do reforms fail?” but what representations of school and of its subjects, practised by different social groups—and here one has to think of the multiple and shifting compositions of these groups—compete with each other in the elaboration, imposition of, and resistance to educative reforms? What are the resistances operated and the appropriations made by the various school subjects in the impositions of space at moments of time? And what does this struggle reveal about the different social meanings of school?
Popkewitz (1991) analyzed the historical construction of epistemologies that he sees as basic to contemporary schooling, as well as the forms in which educational reform is constituted. It is by recognizing, above all, as Michel Foucault did, that social structures are objects historically formed and that educational reforms are an intersection of knowledge with power and with historically situated practices. The discussion that Popkewitz makes regarding the epistemology and the implementation of educational reforms encourages the investigation of institutional practices and of the regimes of truth (Foucault, 1969) that are modified in the course of time.
Having in mind the relationships between epistemology and the social and historical contexts, Popkewitz (1991) insists that the political administration of education has been historically structured and has interacted through multiple social relationships. In this sense, his theoretical contributions to the study of change in education are particularly effective to understand the structural relationships within which schooling occurs. In the studies by Popkewitz (1991, 1994) relating to educative reforms and their power policies, the notions of structure, mentality, and long duration reveal an explicit and thoughtful focus on the possible connections between historical categories of analysis and explaining models associated with the social sciences.
Ball, Bowe, and Gold (1992) have developed an analytical typology for the study of public education policies, through which they propose that educative reforms result from continuous cycles of public policies. In so doing, even without using the notion of school culture, they offer an explanation about educative reforms attending to the connections between the interests of actors, the production of legal and political texts, and the contexts of practice through the notion of the policy cycle. Particularly in the terms that they use to discuss the question, the idea of approaching the policy cycle allows for unveiling the relationships among places of articulation of the influence of representative groups, the official and political texts, the formal or informal commentary on official texts, and the processes of interpretation and appropriation of the reform guidelines carried out by teachers.
Each of these levels is treated as a different context of formulation and implementation of educational reforms, as they constitute spheres or arenas to outline conflicts and discrepancies among discourses, groups, and labor categories. This approach offers instruments to circumscribe the processes of institutionalization of education services in a policy cycle. In this sense, the contribution by Ball, Bowe, and Gold (1992) to a reflection about the results of public policies for education signals with instruments for the critique of the regimes of truth perpetuated by institutions when they exclude competing discourses and other reform agendas.
Even if they are not of the same kind and are not constructed for the same purposes, the notions of culture, climate, grammar of schooling, and policy cycle contribute to highlight both the variety and the strength of the interactions among the several perspectives to approach school practices. They are particularly helpful to answer Julia’s provocations about what he once called the school “black box”: What happens within the school?
Be it as an answer to the interest shown in education research by subjects in contact with the materiality of the school, as a challenge made by school practices to the research and the concern about the efficacy of educational reforms, or as a tool to implement changes in the school workplace, school culture has established itself as a category of analysis based on different definitions and perspectives. Its use has already reached a scale sufficient to allow identifying some of the main recurrences.
First, through this category, the attention to the cultural effects of school in society has consolidated studies about the teaching disciplines, school times and spaces, didactic materials, and practices and sensibilities associated with learning and organizing a school. In many aspects, the concern with a school’s ways of operating has given support to analyses about experiences in which discourses, appropriations, uses, representations, and entire repertoires of memories of what the school was, of what it is, and of what it could be were displayed.
Taken as a whole, these analyses reveal the importance that the understanding of the practices that exist around the school has to the perception of contemporary educational questions. Indeed, much of what has already been advanced about the understanding of school culture and of its history has reverberated in the reflection about the facts of school classifications in domains of the social life away from the school, and that prolonged themselves beyond the end of schooling into the dissemination of cultural models and the doctrinal control of entire segments of the population. For this reason, one has to see school culture not only as a category of analysis, but also an object of research central to studies on education or attempts at changing.
Furthermore, the study perspectives that the category of school culture has promoted suggest both new questions to explore in research on education and new answers to well-known questions. Above all, working with different durations of time, encompassing more global processes of schooling, seeking in daily practices the understanding of the group of actions within a school, and collecting strategies, studies based on school culture also began to discuss the forms through which the decisions of individuals or small groups exert influence on the social development of education.
In so doing, not only was the question asked about the conditions under which the representations of school and the discourses about education were formed in the political sphere of the state actions, but also the problem of the accentuated distance or discrepancy of school practices with respect to technical knowledge and to educative laws and reforms was stated. On the other hand, the daily practices themselves—the appropriations and mediations of cultural models that the school has historically promoted in society—have developed approaches that are more aware of the relationships that individuals establish with the objects that circulate among them.
Finally, the school culture category, its study as an object of research, has driven an expansion of the theoretical perspectives of the discussions about the role of the school and of the education system in the maintenance or alteration of the appropriation of discourses, in the establishment of the subjects’ roles, and in the representations about these roles. In this sense, the discussions about culture derived from the work of Raymond Williams, Clifford Geertz, Edward Thompson, and Michel de Certeau, and the understanding that human formation is an unavoidable question in any attempt to understand the social practices became deeply embedded into educational research. Also, the suggestions by Roger Chartier (1989) and Robert Darnton (1990) about the study of the book and the reading supported the use of appropriation, tactics, and representation as categories of analysis.
Other domains of concern in the study of social action and of the elements constitutive of the identity of individuals, such as the categories of gender, affirmative policies, and the anthropological conceptions of culture, also contributed to turning the category of school culture into a resource for articulating different methodologies of approaching cultural practices and of using their theories. Even without being defined by an unequivocal concept, the notion of school culture has helped to formalize the attention paid to the many modes and artifices of the socialization of school knowledge and to react to the models of analysis that reduced the school to a place of mere social reproduction.
In view of these considerations, one can recognize that school culture has consolidated itself into a category of analysis capable of giving meaning to different dimensions of the schooling process. However, as significant as this category has been to the research in education during the last five decades, its appropriation has sometimes been made oblivious to human action. As often happens in the wide dissemination of a concept, the use of school culture to resolve interpretation problems and as a starting point of the analysis dissipates, rather than allows, exploration of the tensions that ultimately one strives to understand. Notwithstanding, and despite the questions that it raises as a category of analysis, school culture seems to have been definitely incorporated into the discussion of fundamental aspects of a more accurate understanding of changes in education, school, and educative practices.
Above all, the broader view that it affords of social, political, and institutional questions in education has not only been shown to be richer than that of reproductivist theories, but also has driven the inventory of strategies, schemes of school practices, rituals, values, and icons. It has both paid attention to the actions of individuals in their myriad ways of dealing with the materiality of school and has opened up perspectives to rethink the discussion of innovation in education in terms of the policies of reform and practices of teaching and school organization.
In this latter sense, the use of school culture amplifies the focus on change and examines the notion of the school as an already known reality. The main consequences that the use of the notion of school culture in education research presents are, first, the understanding of changes in school practices based on the exchange with society and history; and, second, the understanding that the technical knowledge and educative reforms are also constituted in the interplay of competing representations about what the school is and how it should act. In a discussion of these terms, the marks of the modeling of school practices are as relevant as the evidence of daily subversions of this model, as well as of the inventiveness that they impart to school practices.
The challenge remains, finally, of exploring the operational limits of this category, of questioning its explaining potential, and of identifying the blank spaces that it leaves in the interpretations. And, along this path, we must point to the limits of the solutions brought by school culture in the construction of intelligibilities about the past and the present of the school, and of its subjects and the materiality with which they live. It is stimulating to ask, as does Bauman (1999) when he writes about culture, if the definitions of school culture do not themselves establish an “inside” and an “outside,” making them impervious to the perception of the free fluctuation of cultural symbols.
After all, the walls that separated school from society and that constituted it as a specific place, distinct from all other social spaces, are being demolished by the penetration of the new information technologies, by the multiple interactions made possible by social networks, and by the new learning environments, such as e-learning. Mobility, uprootedness, and global availability/accessibility of cultural patterns and products are also, in this scenario, constitutive of school practices.
In the 1960s and 1970s, the diagnostics of the school crisis made school culture emerge as a category of analysis, with historical meanings that have been altered in later decades. If the category is to continue to offer elements to the understanding of the school universe, one has to be always alert, as suggested by Hameline (1995), lest it become a formula of success—a new slogan, waned in conceptualization and devoid of the potential to explain.
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Hebrard, J. (1985). Comment Valentin Jamerey-Duval apprit à lire? L’autodidaxie exemplair. In R. Chartier (Ed.), Pratiques de la lecture (pp. 23–60). Marseilles, France: Rivages (in French).Find this resource:
Hoy, W. K. (1990). Organizational climate and culture: A conceptual analysis of the school workplace. Journal of Educational and Psychological Consultation, 1(2), 149–168.Find this resource:
Illich, I. (1971). Deschooling society. New York: Harrowood Books.Find this resource:
Julia, D. (1995). La culture scolaire comme objet historique. Paedagogica Historica, 31(Suppl. 1), 353–382 (in French).Find this resource:
Morin, E. (1969). De la culturanalyse à la politique culturelle. Communications, 14, 5–38 (in French)Find this resource:
Popkewitz, T. S. (1991). A political sociology of educational reform: Power/knowledge in teaching, teacher education, and research. New York: Teachers College Press.Find this resource:
Popkewitz, T. S. (1994). La relación entre poder y conocimiento en la enseñanza y en la formación docente. Propuesta Educativa, 13, 30–43 (in Spanish).Find this resource:
Ricouer, P. (2000). L´écriture de l’histoire et la représentation du passé. Annales. Histoire, Sciences Sociales, 55(4), 731–749 (in French).Find this resource:
Roche, D. (1997). Une déclinaison des lumières. In J-P Rioux & J-F Sirinelli (Dirs.), Pour une histoire culturelle (pp. 21–49). Paris: Éditions du Seuil (in French).Find this resource:
Rockwell, E. (Coord.). (1995). La escuela cotidiana. México: Fondo de Cultura (in Spanish).Find this resource:
Ruiz Berrio, J. (Ed.). (2000). La cultura escolar de Europa: Tendencias históricas emergentes. Madrid: Editorial Biblioteca Nueva (in Spanish).Find this resource:
Sarason, S. B. (1971). The culture of the school and the problem of change. Boston: Allyn and Bacon.Find this resource:
Sarason, S. B. (1996). Revisiting the culture of the school and the problem of change. New York and London: Teachers College, Columbia University.Find this resource:
Thompson, E. P. (1978). The poverty of theory and other essays. New York: Monthly Review.Find this resource:
Tyack, D., & Cuban, L. (1999). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press.Find this resource:
Vidal, D. G. (2006). O fracasso das reformas educacionais: Um diagnóstico sob suspeita. Historia de la Educación Anuario, 7, 70–90 (in Spanish).Find this resource:
Viñao Frago, A. (1993). Del espacio escolar y la escuela como lugar: Propuestas y cuestiones. Historia de la Educación, 12, 17–74 (in Spanish).Find this resource:
Viñao Frago, A. (1995). Historia de la educación e historia cultural: Posibilidades, problemas, cuestiones. Revista Brasileira de Educação, 63–82 (in Spanish).Find this resource:
Viñao Frago, A. (2001). Fracasan las reformas educativas? In SBHE (Ed.), Educação no Brasil (pp. 21–52). Campinas, Brazil: Autores Associados (in Portuguese).Find this resource:
Williams, R. (1983). Keywords: A vocabulary of culture and society. New York: Oxford University Press.Find this resource: | <urn:uuid:4fdf52e3-d812-4fb2-a0e3-4d08eb91417f> | {
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When a married couple begins the divorce process and they have kids together, child support will also be a major element of the settlement.
A parent makes child support payments on a weekly or monthly basis. In Pennsylvania and New Jersey, for example, payments continue on until the youngest child reaches age 18. In New Jersey, payments may continue for any children over 18 who attends college, or if the minor child obtains emancipation.
What is Child Support?
Child support is the money the parent without physical custody must pay the parent with custody. The support money helps pay for the child’s needs, such as:
- Food, clothing, and shelter,
- Medical and dental expenses,
- Costs for education, such as school supplies,
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- Basic travel expenses.
Your child support arrangement will depend on your unique situation. Each state’s rules differ, and the court may also make unique specifications in the child support agreement.
How Do the Courts Calculate Child Support in Pennsylvania and New Jersey?
In the 1980s, Congress passed federal laws regarding child support. For example, they ordered states to establish guidelines for determining the base amount of support. These laws came into effect due to beliefs that child support payments were too low. The government also recognized that payments varied too much for similar circumstances, which caused confusion and complaints.
Today, both Pennsylvania and New Jersey calculate the final amount using a complex equation. The formula factors in things like:
- Each parent’s income,
- The number of children,
- The children’s needs,
- The parent’s ability to help pay for these needs, and
- The children’s standard of living before divorce.
Most family law attorneys have and frequently use software to assist in computing the guideline child support amount. The formulas are based on studies on the normal costs for a family to raise children. However, each case is unique, so it is often difficult to predict an amount with absolute certainty.
Payment guidelines attempt to approximate how much a parent would have spent on a child if the divorce had never taken place. The courts find the final amount after plugging their estimates into the guideline formula. The guidelines also apply equally to children born to married parents and to children born out of wedlock.
If you’re working through a divorce and have kids, you may be curious to know how much your child support payments might be. The Pennsylvania Child Support Program offers a child support tool. You can plug in your information online to estimate the amount of your monthly child support payments. The New Jersey Department of Human Services also offers a similar tool.
Contact Our Child Support Lawyers for Assistance
Need more information? Feel free to contact our office if you have questions about child support in Pennsylvania or New Jersey. We can also help you estimate possible payments. Our firm uses the same software the courts use to determine guideline support amounts, and we can crunch some numbers for you. | <urn:uuid:3df3b91e-75ca-40a5-865c-0c71f18c143f> | {
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In just a few quick steps, customize your own box of Crayola Crayons, create an Art Case, or draw your own Stuffed Animal. It's easy and fun!
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Create <EM>STRESS</EM> cards. With Crayola® Scissors, cut white paper into cards (or use index cards). Using Crayola Markers, write words and draw pictures of things that make you nervous, such as high-pressure tests, being yelled at, or performing before an audience. Assemble a collage by placing your cards all around a piece of paper that has been colored with crazy designs.
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- Female Teen Athletes: At Risk for Injury?
Teen girls who are athletes face unique obstacles when it comes to their bodies and how well they perform.
- Knees Are Casualties of Women's Sports
Active women are at least twice as likely to suffer serious knee injuries as men, but it's not just athletes who are at risk.
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The best way to eliminate sliding injuries is to use bases designed to pop loose when they are struck too hard.
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Most child and teen bicycle crashes occur between May and August and between the hours of 3 and 6 p.m.
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Most skateboard crashes occur because of irregular riding surfaces or because of inexperience. Sprains and fractures of the wrist are the most common results of a fall.
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Encourage your adolescent to take swimming, diving, and water safety or rescue classes to give him/her the skills needed to swim and dive safely.
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Skateboards should never be used on surface streets. Your child should wear protective gear such as helmets, padding, and closed-toe and slip-resistant shoes. | <urn:uuid:9c4991fc-31bc-49b4-9552-24250db29cb9> | {
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SALT LAKE CITY — Researchers say new DNA evidence may unmask Jack the Ripper, the infamous murderer who went on a killing spree through Victorian London.
- The new research, which was published in the Journal of Forensic Sciences, reviewed the only remaining physical evidence linked to the murders that was recovered at the scene of one of the deaths.
- The researchers analyzed a shawl covered in blood from Catherine Eddowes, who was reportedly one of Ripper’s victims. She was killed on Sept. 30, 1888.
- The scientists reportedly used genetic testing and linked the killing to Aaron Kosminski, who was a 23-year-old barber living in London at the time, according to Science magazine.
Context: Kosminski has long been considered a suspect in the case, according to Fox News, but authorities have lacked significant evidence to tie the two together.2 comments on this story
- “We applied novel, minimally destructive techniques for sample recovery from forensically relevant stains on the evidence and separated single cells linked to the suspect, followed by phenotypic analysis,” say the scientists, in the Journal of Forensic Sciences. “The mtDNA (mitochondrial DNA) profiles of both the victim and the suspect matched the corresponding reference samples, fortifying the link of the evidence to the crime scene.”
- A witness previously pointed to Kosminski as the killer. However, the witness never testified against Kosminski. The research, though, could now back up the witness’ charge.
- “Genomic DNA from single cells recovered from the evidence was amplified, and the phenotypic information acquired matched the only witness statement regarded as reliable,” said Jari Louhelainen and David Miller, in the abstract. “To our knowledge, this is the most advanced study to date regarding this case.”
However: According to Science magazine, the new findings may not appease critics and skeptics. The genetic variants of the DNA are not mentioned in the paper due to privacy laws in the U.K., according to Science magazine.
- Other critics say the shawl from the study could have been contaminated throughout the years. | <urn:uuid:a635a91b-12da-4833-a800-ac18cf118ef2> | {
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Eclogite is an important high-pressure metamorphic rock and mainly forms from basalt or gabbro in the subducting slab. Eclogite is mainly composed of garnet and omphacite and plays a key role in mantle convection due to its relatively high density. In addition, the occurrences of eclogitic xenoliths in kimberlites and solid inclusions in diamonds indicate the presence of eclogite in the mantle. Eclogite may explain positive density anomalies in the upper mantle. Therefore, understanding the thermoelastic properties of eclogitic garnet and omphacite is important to model the structure and fate of the subducted slab in the upper mantle.
However, the lack of thermoelastic parameters of eclogitic garnets and omphacites hampers accurate modeling of eclogite density at deep-Earth pressure-temperature conditions.
Dr. XU Jingui (First Author) and Associate Prof. FAN Dawei (Corresponding author) from Prof. ZHOU Wenge's group at the Institute of Geochemistry, Chinese Academy of Sciences (IGCAS), in collaboration with Prof. Przemyslaw Dera and Dr. ZHANG Dongzhou from the Hawaii Institute of Geophysics and Planetology, University of Hawai'i at Mānoa, USA and Dr. SHI Feng from the State Key Laboratory of Geological Processes and Mineral Resources, China University of Geoscience, China, explored the synchrotron-based high-pressure and high-temperature single-crystal X-ray diffraction experiments on eclogitic garnets and omphacites using an externally heated diamond anvil cell. The scientists obtained the thermoelastic parameters of natural eclogitic garnets and omphacites.
The results indicate that the eclogitic garnets have smaller K0 (isothermal bulk modulus) values than end-member garnets, which may result from the excess volume induced by the incorporation of grossular.
Unlike the pyrope-almandine solid solution, which has K0 values increase with increasing almandine content, the compositional dependence of K0 values for pyrope-almandine-grossular garnets is complicated. For pyrope-almandine-grossular garnets solutions, increasing almandine content may lower the thermal expansion. The K0 values of omphacite generally increase with increasing jadeite content. On the contrary, increasing aegirine content may enhance the thermal expansion.
In addition, the thermoelastic parameters were used to model the densities of high-Fe and low-Fe eclogites in the subducted oceanic crust and the normal upper mantle. The modeling results indicated that eclogite would contribute to the driving force for the slab subduction to the transition zone. However, the presence of metastable low-Fe eclogite may contribute to the slab stagnation within the upper range of the transition zone. Additionally, eclogites can explain the density anomalies at depths of 100-200 km in the upper mantle of Asia.
This study was supported by the National Natural Science Foundation of China, the Joint Research Fund in Huge Scientific Equipment under cooperative agreement between NSFC and CAS, the Chinese Academy of Sciences “Light of West China” Program, the Strategic Priority Research Program (B) of the Chinese Academy of Sciences, the China Postdoctoral Science Foundation, the Youth Innovation Promotion Association CAS, and the CPSF-CAS Joint Foundation for Excellent Postdoctoral Fellows.
The work titled “Thermoelastic Properties of Eclogitic Garnets and Omphacites: Implications for Deep Subduction of Oceanic Crust and Density Anomalies in the Upper Mantle” was published in Geophysical Research Letters (2019) 46, 179-188.
| Density profiles of eclogite assemblages along a normal mantle geotherm and a geotherm of the subducting oceanic crust (Image by IGCAS) |
Contact: FAN Dawei
Institute of Geochemistry, Chinese Academy of Science
(By Prof. ZHOU Wenge's group) | <urn:uuid:a2cd16cd-f085-4f74-a2d1-34a7d9b22a49> | {
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History and Etymology for bulbul Persian, from Arabic. Bulbul tries to get Adi and make him fall in love with her. In general bulbuls and greenbuls are resistant to human pressures on the environment and are tolerant of disturbed habitat. While some species are found in most habitats, sms tamil full movie the African species are predominantly found in rainforest. She tries many tricks to break their relationship but every time she fails.
Test your knowledge - and maybe learn something along the way. He ended up by making unbearably slow and near dead second half. The Editors of Encyclopaedia Britannica. Get Word of the Day daily email!
At the end when Bulbul realizes that Adi is unable to forget Sweety. Need even more definitions? Take the quiz Challenging Vocabulary Quiz Returns! Too much of sweetness starts to taste bitter. Bulbuls are short-necked slender passerines.
View all the information related to a deal in one place. Effective Communication Initiate and receive more calls with built-in voice calling. The tails are long and the wings short and rounded. The director wanted too much perfection with this masterpiece. The visual layout ensures your team has the visibility they need at all times, and in all places.
Our editors will review what you've submitted, and if it meets our criteria, we'll add it to the article. Take the quiz Citation Do you know the person or title these quotes describe? Be on the lookout for your Britannica newsletter to get trusted stories delivered right to your inbox.
Time Traveler for bulbul The first known use of bulbul was in See more words from the same year. In a few species the differences are so great that they have been described as functionally different species. Merge duplicates, filter and sort deals and save your preferences. The white-throated bulbul Criniger flaveolus ranges from the Himalayas to Bali. She sacrifices her one-sided love.
Any text you add should be original, not copied from other sources. Bulbul is intuitive enough to get started in a few minutes with zero training. Words that rhyme with bulbul Britannica.
Statistics for bulbul Look-up Popularity. Marketing Automation Queue up a series of emails and schedule them to a prospective lead while you focus on a warm lead. Explore the year a word first appeared.
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Bulbul - Wiktionary
For other uses, see Bulbul disambiguation. Thank You for Your Contribution! Bulbuls in the genus Criniger and bristlebills in the genus Bleda will join mixed-species feeding flocks.
Definition of Bulbul by Merriam-Webster
Brown-eared bulbul Hypsipetes amaurotis. However, more recent analyses demonstrated that this arrangement was probably based on erroneous interpretation of characteristics. Edit Storyline Bulbul is the story of a girl who is in love with Adi but Adi is not interested in her and he is engaged to another girl Sweety and soon Adi and Sweety are getting married. State Name Spellings and Origins Your history teacher might not have mentioned.
Words that rhyme with bulbul. Photos Add Image Add an image Do you have any images for this title? View all activities View history. Encyclopedia article about bulbul.
You can make it easier for us to review and, hopefully, publish your contribution by keeping a few points in mind. Data Security With comprehensive data security features, protect your data from unauthorized access. Some have very distinct crests. You all would not have guessed some of these. We welcome suggested improvements to any of our articles.
There was a problem with your submission. What made you want to look up bulbul? In almost all species the bill is slightly elongated and slightly hooked at the end.
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Chongqing, China--Dr. Tao Zhu and his team of researchers from Chongqing University, Southwest China, have discovered a new method to highly compress laser linewidth based on Rayleigh backscattering. Using their new method, Rayleigh backscattering can be collected in any waveguide structure and all wave bands to effectively compress a laser linewidth to merely hundreds of hertz, which could have a revolutionary impact on the field of laser technology. This makes it possible for portable laser devices to achieve an ultra-narrow linewidth at room temperature, which until now only a high Rayleigh scattering structure under strictly quiet, stable underground conditions could achieve, according to their paper published online in Chinese Science Bulletin.
"Using this mechanism, many types of lasers can now be developed towards narrow linewidth. It can be used to synthesize more complex optical signals, even the THz (trillion Hz) signal and microwave signals. And it can also provide technical support for precision sensing fields such as high resolution laser spectroscopy, optical atomic clocks, gravitational wave detection, and low noise microwave signal generation," says Zhu.
When the young scientist, a returnee from University of Ottawa, where he completed his postdoc, started out with his team in 2010, their goal was to use optical fiber to monitor pipelines by sensing optical signals. In the process, however, they discovered something more interesting: that RS (Rayleigh scattering) has the ability to compress laser linewidth. After a few years of gradual progress, in 2014, they eventually established an RBS (Rayleigh backscattering) linewidth compression model (RBSLCM), achieving a single-longitudinal mode fiber ring laser with a 130-Hz linewidth using self-injection feedback structure at normal atmospheric temperature. Due to his outstanding research achievements such as this one, Zhu obtained professorship at an exceptionally young age from Chongqing University.
Devices using this mechanism have been developed for their lab use, and Chongqing University is in the process of patenting them, Zhu acknowledges.
See the article:
Tao Zhu, Shihong Huang, Leilei Shi, Wei Huang, Min Liu, Kinseng Chiang, "Rayleigh backscattering: a method to highly compress laser linewidth", Chinese Science Bulletin (2014), 59(33) 4631-4636
This article was published online in the Chinese Science Bulletin by Science China Press and Springer-Verlag Berlin Heidelberg.
Chinese Science Bulletin is a multidisciplinary journal cosponsored by the Chinese Academy of Sciences and the National Natural Science Foundation of China and founded in 1950. From January 2015, it will be re-launched as Science Bulletin, a semi-monthly journal, with the mission of reporting significant advances across the wide spectrum of natural science and engineering throughout the world. It will provides a fast-paced platform for cutting edge research findings, insightful reviews, and news, discussions of coming trends affecting science and scientists. | <urn:uuid:56195f21-3168-4d53-a3ff-b93a1ded36d3> | {
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My second card from Iceland! Very cool! Thank you Jariya!
Iceland is a Nordic island country between the North Atlantic and the Arctic Ocean. It has a population of 332,529 and an area of 103,000 km2, making it the most sparsely populated country in Europe. The capital and largest city is Reykjavík. Reykjavík and the surrounding areas in the southwest of the country are home to over two-thirds of the population. Iceland is volcanically and geologically active. The interior consists of a plateau characterised by sand and lava fields, mountains and glaciers, while many glacial rivers flow to the sea through the lowlands. Iceland is warmed by the Gulf Stream and has a temperate climate, despite a high latitude just outside the Arctic Circle. Its high latitude and marine influence still keeps summers chilly, with most of the archipelago having atundra climate.
Did you know?
There are no surnames or family names in Iceland – Icelanders use the traditional Nordic naming system, which includes a last name that is comprised from their father’s (or mother’s) first name with the addition of -dóttir (-daughter) or -son.
I send love! | <urn:uuid:02c524fa-b571-450d-99e3-170deaecf0c1> | {
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IntroductionMany new members join the authentic educational website IndiaStudyChannel daily and as envisaged in its motto - 'Learn to Earn, Earn to Learn', wish to learn as well earn. Soon they realize that writing articles for ISC is one of the better options to achieve the desired goal of learning as well earning. New authors also wish to get approval of their hosted google AdSense account for which also having ten approved articles is one of five out of six specified criteria. However, generally it is seen that the new authors have to struggle a lot prior to become a successful article writer. In this article simple tips are shared for the benefit of the new authors as to how to become a successful article writer and earn revenue thereby.
- Writing articles fetches more revenue compared to posting in other sections.
- Writing articles is as simple as posting a new thread or a response, the only difference being use of HTML tags.
- Start by writing simple articles. Don't aspire for reaching the top in the beginning itself.
- Instead of attempting to write a very lengthy article on any topic in the beginning, it is better to split the matter and write two articles though each complete in itself.
- Learn only 5 basic HTML tags described below, to begin with.
- Revise the article as many times as required to weed out all language errors like spellings and grammar.
- Use simple though correct language without being verbose.
- Study the Content Posting Guidelines of ISC thoroughly and strictly comply with all the requirements.
- There are many more things to be learnt later, but attempting all at a time in the beginning itself is likely to create confusion and frustration.
Selection of topics
- Begin by writing on topics covering 'college/university admissions', 'competitive entrance examinations' and such other simple topics on which published contents become easily available on various resources as a primary source of requisite information. Such topics are generally sought after also by many students.
- Selecting sophisticated topics without having adequate knowledge about the same is likely to prove a frustrating experience.
- Keep an eye for notifications issued on websites and published in the news papers. Making the same as the trigger point
- Try to complete the article at the earliest, before any other author submits article on the same topic before you.
- On noticing the advertisement published in the news paper, visit the concerned website and other related websites, study the same thoroughly and compose an article in you words totally avoiding any copying and pasting activity.
- It is clarified at the very beginning that the following account is a non-technical description of the HTML tags exclusively meant for the new authors to learn as to how to insert the HTML tags essential for developing an article.
- Use of any technical jargon has been studiously avoided. Therefore the terminology used in description below may not exactly be the same as the standard technical terminology.
- HTML tags have two ends- the opening ends and the closing ends. Such tags are made by use of symbols known as angle brackets e.g. the opening ends as <> and the closing ends by symbol < / >, the symbol of stroke '/' denoting closing of the tag. In either case there is no space in between, but instead a code is put in between to get the desired results.
- Under the next heading a brief description of five basic HTML tags are given. However, it may be noted the tags are explained in descriptive manner as quoting the tags as it is will make the tags active on posting this article and the contents will appear accordingly.
Five basic HTML tags
- Heading tags - The code h2 is put between angle brackets in the opening tag, replacing the space between the brackets and the same code h2 is put after the symbol '/' in the closing tag replacing the spaces in between.
- Ordered list tags - The code 'ol' denotes 'ordered list' and the code 'li' denotes 'list'. First the contents will have to be put under 'li' tags i.e. in both the opening and closing tags, the letters 'li' will have to replace the spaces between the angle brackets. In case there are five sentences intended to be displayed serial number wise, then each of the five sentences will have to preceded and succeeded by opening and closing 'li' tags. After that, at the beginning and end of the total content comprising of all the five sentences, 'ol' tag will have to be put. Such tags will be made by putting the letters 'ol' between the angle brackets of opening and closing tags.
- Unordered list tags - The code 'ul' denotes 'unordered list' and the code 'li' denotes 'list'. First the contents will have to be put under 'li' tags i.e. in both the opening and closing tags, the letters 'li' will have to replace the spaces between the angle brackets. In case there are five sentences intended to be displayed bulleted, (without serial numbers ) then each of the five sentences will have to preceded and succeeded by opening and closing 'li' tags. After that, at the beginning and end of the total content comprising of all the five sentences, 'ul' tag will have to be put. Such tags will be made by putting the letters 'ul' between the angle brackets of opening and closing tags.
- Bold tag - The code 'b' denotes bold. This is very simple and can be achieved by putting the code 'b' between angle brackets in both the opening and closing tags at the either end of the content to be shown in bold letters. However in total article only maximum 4 to 5 words should be shown in bold letters to highlight the content in case absolutely necessary.
- Underline tag - The code 'u' denotes underline. This is very simple and can be achieved by putting the code 'u' between angle brackets in both the opening and closing tags at the either end of the content to be shown as underlined. However in total article only maximum 4 to 5 words/phrases should be underlined to highlight the content in case absolutely necessary.
Write your first article today You can write your first article today itself. Simply follow the following steps -
- Locate any important notification published in news papers regarding admissions, jobs etc. Thoroughly study the same.
- Visit the concerned websites and find out more information about the organization and information related to the advertised jobs etc.
- Locate similar articles in the ISC resources and study 4 - 5 articles of reputed authors. The articles bearing more points means articles of superior quality.
- Now develop your own article in your language without copying and pasting contents from any of the above resources though covering all the important and relevant points.
- Read, revise and review your articles repeatedly and self-edit the same by deleting contents which are appearing repeatedly in the article.
- Adhere to the word limits. Never attempt to write lengthy articles in the learning phase.
- Wait patiently for the outcome of results of review by the editors. Don't raise a thread/query in the forum section about delay in the approval.
- It is quite likely that on review, some suggestions will be offered by the editors for corrections/value additions in the same. Scrupulously follow the same and re-submit the article after incorporating necessary correction.
- Again wait patiently for review by the editors and outcome of the review.
ConclusionWriting articles by the first time authors is very easy. It is not much different from writing simple contents for posting as a thread or posting as a response in the forum section. Only five basic HTML tag are required to be learnt which is very easy as explained in this article. The author can practice inserting HTML threads by developing articles for publication in ISC resources. All the best to all first timer article authors. | <urn:uuid:7e5e2824-e134-4b45-83df-f9f70b2cf31c> | {
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Labor Day, legal holiday honoring workers, celebrated in the United States and Canada on the first Monday in September. The observance includes parades and speeches reviewing labor's contributions to society. In most of Europe the first of May-May Day-is set aside as a day to honor workers.
II. Origins of Labor Day in the United States
Peter J. McGuire, a carpenter and union leader, generally receives credit for suggesting a holiday to honor workers in 1882. McGuire chose the September date to give workers a holiday midway through the long stretch between Independence Day (July 4) and Thanksgiving (the fourth Thursday in November). The first Labor Day observance was held in New York City on September 5, 1882. Thousands of workers marched in a parade from City Hall to Union Square. Afterward, they gathered in a park with their families for a picnic and speeches.
In 1887 Oregon became the first state to make Labor Day a legal holiday. Other states soon followed. Early Labor Day parades were demonstrations in support of an eight-hour workday. During the 1800s most laborers worked long hours at low pay.
III. Labor Day Becomes a Federal Holiday
In 1894 the United States Congress passed legislation that made Labor Day a federal holiday, and President Grover Cleveland signed the bill into law. That year, railway workers in Pullman, Illinois, had gone on strike to protest wage cuts. Cleveland sent in federal troops to end the strike. Strikers were killed, and their leaders were jailed. Congress and the president hoped to pacify labor with the holiday.
IV. Labor Day Observances
For some time Labor Day remained a time not only to commemorate labor's contributions but also to draw public attention to the plight of workers and the struggle of labor unions to improve working conditions. Parades in which workers march with their local union and at which labor leaders give speeches are still a major feature of Labor Day in many U.S. towns and cities. One of the largest Labor Day parades in the United States takes place in New York City.
To many Americans, however, Labor Day signals the end of summer vacations and the start of a new school year. Many families observe Labor Day by gathering for the last picnic of summer or the season's final trip to the beach.
V. Labour Day in Canada
Labor groups in the Canadian cities of Ottawa and Toronto first organized parades and rallies in 1872, ten years before the first Labor Day celebration in the United States. The parade in Ottawa, Canada's capital, marched to the home of Canadian Prime Minister John A. Macdonald. At that time, union activity was illegal in Canada. Macdonald promised that such laws would be removed from the statute books, and the Canadian Parliament repealed the laws against union membership later in 1872.
Peter McGuire, the initiator of New York City's first Labor Day parade, may have gotten the idea from Toronto. Toronto labor officials invited McGuire to their celebrations in 1882. That year he proposed the idea for a workers' parade in New York.
The Canadian Parliament passed legislation making Labour Day an official holiday in 1894, the same year as the U.S. Congress. Labour Day celebrations in Canada are held on the first Monday in September and are similar to those in the United States.
"Labor Day," Microsoft(r) Encarta(r) Online Encyclopedia 2005 http://encarta.msn.com (c)1997-2005 Microsoft Corporation. All Rights Reserved. (c)1993-2005 Microsoft Corporation. All Rights Reserved. | <urn:uuid:62231e23-1fc7-4bd1-964f-dcd4d0a5bdf8> | {
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Message from the Chief Science Officer regarding the Institute of Medicine’s report on Adverse Effects of Vaccines
Geraldine Dawson, Ph.D., Autism Speaks Chief Science Officer
On Thursday, August 25, the Institute of Medicine’s Committee to Review Adverse Effects of Vaccines Board on Population Health and Public Health Practice released its report on the scientific evidence related to adverse effects of vaccines. The Institute of Medicine (IOM) is a non-profit, non-governmental organization which is part of the National Academy of Sciences. IOM members are scientific and medical experts who serve as pro bono as advisors to the U.S. Congress and other policy-makers. They are periodically asked to provide a review of the evidence on matters of public concern and welfare.
Among several other topics, the IOM committee specifically reviewed the evidence regarding whether the MMR vaccine or the DTaP vaccine is causally linked to autism. In addition to reviewing epidemiological evidence, they reviewed case studies and research on biological mechanisms that might explain a connection between a vaccine and an adverse outcome, such as autism. They specifically assessed the evidence that vaccines could alter neuronal development resulting in autism symptoms, arising from chronic encephalopathy, mitochondrial disorders or other underlying disorders. The committee reviewed 22 epidemiological studies that evaluated the connection between risk for autism and the MMR vaccine and concluded that the evidence does not support a causal link between the MMR vaccine and autism. The committee only found one study on the relationship between the DTaP vaccine and autism and concluded that the data were insufficient to assess an association.
The committee noted that reports of case studies linking the onset of autism to infectious diseases such as encephalitis and malaria suggest that infection or inflammation may underlie some cases of autism. Furthermore, evidence from postmortem brain tissue suggests that autism may involve inflammatory processes affecting the brain. The authors argue that, at a minimum, prior to ascribing autism to vaccination it would be important to rule out chromosomal and single-gene defects, including a variety of metabolic (e.g. mitochondrial disorder) and inflammatory or infectious diseases that may exist prior to vaccination.
The IOM report is consistent with Autism Speaks’ policy statement on vaccines. Given the present state of the science, the proven benefits of vaccinating a child to protect them against serious diseases outweigh the hypothesized risk that vaccinations might cause autism. Autism Speaks continues to support research that explores the relationship between innate or acquired metabolic, inflammatory, or infectious diseases that may play a role in the etiology of autism. | <urn:uuid:dbdac7c1-4310-4ee8-a2a0-e833aae912cc> | {
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A Grammar Book for “Readers to Real Books”
Target Age Group: Grades 2 or 3
Type of Resource: Non-Consumable
This Grammar Book
This book introduces students to basic parts of speech through fun pictures, rhymes, and silly sentences. The rhymes help students to remember how to identify the different parts of speech. This is one of three of these books that are used in the “Readers to Real Books” program. | <urn:uuid:024e1e87-dd0f-4fc8-8c80-64df3570c896> | {
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The U.S. Congress prohibited the importation of slaves effective January 1, 1808. To some extent this was because many still believed that slavery was a dieing institution. This was, however, not the case. The invention of the cotton gin and the Industrial Revolution in Europe created a huge demand for cotton. And the American South proved ideal for cotton production. This creasted a demand for slaves as new plantations were founded in the new southern sates west of the Atlantic seaboard. The operations of the cotton plantations were labor intensive. Thus at the same time the demand for slaves increased, the supply of slaves was theoretically restricted by the Federal Government. Slaves for the new plantations of the South would theoretically have to be descendants of the slaves already in America. This was not entirely the case because for years at least some slaves were imported illegally. While importing slaves was banned, participation in the international slave trade or outfitting slaves trips was not outlawed. The slave trade was eventually ended primarily by the Royal Navy. Gradually a domestic slave trade developed and American slavery became self-sustaining. Part of this process was the development of slave breeding operations in Virginia and other states. The domestic slave trade was conducted by both sea and overland routes. The overland slave trade generally developed from Tidewater Virginia and the Carolinas into the highly profitable plantations of the Deep South (Georgia, Alabama, Mississippi, and Louisiana). After the Texas War for Independence (1836) the slave trade extended into Texas. The horrrs of the middle passage, the trans-Atlantic slave trade, are some of the better known aspects of African slavery. Rarely disscused are the agonies involved in the inter-state slave trade. The domestic slave trade was conducted by both sea and overland routes.
Most African slaves were brought to America through the Atlantic Slave Trade. This was primarily dyeung the colonial period. The slave trade was an important element in the European colonization of the America. The slave trade began even before Columbus discovered the Americas (1492). The Portuguese moving south along the African coast began tradeing in slaves (early 15th century). The trade expanded in scope one the Portuguese found tht the Native Americans could not be successdfully enslaved, in part because the popultion colapsed due to mistreatment and disaease. Slaves appeared in the English colonies for the sane reasin, to solve the labor countries. Large numbers of captive Africans were enslaved both in the Caribbean and in the thirteen North American colonies (17th century). All the colonies permitted slavery, but the largest numbers were imported into the southern colonies.
The debate over slavery in the United States did not begin with the Constitutinal Convention (1787), but it was here that the issue first came to the fore. Some northern delegates were opposed to it. Southern delegates were committed to it. It became clear that there would be no Constitution without a compromise. As a result, the delegates at the Constitution Convention generally avoided the issue. The unwritten compromise was that a decission on the future of slavery wold be deferred.
The term "slavery" does not appear in the constitution, although there are references to it. By not addressing slavery in the Constitution, the instiution was essentially put in the hands of individual state governments. Even though not mentioned, a curious arrangement was written in to the Constitution by which for voting purposes slaves would be counted as 3/5s of a person. The Constitution also included a provision that Congress would not end the importation of African slaves until 1808. Many delegates believed or at least hope that slavery would gradually die out as individuals states abolished it. This is what happened in the North.
To some extent the compromise over slavery at the Constututional Convention was possible because many still believed that slavery was a dieing institution.
John Randolph, a Virginia planter, claimed
"...that if the decrease of value in slave labor (in Virginia) continued and the slaves did not run away from their masters, the masters would have to run away from their slaves."
This was, however, not the case. And even when Randolph made his famous statement, it was really wishful thining because the value of slsves were increasing. The invention of the cotton gin only a few years after the Constitution was adopte significantly reduced the cost of producing cotton, for the first time making cotton farming profitable. At the same time the Industrial Revolution in Europe created a huge demand for cotton. Cotton was in fact at the heart of the Industrial Revolution. The result was that cotton became the principal export commodity of the United States and cotton farming based on the plantation and slave labor became enormously profitable.
The new United States Constitution which was adopted in 1787, prohibited Congress from banning the importation of slaves before 1808. The Congress did just that (1807) and the bill was signed by President Jefferson. The ban came into force on January 1, 1808. This suggests that there was considerable opposition to slavery and the slave trade early in the 19th century. I do not yet have details on Congress action and why the Southern States did not prevent it. The American action must have been affected by
the British Parliament's action outlawing the international slave trading (1807) which also went into effect in 1808. While the Federal Govern,ent banned the importation of slaves, participation in the international slave trade or outfitting slaves trips was not outlawed.
The American South proved ideal for cotton production. Cotton was not an impotant crop until Eli Whitney perfected the cotton gin (1793). This revolutionized the economics of cotton farming. This creasted a demand for slaves as new plantations were founded in the new southern sates west of the Atlantic seaboard. The operations of the cotton plantations were labor intensive. At the same time the demand for slaves increased, the supply of slaves was theoretically restricted by the Federal Government banning the importation of slaves. Slaves for the new plantations of the South would theoretically have to be descendants of the slaves already in America. This was not entirely the case because for years slaves were imported illegally.
It was the British Royal Navy that eventually ended the African slave trade. The slave trade had been a lynch pin in thr triangular trade that has been a key element of the British economy and helped bring great wealth to Britain. It had in part helped to finance the growth of the Royal Navy. The expansion of the British merchant fleet under the protection of the Royal Navy resulted in Britain dominating the slave trade by the 18th century. British ships beginning about 1650 are believed to have transported as many as 4 million Africans to the New Wiorld and slavery. The British Parliament during the Napoleonic Wars banned the slave trade (1807). This was a decession made on moral grounds after a long campaign in Britain against slavery at considerable cost at a time of War. After Trafalgur (1805) the powerful British Royal Navy could intercept suspected slave ships under belligerent rights. After the cesation of hostilities this became more complicated. The only internationally recognized reason for boarding foreign ships was suspected piracy. Thus Britain had to persue a major diplomatic effort to convince other countries to sign anti-slavery treaties which permitted the Royal Navy to board their vessels if suspected of transporting slaves. Nearly 30 countries eventually signed these treaties. The anti-slavery effort required a substantial effort on the part of the Royal Navy. The major effort was carried out by the West Coast of Africa Station which the Admiralty referred to as the ‘preventive squadron’. The Royal Navy from this station for 50 years conducted operations to intercept slavers. At the peak of these operartions abour 25 ships and 2,000 officers and men were deployed. There were about 1,000 Kroomen, African sailors, operating West African Station. The Royal Navy deployed smaller, shallow draft vessels so that slavers could be persued in shallow waters. Britain also targeted African leaders who engaged in the slave trade. A British forced in one operation deposed the King of Lagos (1851). The climate and exposure to filthy diseased laden slave ships made the West African station dangerous. The officers and men were rewarded with Prize money for both freeing slaves and capturing the ships. The Royal Navy's task in East Africa and the Indian Ocean was even more difficult. This was in part because of the support for slavery among Islamic powers (both Arabian and Persian). The slave trade persisted into the 1860s, in part because of the continued existence of slavery in the United states. Eventhough thecslave trade was outlawed in America, the American Navy was not used to aggresively inters=dict the slave trade. This did not change until President Lincoln signed the Right of Search Treaty in 1862, a year before the Emancipation Proclamation. The Cuban trade ended (1866).
While the 1808 bn did not entirely prevent the importation of slaves, it and subsequent action by the Royal Navy to end the African slave trade did reduce the importation. This created a shortage of slaves just as demand was increasing because of the expanding cultivation of cotton. There were other crops (indigo, rice, sugar cane, and tobacco) for which slave labor was used, but cotton was by far the most important. As a result, a new aspect of slsvery in America developed--the breeding slaves. This was not unknown in the 18th century, but the difficulty of importing slaves greatly expanding breeding activities. There was a simple financial calculation here. As the supply of slaves fell and demand for slaves increased, the price for slkaves increased. This mean that breeding slaves became an increasingly profitable undertaking. Virginia became the single most important state involved with breeding slaves. Valuable information can be found in the advertisements published in Souther newspapers. An advertisment from a Charleston, South Carolina newspaper in 1796 read, "... they are not Negroes selected out of a larger gang for the purpose of a sale, but are prime, their present Owner, with great trouble and expense, selected them out of many for several years past. They were purchased for stock and breeding Negroes, and for any Planter who particularly wanted them for that purpose, they are a very choice and desirable gang."
Gradually a domestic slave trade developed and American slavery became self-sustaining. The horrrs of the middle passage, the trans-Atlantic slave trade, are some of the better known aspects of African slavery. Rarely disscused are the agonies involved in the inter-state slave trade. The domestic slave trade was conducted by sea, rivrine, and overland routes. The overland slave trade generally developed from Tidewater Virginia and the Carolinas where there were slave breeding operations to the highly profitable plantations of the Deep South (Georgia, Alabama, Mississipi, and Louisiana). The Mississppi was a major rour for shipping slaves South. This gave rise to the term, "sold down the river". After the Texas War for Independence (1836) the slave trade extended into Texas.
While the United States abolished the slave trade (1807), this did not mean that the slave trade ended. American Navy and especially the Royal Navy as accounted above did gradually reduce the Trans-Atlabntic Slave Trade. Slave ships we know did continue to arrive in America, both directlt from Africa and from the Caribbean, especiallt from Cuba after the British abolished first the slave trade (1807)and then slavery itself (1833-34). Most scholars believe that from the aboliton of the slave trade (1807) that American slavery was primarily conytinued through an internal slave trade. There were some illegal slaves brought in from overseas. We think that the numbers were relatively small. This was not because rthe Federal Government strictly enforced the laws, but because the mere existence of the laws and the covert sales made Trans-Atlantic operations expensive and thus unprofitable. And America's maritime fleet was largely operated by northeasterners and not southeners. The actual numbers are not, however, known with any certainty because of the covert nature of the enterprise. The last known Trans-Atlantic slave trip to the Inited Stsates occurred just before the Civil War--the Clotilda. It brought 110 childrenand young adults (5-23 years of age) to Alabama (July 1860). [Diouf] The voyage is of special interest because detailed documentation exidsts on both the voyage and the subsequent lives of the Africans in America. The enterprise was organized by Timothy Meaher, a Mobile businessman, contracted the Clotilda to sail to Ouidah in the Bight of Benin. He bet that he could "bring a shipful of niggers right into Mobile Bay under the officers' noses." The circumstances suggest that it was not difficult to bring slaves into the southern stsates at the time, but also it was not being done very commonly, or obviousky no one would have taken the bet.
Diouf, Sylviane. Dreams of Africa in Alabama: Story of the Last Africans.
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Pancreatic cancer is one of the most lethal cancers, with the survival period after diagnosis being only four to six months. The main reason for the poor prognosis is that chemotherapy, which has had some success in extending lives for patients with other cancers, doesn’t seem to slow down pancreatic cancer.
People had thought that this failure was caused by the tissue that surrounds the tumor, called the stroma, blocking the delivery of chemotherapy drugs to the tumor. A new study, published in Cancer Cell, raises questions about this idea. It shows that rather than supporting tumor progression, the stroma inhibits the progression by recruiting the body’s immune system to attack the tumor.
All tumors are composed of a mix of cancerous and normal cells. But pancreatic cancer is unusual in that only around 10 percent of the cells in the tumor are cancerous, the lowest proportion in any cancer. The remaining 90 percent is stroma that consists of cells known as myofibroblasts.
In keeping with this distinctive property of pancreatic cancer, a previous study had indicated that the stroma can act as a physical barrier to keep chemotherapy drugs away from the tumor. This finding triggered a slew of clinical trials that combined chemotherapy with “stromal depletion therapy”—that is, removing the stroma from the tumor. However, these trials had to be stopped abruptly when patients receiving this combination therapy were found to have an accelerated tumor progression when compared to patients who only received chemotherapy.
In a new study, Raghu Kalluri and his colleagues at MD Anderson Cancer Center may have found an explanation for these disappointing results.
Using mice, Kalluri and colleagues showed that the depletion of myofibroblasts—the major component of stroma—at any stage of pancreatic cancer does not improve the efficiency of chemotherapy. Instead, tumors grow more aggressively. This indicated to Kalluri that the stroma could inhibit the tumor rather than promote its growth.
“We did these experiments thinking that we would show the importance of myofibroblasts and fibrosis in pancreas cancer progression, but the results went completely against that hypothesis,” Kalluri said in a statement. “This supportive tissue that is abundant in pancreatic cancer tumors is not a traitor as we thought, but rather an ally that is fighting to the end. It’s a losing battle with cancer cells, but progression is much faster without their constant resistance. It is like having a car with weak yet functioning brakes vs having one with no brakes."
Dump me not just yet
It is not all bad news for this cancer therapy, however. Kalluri found that tumors with less stroma had higher levels of CTLA-4, a protein that is responsible for slowing down the immune system response. When these tumors were treated with ipilumimab, a drug that blocks CTLA-4, survival time of the mice increased by 60 percent compared to the untreated control mice.
This is a shot in the arm for cancer immunotherapy—therapies that enable the body’s immune system to fight cancer directly—which was named the Breakthrough of the Year in 2013 by the journal Science. This sort of therapy might be more effective in pancreatic cancer patients where CTLA-4 is blocked. It’s also possible that a combination of immunotherapy and stromal depletion therapy might be more effective for pancreatic cancer patients with dense stroma.
The development offers hope for patients with a disease in which only seven out of 100 patients survive for five years after being diagnosed.
Mohit Kumar Jolly is a graduate student in cancer systems biology at Rice University. This article was first published on The Conversation. | <urn:uuid:74d585f3-7ecc-4ed6-a26d-5b9552a17d71> | {
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More than half of all American adults take multivitamins or other dietary supplements, according to the U.S. Centers for Disease Control and Prevention.
Women in particular have been quick to jump on the supplement bandwagon, despite past research that challenged the effectiveness of multivitamins in the prevention of cancer and heart disease.
Recent studies have found other benefits of vitamins, including a boost in brainpower as you age.
Though experts say food is still your most important source of nutrients, they also say meeting daily dietary needs is vital to long-term health. Supplements can help you fill in nutritional gaps.
"When it comes to preventing certain diseases, vitamins may not be a panacea,” says Heidi Skolnik, MS, a nutrition consultant and nationally recognized writer, editor, and lecturer.
“That said, women typically diet, and so there are often gaping holes in their nutrition. Most experts like myself prefer to recommend food as the prominent source of vitamins because the body may use food-sourced vitamins more efficiently than supplements."
Vitamins for Women: What You Need
Our bodies are like fine cars. You can’t put regular gas in a Porsche and expect it to run well. For that reason, you should consider adding the following nutrients to your diet:
- Calcium. As you age, your bone mass decreases and you need more calcium to lower your risk of osteoporosis. You typically need 1,000 to 1,500 milligrams of calcium daily, depending on how old you are. You can reach this daily requirement by consuming dairy products (preferably fat-free), drinking pure orange juice that has been fortified with calcium, or taking calcium supplements.
- Vitamin D. As you get older, you lose some of your ability to convert sunlight into vitamin D, and without vitamin D, your body can't use calcium. Also, using sunscreen to protect yourself from skin cancer means shutting out some of the vitamin D you'd get from just being outside in the sun. To compensate for this loss, older women might consider taking a multivitamin containing both vitamin D and calcium. To help you understand how much vitamin D you need each day, consider this: A glass of milk provides about 100 international units (IU) of vitamin D. If you’re over 50, you should be getting 400 IU daily; over 70, you need 600 IU.
- Iron. If you’re still menstruating, you need to be sure you're getting an adequate amount of iron in order to prevent anemia. “Food sources are a good starting point, but you may need supplements,” says Skolnik. You’ll find iron in meat, poultry, beans, eggs, and tofu. “It’s important to pair your iron-rich meals with foods that contain vitamin C, like orange juice or citrus fruits, because vitamin C helps increase iron absorption," Skolnik says. If you are a woman past menopause you need less iron, so unless your doctor recommends an iron supplement, you should look for a multivitamin without iron.
- Folic acid. Women who are pregnant or trying to become pregnant need to get more folic acid; it has been shown that low levels of this B vitamin can lead to birth defects in the baby affecting the brain and spinal cord. In addition to supplements, folic acid can be found in orange juice, beans, and green vegetables, and in foods such as breads and flour that have been fortified with it.
- Beta-carotene. Skolnik says that antioxidants — cancer-fighting substances like beta-carotene and vitamin C — help defend your body against cell damage. "Food sources are best for beta-carotene, and they include carrots, apricots, papaya, cantaloupe, pumpkin, sweet potatoes, and mangoes.” In other words, look for the color orange when you're in the produce aisle.
- B6 and B12. Like vitamin D, vitamin B12 is not processed as well by older women and may be one vitamin to consider taking in supplement form, perhaps through a multivitamin. Both B vitamins are very important as you grow older. "Vitamin B6 helps with red-blood cell formation and vitamin B12 helps with nerve-cell and red-blood cell development," Skolnick says. These vitamins can be found in a wide variety of healthful foods; following basic food pyramid recommendations is a good way to make sure you get enough of each. As an example, Skolnick says "you can get a day's supply of vitamin B12 by eating one chicken breast, one hard-boiled egg, a cup of plain low-fat yogurt or one cup of milk, plus one cup of raisin bran."
- Omega-3 fatty acids. These acids have been shown to act like natural anti-inflammatory substances in the body. They may also be important in helping to keep your heart healthy. As a woman gets older, her levels of estrogen decline, and that puts her at greater risk for heart disease, Skolnik says. Fatty fish, like salmon and tuna, is a great source of omega-3 fats, and pure orange juice is often fortified with omega-3s. Or, she adds, “Taking fish oil capsules is an excellent way to make sure you target these important fats."
Vitamins for Women: The 411 on Multivitamins
Although most nutritional needs can be met through a healthy, well-balanced diet, many women, especially older women, can benefit from a good multivitamin.
When looking for multivitamins check to see that the bottle has a USP (United States Pharmacopeia) or DSVP (Dietary Supplement Verification Program) stamp. These organizations assure that the content claims on the label are true. Skolnik also recommends checking out Consumerlab.com, a Web site that reviews vitamins, before you make any purchases.
If you are an older woman, ask your doctor or pharmacist to make sure you're getting enough calcium and vitamins B12 and D from your multivitamin, and not too much iron.
Generally speaking, most experts believe that taking multivitamins is a good idea. "Clearly when it comes to calcium and vitamin D we all need additional supplementation. We can only eat so much dairy or fortified foods in a day. For the rest, a multivitamin may help to fill in the gaps that your diet does not provide," says Skolnik.
Learn more in the Everyday Health Women's Health Center. | <urn:uuid:533b2e7d-15ae-4c77-ba2a-1d8790b626f0> | {
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The instrument consists of a vacuum photoelectric cell feeding into a vacuum tube voltmeter with logarithmic input characteristic. The voltmeter employs a type 6D6 tube which is provided with a properly chosen biasing resistor in the cathode lead. This gives a plate current proportional to the logarithm of the input voltage. Since this relationship never extends to zero plate current, a portion of the plate current is balanced out, giving in effect, a suppressed zero instrument. Suitable shunts and a choice of input resistors afford several ranges of sensitivity. The output meter can be calibrated directly in concentration units. Other methods of achieving the same result are discussed.
RALPH H. MÜLLER and GILBERT F. KINNEY, "A Photoelectric Colorimeter with Logarithmic Response," J. Opt. Soc. Am. 25, 342-342 (1935) | <urn:uuid:09e5eaa6-a7da-4fbf-b38c-98e6ef0bc2b1> | {
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Fruit flies provide diet, exercise clues
Updated 12:06 pm, Wednesday, July 4, 2012
BUCK INSTITUTEDiet, exercise clues from fruit flies
Fruit flies apparently need to exercise to make dieting worthwhile, and people may need to do the same.
So say researchers from Novato's Buck Institute for Research on Aging, which studies the connection between aging and chronic disease. The study, which will appear this month in Cell Metabolism, found that the metabolism of flies put on a diet by researchers shifted toward synthesizing and breaking down fatty acids for energy, especially in their muscle tissue. Those flies then were seen to move more.
Flies that were put on the same diet, but could not move because their wings were clipped, had inhibited fat metabolisms in their muscle and did not live as long.
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"Dietary restriction is known to enhance spontaneous movement in a variety of species, including primates," said researcher Pankaj Kapahi, who runs the lab where the work took place. "However, this is the first examination of whether enhanced physical activity is necessary for (a diet's) beneficial effects."
The findings suggest that cutting back on food without adding exercise probably isn't a good idea for humans, the scientists said.
The researchers said their work could lead to a drug that mimics the positive effects of dieting. Flies genetically engineered to have more adipokinetic hormones - the fly equivalent of glucagon, which raises low blood sugar in humans - showed increased ability to break down and assimilate fat, more spontaneous activity and longer lives. A new weight-control drug could increase glucagon in humans. Enhanced fat metabolism in people could help slow aging and age-related diseases, the researchers suggested, though more research needs to be done.
UC SAN FRANCISCO
High glucose linked to cognitive woes
Diabetes may play a role in worsening cognitive functions among the elderly, according to a UCSF-led study published in June in the Archives of Neurology.
Researchers surveyed 3,069 adults whose average age was 74, including 717 who had diabetes at the outset and 159 who later developed it.
Over 10 years, participants were given two tests a total of eight times. One test measured orientation, concentration, learning by doing, and immediate and delayed memory. The other measured attention, the speed of learning physical skills, and cognitive abilities that control other abilities and behaviors.
The subjects were also tested for blood glucose, or blood sugar, which can lead to diabetes if it is too high.
Subjects who had diabetes at the beginning had overall lower test scores than those without it. And those who developed it during the study tended to score in the middle, but were not statistically different from the group without diabetes.
In participants with diabetes from start to finish, high glucose levels were found to be associated with lower-than-average scores on the cognitive tests.
The findings suggest that the severity of diabetes may accelerate cognitive aging. In the United States, 11 million adults age 65 and older have the disease, researchers said. The team was led by Kristine Yaffe, a professor of psychiatry, neurology, and epidemiology and biostatistics at UCSF.
While several studies have pointed to a link between diabetes and increased risk of cognitive impairment and dementia, less understood is the link between diabetes contracted late in life and cognitive function over time. | <urn:uuid:b671b7d4-7ba0-4371-99f0-99abdcbe321f> | {
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Why Sharks Gravitate to Hurricanes in the Ocean
(Inside Science) — Around Cape Hatteras, North Carolina, the Gulf Stream veers east, flowing away from the coastline of the United States and out into the Atlantic Ocean. Away from the stabilizing influence of the continent, the powerful current revels in its new freedom, spawning large circulating masses of water called eddies that scientists describe as the hurricanes of the ocean.
Now, in preliminary research, scientists are trying to figure out how great white sharks may use the spinning features.
Eddies are ubiquitous in the surface waters of the world’s oceans. Many form when parcels of moving water pinch off from the main body of fast-moving currents like the Gulf Stream, which carries warm water from the subtropics and tropics to regions of the North Atlantic Ocean. On average, the swirls can stretch nearly 125 miles across and typically last weeks or months.
To view the Creative Commons license for the image, click here. | <urn:uuid:2b42b2a8-53e4-4835-9588-9fbf37c891a7> | {
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The world’s longest cross sea bridge has been revealed by China, proving once again how technology and economics are the strongest points of its economy. According to the Telegraph, the Qingdao Haiwan Bridge measures 26.4 miles (42.6 km) and links Qingdao city in China’s eastern Shandong province with the Huangdao district. Having an amazing architectural importance, the Qingdao Haiwan Bridge helps cut the distance between the two points by 30 km, a life saver in such a busy society like China’s, not to mention the touristic attraction. The 6 lane bridge is almost three miles longer than the previous record holder, the Lake Pontchartrain Causeway in Louisiana. The major infrastructure project consisted of four years of labour and US$ 8.6 billion spent. The money went into 450,000 tons of steel, capable of withstanding a magnitude 8.0 earthquake. Built in the Jiaozhou river delta, the freshly finished remarkable structure is supposed to hold the record for only a few years, because the officials already announced they started working on another bridge, that links southern province of Guangdong with Hong Kong and Macau.
Finally if you’d like to see this amazing bridge in video be sure to check out the video below. Enjoy ! | <urn:uuid:4f359b79-29ae-4e46-9fe8-797a4bda51b4> | {
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Eleuthero, the herb formerly known as Siberian Ginseng, is one of my favorites.
It always has been. This classic adaptogen has been researched historically for its effects in enhancing physical and mental performance, for reducing stress, for protecting the heart against ischemia, protecting against liver toxicity and stimulating the immune system. The latest research, however, is about its effects on diabetes, an effect that has apparently been linked to a natural constituents of the herb, syringin.
An article in Planta Medica explore the effect of syringin in diabetic rats. When syringin was ejected interventionists late, plasma glucose levels decreased in a dose dependent fashion. It also modulated the plasma glucose spike caused by glucose challenge testing. The authors conclude “The ability of syringin to enhance glucose utilization and lower plasma glucose level in rats suffering from insulin deficiency suggested that this chemical may be useful in the treatment of human diabetes.”
Planta Med. 2008 Feb;74(2):109-13. Epub 2008 Jan 17.
Hypoglycemic effect of syringin from Eleutherococcus senticosus in streptozotocin-induced diabetic rats. Niu HS, Liu IM, Cheng JT, Lin CL, Hsu FL. Graduate Institute of Pharmacognosy, College of Pharmacy, Taipei Medical University, Taipei, Taiwan
To further elucidate the action of this compound, and of this plant, the same authors published another article showing one mechanism of action, “enhancing the secretion of beta endorphins from adrenal medulla to stimulate peripheral micro-opioid receptors resulting in a decrease of plasma glucose in diabetic rats lacking insulin.”
Horm Metab Res. 2007 Dec;39(12):894-8. Increase of beta-endorphin secretion by syringin, an active principle of Eleutherococcus senticosus, to produce antihyperglycemic action in type 1-like diabetic rats. Niu HS, Hsu FL, Liu IM, Cheng JT. | <urn:uuid:0a93b66f-ac66-4cd2-90e5-d7e091fa382f> | {
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Wind farm operators are being urged to pay more attention to reports about the impact of wind turbines on nearby residents.
A team of international experts who have studied the effects of acoustics and infra-sound were in Colmonell last week to meet local people who believe they have been affected by nearby wind farms.
The meeting was arranged and chaired by Pat Spence of Dochroyle Farm, Barrhill.
Pat suffers from many symptoms which she relates to the presence of the many turbines which now surround her home.
The discussions on the day focused on the problems caused by acoustics, and in particular infra-sound (deep sound waves, too low for the human ear, but thought to be responsible for certain illnesses and also sleep deprivation).
Dr John Yelland, an acoustics expert, demonstrated how turbine blades produced both audible and low frequency noise nuisance, adding that power companies often fail to record the range of frequencies when residents complain about turbine noise.
He also produced evidence that animals can be affected when kept close to turbine sites.
Professor Mariana Alves-Pereira has been researching vibro-acoustic disease since 1980, working with the Portuguese Air force to identify the effects low-frequency engine noise (around the same frequency as infrasound) on aeronautical technicians.
And Dr Angela Armstrong, a retired GP has been investigating claims of ill health from patients living close to turbine sites. | <urn:uuid:4abbb702-0986-46c1-a7bb-f315b44e9f94> | {
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Introductionrickettsia (rĭkĕtˈsēə) [key], any of a group of very small microorganisms, many disease-causing, that live in vertebrates and are transmitted by bloodsucking parasitic arthropods such as fleas, lice (see louse), and ticks. Rickettsias are named after their discoverer, the American pathologist Harold Taylor Ricketts, who died of typhus in Mexico after confirming the infectious agent of that rickettsial disease. Rickettsias are gram-negative, coccoid-shaped or rod-shaped bacteria; unlike other bacteria, but like viruses, they require a living host (a living cell) to survive. Rickettsias from infected vertebrates, usually mammals, live and multiply in the gastrointestinal tract of an arthropod carrier but do not cause disease there; they are transmitted to another vertebrate, possibly one of another species, by the arthropod's mouthparts or feces.
See more Encyclopedia articles on: Pathology | <urn:uuid:6e5bcc54-32ac-4d70-a29a-406bfdac3a8c> | {
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Monday, February 25, 2008
* 17:55 18 February 2008 * NewScientist.com news service * By Jason PalmerA solar cell that mimics photosynthesis has been used to make hydrogen directly from water. The prototype is inefficient, but the researchers who built it believe they can boost its efficiency, perhaps leading to a viable source of hydrogen to fuel cars and other vehicles.The device, built by Thomas Mallouk of Pennsylvania State University and colleagues, works much like a solar cell called a Grätzel cell, using sunlight to knock electrons off dye molecules. But instead of being used to create a current, as in the Grätzel cell, the electrons are shuttled away from the dye and into a catalyst, where they split water molecules into oxygen and hydrogen ions in a reaction similar to one stage of natural photosynthesis.Other dye-based approaches to splitting water haven't worked very well because the electrons often recombine with the dye before they can be used. Mallouk says that the problem was a matter of arranging the molecular circuitry to channel the electrons effectively, avoiding such “short circuits”.His solution is to attach ruthenium-based dye molecules to a catalyst particle, clinging so closely that any electrons knocked out of the dye are directed into the catalyst. "The key thing is to get everything small and individually packaged," Mallouk told New Scientist.In the new device, water is split a thousand times faster than in other dye-based cells.Elegant and original“The attractive feature of the work is that the dye is wrapped around the iridium oxide nanoparticles. This is a very elegant and original approach,” says Michael Grätzel of the Federal Institute of Technology in Lausanne, Switzerland, inventor of the Grätzel cell.The approach may also be more promising than semiconductor approaches, which are incredibly complex, says James Durrant of Imperial College, London, UK.Mallouk admits that so far the cell is very inefficient, as only around 1% of the light energy falling on it goes into splitting water, but he says that with some optimisation of the geometry and the molecules the efficiency could rise to 10% per cent. “Because we understand the relationship between intermolecular distances and electron transfer rates, we can in principle improve our system by changing the linking groups between molecules.”Mallouk presented the work at a meeting of the American Association for the Advancement of Science in Boston last Sunday.Energy and Fuels - Learn more about the looming energy crisis in our comprehensive special report. | <urn:uuid:53185a11-887a-4639-8051-b1bd322e08e0> | {
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By Noureddine Benkeblia
We listen much approximately how agriculture impacts weather switch and different environmental matters, yet we pay attention little approximately how those matters have an effect on agriculture. once we examine each side of the problems, we will boost larger recommendations for sustainable agriculture with out adversely affecting the surroundings. Agroecology, Ecosystems, and Sustainability explores a latest imaginative and prescient of ecology and agricultural structures, in order that crop construction may be sustainably constructed with no additional environmental degradation.
With contributions from specialists from greater than 20 international locations, the booklet describes find out how to make the transition to trendy agroecology to aid the surroundings. It examines the worldwide availability of traditional assets and the way agroecology may possibly let the realm inhabitants to arrive the target of world sustainable ecological, agricultural, and meals construction structures. The booklet discusses vital ideas that keep an eye on agroecological platforms, together with crop creation, soil administration, and setting maintenance.
Making the hyperlink among concept and practices, the publication comprises examples of agroecology resembling an interdisciplinary framework for the administration of built-in construction and conservation landscapes and using mechanized rain-fed farming and its ecological impression on drylands. An exam of the way ecology and agriculture might be allied to make sure nutrition construction and defense with out threatening the environment, the textual content exhibits you ways normal assets can be utilized in a fashion to create a "symbiosis" to maintain ecological structures and boost agriculture.
Read Online or Download Agroecology, Ecosystems, and Sustainability (Advances in Agroecology) PDF
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Additional resources for Agroecology, Ecosystems, and Sustainability (Advances in Agroecology)
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Sometimes temperatures are used in connection with day length to manipulate the flowering of plants. Chrysanthemums will flower for a longer period of time if daylight temperatures are 50°F. The Christmas cactus forms flowers as a result of short days and low temperatures.
Temperatures alone also influence
flowering. Daffodils are forced to flower by putting bulbs in cold storage
in October at 35 to 40°F. The cold temperature allows the bulb to
mature. The bulbs are transferred to the greenhouse in midwinter where
growth begins. The flowers are then ready for cutting in 3 to 4 weeks.
Low temperatures can result in poor growth. Photosynthesis is slowed down at low temperatures. Since photosynthesis is slowed, growth is slowed, and this results in lower yields. Not all plants grow best in the same temperature range. For example, snapdragons grow best when night time temperatures are 55°F, while the poinsettia grows best at 62°F. Florist cyclamen does well under very cool conditions, while many bedding plants grow best at a higher temperature.
Buds of many plants require
exposure to a certain number of days below a critical temperature (chilling
hours) before they will resume growth in the spring. Peaches are a prime
example; most cultivars require 700 to 1,000 hours below 45°F and
above 32°F before they break their rest period and begin growth.
This time period varies for different plants. The flower buds of forsythia
require a relatively short rest period and will grow at the first sign
of warm weather. During dormancy, buds can withstand very low temperatures,
but after the rest period is satisfied, buds become more susceptible to
weather conditions, and can be damaged easily by cold temperatures or
Oregon State University,
News and Communication Services
Review of Temperature
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The book Reservas de la Biosfera de Chile — Laboratorios para la Sustentabilidad (Biosphere Reserves of Chile — Laboratory for Sustainability) is the result of three years of joint work between Chilean scientists from the Institute of Geography at the Catholic University of Chile and Austrian scientists from the University of Innsbruck, Austria, and the Institute for Interdisciplinary Mountain Research at the Austrian Academy of Sciences. This close collaboration allowed the scientists to gather information about biosphere reserves in both countries and learn from each other’s experiences.
The concept of this book was inspired by a white paper on Austrian biosphere reserves, Leben in Vielfalt (Life in Diversity), which included the participation of notable European scientists and protected area managers. This publication on Chilean biosphere reserve aims not only to stimulate research and improve the management of biosphere reserves, but also to motivate interest among the Chilean population about the uniqueness of the ecosystems and human livelihoods in biosphere reserves. The book presents each of the biosphere reserves in Chile through informational texts and images, providing descriptions of their natural and cultural heritage.
The book is dedicated to Pedro Araya Rosas, who held the position of National Focal Point in Chile for UNESCO's Man and the Biosphere (MAB) programme, as Head of the Department of Zoning and Planning in the Management of Protected Areas Corporation (CONAF), and who was a tireless promoter of the biosphere reserve concept in Chile. | <urn:uuid:b1c5028d-aa01-4b9f-8b96-314d4797c90a> | {
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Compare and contrast 2 types of market structure using the economic models you have been introduced to in term 1 on which to base your discussion
Extracts from this document...
CB559 Business Economics 1. Compare and contrast 2 types of market structure using the economic models you have been introduced to in term 1 on which to base your discussion. I will first define market structure (in economic terms) as the characteristics of a market that influences the behaviour and performance of firms that sell in the market. There are four main market structures, Perfect competition, Monopolistic competition, Oligopoly and Monopoly. For this essay I have chosen to compare and contrast Perfect competition with Monopoly. I have chosen to examine these in particular as I feel in a company's life cycle it has the possibility of becoming both. I will now define Perfect competition as a market structure in which all firms in an industry are price takers and in which there is freedom of entry and exit. (Sloman 2004) And Monopoly as a market structure that contains only one firm. (Sloman 2004) Firstly I will begin by examining characteristics of the two market structures. Perfect competition is the most competitive market structure and is considered to be an ideal form of providing goods and services to consumers at maximum efficiency (P=MC). The reason for this is that there are many firms in the industry and so an individual's contribution to supply is insignificant to the overall market price. ...read more.
None the less, the model of perfect competition gives us some key insights into the working of any market economy. It shows a simple example within which to understand the principles of profit maximization and highlights the incentives played by profits in driving the entry and exit of firms. Finally, it provides a target for the optimal allocation of resources. The other extreme of market structure is Monopoly. A pure monopoly is an industry composed of a single seller/producer with hardly any substitute and with high barriers to entry. Unlike the firm under perfect competition, the monopoly firm is a 'price-maker'. The firm is generally seen as inelastic, as a change in price will lead to a very small change in quantity demanded because consumers have no alternative firm to turn to within the industry. They either pay the higher price, or go without the good altogether. However, monopoly firms cannot set whatever price they like, they can only charge the maximum price that the consumer is willing to pay as it is still constrained by its demand curve. As with firms in other market structures, a monopolist will maximise profit where MC=MR. This results in super-normal profits and can attract other firms into the market. In the short-run monopolies maximise its profits by producing where marginal cost equals marginal revenue, both are less than the price it charges for output. ...read more.
Overall, a monopoly can react the same way as a firm in perfect competition. For example if a monopoly is protected by high barriers to entry (i.e. it owns all the raw materials) then it will be able to make supernormal profits with no fear of competition. If however, another firm innovates a similar product, it will behave more like a competitive firm possibly focusing on customer relation or price reduction. Thus concluding the threat of competition has a similar effect to actual competition. Another similarity in terms of production is any firm (in any market structure) who does not equate the marginal cost of production of an identical product between production plants, is failing to maximise profits. Firms could reduce total costs for the same output by rearranging production between its plants. To finish off, it's imperative to know (as a firm) what market structure you are in as this has massive implications on your business activity and decisions i.e. efficiency, price of products, negotiation tactics etc. It could also be said that significant attention should be on competitors at all times as their actions will have a ripple effect on your business. Therefore its vital for any firm in either perfect competitive or monopoly, to not get complacent, as one unnoticed move, or late reaction (be it a reduction in price or introduction of a new product), could put the future of your company in severe peril. ...read more.
This student written piece of work is one of many that can be found in our University Degree Microeconomics section.
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- Unlimited access from just £6.99 per month | <urn:uuid:4d9584db-e51b-4b86-afe7-2019639cd7b5> | {
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GB rarity status: Nationally Scarce
This pill-woodlouse (to 6mm in length) is poorly pigmented, typically a mottled ‘sand’ colour, and the body surface is covered in minute spines. It has a characteristic stance when disturbed where the body partly enrols to leave a few pairs of protruding legs to grip the underlying substrate. It can be confused with juveniles of A. vulgare.
Distribution and Habitat
It is uncommon, and occurs sporadically around the British coastline as far north as the Scottish borders, and is known at several sites on the east coast of Ireland. It is strongly associated with undisturbed sand-dune systems, favouring a particular sand grain size, rarely in salt marsh.
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National Archives Museum Presents Original Tonkin Gulf Resolution
July 21, 2014
Fifty years after the passage of the Tonkin Gulf Resolution, the National Archives Museum presents the original document that gave President Lyndon B. Johnson the authority to escalate U.S. involvement in Vietnam without a declaration of war.
The Resolution, passed by Congress on August 7, 1964, and signed by the President a few days later, will be on display in the “Featured Documents” exhibit in the museum’s East Rotunda Gallery through August 7.
The National Archives Museum’s “Featured Documents” exhibit is made possible in part by the Foundation for the National Archives through the generous support of Toyota.
By 1964, Vietnam had been torn by international and civil war for decades. U.S. military support for South Vietnam had grown to some 15,000 military advisers, while the North received military and financial aid from China and the Soviet Union.
In a late-night televised address on August 4, 1964, President Johnson announced that he had ordered retaliatory air strikes on the North Vietnamese in response to reports of their attacks earlier on U.S. naval ships in the Gulf of Tonkin. He asked Congress to pass a resolution stressing that “our Government is united in its determination to take all necessary measures in support of freedom and in defense of peace in southeast Asia.”
The resolution passed quickly on August 7, with only two dissenting votes in the Senate. It stated that “Congress approves and supports the determination of the President, as Commander in Chief, to take all necessary measures to repel any armed attack against the forces of the United States and to prevent further aggression.”
The resolution became the subject of great political controversy in the course of the undeclared war that followed. As public resistance to the war grew, Congress eventually repealed the resolution in January 1971. More than 58,000 U.S. military personnel were killed in the war.
Located near displays of the original Declaration of Independence, the U.S. Constitution, and the Bill of Rights, the Archives’ “Featured Document” exhibit is seen by more than one million visitors each year.
More information about the exhibited records’ history and free access to high resolution images [www.archives.gov/nae/visit/featured-documents.html] are available through the National Archives website.
The National Archives Museum is located on the National Mall on Constitution Avenue at 9th Street, NW. Metro accessible on Yellow or Green lines, Archives/Navy Memorial station. Museum hours are 10 a.m. to 5:30 p.m., daily. Free admission. | <urn:uuid:7d793c65-d4c4-41f2-856b-9401b1ec3954> | {
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1. Whatever begins to exist has a cause of its existence.The wording in this statement is tricky, but I agree. If something begins, then there was a cause.
2.The universe began to exist.Yes! It did. We call that the Big Bang. (Read this article to see what I think about using the Big Bang to prove God, yet denying that it happened.)
3. Therefore, the universe has a cause of its existence.Again, I agree. It's the Big Bang.
4. If the universe has a cause of its existence, then an uncaused, personal Creator of the universe exists, who sans creation is beginningless, changeless, immaterial, timeless, spaceless, and enormously powerful and intelligent.Whoa! Hold on! That's a lot to assume from just asserting that the universe had a cause.
4.1 Argument that the cause of the universe is a personal Creator:Why couldn't the universe have been brought into being by a mechanically operating set of necessary and sufficient conditions? The writer makes an asertion and does not explain why or why not. Also, there's a lot that we do not know about our universe. We can't just assume this without knowing what is "outside" of our universe.
4.11 The universe was brought into being either by a mechanically operating set of necessary and sufficient conditions or by a personal, free agent.
4.12 The universe could not have been brought into being by a mechanically operating set of necessary and sufficient conditions.
4.13 Therefore, the universe was brought into being by a personal, free agent.You haven't proven 4.12 yet! Well, OK! What if it was. What do we know about this supposed personal, free agent?
4.2 Argument that the Creator sans creation is uncaused, beginningless, changeless, immaterial, timeless, spaceless, and enormously powerful and intelligent:Why must he be uncaused? Maybe he had a cause that was uncaused. It doesn't follow that this creator has to be the first cause.
4.21 The Creator is uncaused.
4.211 An infinite temporal regress of causes cannot exist. (2.13, 2.23)Why does this have to be so? Again, maybe the creator has a cause that was caused by an uncaused cause. Why does this regression have to begin with this creator?
4.22 The Creator is beginningless.
4.281 The initial conditions of the universe involve incomprehensible fine-tuning that points to intelligent design.This is Douglas Adam's puddle argument. Maybe, because we are evolved, we are fine-tuned to exist in this universe. (Consequently, this universe seems to be fined tuned to create black holes. It just happens that life has a good chance of forming in such a universe.)
5. Therefore, an uncaused, personal Creator of the universe exists, who sans creation is "beginningless," changeless, immaterial, timeless, spaceless, and enormously powerful and intelligent.It's special pleading. The writer sets up some ground rules, but God is not subject to these rules.
If an uncaused, personal Creator of the universe exists, can the writer prove to me that it is his God? (I'm assuming the christian one, since it is a christian making the argument.) Despite, all the logic, the writer made the assertion that the "causer" is "personal". However, he didn't even bother to prove it logically. The writer is obviously a theist, but he can only assert the existance of a deistic god, because he didn't want to bother to prove that the creator is personal.
Christians make very specific claims about God. While the Kalam Cosmological Argument attempts to prove logically that a creator god exists, it does nothing to prove the specific claims made by christians. The "God" proven with this argument could be Yahweh, but it could also with equal probability be Azathoth, The IPU, Meelktar-zono, Mighty Universe Creating Pixies (a nod to Matt Dillahunty), or anything at all. The argument says nothing at all about the identity of the creator. | <urn:uuid:ad173abc-84db-447e-a632-b50a805c4fd1> | {
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Hybridization is an increasingly popular paradigm in the auto industry, but one that is not fully understood by car manufacturers. In general, hybrid electric vehicles (HEV) are designed without regard to the mechanics of the power train, which is developed similarly to its counterparts in internal combustion engines. Hybrid Electric Power Train Engineering and Technology: Modeling, Control, and Simulation provides readers with an academic investigation into HEV power train design using mathematical modeling and simulation of various hybrid electric motors and control systems. This book explores the construction of the most energy efficient power trains, which is of importance to designers, manufacturers, and students of mechanical engineering. This book is part of the Research Essentials collection. | <urn:uuid:fbea1e4f-289a-4449-bc42-dd4f2bb7ee19> | {
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In the near future, there will be a global network of brain-computer interfaces that allow for a total distribution of information in addition to the pervasive surveillance of our every thought. This is the premise of a (fictional) film called The Moment that’s set to debut at the Sheffield International Documentary Festival in June. And just as the film explores a future where mind-reading technology dictates our society, the film’s music and pacing will be dictated in real time by reading an audience member’s brainwaves.
Richard Ramchurn, the film’s director, recently started screening the film for small groups. In each group, one person wore a headset that allegedly records their brainwaves. While the science surrounding the meanings of different brainwaves is somewhat dubious, different people created different versions of the film when it was tuned to their brain. When the readings indicated that the person was losing interest, the film’s music would change, jump to a new scene centered around a different character, or other real-time edits based on brain activity, as reported by MIT Technology Review.
Based on when the person whose brain is guiding the film, the audience may see different scenes and transition among them at different points in time. The central story is the same, but Ramchurn needed to film far more material than would be needed for a typical half-hour film in order to build up enough potential varieties.
It’s a pretty rad gimmick, but not one that’s easily shared. It doesn’t make sense to watch The Moment in a crowded theatre, Ramchurn told MIT Technology Review. People focus on different things at different times, and a movie specially catered to one person’s neural activity would likely be jarring or boring for everyone else.
For now this type of film shares a similar problem with virtual reality films — you need to watch it on your own then chat with friends about it later on. And once the gimmick wears off, people might remember why the film industry spends a great deal of money on proper mixing and editing.
Outside of films though, this mind reading technology has been used in some games, and can also help make neuroscience research more portable and applicable to the real world. For instance the same company that sells the headset also sells apps that neuroscientists can use to collect and analyze the brain signals that they record. Again, some of the science behind brainwaves isn’t fully established (one part of the app can boil a brain’s readings down to levels of “attention” and “meditation.”) But new, diverse applications for neuroscience-based technology could help us enhance our understanding of the brain. Not just to create personalized film experiences, but to give us more ways of reading, analyzing, and immediately creating a tangible effect of our neural activity. | <urn:uuid:bd8e77f7-2d2b-4878-93b0-93c2a09bed95> | {
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This book provides a description of Einstein's work through imagined scenes from his life. Topics covered include time, relativity, and quantum physics. Simple, non-mathematical analogies are used to explain the physics.
%0 Book %A Damour, Thibault %D October 1, 2006 %T Once Upon Einstein %P 199 %8 October 1, 2006 %@ 1-56881-289-2 %U http://books.google.com/books?id=h4TE-drSjRcC
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- Wooden base
- "Floating" wooden board
- Two 8.5" wooden rods
- 105 nails
- 20 - 11" balloons
How Does It Work?
The Bed of Nails kit and its balloon popping, mind bending experiments work using scientific principles of surface area and pressure. By varying the number of nails and/or the air inside the balloon, the amount of pressure needed to puncture the balloon will change.
What Does It Teach?
Science Fair Connection:
Sure, the Bed of Nails kit is a great way to demonstrate surface area, pressure, and more. (Who doesn't like the moment the balloon goes POP!?!) While it's a great demonstration, the Bed of Nails needs to have a variable, or a factor that can be changed, before it makes a great science fair project. We give you a great example right in your activity guide:
- Try testing how many nails, or what patterns, you need to prevent a balloon from popping. Find a way to measure the different amounts of pressure needed to pop the balloon.
That's just one example of a variable that you could test, but don't let us hold you back. If you can think of other variables, give them a try. Just remember, while you change a variable for every experiment, make sure to keep all the other factors in your experiment the same.
- Love it! Review by April
This is really fun. The one thing I will add is that the description didn't clearly say that the holes are pre-drilled, so although you are getting the kit in peices, it only takes a couple minutes to set up. The instructions even give you experiment ideas to do while setting it up. Very very fun! (Posted on 4/3/13)
- Bed of Nails Review Review by Mary Good
I loved this product. Very nice and good service. I will be using this site in the future. (Posted on 2/6/13)
Write Your Own Review | <urn:uuid:db9c2b3a-620a-48e3-99ed-791db700a940> | {
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U.S. state flag
consisting of a vertical blue stripe at the hoist bearing a large white star; the fly end is horizontally divided white over red.
Prior to the 1836 declaration of Texan independence from Mexico, the “Lone Star State” had a number of flags. English-speaking settlers and filibusters from the United States hoisted different banners as symbols of their self-declared “republics.” The flag of the “Texan Republic” that James Long attempted to establish circa 1819–20 had 13 red and white horizontal stripes and a white star on a red canton. Two stripes, white over red, represented the 1826 “Republic of Fredonia,” and a number of other striped flags later appeared. One, created by Sarah Dodson, had vertical stripes of blue-white-red with a star on the hoist stripe. It is supposed to have flown over Washington-on-the-Brazos when Texas independence was proclaimed March 2, 1836.
The first official (though nonnational) Texas flag was based on the green-white-red vertical tricolour of Mexico. It was established on November 3, 1835, for use by local ships. The date 1824 on the centre stripe emphasized adherence to the federalist policies of the 1824 Mexican constitution and, hence, opposition to centralist control. That flag is believed to have flown at the Alamo when it was besieged by Mexican forces in 1836. The first official national flag of Texas, adopted on December 10, 1836, was blue with a central yellow star. The republic’s naval flag resembled the banner displayed by James Long in 1819, except that the canton was blue rather than red. The colours and the stripes and star symbols in the Texas flag were derived from those of the U.S. flag. The present state flag was originally adopted on January 25, 1839, as the second national flag of the Republic of Texas. There was no change in the design when Texas became a state of the United States in 1845, or in 1861 when it became part of the Confederacy. | <urn:uuid:e2bb1e20-dd2f-4ff7-a068-a63eb5151cc6> | {
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Ab Prefix meaning "from, away from, off" as in abduction (movement of a limb away from the midline of the body), ablate (carry or cut away), abnormal (away from normal), absorb (to suck away). Ab in Latin means "from."
In medicine, the movement of a limb away from the midline of the body. Abduction of both legs spreads the legs. The opposite of abduction is adduction. Adduction of the legs brings them together.
To remove. A tumor may be ablated. To ablate the thyroid gland is to remove it. The word "ablation" came from the Latin "ablatum" meaning to carry away.
Not normal. Deviating from the usual structure, position, condition, or behavior. In referring to a growth, abnormal may mean that it is cancerous or premalignant (likely to become cancer).
PREVIOUS AND NEXT TERMS--------------------------------------
American Association of Dermatology, one of many important professional societies in the health arena. The AMA (the American Medical Association) is a better known example in the US. Only a small selection of the many health-related organizations is given as a sampler in this DICTIONARY.
Aase-Smith syndrome I
A syndrome of congenital malformations (birth defects) characterized by hydrocephalus, cleft palate, and severe arthrogryposis (joint contractures). Other anomalies may include deformed ears, ptosis (drooping) of the eyelids, inability to open the mouth fully, heart defects, and clubfoot. The fingers are thin with absent knuckles, reduced creases over the joints and inability to make a full fist.
The syndrome is inherited as an autosomal dominant trait, transmitted from generation to generation, affecting both males and females. It is named for the American dysmorphologists (birth-defect experts) Jon Aase and David W. Smith.
Aase-Smith syndrome II
A genetic disorder that may be detected during early infancy and is characterized by the presence of three bones (phalanges) within the thumbs (triphalangeal thumbs) rather than the normal two and abnormally reduced production of red blood cells (hypoplastic anemia). The exact cause of the syndrome is unknown. However, most evidence suggests that the disorder is inherited as an autosomal recessive trait. The syndrome is named for the American dysmorphologists (birth-defect experts) Jon Aase and David W. Smith. Alternative names for the syndrome include:
Anemia and triphalangeal thumbs
Congenital anemia and triphalangeal thumbs
Hypoplastic anemia-triphalangeal thumbs, Aase-Smith type.
Latin expression for "from the beginning." Ab ovo literally means "from the egg."
To lessen or decrease. After a boil is lanced, the pus can drain and the pain and tenderness abate. From the French abbatre, to beat down.
A diminution, decrease or easing. In medicine there may be abatement of pain or any other symptom or sign. In the environment there may abatement in the degree of pollution. See also Abate.
A staging system for prostate cancer. See the Jewett staging system.
The abrupt (acute) onset of abdominal pain. A potential medical emergency, an acute abdomen may reflect a major problem with one of the organs in the abdomen such as the appendix (being inflamed = appendicitis), the gallbladder (inflamed = cholecystitis), the intestine (an ulcer that has perforated), the spleen (that has ruptured), etc. The term "acute abdomen" is medical shorthand. It has nonetheless come into common usage in medical parlance.
Relating to the abdomen, the belly, that part of the body that contains all of the structures between the chest and the pelvis. The abdomen is separated anatomically from the chest by the diaphragm, the powerful muscle spanning the body cavity below the lungs. The abdomen includes a host of organs including the stomach, small intestine, colon, rectum, liver, spleen, pancreas, kidneys, appendix, gallbladder, and bladder. The word "abdomen" has a curious story behind it. It comes from the Latin "abdodere", to hide. The idea was that whatever was eaten was hidden in the abdomen.
We thank you for using the Health Dictionary to search for Ab. If you have a better definition for Ab than the one presented here, please let us know by making use of the suggest a term option. This definition of Ab may be disputed by other professionals. Our attempt is to provide easy definitions on Ab and any other medical topic for the public at large.This dictionary contains 59020 terms. | | <urn:uuid:8b25f311-17f0-487a-81aa-5219b9f2e094> | {
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Home > Health & Wellness > Health Library > Cystic Fibrosis: Ways to Clear the Airways
cystic fibrosis can get lung infections and other
respiratory problems because of the buildup of thick, sticky
mucus that traps bacteria.
Talk to your doctor or respiratory therapist about airway-clearance methods and medicines that you can use to help get rid of mucus. Your doctor or respiratory therapist may suggest some things that you or your child can do at home to help clear mucus
from the lungs. These include:
Other methods use mechanical equipment to
help clear mucus from the lungs. Examples include:
Current as of:
June 11, 2013
John Pope, MD - Pediatrics & Catherine O'Malley, RRT - Respiratory Therapy
How this information was developed to help you make better health decisions.
To learn more, visit Healthwise.org
© 1995-2014 Healthwise, Incorporated. Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.
Use our interactive symptom checker to evaluate your symptoms and determine appropriate action or treatment.
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Sometime next year, Apple will start using a new file system on all its hardware. The new Apple File System (APFS) will replace Apple's old HFS+ file system, used on all Macs since 1998 which in turn was based on the archaic HFS, introduced in 1985.
APFS is an entirely new system designed for modern hardware and the cloud, and adds encryption, security, and reliability features that don't exist in Apple's older systems. Inevitably, like every other new file system, APFS will lead to compatibility issues, but Apple is giving itself plenty of time to smooth out the tangles before APFS is released to the public.
Your First Glimpse of APFS
For now, APFS is available in the developer beta of Apple's next-generation OS, macOS Sierra (the name OS X has been retired, but it's still OS X at heart). In the developer beta, you can create an APFS disk image, but you can't do much with it except copy files in and out, and you can't use an APFS disk as a startup disk. All that, presumably, will change when new Macs, iPhones, and iPads ship in 2017.
Better Security, Instant Cloning
Most users won't notice anything radically different about hardware with APFS on the hard disk, but a lot of subtle differences are hidden below the surface. Most notably, APFS uses integrated encryption instead of the essentially tacked-on encryption technique used by the existing OS X FileVault feature that slowly encrypts or decrypts an entire drive. APFS can encrypt whole disks and individual files with separate keys for the file and its metadata, giving granular control that could, for example, let individual users modify the data in a file without access to a separately encrypted audit trail of the changes.
APFS also makes possible instant cloning of folders and drives, and this technology is clearly going to add speed to Sierra's built-in feature that automatically backs up to iCloud any files on your Desktop and in your Documents folder. (Don't worry: you can disable this feature if you want to.) This feature already works with current hardware, but should be faster with APFS disks.
Nanosecond Precision, Better Backups
Apple's current file system time-stamps files with one-second precision, not enough to keep track of file changes with today's hardware. APFS time-stamps files with one-nanosecond precision, and this feature, combined with the technology used in the new cloning feature makes it easier to store multiple versions of a file in a minimum of space.
You can expect Sierra's version of Apple's Time Machine feature to take advantage of the new system for faster performance and more fine-grained backups. Incidentally, Microsoft built similar features into its NTFS technology years ago, and Mac users will now be able to benefit from the same kind of fast "shadow copy" technology used by Windows backup software.
Better Space Allocation
Other advantages of APFS disks include flexible space allocation, so that two APFS "disks" can borrow disk space from each other when they need it, and not be limited by the space allocated to them when they were created. APFS also builds in support for "sparse files"—files that don't fill all the allocated space on disk. (Older OS X versions already support sparse files, but in a clunky, developer-only way.) Also, thanks to its fast, built-in file handling, APFS promises sturdier safeguards against losing data in system crashes.
Optimized for Flash
Other under-the-hood features include optimization for flash storage, in contrast with the technologies in HFS+ that were designed for spinning-platter disks. Also, anyone who's ever waited impatiently for OS X to tell you how many megabytes are used by a folder will be glad to have APFS's "fast directory sizing" feature that keeps track of directory sizes on the fly. And if for some reason you intend to keep using your present Mac for the next 25 years, you'd better upgrade it to APFS before February 6, 2040, because the HFS+ file system won't be able to timestamp files after that date.
What About Drawbacks?
With all these advantages, what are the gotchas to watch out for? The biggest one is compatibility. If your Mac includes a Windows partition created by Apple's Boot Camp, you'll need a Windows driver that can read an APFS disk in the way that Apple provides a Windows driver that reads HFS+ disks. Presumably Apple will provide that driver before APFS goes public.
In the same way, developers and others who dual-boot their Macs between Sierra and older versions of OS X won't be able to access an APFS partition from a partition running the current El Capitan or earlier versions. But ordinary network access to and from an APFS drive won't be a problem because APFS supports the standard SMB network protocol used by Windows and everything else.
Only developers need to worry about learning anything about APFS. For everyone else, the new file system promises better speed, enhanced security, and increased reliability. We'll keep reporting on APFS as the macOS betas include more and more of its features, but everything we've read about it makes us want it on our phones and computers as soon as possible.
You can get your hands on APFS this July when the public beta for macOS Sierra is released. In the meanwhile, you can read more about Apple's next operating system in 10 Things You Need to Know about macOS Sierra. | <urn:uuid:25002314-3d20-48cd-9125-8fd70ee3cd8c> | {
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There’s a lot of evidence that to prevent many serious health conditions, including diabetes, obesity, heart disease, and stroke, making healthy lifestyle changes are just as good, if not better than, taking medications. Lifestyle changes may consist of stopping unhealthy behaviors such as tobacco and excessive alcohol use, or starting healthy behaviors such as moderate daily exercise and eating adequate amounts of fresh fruits and vegetables.
As anyone who has ever tried to quit smoking or make radical changes to their physical activity or dietary routines will be quick to tell you, though, making healthy lifestyle changes is hard! Family physicians do our best to support patients trying to make these changes. Unfortunately, with the exception of smoking cessation (where a few minutes of advice from your doctor can make a difference), doctors can’t provide nearly enough counseling in the limited time available at a typical visit. Patients trying to change their lifestyles for the better are most likely to succeed when they receive supportive messages again and again and feel that they aren’t alone in their efforts.
Social media tools such as blogs and Twitter offer a new venue to promote healthy and discourage unhealthy lifestyle behaviors. In addition to receiving regular supportive and educational messages, patients can share their own stories with a community of people undergoing the same types of struggles. Smokers who are seeking support to quit the habit can exchange tips with thousands of fellow nicotine addicts at http://www.twitter.com/quitsmoking123; patients with alcohol problems can join a “virtual AA group” at http://www.twitter.com/alcoholicsanony; and anyone interested in improving their physical fitness can find virtual lifestyle coaches and trainers at http://wefollow.com/twitter/exercise.
In addition, as recently reported in the Los Angeles Times, there has been a recent explosion in the number of consumer healthcare applications for smart phones. Many of these free or low-cost apps are designed to help improve physical fitness or encourage weight loss. Although their track records are slim, and none have yet been proven to be effective in changing behaviors, it’s probably worth giving them a try. I would recommend checking with your family doctor first to make sure that an app that you are considering provides reliable information.
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Trócaire calls for human rights to be respected and for key international humanitarian standards to apply in unprecedented European migration crisis
The failure to adequately respond to the current mass movement of people into Europe represents the most serious crisis the European Union has faced in recent times. If this crisis was happening in another part of the world, it would have been officially declared a humanitarian emergency by the UN, ensuring that standards to save lives, protect those most vulnerable and reduce suffering were applied and resources made available to meet their needs. In the absence of such an official UN declaration, Trócaire calls on member states and EU institutions to ensure border management measures are planned and executed with humanity and in accordance with international obligations of host governments. Basic assistance, family unity and protection of people, particularly women and children and those with specific needs, must be upheld. It calls on Ireland to show solidarity through its actions and be a strong advocate for comprehensive responses from EU Member States.
Over the past 15 years around 22,000 men, women and children have drowned in the Mediterranean Sea. The vast majority of these people are fleeing conflict and poverty, many from countries where Trócaire works – Syria, Somalia, South Sudan. In 2014, more than 250,000 migrants tried to cross the Mediterranean Sea, of whom 3,702 are known to have died. The deaths of all migrants and refugees attempting to reach Europe by sea in 2015 now total 2,373. The International Organisation for Migration has said that last year, from late August through the end of December, over 1200 migrants died at sea. It is possible that by winter, additional deaths at sea could well surpass 2,000.
The number of people reaching Greece by sea had reached 158,000 by mid-August, according to the UN, overtaking the 90,000 who arrived in Italy by sea. In the past two weeks alone, over 23,000 people have entered Serbia, taking the total so far this year to some 90,000. These statistics cannot fail to shock us – as behind each one is a real human being facing unprecedented risks and suffering.
Humanitarian imperative applies
Member States and EU institutions have a duty to respond to this situation under international law. Under the Universal Declaration of Human Rights, every human being has the right to dignity and protection. Article 14 of the Declaration states that “Everyone has the right to seek and to enjoy in other countries asylum from persecution.” The United Nations 1951 Convention Relating to the Status of Refugees and the 1967 Protocol Relating to the Status of Refugees guides national legislation concerning political asylum. Under these agreements, a refugee is a person who is outside their own country’s territory (or place of habitual residence if stateless) owing to fear of persecution on protected grounds. Protected grounds include race, caste, nationality, religion, political opinions and membership and/or participation in any particular social group or social activities.
With many thousands of extremely vulnerable people surviving without adequate food, water, healthcare or shelter across multiple countries, EU Member States and institutions must provide adequate assistance and immediate support. Even though a percentage of people will be moving for economic reasons, escaping poverty, and ultimately may not be entitled to the status of a refugee or an asylum seeker, every individual is entitled to dignity, protection and basic assistance while applications are being processed. This is not an excuse for inaction.
EU Response is wholly inadequate
European political leaders have so far failed dramatically to address this growing crisis, instead reverting to uncoordinated and increasingly desperate measures to protect individual state borders. Hungary, for example, is constructing a 13-foot high fence along its 109-mile border with Serbia to keep people out. Attempts to cut the fence will result in 4 years in prison. The scale and speed of a coordinated response on the part of EU institutions has been wholly inadequate and beset by division. The European Commission Migration Agenda, agreed in May 2015 highlights the “immediate imperative is a duty to protect those in need”, but continues to assess the migration crisis primarily through the lens of EU security. Implementation has been far too slow. Following recent efforts by the European Commission, people will be shared out automatically whenever a country faces a sudden movement of people. However, Member States have been slow to commit to the plan and final numbers will not be agreed until December 2015. Trócaire regards this delay as deliberate, disregarding the suffering of people essentially in legal limbo and is totally unacceptable.
Ireland must do more
Ireland, as a country with a strong track record in human rights and humanitarian response, should do a lot more to respond to this crisis. In May, Ireland deployed a naval vessel that rescued 3,400 people in six weeks of duty. The replacement LE Niamh has so far rescued 360 people since taking up station in the Mediterranean. Ireland has recently agreed to take up to 600 refugees over the next two years as part of the plan to redistribute 32,500 ‘genuine’ refugees across the European Union out of a possible 400,000 people seeking refuge in 2015. Trócaire believes this figure is wholly inadequate and Ireland should not wait until the EU comes up with a final allocation in December: it should show leadership through accepting a greater share of people seeking refuge without further delay.
Urgent, coordinated action is required
The European Union should establish a human rights-based, coherent and comprehensive migration policy which makes mobility its central asset to allow Europe to reclaim its border, effectively combat smuggling and empower migrants. The same standards applied to humanitarian crises outside Europe must now also apply in this response. Ireland must be both a responsible actor and a strong advocate for comprehensive responses from European Union Member States, which must include a commitment to continuing to save lives at sea; responding to high volumes of arrivals within the EU; targeting criminal smuggling networks and underground illegal labour markets; granting protection of displaced persons through resettlement and long-term political action to tackle upstream crises driving irregular migration and forced displacement.
How Trócaire is responding
Trócaire is supporting Caritas partners in Europe in response to the growing needs of extremely vulnerable people and has offered support to Caritas Serbia, which is responding on the ground to the needs of refugees arriving in Serbia. Trócaire also works with partners in Syria, Iraq, South Sudan and Somalia, which are burdened by protracted conflicts and in Jordan and Lebanon, countries which are hosting 1.75 million Syrian refugees. | <urn:uuid:80ca5fe0-487b-47a8-a392-11c0842b6f28> | {
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Match Feed With Need
Fulfill your horse's energy needs by providing proper nutrition.
Before you dump that extra pound of grain into your horse's feed bucket, think about what you are giving him. Does he really need it? Sure, you rode for an extra hour today, but does that warrant the added calories? Possibly not. Just because you are putting in some additional time on your horse doesn't mean he needs a feed increase. It could be that he is finally working at a level high enough to burn off all those extra calories you are giving him. So rather than giving him what you think he needs, take some time to evaluate your horse's lifestyle so that you know what his needs are.
Once a horse has finished growing, his work level will dictate his feeding program. When feed matches need, the horse has sufficient nutrients for maintenance and to perform his work without becoming either too fat or too thin. The horse owner's first step in deciding how to feed his or her horse is to properly define the horse's work level so the animal is neither underfed nor overfed.
The Idle Horse
A horse that is worked less than three hours a week is considered an "idle" horse. An idle horse needs between 1.5 and 2 percent of his body weight daily in feed, with about 10 percent overall protein in the diet. High-quality pasture of hay can provide 100 percent of this basic maintenance diet. When forage quality is less than ideal, 2 to 3 pounds of a grain mix fortified to complement the hay or pasture conditions in your region can help keep vitamins and minerals at sufficient levels for a typical 1,200-pound horse.
For horses on primarily pasture diets, keep in mind that grasses can be 70 percent (or more) water. Therefore, horses maintained solely on pasture need sufficient grazing time to take in the amount of grass they need on a daily basis. Depending on the growing stage of the grass, the grazing horse must harvest about 3 to 4 pounds of grass to get the same number of calories as he could get from eating a pound of hay. Weather, soil conditions, the types of grasses or legumes planted and many other factors can affect grazing.
Many pleasure horses are overfed because their owners think they are working very hard. However, nutritionists would actually classify their workload as light. Even the horse that earns a living as an equitation horse or as a western-pleasure mount that is ridden one or two hours a day, five or six days a week is doing "light" work. These horses aren't breaking a sweat the same way a cutting, reining or barrel horse does. The work level of one of these western performance horses would be considered "moderate," and the amount of calories they need in their diet should increase accordingly. Most horses doing jumping or dressage at higher levels would also fall into the "moderate" work category.
When equine nutritionists refer to grains and commercial grain mixes as "concentrates" they mean they are sources of concentrated energy or calories for the horse. Concentrates are generally lower in fiber and higher in starch than forages. Some grain mixes contain added fat to boost their calorie content, which lowers the amount of starch (grains) that the horse must eat to meet his needs. The horse takes in more calories per mouthful of concentrates than he does when eating pasture grass or hay.
Nature's plan for the equine digestive tract did not include concentrated feeds. Horses didn't need concentrated forms of energy in their diets until man put them to work and limited the hours they could graze on pasture or hay. Feeding grains became necessary so that working horses could consume sufficient calories in the time they had available to eat. Whether or not a modern horse needs concentrates depends on his workload.
The horse doing light to moderate work needs about 1.5 to 2.5 percent of his body weight daily in feed, with about 10 percent of that from protein. Like the idle horse, good-quality forage should still be the cornerstone of the diet. Depending on the workload, the typical 1,200-pound horse doing light to moderate work may need from 3 to 10 pounds of a 10- to 12-percent crude-protein grain mix fortified with vitamins and minerals that complement the type of forage fed.
A horse may move back and forth between "light" work and "moderate" work as competitive seasons and training schedules change. Make gradual adjustments in the horse's calorie levels to match the animal's workload as it changes.
Horses in sports that call for intense levels of training and fitness, such as racing, upper-level eventing, polo or endurance racing, have high calorie needs. These horses need from 2 to 3 percent of their body weight daily in feed, with a 10- to 12-percent protein level in the total diet. In order to consume sufficient calories, horses engaging in intense work may need as much as 50 percent of their daily feed intake, by weight, in concentrates.
Making sure that a horse consumes sufficient feed daily at this work level sometimes becomes a challenge. The time demands of training and the schedule changes dictated by travel and competition often disrupt both normal feeding times and the horse's appetite. Providing top-quality, highly palatable feeds is essential to making sure the horse eats enough to take care of his daily needs.
Premium commercial feed mixes aimed at this market often have added fat to make them more calorie-dense and because research has shown some positive links between fat metabolism and energy availability. When fat is increased and starched is decreased, there is a lower risk of metabolic and digestive disorders, such as colic, founder and tying-up. Horses doing intense work need a well-fortified grain mix that provides slightly higher levels of vitamins and minerals. They may also need added salt and other electrolytes during periods of physical exertion, especially in hot weather.
When the calories the horse takes in do not roughly match the calories the horse needs for maintenance plus work, the horse becomes either fat or thin. The horse that is too thin has no energy reserves or stamina, while the fat horse has unnecessary stress put on his heart, other internal organs, and his joints. An overly fat or overly thin horse can also present breeding problems.
Dr. D.R. Henneke and his colleagues at Texas A & M University developed a scoring system that has become the industry standard for evaluating a horse's body fat. It ranks animals on a scale of 1 (extremely thin) to 9 (extremely fat) by looking at the fat deposits (or lack of them) along the back, the horse's ribs, the neck, the shoulders, the withers and at the top of the tail.
While a hard-muscled, athletic horse might actually score on the thin side of the Henneke scale because of extreme fitness, the typical horse doing light or moderate work should score about 5 or 6. That means ribs can be felt but not easily seen, a thin layer of fat blends the neck and shoulder together smoothly, withers are smoothly rounded, there is barely a crease or no crease at all down the horse's back, and a moderate layer of fat smoothly blends the back and hindquarters at the top of the tail.
Changing a horse's workload without changing his feed intake is an obvious reason for weight gain or loss. Many other factors can also affect a horse's calorie needs and intake. In cold weather, a horse may need extra calories to burn in order to stay warm. During fly season, pastured horses may seek shelter and reduce their grazing time, thereby reducing the amount of feed they are taking in. A new load of hay may not be as nutritious and calorie dense as the previous load. Parasites may be interfering with efficient digestion. Genetic programming alone can cause some horses to be hard-keepers, while others on a similar diet can be easy-keepers.
The Aged Horse
Age is one of the factors that can shift the horse's nutritional needs. The older horse's digestive tract may not be as efficient as it once was because of a lifetime of fighting parasites or simply from wear and tear. Absorption of vitamins, minerals and energy, and the synthesis of proteins and certain vitamins within the horse's body simply may not be what they used to be. Hormonal changes may affect coat condition and other bodily functions.
Older horses with dental problems may have trouble taking in enough calories to maintain good condition, since worn teeth make it harder to chew grains and even stemmy hay. Sometimes just taking extra care to select fine-stemmed, leafy hay is enough to help these veterans. Chopped hay, forage pellets or cubes, or alternative forages, such as beet pulp, often benefit the older horse that can no longer efficiently process long-stem hay. Cracked, crimped or steamed and flaked grain may also aid digestion and absorption.
Gradually introducing from ½-cup up to 2 cups of vegetable oil daily into the older horse's feed is a good way to add extra calories without increasing the volume of feed the horse must eat. Pay close attention to vitamin and mineral levels in the horse's overall diet, especially vitamins A, D, C, and the B vitamins, such as niacin and riboflavin, since the horse's ability to store and synthesize these vitamins may be compromised by age.
Many manufacturers have developed feeds formulated especially for senior horses. These products combine forage and concentrates into a pelleted or extruded complete feed that can be easily chewed by teeth that have lost their grinding surfaces over the years. Added fats boost the calorie content and higher levels of vitamins and minerals help horses with an inefficient digestive tract achieve more balanced nutrition.
It is a good idea to learn how to use a weight tape, then measure your horse every other week, or at least monthly. By doing this, you note subtle changes in your horse's condition before they require major changes in your feeding program.
To maintain a consistent feeding program, feed your horse by weight, not by volume, of feed, and know the protein and nutrient content of the feeds. Volume measurements such as scoops and flakes are an imprecise way to feed a horse. A scoop of plump, top-grade oats can weigh 25 percent more than a poor grade of thin oats with a higher ratio of fibrous hulls to starchy kernels. A scoop of corn may have twice the calories of a scoop of oats. Most feed stores stock inexpensive hanging scales for measuring feeds or a flake of hay. Once you know what a particular volume of your horse's feed weighs, you can go back to eyeballing volume if that simplifies feed time. If you get in a new load of hay or switch to a different grain mix, however, get the scale out again, check weights and evaluate the difference in quality between the old and new feedstuffs.
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It’s commonplace to see increasing real GDP as a measure of improved utility in society. But it’s less common to imagine an even better scenario of increasing real GDP and deflation. In such a situation, real incomes are increasing in a strong and sustainable fashion, as we’ll show here.
The word ‘deflation’ itself conjures up zero or negative growth. It’s never associated with growth in mainstream economic thinking. Growth is always seen as associated with inflation and even a lack of growth is usually associate with some inflation, in a situation termed as ‘stagflation’.
Can growth and deflation occur together? Do we need to think about ‘GrowthDeflation’?
Casual Economics provides the theoretical foundation for this being a natural situation.
Economies grow in the long-term due to improved technology in the broadest sense–computing, automation and even processes. Technology improvements lower prices over time, as is observed today in the IT sector. Prices can also change in various sectors due to changes in relative demand. This trend will raise average prices in some sectors and lower them in others. These real economic drivers differ from the inflation we see in our economy today. The latter is entirely a monetary phenomenon, based on central banks exogenously issuing new money when there are no real strains on the velocity of circulation. Since funds are created electronically in modern economies, there is no underlying need to issue money to ‘lubricate’ activity.
The current model of central banks constantly issuing new funds is a dangerous long-term fallacy. It is truly nothing more than a long-term tax on the asset-poor middle and lower classes, shifting wealth to the asset-rich wealthy. It allows governments to make promises beyond their means and print money to achieve goals without paying any price in the short-term. In the long-term, their currencies and true wealth will be eroded, but in the short-term associated with government election terms low, positive inflation pays off.
Causal Economics shows us that inflation increases benefits for those involved in the central banking process and those with significant assets, while also increasing costs for those without significant assets in the economy.
Why is it worth attention to debate about low inflation? How bad can it be? We should give the issue our attention, because accepting inflation of any sort reinforces a distraction from the underlying means of real economic growth–technological advances.
Naysayers of this analysis will point to historical instances of ‘tight money’ choking off credit. The reality is that tight money is always a reaction to situations where inflation got out of control, situations where real growth wasn’t occurring and money was too loose. Tight money is either the policy correction or market correction to such an out of hand situation, to bring risk levels back in line. Sustainable credit conditions are based on risk/return underwriting, not the level of money supply, loose or tight.
Some might say this post is a brief treatment of a complex topic. We believe it is a case of getting to the bottom line in a straightforward manner, by keeping top of mind the principle of coupled cost and benefits, as shown through Causal Economics.
Should we be aiming for some ‘GrowthDeflation” soon? | <urn:uuid:2966ddb0-42bd-4751-a3f0-b833b75a4c9d> | {
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Unformatted text preview: low = 0). Since a digital signal is a composite analog signal with infinite BW, the idle case is to have low-pass channel with infinite bandwidth (not in real life!). Yet, we can still send only the signal’s frequency components with significant amplitudes within some acceptable threshold for minimum distortion and receive a reasonably acceptable digital signal at the receiver. As the bit rate increases, the signal significant BW (BW ss ) increases, hence we need a wider medium low-pass wider BW (BW m ) For safe digital signal reception: BW m >= BW ss...
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- Spring '06
- Digital Signal Processing, Bit rate | <urn:uuid:acc18959-71a6-4b37-9b0e-1014c7e44c99> | {
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Leave a comment below about something you liked, and something you think can be done better.
Objectives of the class
- Comprehend the limitations and individual differences of each student and adjust his/her plans accordingly.
- Properly prepare the student for operation of the vehicle
- Familiarize the student with the functions of all the controls
- Demonstrate a working knowledge of starting procedures, acceleration, gear-shifting, braking and stopping
The Fish of the matter
- Expect to teach one skill a lesson
- You can review other skills, but remember your primary lesson.
- Students should not be expected to master basic functions of the car, just familiarize themselves with it.
- students should be made to feel comfortable with their learning progression. Allow time to ask questions to clear up misconceptions.
How do you think you would handle this student?
Joel was able to find the text book at this site ValoreBook.com,
Check it out | <urn:uuid:3be01e98-8ab1-4257-9e39-23bb6b5d914f> | {
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On the ballot in the nation's capital on Nov. 8: whether the District of Columbia should become the 51st state.
D.C. is home to more than 650,000 residents who do not have a voting representative in the Senate, though they do have a delegate in the House, and all residents must pay federal taxes.
The lack of a vote in the more senior house of Congress is a sticking point with many D.C. residents. A popular version of the city's license plates is emblazoned with the phrase "Taxation Without Representation."
If the referendum on the ballot is successful, District leaders would bring the plan to Congress. But, even if that were to happen, the District will still be a long way from becoming a state.
Here’s a look at the specifics of what District residents will consider on Tuesday.
What’s on the Ballot
The referendum asks voters if they want to turn the nation's capital into a new state and includes language calling for the end of Congress having control over D.C.
The ballot measure mimics the bid by Tennessee in the 1700s to become a state, which asked voters to approve the new state’s boundaries and pledge to support a representative form of government.
What the 51st State Would Look Like
D.C. Mayor Muriel Bowser has proposed calling the state "New Columbia." It would likely be smaller than the city’s current boundaries.
Federal property would be carved out around the White House, Capitol and National Mall for a federal district, as is required by the Constitution. This land could not be part of the new state and it's unclear how much land would have to be set aside for the new federal district.
The remainder of current District of Columbia, which is about 68 square miles, would likely be used to make up the new state.
The Chances D.C. Statehood Could Happen
For the District to become a state, Congress would have to propose an amendment to the Constitution, which would then have to win a two-thirds majority vote in both the House and Senate.
A Republican-controlled House or Senate would likely oppose statehood since they believe that would add three Democratic representatives to Congress: two in the Senate and one in the House.
Some proponents of D.C. statehood in the past have floated the idea of giving Republicans one more House seat in a solidly red state as a trade-off. But the suggestion hasn't gained traction with the GOP.
Washingtonians petitioned for statehood in the 1980s and Congress did not move it forward.
The momentum behind adding the new state could come down to the new president's support or lack of support for the issue. | <urn:uuid:4cd52bb9-05f2-4759-8e26-09d9b6ccee88> | {
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Pathogénésies de l'an 1900
New, Old And Forgotten Remedies
By Edward Pollock Anshutz
Presented by Dr Robert Séror
(Dr. Charles D. Belden, Dr. Robert Boocock, Dr. Erastus E. Case, Dr. Lilienthal)
Preparation: The virus, obtained by irritating the animal and allowing it to bite on glass, is triturated in the usual way.
Dr. T. L.Bradford furnishes us with the following classification of this reptile.
TheHeloderma is classed as follows :
Saurii. Lacertilia. Lizards.
Lacratidae.Heloderma Horridus of Mexico ; the crust lizard ; the Mexican Caltetopen. Called Heloderma from its skin being studded with nail or tubercle-like heads.
The Gila monster is a native of Arizona, New Mexico and Texas. It is smaller than the Mexican variety, and is called, by Cope,Heloderma suspectum.
It is the only lizard whose character is not above reproach,Heloderma from its skin being studded with nail or tubercle-like heads. clavicles not dilated proximally, a postorbital arch, no postfront-osquamosal arch, the pre and post frontals in contact, separating the frontal from the orbit, and furrowed teeth receiving the different ducts of highly developed salivary glands.
There has been considerable difference of opinion as to whether the Heloderma is poisonous or not ; but the following abstract from a paper on the subject read before the College of Physicians, Philadelphia, 1883 by S. Weir Mitchell, together with the provings made later, ought to very effectually settle all dispute on this point; the conclusions are the result of experiments on animals :
The poison ofHeloderma causes no local injury.
It arrests the heart in diastole, the organ afterwards contracts slowly-possibly in rapid rigor mortis.
The cardiac muscle loses its irritability to stimuli at the time it ceases to beat. The other muscles and nerves respond to irritants.
The spinal cord has its power annihilated abruptly, and refuses to respond to the most powerful electrical currents.
This virulent heart poison contrasts strongly with serpent venom, since they give rise to local hemorrhages, causing death chiefly through failure of respiration and not by the heart unless given in overwhelming doses.
They lower muscle and nerve reactions, especially those of the respiratory apparatus, but do not cause extreme and abrupt loss of spinal power.
They also produce secondary pathological appearances absent inHeloderma poisoning.
The briefest examination of the lizard's anatomy makes it clear why it has been with reason suspected to be poisonous, and why it poisons with so much difficulty.
Unless the teeth are entire, the poison abundant, and the teeth buried in the bitten flesh so as to force it down into contact with the ducts where they open at-the crown of the teeth, it is hard to see how even a drop of poison could be forced into the wounds.
Yet it is certain that small animals may die from the bite, and this may be due to the extra-ordinary activity of the poison, and to the lizard’s habit of holding tenaciously to what it bites, so as to allow time for a certain amount of absorption.
The provings and the clinical cases that follow were from the virus of theGila monster obtained by Dr. Charles D. Belden, of Phoenix, Arizona, in 1890, who suggested it as a possible remedy for paralysis agitans and locomotor ataxia.
He obtained the virus from a captive monster by irritating it and then letting it strike, or bite, a piece of heavy glass ; by this means he obtained a few drops of a pasty yellowish fluid.
In his letters Dr.Belden quotes Sir John Lubbock as follows :
This animal does not bite frequently, but when it does it is understood that the result is a benumbing paralysis like to paralysis agitans or to locomotor ataxia.
There is no tetanic phase, being, as I apprehend, a condition almost reverse in objective symptoms to hydrocyanic acid or strychnia.
Dr.Belden also writes :
It seems to me that it (the poison) differs in so many points from all present known venoms that it is worth our having.
In the first place, it is alkaline, and all other poisons of reptiles are acid.
Second, its effect is not always sudden but is lasting-causing sickness for months and death even after a year.
Again, although it does not produce paralysis it is, not the tonic spasm, but rather the slow creeping death from extremities, It does not seem to excite, but to depress.
(A supply of this poison was sent to Dr. RobertBoocock at his request for proving ; and he made three different trials of it, the result of which were published in the Homeopathic Recorder for March and April, 1893 ; but as Dr. James E. Lilianthal has arranged the matter in schema form we will here only give fragmentary quotations from Dr. Boocock's papers, which are quite long, covering nearly thirty pages. The following is from Dr. Boocock's paper.)
I am in my sixtieth year, sanguine, bilious temperament, fair complexion and weigh 160 pounds ; height, 5 feet 6 inches.
My normal pulse rate is 72, full, round and regular. I am in very good-health. I do not drink alcoholic beverages of any kind, neither do I smoke nor drink strong coffee, or tea, or cocoa. My usual and favourite beverage, is hot water with a little milk and sugar in it.
If much sugar or salt is used my stomach gets very sour, and waterbrash is the result. I therefore use very little of either, though I am very fond of sweetmeats.
When I received the first bottle of Heloderma Horridus, I took a one drachm vial and filled it with the 6x trit., and dissolved it in four ounces of diluted alcohol, of which I took a few drops, dried my fingers on my tongue, and a severe feeling of internal coldness, so intense as to cause me to fear being frozen to death, ensued, I had some twitches about my heart, as if the blood was hard to get in or out.
I was somewhat alarmed, but as I had no trembling I sat over the register and tried to get warm. The day was a very cold one, but my office was comfortably warm, and I had no consciousness of having taken cold.
I was not surprised at feeling this so soon after taking the few drops, for I know that I am very sensitive to any medicine and have a bad habit of tasting medicine, but never without being conscious of its effects, sometimes very unpleasantly so.
Now, today is warm and damp, thunderstorm this morning, although it is December 9th. The storm lasted three or more hours ; lightning very vivid. I had already taken one drop of the 30 th, with a very severe nervous headache, but I forgot that when I took the medicine. I have medicated 2 Oz- No- 35 globules with 30 th dilution, and having taken six globules as a dose before they were dry.
A feeling of heat in head and face, some headache over the right eyebrow. Cold feeling in my legs ; after two hours a numb feeling around and down my left thigh ; feeling very drowsy, so took a short nap in my chair. Was awakened suddenly with a jerking in my head. Central part of frontal bone so queer as to awaken me. When my office bell rang it threw me into a startled and trembling condition, something new to me. At 5-30 took four globules more.
8 P. M.The pressure at my heart and in my head and scalp is very great. A feeling of great heat and some pressure. Not so much burning in my face, but a feeling on my left cheek as if being pricked with points of ice. A very severe and tired feeling, with coldness of legs and feet. A slight dryness of my lips, with a tingling feeling and great dryness in my throat. Gurgling in the region of the spleen.
9-30 P- M. The pressure and heat on the top of my head appears like an inflammation of the meninges. It does not affect my mind ; that remains clear, and I can think and read as well and as long as ever. No more medicine.
December 29, 1892.
No medicine. Some trembling, but not so great or so extensive ; it does not now extend along the whole limb. Parts of right arm and left thigh hemiplegial ; no acute feeling.
But some muscles will twitch and tremble for a few seconds. just enough to arrest my attention and amuse me, and feel like saying,
"Hello, Heloderma Horridus. ! have you not done with me yet?"
For it is a great surprise to me bow these feelings will come on and creep over. And I am inclined to ask myself, can it be that all these strange and to me new feelings can be the effects following the taking of these few doses ?
And yet, if it were necessary, I could swear they were. I have my fears if I will ever be free from these nervous trembling spells, and the feeling in my head and heart.
(The foregoing gives the gist of the first trials, The third and last now follows. It was made with repeated doses of the 30 th potency.)
Sensation as if a cold, freezing wind were blowing upon me from the bend of my knees.
Head feeling as if the scalp were being drawn tight over my skull, and my facial muscles were being drawn very tight over the bones.
A giddiness and a cold pressure from within the skull.
A cold, running chill from superior maxillary down to the chin.
Trembling of limbs.
Coldness extending from the knee into the calf of the leg.
Pain and pressure within the skull from crown to occiput, and from back forward over the left eye.
A very drowsy feeling.
I could sleep if I gave way to the feeling.
January 4, 1843, 7-45 A. M.
Took another dose of six globules.
Temperature, 97 3-5.
A flush of heat in my face.
A feeling as if I were walking on sponge or as if my feet were swollen.
The arctic cold feeling is more in my right arm, elbow joint, and right thigh and left foot.
A great trembling of my arm.
It is hard work to steady my hand, which holds my book, enough to continue reading or writing.
The feeling of swelling in my feet of walking on sponges sensation continues ; a springiness, with a sense of looseness in stepping out, which requires some caution, as if I were not sure of my steps.
The trembling of my hands is on the increase ; feeling of soreness in my heart, more under left nipple ; pain in my back, lumbar region.
Some little scalding of urine ; flow not so free and full, intermittingly slight, as if I had some calculus in the bladder which interfered with continuous flow.
Stool more free and full.
Earwax, which had been very dry, now flows from both cars,but is more free on the left side.
Left nostril sore ; ulcerated.
Throat sore and tender to outside touch.
9 P. m. Very weak feeling, with pain in my heart ; same place, under left nipple.
Head aches and arctic rays in various parts of my body.
January 5, 12 noon.
Took twelve more globules.
Numb feeling in my head.
A feeling as if I would fall on my right side.
A good drive this morning in the snowstorm ; and felt a desire to bear to the right side and could not walk straight because of this, and had repeatedly to stop or step to the left to get a straight curse on the causeway.
A good deal of the same feeling, but very weak and sleepy ; was compelled to lie down, but did not sleep, although feeling very drowsy ; laid very quiet as if I was in a stupor ; the old feeling in various parts of my body, only more acute ; a feeling in various parts as if a needle were being thrust into my flesh.
Took thirteen globules.
A very stiff neck the most prominent feeling.
All the previously recorded feelings, only more intensely.
I have a painful boring feeling in the middle third of left thigh.
Flushed, hot feeling in my head and face, but no increase in color ; but then I have just come out of the storm.
Took twelve globules more and retired to rest ; very tired slept very profoundly until 1 A. M., then could not sleep.
My back, in the lumbar muscles, ached so and my left leg that I could not sleep for hours, and my brain felt as if scalded ; an intense burning feeling in the meninges, for this did not affect my power to think.
This hot feeling commenced and spread down my back.
An intense pain over left eyebrow, through my left eye to base of brain and down my back.
The pain in the back of my head caused me to bore my head deep into my pillow, and reminded me of cases I have seen of cerebro-spinal meningitis.
An intense weakness, as if I had no power to move, and no wish to do so, and yet I was afraid I could not attend to my business.
Yet, strange to say, I was not alarmed, but passively indifferent.
I could not open my eyes without great effort ; it was hard work to keep them open and the easiest thing for them to close, as if there were a great weight upon them, keeping them down.
I begged to be allowed to remain in bed until some one wanted me professionally, and yet I could not thus give way to my feelings, and so got up.
7 A. M.
Feeling very weak and giddy.
Staggering about my bedroom trying to dress.
It was all that I could do to lift a hod of coal to the stove.
The pains in my head and lumbar muscles, back of my head near atlas, and middle, third of-left-thigh and right elbow are the most noticeable from the great pains ; and arctic coldness in my feet and hands and arms : have had a transient feeling of pain in the little finger and little toe of right side.
Very feverish or parched in the night, and my breathing was hard and sounded as if I was drawing my breath through iron pipes. I feel that I must not take any more medicine at present.
When I remembered what a long time I was in gating to the end of die previous proving, I feel that I dare not go any further.
The dose I have been taking, a No 35 globule, is as large as ten or for high such as is ordinarily, used for the 30 th or for high dilutions, so that I have taken as good as sixty high dilution globules as a dose, and lately as high as one hundred and twenty-four and sometimes oftener daily.
I was surprised at these hot flushes and burnings in my head and along my spine.
And these strongly reminded me of some feeling a proving of Gelsemium caused, only that has sweat, whilst this has no moisture, everything being dried tip.
Saliva, tears, nostrils, and earwax ; the great weakness and pain in the body reminds me of cerebro-spinal meningitis.
My pulse rate is 68. 8-1.5. Temperature, 97 only.
1 P. M.
What fearful aching in my body !
Arctic feeling throughout my body, except my head and face, and oh ! so tired.
A feeling as if it were almost impossible to keep my eyes open.
While out on my professional rounds a feeling came over me as if it would be far easier to lie down in the snowy streets than to keep trying to get along.
The trembling is very persistent.
9 P. M.
Oh ! this bad feeling in my head, the aching, aching in my bones, in every part of my body, bead to feet ; no part entirely free from pain, my body so cold ; a feeling as if I had holes in my garments, and cold, frosty winds were blowing through and freezing my flesh ; cold penis and testicles, no feeling but coldness.
A slight gluey discharge ; a fluent discharge from nose, with great sneezing.
January 9th, 8 A. M.
Pulse rate 68 ; is not so full or jerky, but it is some.
Temperature under the tip of the tongue, 96 ; deeper in, 97.
This morning awoke at 3 A. m. and got up to urinate, but I could not stand without I had hold of something.
Oh, such a weak, giddy feeling !
I never fainted but once, from loss of blood, and these sensations are similar.
Plenty of strength to hold me up, but unable to balance myself, and when I put forth an effort I staggered about like a man trying to walk with paralysis or locomotor ataxy.
This idea was the most prominent in nay mind, but I have a patient recovering from paralysis who has to swing his body as he walks, to get his feet forward, and is very weak and shaky about his knees, and these sensations very strongly reminded me of his efforts.
His weakness is in his knees, but mine was from the base of my skull-cerebrum, where the pains have been so persistent near the atlas extending downward.
When I arose, at 7 A. M., it was very bard work for me to balance myself enough to complete dressing myself, and very hard to work to carry my head.
If I bent forward, then it required great effort to keep from falling on my face or backward.
This lack of balancing power was accompanied by a sensation of nausea, as if I were going to vomit.
I persisted in my efforts to work, in hopes of shaking off these very alarming sensations, and by effort got through my morning work.
Whilst shaving a severe jerk of my right arm caused me to gash my face ; very strange, but I ought not to have tried to do this.
I have now some numbness in my right hand and arm, and a good deal of trembling.
Arctic feeling in my feet and in various parts of my body.
This feeling of want of balancing power does not entirely leave me ; a full, pressing feeling in all parts of my head.
And when I walk I notice I lift my feet higher than usual, or than is necessary, and I put my heel down hard, as if I was not sure of holding on to the ground.
I notice some twitching, as if my feet would spring up, making me walk as if I had the cock's gait, as it is described.
7 A. M., January 10, 1893.
Thank God I began this day with more comfort and more control of myself; my limbs are easier to manage ; a little giddiness and staggering and stiff, bruised sensation in my back and lower limbs.
My cervical vertebra is less sore and have little pain ; and altogether feel very much better.
My pulse rate is 80 this A.M. full and round ; no jerks perceptible.
Temperature 98 under the tongue, by the root.
Mercury very slow in rising ; had to keep the thermometer in a long time.
I have a flushed, hot feeling in my face and head ; no trembling, less staggering, and can manage my limbs fairly well.
I feel as I dared not trifle with myself any further, for I am very weak.
A very little exertion would make me feel very ill.
I am feeling like a man who had just come from under a deadly risk ; am very weak and prostrated, with every nerve on the jump.
Oh, so very weak !
A sinking feeling.
A parched thirstiness in my throat and mouth.
My tongue is clean ; bowels regular ; a good deal of flatus, very fetid pale yellow, greenish urine (specific gravity 1008), smelling very fetid same smell as the flatus ; more like the smell of rotting sweet fruit or vegetables.
January 14, 1893
Could not get out of bed at my usual time; very severe pain in head and back of neck, going down my back and right leg ; twitches, with cold, stinging, ice-needle pricks.
My right hand is feeling as if it were frozen.
Pulse rate 64 ; full, round, but appears to have a pendulum motion or twitch.
Temperature 96 3-5.
Mind clear, but very weak in my body, and I can not get warm over a hot register or with hot fluids.
This constant arctic cold is very hard to bear and makes me this morning feel as if I had a cake of ice on my back.
My hands are blue with cold and my feet feel like lumps of ice.
Headache and giddiness ; could not keep from trembling while some patients were in my consulting room, and had a good deal of difficulty in steadying and controlling my voice ; when excited could not get hold of the right words I wanted and dropped some when speaking, from a want of flexibility or a catch in my tongue.
Pains in various parts of my body ; the same locations and character.
Quite a rush of business today and very ill-fitted to attend to it.
My hands and feet blue and aching with cold, even while I was sitting over a hot register that scorched my boot leather, yet no feeling of warmth in hands or feet.
A good deal of throbbing and aching in the upper part of my kidneys, the right one the sorest.
Sharp pains in my bowels, near the caecum ; some trembling (when asleep it awoke me) in my right arm and left leg, with a sharp pain near the ankle joint.
Awoke this morning in a shivering fit.
Trembling, giddiness and headache, but not very severe.
Cold arctic feeling.
Temperature 97 1-5.
My feet, 8 A.M., cold.
Severe pain in left testicle, extending through to the back to anus.
Bleed very much from old piles.
An aching at end of penis, and no sexual desire.
A feeling as if the testicles were swollen and painful, as in orchitis ; this is only a transient pain, and comes and goes at infrequent periods, or remittent in their character.
I notice my urine is taking on the greenish-yellow again, and my right arm is chilly from the arctic rays.
My feet are cold, and the coldness creeps up higher in my legs.
A great deal of arctic feeling in and around my heart.
My breath is cold.
Headache, but mind clear.
Cold chills run over me in various parts of my body.
My hands tremble very much at times, so that I can not write.
Pain, in testicles and coldness, as if they were frozen.
Pass a large quantity of urine.
January 21. 8 A. M.
Did not get up before, owing to the pressure in my skull, as if it were too full ; dropsy or some swelling of my brain ; giddiness, and a numbness down my left leg, and a jerking upward in both of them.
Some trembling and coldness around my heart, and in my lungs and down my arms. My feet were very hot in the night until 5 A. M., when they became cold, numb and jerky, upwards.
My pulse rate is very slow this morning, only 56 beats.
Temperature is slowly forced up to 98.
I have a sensation as if my left cheek were swollen, but it is not so.
Trembling very much in my hands
2-30 P- M.
Have not been warm yet today ; very intense arctic sensation in my body and heart and lungs.
Numbness in my right arm.
Much trembling, and a sensation of inward trembling in all parts of my body.
Generative organs frozen cold, and this coldness extends up my back.
My feet so cold that I have burned my boots, and yet cannot get them warm.
Coldness extends up to my knees.
Stiffness and pain in left thigh.
Cold arctic band round my head, with fullness in skull.
Temperature 97 4-5.
Mentally clear, although very weak ; very tired and discouraged that these feelings last so long.
They seem to be all beginning over again ; worse now than they were a week ago.
I feel more like giving up and going to bed sick, but I cannot afford to do so, so I brace up and resist this temptation to try and find an antidote for these recurring series of feelings.
Slept well until 5 A. M. ; then awoke with pains in head and burning in my feet, with some trembling and stiff feeling in my lungs and heart, as if they were tied or unable to move.
As, I lay awake I could hear my heart pounding away, but, oh ! so slow.
Felt very weak and wanted to stay in bed, but after some hard thinking I got up. 7 A. M.
Very weak ; staggered about while dressing.
Pains in the base of the brain.
Pulse 64 and irregular in its beats, some of them failing altogether to declare themselves only by their absence to respond.
Temperature, after being held under my tongue ten minutes, 97 2-5.
Very cold in my back and over my shoulders ; hands and feet are blue with cold.
Itching all over my body, and as if I was bitten with fleas or bugs were crawling over me.
Skin of my hands very rough and cracks are in them.
My ears have a feeling as if wax were running out of them.
January 26, 10 P. M.
It has required a mighty effort to keep up this day.
My pulse 56, slow and irregular ; temperature 98.
Headache, yet mind clear ; backache.
Weakness in all my body ; my limbs so weak in walking that it was difficult to keep going, and felt as if I could lay down or drop down anywhere.
What heart failure symptoms are I do not know, but fear I came very near it and yet I have resisted this feeling, and kept awake and about.
Have felt very ill all the day, and as so now on retiring, 11 P. M.
January 29. 9 A. M.
Just after breakfast, pulse 68, temperature 99 ; slept very heavy, but dreamed of treating many cases of black diphtheria.
Awoke, slept, dreamed the same dream again, and again the same dream, three separate times.
How very singular !
During these provings, I have done this three separate times.
Three dreams in one night - the same dream, the same disease, the same families in my dream.
This singularity caused me to lay awake wondering what this can mean.
I have not any patients suffering from this disease, and I do not know of any in the town, and nothing that I know of to bring this disease to my mind.
Awoke feeling very stiff and sore.
Head pains again, the same old character.
Sensation of swelling in my face and pain in nerves of teeth, molars.
Very weak, but my mind clear.
Much trembling and the oppression round my heart and chest producing a suffocating feeling that makes me afraid, and I must now seek some means to arrest this difficulty and give me some relief.
I know it looks cowardly to give up, but my family compels me to do, something to enable me to keep about.
I cannot do any more ; this heart oppression makes me think of heart failure.
Pulse, 56, and temperature 96.
I hope it will wear away and this trembling improve.
They have been caused by this drug, one of the most powerful.
I gave up and went to bed very ill.
I had to keep it from my family, but I was afraid my heart would stop beating and had a very restless night.
I took acetic acid, as vinegar I had in some pickles I thought changed or relieved the first class or effort of provings and caused me to stop and begin again.
I think it did help me.
Next day very prostrated but did not take any note of my pulse or temperature, because I had begun to try to find an antidote, and this vinegar and lemon juice has relieved many of them.
I fear sometimes that the trembling in my hands may never fully leave me now.
February 12, 1893.
Copying my notes has brought so vividly to my memory that I can almost feel the old arctic rays through my body, and the giddiness and staggering gait of the Heloderma Horridus days.
I hope that you may have many others more courageous than I have been, whose provings will compare or improve upon this poor effort of mine.
The case of paralysis that I spoke of, whose staggering gait was called to my mind by my feelings, is now takingHeloderma.
In the following case, Mrs.Ford, eighty-one years of age, has been my patient several times during the last four years.
She suffered from erysipelas and dropsy in the legs. In September I was again called in for the same old trouble ; the usual remedies were effectual.
In October she caught cold, and had also a bad fall ; her symptoms were those of pneumonia, fever, delirium and cough, pain in chest and hard work to breathe, blueness of lips, tongue and cheeks, cold extremities and was very low in appetite, and appeared to be sinking.
Pulse, fifty ; temperature, ninety, and to all human appearance was rapidly dying ; all said so, and I fully believed so, but leftHeloderma Horridus, one powder in water, and ordered her tongue to be moistened with a feather dipped in this every half-hour.
I did not call the next day until evening. I was waiting to be notified of her death, but no such notice coming called to see, and, to my surprise, found everything changed.
I then gaveHelo. hor. 200, every four hours, with placebos. All the bad symptoms gradually disappeared, breathing became natural, heart gained strength, pulse increased to seventy, temperature to ninety-eight, and appetite became better, asking frequently for food. This continued so long as she was taking this medicine.
She was so well that I ceased to attend, she having no aches or pains, was eating and sleeping well, - bowels moved regularly and night watching was given up. All who saw the recovery were pleasingly surprised, and so was I, and have frequently asked myself could anything else have done this.
Lachesishas changed a slate colored tongue, and has aroused those who appeared to be dying for a short time, but to extend the life of one as good as dead for thirty days is a triumph for the Helo. hor.
(To the foregoing we may add that some have thought that the proving was too sensational, but other evidence that has not appeared in print leads to the conclusion that it is essentially true, and that the, proving was made-by one peculiarly susceptible to the remedy. We know of one gentleman who laughed at it and in bravado took a number of doses during an afternoon. He felt no immediate effects, but during the night awoke with some very peculiar feelings that he could attribute to nothing but theHeloderma, and they were of such a character that he refused to take any more. It would be well to use the remedy with caution until the practitioner has gauged its powers.)
Dr. Charles E.Johnson wrote as follows to Dr. Boocock concerning the remedy :
"I have had under treatment a case that has been pronounced incurable by many physicians. She has had most of the symptoms developed in your proving, that awful coldness being most pronounced. She has had two doses of the 200 th. I learn through a neighbor that she is delighted with the result of the last medicine.
The coldness has nearly disappeared, leaving a comfortable glow upon the body.
She tells her neighbours this without having been informed by me what results I expected from the medicine."
Dr. Erastus E.Case contributed the following detailed clinical case to the Medical Advance, July, 1897 :
An auburn haired woman, 55 years of age, had numbness in the feet two years ago.
It has gradually extended upward until it now in cludes the lower part of the abdomen.
Tingling, creeping sensation on the legs as if from insects.
Worse when lying in bed at night.
Worse from exposure to cold air.
Worse from touch ; she cannot endure to place her bare feet together.
Legis insensible to an electric battery.
Legs wasting away, skin very dry and inelastic.
Ankles turn easily when trying to walk.
Numbness of the arms from the hands to the elbows.
Melancholy with weeping.
Worse in stormy weather.
Worse when thinking of her ailments, cheered by company.
Pain in the forehead in the morning, aggravated by turning the eyes,
Tongue dry and cracked in the morning.
Empty eructations, especially before breakfast.
Empty, gone sensation in the stomach.
Dislikes sweet things and worse from taking them.
Sensation of constriction about the whole abdomen.
Constipation from torpor of the rectum.
Hemorrhoids and itching of the anus.
Burning in the urethra during and after micturition,
Burning and dryness of the vagina.
Palpitation and dyspnea from slight exertion.
Drawing sensation in all the extremities.
April 11, 1895.
Heloderma Horridusfour powders, one every four hours.
April 23, 1895.
Decidedly more cheerful and memory is better.
Bowels more active.
Legs more reliable, with the numbness and tingling.
April 26, 1895.
Alarmed because the palms and soles are swollen and itching.
May 22, 1895.
She gained rapidly in both flesh and strength, until a week ago.
Heloderma Horridusone powder.
Soon after this an itching eruption came all over her, which subsided without any further medication.
She was restored to a f air degree of health so that she has taken care of her house and family up to the present time.
The following arrangement of Dr.Boocock's proving was made by Dr. Lilienthal :
No inclination for exertion in any way.
Difficulty in remembering the spelling of simple words.
Depressed, feels blue.
Sensation of heat in head ; heat on vertex.
Headache over right eyebrow.
Pressure in head and scalp ; pressure in skull as if too full.
Soreness and stiffness in occiput, extending down neck sore spot in various parts of head.
Intense pain over left eyebrow, through eye to base of brain and down back.
Aching at base of brain.
Sharp, digging pains.
Benumbed feeling all over head.
Burning feeling in brain.
Throbbing on top of head ; head sore and bruised.
Sensation of band around head.
Cold band around head
Sensation as if scalp was drawn tight over skull.
Bores head in pillow.
Vertigo and weakness when moving quickly.
Dizziness, with inclination to fall backward.
Itching of eyelids, lachrymation.
Weight of eyelids, difficult to keep them open.
Pressure behind left ear ; pressure in ear from within outward.
Copious flow of wax.
Ears dry and scurfy.
Left nostril sore ; ulcerated.
Dry, itching scurfs in nostrils.
Severe attack of sneezing.
Sensation of heat.
Flushes of heat.
Cold, crawling feeling from temple down right cheek.
Sensation as if pricked with points of ice.
Sensation as if facial muscles were drawn tight over bones.
Stiffness of jaw.
Dryness of lips.
Tongue tender and dry.
Dryness ; parched sensation.
Soreness, tenderness to touch.
Stinging, sore feeling in right tonsil.
Acid burning in stomach.
Gurgling in region of spleen
Sharp shooting pain in bowels, more on left side.
Pain across pubic bones, extending down into left testicle.
Stitching pains in bowels.
Throbbing in bowels.
Rumbling in bowels.
Loose, copious stool, lumpy, preceded by stitches in abdomen.
Stool loose, mushy with considerable flatus.
Stool soft, dark, difficult to expel.
Hemorrhoids swollen, itch and bleed.
Bladder irritable, frequent urging to pass urine.
Tenderness in urethra, with sensation of discharge.
Urine not as free as usual, muddy.
Intermittent flow. Urine, specific gravity, 1010 ; greenish-yellow, fetid (decaying fruit).
Cold penis and testicle, with gluey discharge.
Pain and enlargement of left testicle.
Female : none
Slight, hacking cough, with pain in left scapulae.
Fullness in chest, requiring an effort to inflate the lungs.
Oppressed for breath from least exertion.
Sharp stitch through right nipple to inside of right arm.
Cold feeling in right lung.
Pressure at heart.
Tingling around heart.
Trembling and coldness around heart.
Oppression around heart.
Sticking pains, shooting from left to right.
Stitches in heart.
Soreness in heart, more under left nipple.
Pulse, 56-72 ; full and jerky,
Stiff neck ; aching in bones of neck.
Painfulness of upper neck.
Coldness across scapulae.
Chill in back from base of brain downwards.
Pain in back ; pain in lumber muscles awakening him.
Aching in right kidney ; stitch pain in right kidney.
Numbness of right arm and hand with trembling.
Tingling in arms and hands.
Tingling in palm of left hand and along fingers.
Drawing in left hand, followed by tingling and prickling.
Pains in hands, if holding anything for some time.
Trembling of hands.
Hands blue, cracked and rough.
Numb feeling around and down left thigh.
Pain in left thigh and calf as if bruised.
Numb feeling down right leg.
Coldness extending from knee to calf.
Coldness of legs and feet.
Boring sharp pain on tibia of right leg.
Sensation of tight band around left ankle.
Trembling of limbs.
Jerking of limbs.
Tingling and burning of feet as if recovering from. being frozen.
Burning in feet, preventing sleep, had to put them out of bed.
Sensation as if walking on sponge and as if swollen.
Tendency to turn to right when walking.
When walking lift feet higher than usual and put down feel hard.
Itching of skin as from insects.
Drowsiness, but inability to sleep.
Restless sleep; awakens at 3 A. M.
Awakened from sleep by jerking in head; trembling of limbs ; pain in lumbar muscles.
Severe chill ran down back.
Cold rings around body.
Cold waves ascend from feet, or downward from base of brain.
Tired feeling ; very weak and nervous.
Intense aching in bones and all parts of body.
Trembling of left side ; hands shaky.
Trembling can be controlled by effort of will.
Stretching relieves pains in muscles and limbs.
Stitch pains going from left to right.
Weak, giddy, making it difficult to stand.
Unable to balance myself.
Movement does not increase the pain.
Throbbing all over body.
Numération, vérification, restructuration, Valorisation
Dr Séror, vendredi 15 décembre 2000
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Main ConteThe School of Nursing of The Hong Kong Polytechnic University (PolyU) and Christian Family Service Centre (CFSC) have jointly conducted a large-scale study on the family life, physical and emotional health of high school students.
The study, spanning over three years from 2011, found that 12% out of the 11,335 students interviewed have experienced moderate level of anxiety in the two weeks prior to the survey, and 5.7% experienced frequent severe anxiety in the same period of time.
Anxiety disorders are one of the most common mental health problems. To understand better anxiety among adolescents, the joint study mainly examined Generalized Anxiety Disorder (GAD) which is one of the most prevalent anxiety disorders. Everyone experiences anxiety in their everyday life. Mild or short periods of anxiety can be released by resolving the cause of anxiety. However, high levels of chronic anxiety can lead to co-existing problem of depression. Current research found that individuals who suffer from GAD are at higher risk of engaging in health risk behaviours such as smoking, drinking alcohol and using drug. Dependence on these substances might lead to increased levels of anxiety, and the individual is caught in a vicious circle.
However, a very limited the number of studies have examined anxiety disorders among adolescents in Hong Kong. Mental health promotion and planning in Hong Kong therefore rely mainly on overseas data which are not comprehensive enough to understand mental health state of young people.
A set of questionnaires has been used to investigate common anxiety symptoms, school experience and physical and emotional health of secondary school students. Questions in the survey collected information about their physical and emotional health conditions, stress about schoolwork, and levels of satisfaction in academic achievement, life orientations and perceptions about parents' psychological control over them. The questionnaires were filled by students in their classrooms during school time. 16 schools categorized according to boys' schools, girls' schools, co-education schools and sources of funding have been randomly selected from 109 secondary schools in Tseung Kwan O, Kwun Tong and Wong Tai Sin districts to complete the questionnaires. From 2011 to 2013, 14 schools have completed the survey with a total of 11,335 questionnaires collected. It is expected that the entire data collection will be completed in the second semester in 2013/2014.
The research results showed that students have experienced mild (30.2%) to moderate (12%) levels of anxiety in the two weeks prior to the survey while 5.7% students experienced severe levels of anxiety in the same period of time. Students who suffered from severe levels of anxiety in the two weeks prior to the survey were worse off in terms of physical health and mental health. Of the 614 students who reported experiencing severe levels of anxiety, 86.3% of them further reported feeling pressure of homework, compared to the 61.5% of 10,295 students who reported not having severe levels of anxiety.
The survey found that of the 637 students who reported experiencing severe levels of anxiety, 75.5% felt down, depressed and hopeless for more than half the week, or almost every day; 80.9% of these students even felt bad about themselves – or that they were a failure or have let themselves and their families down for more than half the week, or almost every day; and 49.2% of them had thoughts that they were better off dead, or hurting themselves. Compared the situation to those students who reported experiencing not severe levels of anxiety, only a small portion of these students felt down, depressed and hopeless (2.8%), felt bad about themselves – or that they were a failure or have let themselves and their families down (5.2%), or had thoughts that they were better off dead, or hurting themselves (1.2%) for more than half the week or almost every day.
In addition, 88.6% of the 637 students who reported experiencing severe levels of anxiety, indicated that they were not satisfied with their academic performance compared to the 81.4% of students who reported not severe anxiety. Moreover, 10.6% of students who reported experiencing severe levels of anxiety reported smoking, compared to 4.4% of students who reported experiencing not severe anxiety; similarly, 47.2% of students who reported suffering severe levels of anxiety indicated that they had used alcohol, compared to the 31.5% of students who reported not severe levels of anxiety, and 4.7% of the students who reported severe levels of anxiety indicated that they had used drugs, compared to the 2.2% of 10,268 students who reported not severe levels of anxiety.
59.8% of the students who reported severe levels of anxiety, scored lower mastery skills scores, compared to the 11.9% of students who reported not severe levels of anxiety. Similar findings were found in the 48.7% of students who reported severe levels of anxiety, scored lower on the life orientation scale, compared to the 11.8% of 10,390 students who reported not severe levels of anxiety.
Likewise, 56.3% of students who reported severe levels of anxiety, scored lower levels of perceived family support compared to the 29.3% of students who reported not severe levels of anxiety; and finally, 35% of the students who reported severe levels of anxiety, scored lower levels of perceived support from friends, compared to the 14% of students who reported not severe levels of anxiety.
A total of 17.7% of the students reported moderate/ frequent severe anxiety in the 2 weeks prior to the survey. Findings of the present study revealed that anxiety might affect students' academic performance as well as their physical and mental health.
The research team recommends that the Government should perform regular surveys on children and adolescents' physical and mental health to facilitate the development of timely and relevant health promotion policies and interventions. Parents, teachers and professionals who work with children or adolescents should pay more attention and offer support to children for the sake of mental and physical health. Asking simple questions like those in the Generalized Anxiety Disorder Scale (GAD-7) can facilitate detection of general anxiety. These questions include feeling not being able to control or stop worrying; having trouble relaxing; and feeling afraid as if something awful is likely to happen.
Parents could support their children more by active communication and being aware of their children's status of anxiety. Methods for building positive relationships such as love and encouragement could be used, particularly, if children are having learning difficulties or taking up health risk behaviour such as smoking or using drug. They should seek professional assistance if anxiety symptoms persist.Press contact: Dr Mak Yim-wah
Regina Yu | Research asia research news
The importance of biodiversity in forests could increase due to climate change
17.11.2017 | Deutsches Zentrum für integrative Biodiversitätsforschung (iDiv) Halle-Jena-Leipzig
Win-win strategies for climate and food security
02.10.2017 | International Institute for Applied Systems Analysis (IIASA)
The formation of stars in distant galaxies is still largely unexplored. For the first time, astron-omers at the University of Geneva have now been able to closely observe a star system six billion light-years away. In doing so, they are confirming earlier simulations made by the University of Zurich. One special effect is made possible by the multiple reflections of images that run through the cosmos like a snake.
Today, astronomers have a pretty accurate idea of how stars were formed in the recent cosmic past. But do these laws also apply to older galaxies? For around a...
Just because someone is smart and well-motivated doesn't mean he or she can learn the visual skills needed to excel at tasks like matching fingerprints, interpreting medical X-rays, keeping track of aircraft on radar displays or forensic face matching.
That is the implication of a new study which shows for the first time that there is a broad range of differences in people's visual ability and that these...
Computer Tomography (CT) is a standard procedure in hospitals, but so far, the technology has not been suitable for imaging extremely small objects. In PNAS, a team from the Technical University of Munich (TUM) describes a Nano-CT device that creates three-dimensional x-ray images at resolutions up to 100 nanometers. The first test application: Together with colleagues from the University of Kassel and Helmholtz-Zentrum Geesthacht the researchers analyzed the locomotory system of a velvet worm.
During a CT analysis, the object under investigation is x-rayed and a detector measures the respective amount of radiation absorbed from various angles....
The quantum world is fragile; error correction codes are needed to protect the information stored in a quantum object from the deteriorating effects of noise. Quantum physicists in Innsbruck have developed a protocol to pass quantum information between differently encoded building blocks of a future quantum computer, such as processors and memories. Scientists may use this protocol in the future to build a data bus for quantum computers. The researchers have published their work in the journal Nature Communications.
Future quantum computers will be able to solve problems where conventional computers fail today. We are still far away from any large-scale implementation,...
Pillared graphene would transfer heat better if the theoretical material had a few asymmetric junctions that caused wrinkles, according to Rice University...
15.11.2017 | Event News
15.11.2017 | Event News
30.10.2017 | Event News
17.11.2017 | Physics and Astronomy
17.11.2017 | Health and Medicine
17.11.2017 | Studies and Analyses | <urn:uuid:912eec87-5763-42c5-bd9c-72c74b7722a5> | {
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Building Sustainable Infrastructure: The New Tools
Infrastructure is back in the news, in the wake of Superstorm Sandy and other severe weather events. Combine that with aging roads, bridges, pipes and other things, and governments around the world are facing a major challenge.
Of course, with challenges come opportunities — in this case to design and build infrastructure projects that are resilient, long-lasting, and affordable, especially during lean times. And to do that with sustainability principles in mind.
It won’t be easy. The OECD says $53 trillion is needed globally on infrastructure from now until 2030. With public funds totally outmatched, municipalities and engineers need to attract a hesitant private sector by laying out the project benefits, costs, and risks for the life of the project — not just upfront cost.
How do you assess sustainable infrastructure? Until recently, there has been no comprehensive, standardized framework in the United States to quantify sustainability. The new Envision rating system, jointly created by the Zofnass Program and Institute for Sustainable Infrastructure, strives to fill that void, providing a way to systematically think about sustainability in infrastructure.
Join a free, one-hour webcast to learn more about how cities, states, and other entities are embedding sustainability into their infrastructure projects, and the tools and resources they use. In this webcast you’ll learn:
• Why government at all levels should embrace a more holistic project evaluation approach
• How engineering service providers, state infrastructure designers, and contractors can set themselves apart and find new ways to gain financial support by demonstrating total project benefits.
• How these transformations, along with other state-of-the-art technologies like 3D modeling, can make infrastructure a much more attractive investment for private investors.
Terry D. Bennett, LS LPF MRICS LEED AP
Terry is the senior industry program manager and strategist for civil engineering and planning at Autodesk. He is responsible for setting the company’s future vision and strategy for technology serving the planning, surveying, civil engineering and heavy construction industries, as well as cultivating and sustaining the firm’s relationships with strategic industry leaders and associations. Terry has been a practicing professional for close to 30 years and was the company manager and lead designer for a civil engineering, geotechnical and land surveying firm directing its services throughout the New England region within the United States. Over the last 25 years, he has been a global author and lecturer on the impact of technology to the infrastructure and urban planning, engineering, and construction industries focusing on sustainable approaches to urban infrastructure redevelopment.
John Williams, Chairman & CEO Impact Infrastructure, LLC.
For 33 years, John has been a consultant and advisor to buildings, infrastructure, and economic development programs at all levels of government. His company, Impact Infrastructure, LLC., is an independent third party provider of performance data for infrastructure projects. He also serves on faculty at Columbia University’s School of International and Public Affairs, the Center for Environmental Research and Conservation in the Columbia Earth Institute, the SIAB at Harvard’s Graduate School of Design, the ISI Economics Committee (Chairman), and until recently served as Infrastructure Topic Leader for the Clinton Global Initiative.
Lisa Rephlo, CEM, PMP-VP, Energy Management Principal, MWH Americas, Inc
Lisa works with MWH’s Clean Energy and Sustainability Services group, providing clean energy, energy efficiency, sustainability and climate services to MWH clients. She assists clients with overall energy and sustainability strategy, including prioritizing projects by financial and sustainable benefits. Lisa’s 11 years of experience in MWH includes energy, construction and information technology. Prior to joining MWH, Lisa had 10 years working across energy efficiency, traditional power generation, distributed generation, and ice storage for district heating and cooling with ComEd/Exelon in Chicago. Lisa is currently participating on the Infrastructure Advisory Board of the Zofnass Program for Sustainable Infrastructure in conjunction with Harvard Graduate School of Design.
Joel Makower, Executive Editor, GreenBiz Group (Moderator)
Joel is Executive Editor of GreenBiz.com and author of "Strategies for the Green Economy," among other books. For more than 20 years, he has been a well-respected voice on business, the environment, and the bottom line. The Associated Press has called Joel "the guru of green business practices". | <urn:uuid:a8e4b422-9794-41c3-a84a-09ad3cdf0c91> | {
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After 35 years of serving California growers through the University of California (UC) Cooperative Extension, Harry Andris has retired.
During his career as a UC Cooperative Extension farm advisor for Fresno County, Andris introduced the concept of composting lawn and yard trimmings to turn waste into fertilizer. Using reflective materials, he showed growers how to bounce sunlight into the trees to give ripening tree fruit more color.
Andris was born and raised in Fresno. He earned a bachelor's degree in zoology and biology, and a master's degree in plant science from California State University, Fresno.
In 1972, Andris started working for UC as a staff research associate at the Kearney Agricultural Center in Parlier. He assisted with research on the disease Verticillium wilt in cotton and tomatoes, and on a plant parasite called broomrape. In 1975, he joined Cooperative Extension as a staff research associate working in pomology and viticulture. In 1978, he was named the viticulture farm advisor for Fresno County, and 1991, switched to pomology farm advisor to work with fresh tree fruit.
“He'll be greatly missed,” said tree fruit and table grape grower Brian Paul of D & L Produce in Selma.
“You could have total confidence in what he'd say,” said Paul, who worked with Andris for over 20 years. “He was conscientious and thorough.”
Andris' research has had a dramatic impact on the grape and tree fruit industries.
After rains destroyed raisin crops in 1976 and 1978, Andris and UC viticulture specialist Fred Jensen evaluated methods of ripening the crop faster so that it could be harvested before the autumn rains began. In 1980, their research led to the state issuing a special use permit for ethephon (known by the brand name Ethrel) to enhance maturity of raisin grapes. Applying ethephon became standard practice, and raisin growers have not sustained any major rain-related crop losses since.
As a result of Andris' research, wine grape growers have improved their fruit production and profitability by planting vines with 10 feet between rows, instead of the traditional 12 feet.
Over seven years in the 1980s, he compared nine different trellising systems for growing raisins. Andris described which features improved yield and which improved quality, then let growers decide which trellis was best for their needs, said Manuel Medeiros, a raisin grape grower in Caruthers.
Bill Chandler, a Selma tree fruit and grape grower, has known Andris since he became a farm advisor.
“I knew I could always ask Harry about nutrition or anything. I was interested in reducing thinning costs in tree fruit so he did research on some oils. He was accessible and very responsive.”
In the 1990s, Andris developed a technique using metalized plastic film to reflect sunlight from the orchard floor into the tree to enhance color in tree fruit — apples, nectarines, peaches, mangoes, plums, and even blueberries. When he tested the reflective material in an apple orchard, “within four days of putting it down, you could see a color change,” Andris said.
“That was a fun project,” Andris related, recalling how he started with household aluminum foil before refining the material into a new product that local agricultural specialty firms could sell. “This technique was so successful that it was accepted and used worldwide within four years of its introduction at a Fresno County apple meeting.”
“Harry is an example of how ag extension is a big asset because he was extending knowledge,” Chandler said of Andris' role with UC Cooperative Extension. “Big corporate farms can hire their specialists, but a lot of agriculture is made up of small farms and family farms. Ag extension is a big help to us all.”
Andris has been granted emeritus status by the university, but his first task is to finish remodeling his home, which is located in the Sierra foothills town of Friant. He and his wife, Darlene, have invested a great deal of time and energy over the past five years, turning a house that had sat abandoned for 11 years into a showcase. | <urn:uuid:ac4c1e5e-d17c-4a75-a510-19d7d3f8e06a> | {
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Union Water Works, now known simply as Water Works, is a residential village in North Annville Township, Lebanon County, Pennsylvania. The community, located at a crossing of the Swatara Creek, was originally called Alger. During the early 1800s it became a point of interest along the Union Canal, which connected the Schuylkill River to the Susquehanna River. It was here that the canal company built a pumping station, the water works, to lift water from the Swatara Creek to feed the summit at Lebanon.
The original proposal from the canal company included right-of-ways for streets, in anticipation of the formation of a town. Construction of the canal had begun decades earlier, but it finally opened to full operation in 1828. From the water works, the canal ran parallel to the Swatara Creek — known to all as the Swatty — to Middletown on the Susquehanna River. The canal actually crossed from the south bank to the north bank of the creek via an aqueduct just downstream from Harpers Tavern.
The original water works were powered by a waterwheel. It may sound redundant, sort of like a solar-powered clothes dryer, but it actually worked that way. Power from a waterwheel pumped other water even higher into the feeder at the top of the hill. As you can imagine, the system was not very efficient, since it used about a 7:1 ratio of water power to water output. In other words, it required 7 gallons of waterwheel water for every 1 gallon of canal water it produced. The waterwheel was soon replaced by a set of steam engines. The feeder, which started at the water works, was a wooden barrel-type pipeline that ran the four miles back to the Union Canal Tunnel.
In order to keep the feeder line level over the rolling farmland, it was often supported on trellises up to thirty feet high or dug underground. The destination end of the feeder was constructed as a brick culvert, which in turn emptied into the canal. The whole operation was such an impressive feat of engineering, and everyone in the area knew about the Union water works, that Union Water Works quickly became the de facto name of the community as well, although the name Alger persisted in documents of the day as late as 1900.
In 1832 an additional branch of the canal was built north to Pine Grove in Schuylkill County to service the anthracite coal fields of central Pennsylvania. The north branch connected to the main canal at the Water Works dam. The business of the canal included the pumping station, a weigh station and toll house, and several nearby locks. In winter, when the canal was silent, the company kept some employees to cut and sell ice from the dam.
The federal censuses of North Annville for 1850 to 1880 show men with occupations such as canal superintendent, canal manager, lock keeper, weighmaster, boatman, steamhouse tender, engineer, and boat maker. Although the community never really evolved into a town, businesses characteristic of a rural town developed around the water works, including a hotel, blacksmith, general store, grain, coal, and lumber merchants. Dohner Mennonite Church was established in 1831, and built their church on a hill about a half mile from the dam. The church, now in its 175th year, is still active at the same location. A decade later, other residents of Water Works formed a congregation of United Brethren and built a church on land donated by Jacob Heilman and Michael Seltzer.
Read more in Life after the Canal.
- Construction, Operation and Decay of the Union Canal. Paul D. Mullwolland. Thesis submitted to Lehigh University, 1886.
- Lebanon County: A Post Card History. Donald R. Brown, Robert Heilman, and Henry C. Westenberger. Lebanon County Historical Society, Lebanon, PA, 1992.
- One Room Schools in [Lebanon County], 3rd Edition. Compiled and edited by Wayne Anspach. Lebanon County Historical Society, Lebanon, PA, 2005.
- The Two Canals of Lebanon County. Dean M. Aungst. Lebanon County Historical Society, Lebanon, PA, 1968.
- Union Canal. Vertical file, Hauck Research Archives, Lebanon County Historical Society, Lebanon, PA. | <urn:uuid:8956f098-00f3-4360-b9df-ca6b6bf57ccd> | {
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I think the only useful definition of big data is data which catalogs all information about a particular phenomenon. What I mean by that is that rather than sampling from some population of interest and collecting some measurements on those units, big data collects measurements on the whole population of interest. Suppose you're interested in Amazon.com customers. It's perfectly feasible for Amazon.com to collect information about all of their customers' purchases, rather than only tracking some users or only tracking some transactions.
To my mind, definitions that hinge on the memory size of the data itself to be of somewhat limited utility. By that metric, given a large enough computer, no data is actually big data. At the extreme of an infinitely large computer, this argument might seem reductive, but consider the case of comparing my consumer-grade laptop to Google's servers. Clearly I'd have enormous logistical problems attempting to sift through a terabyte of data, but Google has the resources to mange that task quite handily. More importantly, the size of your computer is not an intrinsic property of the data, so defining the data purely in reference to whatever technology you have at hand is kind of like measuring distance in terms of the length of your arms.
This argument isn't just a formalism. The need for complicated parallelization schemes and distributed computing platforms disappears once you have sufficient computing power. So if we accept the definition that Big Data is too big to fit into RAM (or crashes Excel, or whatever), then after we upgrade our machines, Big Data ceases to exist. This seems silly.
But let's look at some data about big data, and I'll call this "Big Metadata." This blog post observes an important trend: available RAM is increasing more rapidly than data sizes, and provocatively claims that "Big RAM is eating Big Data" -- that is, with sufficient infrastructure, you no longer have a big data problem, you just have data, and you return back to the domain of conventional analysis methods.
Moreover, different representation methods will have different sizes, so it's not precisely clear what it means to have "big data" defined in reference to its size-in-memory. If your data is constructed in such a way that lots of redundant information is stored (that is, you choose an inefficient coding), you can easily cross the threshold of what your computer can readily handle. But why would you want a definition to have this property? To my mind, whether or not the data set is "big data" shouldn't hinge on whether or not you made efficient choices in research design.
From the standpoint of a practitioner, big data as I define it also carries with it computational requirements, but these requirements are application-specific. Thinking through database design (software, hardware, organization) for $10^4$ observations is very different than for $10^7$ observations, and that's perfectly fine. This also implies that big data, as I define it, may not need specialized technology beyond what we've developed in classical statistics: samples and confidence intervals are still perfectly useful and valid inferential tools when you need to extrapolate. Linear models may provide perfectly acceptable answers to some questions. But big data as I define it may require novel technology. Perhaps you need to classify new data in a situation where you have more predictors than training data, or where your predictors grow with your data size. These problems will require newer technology.
As an aside, I think this question is important because it implicitly touches on why definitions are important -- that is, for whom are you defining the topic. A discussion of addition for first-graders doesn't start with set theory, it starts with reference to counting physical objects. It's been my experience that most of the usage of the term "big data" occurs in the popular press or in communications between people who are not specialists in statistics or machine learning (marketing materials soliciting professional analysis, for example), and it's used to express the idea that modern computing practices meant hat there is a wealth of available information that can be exploited. This is almost always in the context of the data revealing information about consumers that is, perhaps if not private, not immediately obvious. The anecdote about a retail chain sending direct mailings to people it assessed were expectant mothers on the basis of their recent purchases is the classic example of this.
So the connotation and analysis surrounding the common usage of "big data" also carries with it the idea that data can reveal obscure, hidden or even private details of a person's life, provided the application of a sufficient inferential method. When the media report on big data, this deterioration of anonymity is usually what they're driving at -- defining what "big data" is seems somewhat misguided in this light, because the popular press and nonspecialists have no concern for the merits of random forests and support vector machines and so on, nor do they have a sense of the challenges of data analysis at different scales. And this is fine. The concern from their perspective is centered on the social , political and legal consequences of the information age. A precise definition for the media or nonspecialists is not really useful because their understanding is not precise either. (Don't think me smug -- I'm simply observing that not everyone can be an expert in everything.) | <urn:uuid:7e7b6656-120e-43e4-9c5d-ad3428371ce7> | {
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FOSTER, COLLEY LYONS LUCAS, army and militia officer; b. 1778 in Ireland; m. first 1813 Elizabeth Kirkpatrick in Clonsilla parish (Republic of Ireland), and they had seven children; m. secondly 4 Feb. 1836 Ellen Humphreys in Toronto, and they had one son and two daughters; d. 7 May 1843 in Kingston, Upper Canada.
Colley Lyons Lucas Foster was commissioned in the English militia in 1798, and then entered the 52nd Foot when it raised a second battalion in 1799. He served in England and Ireland until 1804, much of the time as adjutant, and was promoted lieutenant in 1800 and captain in 1804. Between 1804 and 1811 Foster was in Jamaica as aide-de-camp and military secretary to the lieutenant governor, Sir Eyre Coote, and the governor, the Duke of Manchester. After returning to England he served briefly in Jersey, and then became aide-de-camp to Lieutenant-General Gordon Drummond* in Ireland.
In 1813 Foster accompanied Drummond to his new command in Upper Canada. He was soon immersed in the war on the Niagara frontier, and after the taking of Fort Niagara (near Youngstown), N.Y., in December, he was selected to convey the captured American colours to Governor Sir George Prevost*. On 7 Feb. 1814 Foster was appointed adjutant general of the Upper Canadian militia, and he took up additional administrative responsibilities as Drummond’s military secretary. He was twice mentioned in dispatches by Drummond for his efforts in the headquarters at the siege of Fort Erie that summer.
With the conclusion of the war Foster was moved to Quebec, and gave up his militia appointment to Nathaniel Coffin. In 1816 he was appointed assistant adjutant general to the regular forces in Upper Canada, a post he held until his death. He was promoted lieutenant-colonel in June 1815 and colonel in January 1837.
Like other officers who served in the War of 1812, Foster received extensive land grants and speculated in the undeveloped land. His grants, totalling 1,200 acres, chiefly in Ancaster, Clinton, Thorold, and Cartwright townships, were sold to finance both his purchase of a town-lot in Kingston and a small farm near the town and the construction of buildings on these properties.
From June 1824 until September 1827 Foster acted as deputy adjutant general to the army in the Canadas. In this position he was called upon to act frequently for Governor Lord Dalhousie [Ramsay] on ceremonial occasions, and to be his military secretary. Foster petitioned for permanent appointment as deputy adjutant general, but his hopes were dashed by the arrival of Colonel Sir Thomas Noel Hill.
With the withdrawal of nearly all regular troops from Upper Canada in 1837, Foster succeeded to the command of the remaining handful of soldiers. When William Lyon Mackenzie*’s insurgents prepared to march down Yonge Street early in December, Foster played a leading part in organizing and arming a guard from among the citizens of Toronto. On 7 December, when Lieutenant Governor Sir Francis Bond Head* marched against Mackenzie with a small force, he declined Foster’s services, preferring that the issue be decided by inhabitants of the province. Once Head’s resignation became effective in January 1838, Foster, as senior officer, took command of the militia and regular forces in Upper Canada until the arrival of Major-General Sir George Arthur* in March. He had at times 15,000 militia under arms during this period, but he did not take the field personally. After the rebellion, Foster reassumed his duties as assistant adjutant general. In his last years he was concerned to sell his commission and retire, but he died while still on service.
Colley Lyons Lucas Foster had served out his life as a competent military administrator. He never commanded troops in the field beyond his subaltern service, but he soon caught the eye of senior commanders and rose through their personal staffs to responsible positions in war and peace.
AO, MS 502, ser.A, C. L. L. Foster corr.; ser.B-1, B-3, C. L. L. Foster corr.; MU 1057. PAC, RG 8, 1 (C ser.), 187: 88–91; 237: 64–65; 685: 94–100; 704: 126; 1184: 35; 1187: 11, 88, 95; 1191: 40; 1203 1/2M: 18–19; 1203 1/2P: 68; 1219: 177–78, 290–93. QUA, MC, Colley Foster papers. | <urn:uuid:918cef70-cc2d-43b2-9c8e-2540c219a545> | {
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From the Journal: Liberty
by Benjamin Tucker
Liberty Vol. 1, No. 1 (6 August 1881)
LIBERTY enters the field of journalism to speak for herself because she finds no one willing to speak for her. She hears no voice that always champions her; she knows no pen that always writes in her defence; she sees no hand that is always lifted to avenge her wrongs or vindicate her rights. Many claim to speak in her name, but few really understand her. Still fewer have the courage and the opportunity to consistently fight for her. Her battle, then, is her own, to wage and win. She — accepts it fearlessly and with a determined spirit.
Her foe, Authority, takes many shapes, but, broadly speaking, her enemies divide themselves into three classes: first, those who abhor her both as a means and as an end of progress, opposing her openly, avowedly, sincerely, consistently, universally; second, those who profess to believe in her as a means of progress, but who accept her only so far as they think she will subserve their own selfish interests, denying her and her blessings to the rest of the world; third, those who distrust her as a means of progress, believing in her only as an end to be obtained by first trampling upon, violating, and outraging her. These three phases of opposition to Liberty are met in almost every sphere of thought and human activity. | <urn:uuid:fbbe58f3-83d6-417e-b2cc-a67176109d28> | {
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Religious Freedom Is as Much a Duty toward Others as It Is a Right for Oneself
“Conflict and debate are vital to democracy. Yet if controversies about religion and politics are to reflect the highest wisdom of the First Amendment and advance the best interests of the disputants and the nation, then how we debate, and not only what we debate, is critical.” — The Williamsburg Charter
The Obligations of Religious Freedom
There is a paradox to religious freedom — a genuine gain arising from an apparent loss. The dilemma goes something like this: If you want your religious beliefs to be protected, you must protect religious beliefs that fundamentally differ from your own. This does not require an endorsement of those beliefs, but it does require a certain respect for them. Competing claims of truth and belief don’t easily coexist. However, “religious freedom for me but not for thee” cannot work, especially in a world as diverse as ours. Centuries of sectarian conflict have shown that such attitudes degrade the freedom of both. The way to ensure one’s own freedom is to ensure freedom for everyone.
Religious freedom is as much a duty as it is a right, as much an obligation to give as a privilege to receive. Such responsibilities and benefits are not only the inheritance of a time-honored constitution. They shape the way we live our lives from day to day. The fruits of religious freedom depend on the continual hard work of communities in nurturing civility, respect and reciprocity — the two-way street of civic virtue. Sustaining religious freedom is part of a just and free society.
This mutual obligation is founded on the inherent dignity of each person and the moral conscience that guides human agency. Keeping this obligation is the great test of a peaceful society. Having experienced persecution and intolerance in the past, members of The Church of Jesus Christ of Latter-day Saints can relate with religious minority groups who suffer in similar ways. A spirit of solidarity inspired Joseph Smith, founding prophet of the Church, to affirm: “It is a love of liberty which inspires my soul — civil and religious liberty to the whole of the human race.”
Civility and Its Consequences
Much of this reciprocal responsibility is simply a matter of how we, as citizens, treat each other. Our public interaction reveals who we are as a people and what kind of society we choose to build. This interaction continually defines our values. Constant care is required to cultivate the manners and freedoms of civilization.
The words we speak, and how we speak them, make all the difference. The need for civility does not require citizens to hide their beliefs or soften them into nice generalities. Meaningful discussion can be both humane and vigorous. Civility is a call to ensure that every voice is heard and respected, even if no agreement follows. Religious organizations and individuals are responsible to state their views reasonably and respectfully so they contribute to productive discussion. The intensity of pluralistic democracy needs to be tempered by mature discourse wherein differing sides express opinions without dismissing beliefs.
The discussion of competing ideas — the sign of a healthy democracy — teaches citizens to acknowledge and respect each other’s deepest differences. As fellow citizens we should always speak with compassion and show patience toward those who disagree with us. We foster tolerance and respect by giving it ourselves. No one should be denigrated for adhering to their moral conscience.
An Atmosphere of Goodwill
Elder Dallin H. Oaks of the Quorum of the Twelve Apostles has urged: “As believers we should frame our arguments and positions in ways that contribute to the reasoned discussion and accommodation that are essential to democratic government in a pluralistic society. By this means we will contribute to the civility that is essential to preserve our civilization.”
Striving to communicate and promote their values in ways that resonate with people in their communities, Latter-day Saints add to the multitude of voices concerned with the well-being of society. President of the Church Thomas S. Monson has captured this aspiration: “As a church we reach out not only to our own people but also to those people of good will throughout the world in that spirit of brotherhood which comes from the Lord Jesus Christ.”
As long as human beings continue to organize into societies, act on individual conscience and make claims about ultimate truth, there will be deep, sometimes intractable, differences. The paradox of religious freedom will continue to require that we fulfill the mutual obligation of civility. Upholding this freedom is a two-way street. | <urn:uuid:11feb292-25ff-4111-8cd6-a53ce823a8b2> | {
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Sight would dramatically alter a blind man's understanding of an elephant, according to the old story. Now, a look directly at a cell surface is changing our understanding of cell membrane organization.
Researchers found that a class of molecules called sphingolipds congregate in large patches in the cell membrane. Red and yellow colors indicate local elevations in the sphingolipid abundance. (Photo by Kevin Carpenter)
Using a completely new approach to imaging cell membranes, a study by researchers from the University of Illinois, Lawrence Livermore National Laboratory and the National Institutes of Health revealed some surprising relationships among molecules within cell membranes.
Led by Mary Kraft, a U. of I. professor of chemical and biomolecular engineering, the team published its findings in the Proceedings of the National Academy of Sciences.
Cells are enveloped in semi-permeable membranes that act as a barrier between the inside and outside of the cell. The membrane is mainly composed of a class of molecules called lipids, studded with proteins that help regulate how the cell responds to its environment.
"Lipids have multiple functions serving as both membrane structure and signaling molecules, so they regulate other functions inside the cell," Kraft said. "Therefore, understanding how they're organized is important. You need to know where they are to figure out how they're doing these regulatory functions."
One widely held belief among cell biologists is that lipids in the membrane assemble into patches, called domains, that differ in composition. However, research into how lipids are organized in the membrane, and how that organization affects cell function, has been hampered by the lack of direct observation. Although the cell membrane is heavily studied, the imaging techniques used infer the locations of certain molecules based on assumed associations with other molecules.
In the new study, Kraft's team used an advanced, molecule-specific imaging method that allowed the researchers to look at the membrane itself and map a particular type of lipid on mouse cell membranes. The researchers fed lipids labeled with rare stable isotopes to the cells and then imaged the distribution of the isotopes with high-resolution imaging mass spectrometry.
Called sphingolipids (SFING-go-lih-pids), these molecules are thought to associate with cholesterol to form small domains about 200 nanometers across. The direct imaging method revealed that sphingolipids do indeed form domains, but not in the way the researchers expected.
The domains were much bigger than suggested by prior experiments. The 200-nanometer domains clustered together to form much larger, micrometer-sized patches of sphingolipids in the membrane.
"We were amazed when we saw the first images of the patches of sphingolipids across the cell surface," said Peter Weber, who directed the team at Lawrence Livermore National Laboratory. "We weren't sure if our imaging mass spectrometry method would be sensitive enough to detect the labeled lipids, let alone what we would see."
Furthermore, when the researchers looked at cells that were low on cholesterol – thought to play a key role in lipid aggregation – they were surprised to find that the lipids still formed domains. On the other hand, disruption to the cell's structural scaffold seemed to dissolve the lipid clusters.
"We found that the presence of domains was somewhat affected by cholesterol but was more affected by the cytoskeleton – the protein network underneath the membrane," Kraft said. "The central issue is that the data are suggesting that the mechanism that's responsible for these domains is much more complicated than initially expected."
In addition, the new study found that sphingolipids domains were incompletely associated with a marker protein that researchers have long assumed dwelled where sphingolipids congregated. This means that data collected with imaging techniques that target this protein are not as accurate in representing sphingolipid distribution as previously thought.
"Our data are showing that if you want to know where sphingolipids are, look at the lipid, don't infer where it is based on other molecules, and now there's a way to directly image them," said Kraft, who also is affiliated with the department of chemistry at the U. of I.
Next, the researchers plan to use the direct-imaging method in conjunction with other more conventional methods, such as fluorescence, to further determine the organization of different kinds of molecules in the membrane, their interactions and how they affect the cell's function. They plan to begin by targeting cholesterol.
"Cholesterol abundance is important," Kraft said. "You change that, you tremendously change cell function. How is it organized? Is it also in domains? That's related to the question, what's the mechanism responsible for these structures and what are they doing?" | <urn:uuid:aab1a98f-cbd6-4b21-9f90-5ec0d912fcad> | {
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A bunion is a dislocation of the first metatarsophalangeal—or big toe—joint that occurs primarily in shod (shoe wearing) populations. The American College of Foot & Ankle Orthopedics & Medicine (ACFAOM) suggests that improper footwear may be a cause of bunions in runners.
The American Podiatric Medical Association (APMA) states that a bunion is a lump of bony and soft tissue situated at the base of the big toe. A bunion develops from a condition called “hallux valgus,” which is a chronic deviation of the big toe toward the foot’s midline. Over time, with this sustained deviation, the base of the big toe becomes inflamed and a prominent bump develops.
According to the ACFAOM, potential causes of bunions include foot function abnormalities, improper footwear, occupational hazards, inflammatory joint diseases, genetic factors and a discrepancy in lower-extremity limb length. The ACFAOM suggests that runners are most susceptible to bunion formation as a result of wearing improper footwear, that is, footwear that’s too narrow, especially in the toe box where toes can be compressed.
Sports podiatrist Dr. Ray McClanahan educates his patients about the pitfalls of conventional footwear, especially about the harmful effects of tapering toe boxes found in most running shoe models. He has identified contributing factors to bunion deformity in conventional footwear as well.
Because of the increased forces acting on the foot, and because of the repetitive nature of the activity and the friction involved, runners are more likely to experience pain or discomfort from their bunions. Fortunately, there are a number of conservative care options available for the runner who wishes to avoid surgery and prevent future foot problems.
Dr. McClanahan states that patients with bunion deformities respond favorably to conservative treatment methods, which include the use of a toe spacer to reposition all the toes—not just the big toe—into their natural anatomical positions. McClanahan suggests introducing range-of-motion exercises to manipulate the big toe into an adducted position (the opposite direction of the way it’s deviating) and selecting shoes with a toe box wide enough to accommodate the toe spacer or bunion splint. | <urn:uuid:cd3cab2c-e26c-48cb-b460-612de084b980> | {
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Naturally Treating and Preventing Fungal Infections
There is a strong connection between what you eat and the health of your immune system. Nevertheless, nutritional approaches to prevent and treat conditions like candidiasis (fungal, yeast infections) are complicated and controversial. While there isn't a magic recipe that prevents or treats yeast infections in everyone, following some basic guidelines may lower the risk of yeast becoming a problem.
Most nutritionists agree that sugar, yeast, dairy, wheat, caffeine, nicotine, and alcohol are the main culprits because they help yeast to grow. In people with healthy immune systems, the body is usually able to fight off the excess yeast made by these products. But for people with weakened immune systems, yeast can grow out of control, leading to certain kinds of fungal infections, like oral or vaginal candidiasis, or more seriously, esophageal (in the throat/esophagus) candidiasis. To prevent this, nutritionists recommend eating as little as possible of these foods that contribute to the excess production of yeast.
Another approach is to eat larger amounts of foods that may suppress the growth of yeast. For example, garlic is believed by some nutritionists to have natural anti-fungal properties and may help to prevent candidiasis. Fresh garlic is considered best, although garlic supplements offer the advantage of reduced odors. Fresh garlic can be mixed into other foods, eaten raw after removing the dry outer skin, or minced and put into empty gelatin capsules, up to six cloves a day.
Another factor that can contribute to uncontrolled yeast growth is the use of antibiotics. Friendly bacteria are found naturally in the body and establish a healthy balance while eliminating unfriendly yeasts. These bacteria are similar to Lactobacilli, the bacteria that turn milk into yogurt. Most common antibiotics kill these bacteria which then allows yeast to grow, especially in the vagina. It is not unusual, even in people with healthy immune systems, to experience some form of candidiasis after a prolonged use of antibiotics, so it is important to use antibiotics only when truly necessary.
In order to lessen this effect from antibiotics and promote healthy bacteria in general, many nutritionists recommend adding Lactobacilli acidophilus bacteria to your diet. It can be found in yogurts and certain milks. Look for Lactobacilli acidophilus on the label. You can also take it in capsule or powder form. Tablet and non-refrigerated forms of acidophilus are not as beneficial as the bacteria have been killed by heat. The best acidophilus supplements are the ones that are refrigerated prior to purchase in order to maximize the amount of live bacteria per gram. These forms of acidophilus are available from AIDS Treatment Initiatives (ATI). ATI also carries a special acidophilus called Fem-Dophilus® for women which comes with a vaginal applicator for treating vaginal infections.
Oral candidiasis or thrush can change how you taste and enjoy foods. It can also make eating and swallowing difficult. Avoiding acidic, spicy, or hot foods as well as cigarettes, alcohol, and carbonated drinks may lessen this effect. All of these can irritate the insides of your mouth. Soft, cool, and bland foods (like oatmeal, mashed beans, applesauce) are recommended. Many people use liquid food supplements (Ensure, Boost, etc.) to ease swallowing and to keep or add weight during an oral infection.
Unfortunately, many of these supplements are high in sugars, which can promote yeast growth. If you use liquid supplements, make sure they contain mainly complex carbohydrates, are high in protein and have low-to-moderate sugar levels. It is important to remember that these products are intended to be supplements and should not replace solid food. Powdered whey protein supplements are generally higher in protein and lower in sugars and are therefore more beneficial.
There are some reports that gargling with tea tree oil diluted with water can help treat oral candidiasis. Generally these gargles (two drops of oil in a tablespoon of water) are used in the morning, at night, and after meals. They are sometimes swabbed directly on mouth sores (one drop of oil to one drop of water). Grapefruit seed extract and 1% hydrogen peroxide may also be used in a similar way, but must be more heavily diluted and should never be swallowed. However, these approaches (especially grapefruit seed extract) may irritate the mouth and promote infection. Moreover, they only address the local symptoms of yeast growth and not the underlying causes. Other supplements which may be used to treat yeast infections naturally include grapefruit seed extract in a tablet form. Also, herbal extracts containing black walnut (Juglans nigra) and wormwood (Artemisia absinthium) may be helpful. Generally, a combination of these herbs is more potent than a single herbal extract.
Overall, the best way to naturally treat and prevent fungal infections is to eat healthfully and regularly, avoid excessive sugar intake, and avoid or decrease alcohol and cigarettes.
FDA Issues Health Advisory Regarding the Safety of Sporanox® Products and Lamisil® Tablets to Treat Fungal Nail Infections
This article was provided by AIDS Survival Project. It is a part of the publication Survival News. | <urn:uuid:3aac3360-4586-406c-8431-760b82696fea> | {
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“Water is life”. This is commonly what we hear when working together with communities across the globe, particularly in Sub-Saharan Africa, in recognition that water is the essential building block for the living world. More than that, it is key to every aspect of human development, from the economy to a child’s education.
Today is World Water Day, where we focus on the importance of water as a resource and consider the progress that is needed to provide clean, safe water to everyone. Today, a quarter of the population of the world will drink from a water source that is contaminated, putting them at risk of contracting diseases such as cholera, dysentery, typhoid and polio.
The UN have developed their 2030 Agenda and the Sustainable Development Goals with the aim to provide access to safe water to all. At CO2balance, we continue to work towards these goals by rehabilitating village hand pumps and providing education on sanitation and health in rural communities. Below is a summary of some of the key impacts of our projects: | <urn:uuid:494a40a2-48b5-4bcb-9499-2471cdb3f88d> | {
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The ancient editor Porphyrion read the first six odes of this book as a single sequence, one unified by a common moral purpose and addressed to all patriotic citizens of Rome. These six "Roman odes", as they have since been called (by HT Plüss in 1882), share a common meter and take as a common theme the glorification of Roman virtues and the attendant glory of Rome under Augustus. Ode III.2 contains the famous line "Dulce et decorum est pro patria mori," (It is sweet and honorable to die for one's country). Ode III.5 Caelo tonantem credidimus Jovem makes explicit identification of Augustus as a new Jove destined to restore in modern Rome the valor of past Roman heroes like Marcus Atilius Regulus, whose story occupies the second half of the poem.
Book 3 consists of 30 poems.
III.1, Odi profanum volgus et arceo... - On Happiness - Philosophy is a mystery which the uninitiated crowd cannot understand. The worthlessness of riches and rank. The praise of contentment. Care cannot be banished by change of scene.
III.2, Angustam amice pauperiem pati... - On Virtue - Horace extols the virtue of endurance and valor in fighting for one's country, of integrity in politics, and of religious honor.
III.3, Iustum et tenacem propositi virum... - On Integrity and Perseverance - The merit of integrity and resolution: the examples of Pollux, Hercules and Romulus. Juno's speech to the gods on the destiny of Rome.
III.4, Descende caelo et dic age tibia... - On Wise Counsel and Clemency - The Muses have guarded and given counsel to Horace since his youth. They also do so to Augustus, and prompt him to clemency and kindness. The evils of violence and arrogance, on the other hand, are exemplified by the Titans and Giants, and others.
III.5, Caelo tonantem credidimus Iovem... - To Augustus - On Virtue and Fortitude - Augustus will be recognized as a god on earth for his subjugation of the Britons and Parthians. The disgraceful actions of the troops of Crassus (who married Parthians after being taken prisoner) are contrasted by the noble example of Regulus (who was released from Carthage to negotiate a peace, but dissuaded the Senate, and then returned to Carthage to be tortured to death).
III.6, Delicta maiorum inmeritus lues... - Piety & Chastity - Return to the Old Morals! - Horace condemns the prevailing domestic immorality and contempt of the institutions of religion, and earnestly urges a speedy return to the simpler and purer manners of ancient times.
III.7, Quid fles, Asterie, quem tibi candidi... - Constancy, Asterie! - Horace consoles Asterie on the absence of her lover Gyges, and warns her not to be unfaithful to her own vows.
III.8, Martis caelebs quid agam Kalendis... - A Happy Anniversary - Horace invites Maecenas to celebrate with him the festival of the Calends of March (the Feast of the Matrons), which was also the anniversary of his narrow escape from sudden death by a falling tree.
III.9, Donec gratus eram tibi... - The Reconciliation of Two Lovers - Often referred to as an "Amoebaean" ode (from the Greek αμείβω - to exchange), it describes, in graceful dialogue, a quarrel between two lovers and their reconciliation.
III.10, Extremum Tanain si biberes, Lyce... - A Lover's Complaint - Horace warns Lyce that he cannot put up with her unkindness forever.
III.11, Mercuri, -- nam te docilis magistro... - Take Warning, Lyde, from the Danaids! - To Mercury - Horace begs the god to teach him such melody as will overcome the unkindness of Lyde. The ode concludes with the tale of the daughters of Danaus, and their doom in the underworld.
III.12, Miserarum est neque amori dare ludum... - Unhappy Neobule - Joyless is the life of Neobule, ever under the watchful eye of a strict guardian. Only thoughts of handsome Hebrus take her mind off her troubles.
III.13, O fons Bandusiae splendidior vitro... - O, Fountain of Bandusia! - Tomorrow a sacrifice will be offered to the fountain of Bandusia, whose refreshing coolness is offered to the flocks and herds, and which is now immortalized in verse.
III.14, Herculis ritu modo dictus, o plebs... - The Return of Augustus - Horace proclaims a festal day on the return of Augustus from Spain (c. 24 BCE), where he had reduced to subjection the fierce Cantabri.
III.15, Uxor pauperis Ibyci... - Chloris, Act Your Age! - Horace taunts Chloris with her attempts to appear young, and with her frivolous life, while she is really an old woman.
III.16, Inclusam Danaen turris aenea... - Contentment is Genuine Wealth - Gold is all-powerful, but its possession brings care and restlessness. True contentment is to be satisfied with little, as Horace is with his Sabine farm.
III.17, Aeli vetusto nobilis ab Lamo... - Prepare for Storms Tomorrow - To Aelius Lamia - The crow foretells a stormy day tomorrow - Gather some firewood while you may, and spend the day in festivity.
III.18, Faune, Nympharum fugientum amator... - Hymn to Faunus - Horace asks Faunus to bless his flocks and fields, for when Faunus is near, the whole countryside is glad.
III.19, Quantum distet ab Inacho... - Invitation to a Banquet - Horace invites Telephus to give up for a time his historical researches, and join him at a banquet in honor of Murena.
III.20, Non vides quanto moveas periclo... - The Rivals - Horace humorously describes a contest between Pyrrhus and some maiden for the exclusive regards of Nearchus.
III.21, O nata mecum consule Manlio... - To a Wine-Jar - Horace, preparing to entertain his friend the orator M. Valerius Messala Corvinus, sings of the manifold virtues of wine.
III.22, Montium custos nemorumque virgo - To Diana - Horace dedicates a pine tree to Diana, and vows to the goddess a yearly sacrifice.
III.23, Caelo supinas si tuleris manus - Humble Sacrifices Devoutly Offered - Horace assures the rustic Phidyle that the favor of the gods is gained not by costly offerings, but simple sacrifices such as salted meal offered with true feeling.
III.24, Intactis opulentior... - The Curse of Mammon - Boundless riches cannot banish fear or avert death. A simple life like that of the Scythians is the healthiest and best. Stringent laws are needed to curb the present luxury and licentiousness.
III.25, Quo me, Bacche, rapis tui... - To Bacchus in Honor of Augustus - Horace fancies himself carried along by Bacchus amid woods and wilds to celebrate, in some distant cave, the praises of Augustus.
III.26, Vixi puellis nuper idoneus... - Love's Triumphs Are Ended - Scorned by the haughty Chloe, the poet, like a discharged soldier, abandons the arms of love. But he begs of Venus, as a last request, that his slighted love may not go unavenged.
III.27, Impios parrae recinentis omen... - Galatea, Beware! - Addressed to Galatea, whom the poet seeks to dissuade from the voyage she intended to make during the stormy season of the year. He bids her to beware, lest the mild aspect of the deceitful skies lead her astray - for it was through lack of caution that Europa was carried away across the sea.
III.28, Festo quid potius die... - In Neptune's Honor - An invitation to Lyde to visit the poet on the festival of Neptune, and join him in wine and song.
III.29, Tyrrhena regum progenies, tibi... - Invitation to Maecenas - Horace invites Maecenas to leave the smoke and wealth and bustle of Rome, and come to visit him on his Sabine farm. He bids him to remember that we must live wisely and well in the present, as the future is uncertain.
III.30, Exegi monumentum aere perennius... - The Poet's Immortal Fame - In this closing poem, Horace confidently predicts his enduring fame as the first and greatest of the lyric poets of Rome. He asserts: Exegi monumentum aere perennius (I have raised a monument more permanent than bronze). | <urn:uuid:1e284412-bf5c-4dae-bad7-57c781a10afc> | {
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Motivation in the Classroom
Theories and ideas
Educational Psychology- HDV-284334
Instructor: Beth Reilly
March 28, 2011
From birth, babies begin exploring their environment. Starting with their first grip of a finger and continuing through each milestone, there is an inherent desire to understand the world around them. Greeno et al indicated that as children grow they are “seen as naturally motivated to learn when their experience is inconsistent with their current understanding” (as cited in Eggen & Kauchak, 2010, p. 287). Cognitive theory suggests, each person is motivated by their need to understand their experiences like Piaget discussed in his theory of equilibrium. Students’ motivation to learn involves their “tendencies to find academic activities meaningful and worthwhile and try to get the intended learning benefits from them” (Eggen & Kauchak, 2010, p. 286). Teachers can motivate learners by promoting student involvement, satisfying student needs, increasing their motivation methodologies through classroom climate and instruction techniques, and intrinsically motivating students.
To promote student involvement, the students’ own needs, beliefs, and goals have to be incorporated into learning. Additionally, their interest in learning, growth, and development needs to be fulfilled. Teachers that convey positive messages to students indicating success and proficiency provide motivation to students. Research indicates that “learners’ motivation is the primary factor influencing both test performance and success in school” (Perry et. al, as cited in Eggen & Kauchak, 2010, p. 284). Effective praise is one tool teachers use to communicate competence. As learners strive for autonomy they reinforce their feelings of competency. For example, as students are allowed to choose their final project topic their sense of independence and ability is reinforced. Connectivity to the classroom, and respect within it, is another important aspect of classroom climate that fulfills the need for relatedness. This need can be met as teachers communicate “unconditional positive regard and a genuine commitment to students and their learning” (Eggen & Kauchak, 2010, p. 293). Teaching that facilitates active learning, such as interactions between students and teachers, teacher evaluation of student work, and clear expectations, supports students’ engagement and participation in their own growth.
Maslow is known for defining a hierarchy of needs that details “whole person” needs classified as deficiency needs or growth needs. Deficiency needs, such as the need to survive, belong, be safe, and feel recognized and approved (self-esteem) “must be met before students will be motivated to move to growth needs” (Eggen & Kauchak, 2010, p. A-12). Each deficiency need can motivate learners to fulfill the needs when they remain deficient. As learners strive to reach their potential and meet capabilities in an effort to grow, there is a continued desire to be motivated, to learn, and to develop. Additionally, students need to feel safe and protected in their classroom as Maslow suggests for motivated growth and development. A student’s interest and perseverance is required to meet challenges and to develop the initiative that drives motivation. In order to develop this initiative, students need to be internally motivated and engaged (Watts & Caldwell, 2008). In several studies, Larson (2000) “observed that structured activities are positively associated with intrinsic motivation and initiative development.” Teachers provide the structured activities, like discussion groups or real-life experiments, which facilitate student engagement and provide intrinsic motivation. When the classroom climate is one of respect and offers a sense of belonging it supports the needs of students and positively contributes to their motivation to learn. Facilitating student participation and offering opportunities to give... | <urn:uuid:a82cf8a2-e07a-42b8-9aac-0322b6b0cf37> | {
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Galway, Irish Gaillimh, county in the province of Connaught (Connacht), western Ireland. It is bounded by the Atlantic Ocean (west) and by Counties Mayo (north), Roscommon (north and east), Offaly (east), Tipperary (southeast), and Clare (south). The county seat, Galway city, on Galway Bay, is administratively independent of the county.
The eastern two-thirds of the county is part of the Irish central lowland. In the west is Connemara, mainly a lowland, with peat bogs, many lakes, heathlands, and uplands such as the Twelve Bens and the Maumturk Mountains, with many summits higher than 2,000 feet (600 metres).
Galway has the largest Irish- (Gaelic-) speaking population of any Irish county, and the Irish college at Spiddal has facilities for those wishing to study the language. About one-third of the county’s people live in villages and towns, which, apart from the city of Galway, are small.
The living conditions in Connemara are among the hardest in Ireland. Many people live on small farms in a coastal belt about one mile wide. In the east, areas of cultivable soil are used for crops or for the rich pastures that often develop in this area of high rainfall. Sheep are kept in large numbers. Rough woodlands, patches of rocky heath, and peat bogs create gaps in the pattern of agricultural settlement. Only a few short streams flow over much of the lowland, but there are numerous shallow depressions called turloughs that provide good pastures in dry periods. Galway produces a black marble and a green-streaked Connemara marble of great beauty. The county also has light industry.
The descendants of the followers of the Norman Richard de Burgh, who assumed rule of Connaught in the 1230s, became known as the tribes of Galway. The county was given its shire boundaries in the reign of Elizabeth I. After 1652 the land settlement of Oliver Cromwell established a new class of landed proprietors. Area 2,354 square miles (6,098 square km), excluding Galway city. Pop. (2006) 159,256, excluding Galway city; (2011) 175,124, excluding Galway city. | <urn:uuid:2db2c20a-0b8b-44f7-bf0a-3c0eec348cf5> | {
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New primary school league table data for England has been published by the Department for Education.
The tables are based on how 11-year-olds in each school performed in national curriculum tests – or Sats – taken at the end of primary school.
They provide a snapshot of how well each school is performing and tracks pupils’ progress.
The aim is to hold schools to account and to give parents a way of comparing schools in their areas.
Read more here: Primary league tables: How did your school do? | BBC News | <urn:uuid:d5cab2ef-6dbc-47e7-803a-ca6e4014b443> | {
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The two years following the Treaty of Hudaybiya proved that Treaty to really be a victory. Some leading figures of the Quraysh such as Khalid ibn Walid and 'Amr ibn al-'As became Muslims and Islam had the opportunity to spread across Arabia. The Jewish conspiracy was put to an end and through the letters sent to neighbouring kings, Islam crossed the borders of Arabia into other lands in four directions.
It was two years after the treaty of Hudaybiya that Banu Bakr, allied to the Quraysh, attacked Banu Khuda'a, allied to the Muslims, and killed some among them. This meant the end of the truce between the Muslims and the Quraysh. No longer able to resist the Muslims, Abu Sufyan, the leader of the Quraysh, came to Madina to renew the treaty but was not admitted by God's Messenger, upon be peace and blessings. (1)
God's Messenger was making preparations for war. As always, he was keeping the affair quite secret and no one, including his wives and closest friends such as Abu Bakr and 'Umar, knew where the campaign would be. When Abu Bakr asked his daughter 'A'isha, the wife of God's Messenger, upon him be peace and blessings, where the Messenger intended to march, 'A'isha, answered: 'Father, I do not know either where he will go'. (2) However, someone from the Emigrants, named Khatib ibn Abi Balta'a, guessed the intention of God's Messenger, upon him be peace, and sent a letter to the Quraysh, informing them of the preparations of the Messenger to come against them. Revelation about that came to the Messenger, who ordered 'Ali and Zubayr to go and take the letter from the woman to whom Khatib had entrusted it. 'Ali and Zubayr carried out the Prophet's order successfully. (3)
God's Messenger, upon him be peace and blessings, left Madina with 10,000 men. Two years before, he had been able to gather only 1,600 men when he had set out for a minor pilgrimage, which concluded in the signing of the peace treaty of Hudaybiya. The peaceful atmosphere brought about by this treaty enabled many to re-consider Islam and accept it.
The Companions did not know of the destination of the campaign until they were ordered to change their direction toward Makka. When they approached this holy city, God's Messenger, upon him be peace and blessings, ordered that each member of the army should light a fire. The Makkans used, when they camped somewhere while journeying in the desert, to light a fire for every tent, (4) so they estimated the Muslim army to consist of about 30,000 men. They had been left nothing to do other than surrender. Abu Sufyan, who had been invited by God's Messenger to see the Muslim army, also advised the Makkans to surrender without offering any resistance.
God's Messenger, upon him be peace and blessings, did not desire any bloodshed. He divided his army into six columns, each of which was to enter Makka through a different route. He ordered the commanders to avoid bloodshed unless they were attacked. In order to prevent bloodshed and secure a peaceful conquest, he also made this announcement: Those who shelter in the Ka'ba are safe; those who shelter in the house of Abu Sufyan are safe, and those who remain confined to their houses are also safe. (5)
Being a Prophet of absolute mercy, one who came to secure the happiness of mankind both in this world and the next, God's Messenger, upon him be peace and blessings, entered Makka, bowing on the back of his mule, as a victorious conqueror. He displayed no hint of self-pride nor thought of either vengeance or retaliation. He proceeded toward the Ka'ba in utmost modesty and absolute gratitude to God Almighty, Who had made him victorious in his sacred mission after so many years of hardships and persecution. He stopped at the Ka'ba and asked those who assembled there: How do you expect me to treat you? 'You are a noble man, the son of a noble man', they answered. God's Messenger concluded:
This day no reproach shall be on you. God will forgive you; He is the Most Merciful of the Merciful. You can go away! (6)
This marked the end of polytheism in Makka. While he was toppling down the idols at the Ka'ba one after the other, he recited: Say: 'Truth has come and falsehood has disappeared. Indeed falsehood is subject to disappearance'. (7) And, almost all of the Makkans, who had been the enemies of Islam until one day before, acquired the honour of becoming Companions to God's Messenger, upon him be peace and blessings.
2. I. Hisham, 4.39.
3. I. Hisham, 4.41.
4. I. Kathir, al-Bidayah, 4.330; I. Hisham, 6.41–5.
5. I. Kathir, ibid., 4.331–2.
6. I. Sa'd, 2.142; I. Hisham, 4.55; Tabari, 3.120; Balazuri, Futuh al-Buldan, 1.47.
7. Bukhari, 5.93; Muslim, 3.1408; I. Hisham, 4.59; I. Sa'd, 2.136. | <urn:uuid:c8d46968-f5b4-450b-9a7d-fad8ff2a7414> | {
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Virginia Commonwealth University School of Medicine researchers have discovered that the infiltration of white blood cells into an expectant mother's blood vessels may explain high blood pressure in pregnancy.
The findings could lead to novel avenues of treatment for pregnant women with preeclampsia based on regulation of white blood cells called neutrophilis, their products or their cellular effects.
Preeclampsia is one of the most significant health problems in pregnancy and a leading cause worldwide of both premature delivery and of sickness and death of the mother and baby. Research has shown that the blood vessels of women with preeclampsia are dysfunctional, but the cause of preeclampsia is not known, and the only treatment is delivery of the baby.
In a study published online in the October issue of Hypertension, a journal of the American Heart Association, the VCU team reported that an infiltration of white blood cells may be responsible for the high blood pressure observed in preeclampsia. These white blood cells release reactive oxygen species that the team showed enhance the reactivity of the mother's blood vessels to hypertensive hormones by activating the RhoA kinase pathway in the blood vessels.
According to corresponding author Scott W. Walsh, Ph.D., professor in the VCU Department of Obstetrics and Gynecology, the RhoA kinase pathway is an intracellular mechanism in the smooth muscle cells of blood vessels that makes the blood vessels more reactive to hormones that increase blood pressure.
"In other words, the blood vessels contract more easily to the hormones so blood pressure increases even though the hormone levels do not increase," said Walsh.
"These findings may explain the enhanced blood pressure response of women who develop preeclampsia, which was first described almost 40 years ago," he said.
Walsh said some potential treatments on the horizon for clinical studies are monoclonal antibodies that could prevent the infiltration of the white blood cells, and selective RhoA kinase inhibitors that could prevent the enhanced reactivity of the mother's blood vessels.
This work was supported by grants from the National Heart, Lung and Blood Institute.
Walsh collaborated with Nikita Mishra Ph.D., M.B.B.S., graduate student with the VCU Department of Obstetrics and Gynecology and Physiology and Biophysics, and currently an Ob-Gyn resident at The Reading Hospital and Medical Center in Pennsylvania; William H. Nugent, a post-doctoral student in the VCU Department of Obstetrics and Gynecology; and Sunila Mahavadi, a post-doctoral student in the VCU Department of Physiology and Biophysics.
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The Political Economy of English Population HistoryBook - 1987
Reviewing the course of English population history from 1066 to the eighties, this book challenges orthodoxies about the evolution of English family forms, and offers a bold interpretation of the inter-connections between social, economic, demographic and family history. Taking as the point of departure the well-known observations that England was the first industrial society, that it was the first society to have its peasantry replaced by proletarians and that it was a society that was always dominated by nuclear family households, the main question David Levine asks is how these elements were connected in time and space. In answering this, he looks to contemporaneous changes in the labour process, and, in particular, to the disposition of labour within the family. His central theme is the impact of proletarianisation on family formation. He argues that the explosive transformations of family and demography that occurred between 1780 and 1815 were the culmination of a protracted transition from a feudal to a capitalist social structure; and that the post-1870 decline in marital fertility took place within a context of demographic, familial, social and political adjustments which were themselves a response to the earlier population explosion.
Publisher: Cambridge [Cambridgeshire] ; New York : Cambridge University Press, 1987
Characteristics: ix, 251 p. ; 24 cm | <urn:uuid:4a231170-931a-4a93-aa9f-9383f5623fc4> | {
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In the 17th century Newton advanced our understanding of the cosmos through his clarification of the concept of force and through his discovery of the law of universal gravitation. In the 18th and 19th centuries, the important advances were in cla rification of the concept of energy and in the discovery of the laws of thermodynamics. The industrial revolution provided the impetus for scientists to study the relations between work, energy, and heat and to develop ever more sophisticated "he at-engines" to power the mines and factories. In the 19th century scientists began to understand the atomic nature of matter, and this led to further understanding of thermal properties of matter. To understand some of these discoveries, we need a few b asics.
An object in motion can do considerable damage if it is suddenly brought
to rest. Think about a car hitting a brick wall!
The amount of kinetic energy possessed by an object of mass
m travelling with speed v is
Any material consists of atoms and molecules that are in continual, random motion. In a gas, the molecules move freely, interacting with each other briefly during collisions. In solids the molecules are locked in a lattice, and vibrate about a relatively fixed position. As the temperature is increased, the motions increase. In a gas, the molecules would cease to move at a temperature called absolute zero, (about -273° C.) (No real gas exists at this temperature; all gases condense into liquids or solids before this temperature is reached.) In air at room temperature, the molecules have an average speed of about 1000 mph! Temperature is actually a measure of the amount of energy possessed by each molecule.
The heat engines built by engineers such as James Watt in the 18th century are devices that extract some of the thermal energy and convert it to other, more practical, forms of energy. The science of thermodynamics was driven by a desire to build more efficient heat engines. (A modern example of such an engine is an automobile engine.)
Four laws of thermodynamics have been identified. The fourth (which is called the zeroth law) is not needed for our purposes here.
These laws have profound effects on the way we view the universe. They explain why a star evolves into a burnt cinder, providing heat and light on its journey into oblivion. Our Sun will run out of its atomic fuel in another few billion years, and will expand to engulf the Earth. Our future descendents, if any remain, will have to travel to another star system if they are to survive.
But more importantly, perhaps, the laws suggest that the entire universe undergoes an evolution from a hot dense beginning to one of two equally appalling ends: either the universe will expand forever, its stars winking out, leaving a cold , bleak environment of dead stars and an ever-thinning sea of radiation (the so-called heat death); or the universe will recollapse into a dense conflagration mimicking the original big bang.
This picture of an evolving universe dominated by the passage of time was profoundly different from the unchanging universe of Aristotle or even the clockwork universe of Newton, which, once set in motion by some superior intellect, would run forever.
In the years following Newton's discoveries, astronomers learned that the solar system is in the galactic suburbs, and that our galaxy is but one of billions. Now we must also adapt to the notion that we live in a random time in the history of the universe, and face an uncertain and (for the moment) unpredictable future. | <urn:uuid:dd293a2f-961a-443a-9ed9-2e55b10ce68e> | {
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Origin of the Name Mangan
The ancient history of the name Mangan
was found in the allfamilycrests.com archives. The normal form of the name Mangan in Irish is O'Mongain, which is more phonetically anglicized as Mongan in parts of Connacht. In Mayo, the original homeland of one of the Septs so called, it is more usually Mangan nowadays. The Munster Mangans, originally of County Cork , are now found more in County Limerick . The Munster Mangans have been long enough established in County Limerick to have a townland called after them in the parish of Dromcolliher, namely Ballymongane. This is also the name of a townland in the parish of Kilnamona in County Clare. The Ulster Sept, which, as erenaghs of St. Caireall, gave its name to the parish of Termonomongan in County Tyrone, appears to be now almost extinct. Three brothers named Warburton who assumed the name Mongan, 1810-1894, were of sufficient importance to be included in Crone's Dictionary of Irish Biography.
The Mangan coat of arms came into existence centuries ago. The process of creating coats of arms (also often called family crests) began in the eleventh century although a form of Proto-Heraldry may have existed in some countries prior to this. The new art of Heraldry made it possible for families and even individual family members to have their very own coat of arms, including all Mangan descendants. | <urn:uuid:e294b3b9-d2a6-46b2-9449-28c23d3415ba> | {
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Candidates & Campaigns
Every political campaign consists of three essential ingredients: a candidate,
an organization and money. To be successful, a campaign must generally
have a good candidate, an adequate organization and sufficient resources
to make the campaign go. If a campaign is seriously lacking in any one
of these three areas, it is in trouble (unless, of course, the opposing
campaign is even worse off). Given the choice of a first-rate organization,
ample monetary resources or a superb candidate, almost every campaign professional
would take the superb candidate. Skilled, effective, attractive candidates
can usually raise all the money they need and organizations can be built
around them. Making a good candidate out of an ordinary one, however, is
difficult to do even with unlimited resources.
communication with likely voters
If winning is the ultimate goal of a political campaign, the most
important instrumental goal is repetitive, persuasive communication with
likely voters. A political campaign is like a commercial advertising campaign
in many ways. The candidate is the product being "sold," voters
are the customers, but instead of their money, a campaign tries to secure
their vote. To secure a voter's support, a campaign must communicate a favorable
message about its candidate to voters clearly and often enough that the
voter becomes committed to the candidate and compelled to vote for him
or her on election day.
While every campaign will necessarily emphasize different issues or candidate
traits in its campaign communications, every campaign has (or should have)
five distinct communications objectives.
- Establishing voter familiarity with the candidate's name.
associating the candidate's name with the office for which he or she
- Strategically conveying positive information about key
candidate attributes, such as leadership ability, trustworthiness and
- Favorably distinguish the candidate from his or
- Motivating supportive voters to get out and vote on election day. | <urn:uuid:ae6cea37-d2b1-4ef4-8131-3a2255455fd8> | {
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Wind chill is a phenomenon common to nearly everyone who has ever lived in a cold environment. When the ambient air temperature is substantially colder than the temperature of your body, heat will transfer from your body to the surrounding air. If there is no breeze to move air past your body, the air molecules immediately surrounding your body will begin to warm up as they absorb heat from your body, which will then decrease the rate of heat loss. However, if there is even a slight breeze of air moving past your body, your body will come into contact with more cool (unheated) air molecules than it would otherwise, causing a greater rate of heat loss. Thus, your perception of the surrounding temperature will be cooler than if there were no breeze.
We may exploit this principle to measure mass flow rate, by placing a heated object in the midst of a fluid flowstream, and measuring how much heat the flowing fluid convects away from the heated object. The “wind chill” experienced by that heated object is a function of true mass flow rate (and not just volumetric flow rate) because the mechanism of heat loss is the rate at which fluid molecules contact the heated object, with each of those molecules having a definite mass.
The simplest form of thermal mass flowmeter is the hot-wire anemometer, used to measure air speed. This flowmeter consists of a metal wire through which an electric current is passed to heat it up. An electric circuit monitors the resistance of this wire (which is directly proportional to wire temperature because most metals have a definite temperature coefficient of resistance). If air speed past the wire increases, more heat will be drawn away from the wire and cause its temperature to drop. The circuit senses this temperature change and compensates by increasing current through the wire to bring its temperature back up to setpoint. The amount of current sent through the wire becomes a representation of mass air flow rate past the wire.
Most mass air flow sensors used in automotive engine control applications employ this principle. It is important for engine control computers to measure mass air flow and not just volumetric air flow because it is important to maintain proper air/fuel ratio even if the air density changes due to changes in altitude. In other words, the computer needs to know how many air molecules are entering the engine per second in order to properly meter the correct amount of fuel into the engine for complete and efficient combustion. The “hot wire” mass air flow sensor is simple and inexpensive to produce in quantity, which is why it finds common use in automotive applications.
Industrial thermal mass flowmeters usually consist of a specially designed “flowtube” with two temperature sensors inside: one that is heated and one that is unheated. The heated sensor acts as the mass flow sensor (cooling down as flow rate increases) while the unheated sensor serves to compensate for the “ambient” temperature of the process fluid.
A typical thermal mass flowtube appears in the following diagrams (note the swirl vanes in the close-up photograph, designed to introduce large-scale turbulence into the flowstream to maximize the convective cooling effect of the fluid against the heated sensor element):
The simple construction of thermal mass flowmeters allows them to be manufactured in very small sizes. The following photograph shows a small device that is not only a mass flow meter, but also a mass flow controller with its own built-in throttling valve mechanism and control electronics. To give you a sense of scale, the tube fittings seen on the left- and right-hand sides of this device are 1/4 inch, making this photograph nearly full-size:
An important factor in the calibration of a thermal mass flowmeter is the specific heat of the process fluid. “Specific heat” is a measure of the amount of heat energy needed to change the temperature of a standard quantity of substance by some specified amount. Some substances have much greater specific heat values than others, meaning those substances have the ability to absorb (or release) a lot of heat energy without experiencing a great temperature change. Fluids with high specific heat values make good coolants, because they are able to remove much heat energy from hot objects without experiencing great increases in temperature themselves. Since thermal mass flowmeters work on the principle of convective cooling, this means a fluid having a high specific heat value will elicit a greater response from a thermal mass flowmeter than the exact same mass flow rate of a fluid having a lesser specific heat value (i.e. a fluid that is not as good of a coolant).
This means we must know the specific heat value of whatever fluid we plan to measure with a thermal mass flowmeter, and we must be assured its specific heat value will remain constant. For this reason, thermal mass flowmeters are not suitable for measuring the flow rates of fluid streams whose chemical composition is likely to change over time. This limitation is analogous to that of a pressure sensor used to hydrostatically measure the level of liquid in a vessel: in order for this level-measurement technique to be accurate, we must know the density of the liquid and also be
assured that density will be constant over time.
Thermal mass flowmeters are simple and reliable instruments. While not as accurate or tolerant of piping disturbances as Coriolis mass flowmeters, they are far less expensive. Perhaps the greatest disadvantage of thermal mass flowmeters is their sensitivity to changes in the specific heat of the process fluid. This makes the calibration of any thermal mass flowmeter specific for one composition of fluid only. In some applications such as automotive engine intake air flow, where the fluid composition is constant, this limitation is not a factor. In many industrial applications, however, this limitation is severe enough to prohibit the use of thermal mass flowmeters. Industrial applications for thermal mass flowmeters include natural gas flow measurement (noncustody transfer), and the measurement of purified gas flows (oxygen, hydrogen, nitrogen) where the composition is known to be very stable.
Another (potential) limitation of thermal mass flowmeters is the sensitivity of some designs to changes in flow regime. Since the measurement principle is based on heat transfer by fluid convection, any factor influencing the convective heat-transfer efficiency will translate into a perceived difference in mass flow rate. It is a well-known fact in fluid mechanics that turbulent flows are more efficient at convecting heat than laminar flows, because the “stratified” nature of a laminar flowstream impedes heat transfer across the fluid width67. In some thermal flowmeter designs, the walls of a heated metal tube serve as the “hot” element cooled by the fluid, and the difference between the rate of heat transferred by a laminar flowstream from the walls of a heated tube versus a turbulent flowstream can be great. Therefore, a change in flow regime (from turbulent to laminar, and visa-versa) will cause a calibration shift for this design of thermal mass flowmeter. | <urn:uuid:360645ef-82d9-41b4-8ef3-6ee26f943e38> | {
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Adolescent Clinical Sexual Behavior Inventory-Self Report
Friedrich, W.N., Lysne, M., Sim, L., & Shamos, S. (2004). Assessing sexual behavior in high-risk adolescents with the Adolescent Clinical Sexual Behavior Inventory. Child Maltreatment, 9(3), 239-250.
The ACSBI is a screening measure designed for clinical populations to assess sex-related behaviors that might suggest a need for intervention. It assesses sexual risk taking, nonconforming sexual behaviors, sexual interest, and sexual avoidance/discomfort.
The ACSBI is based on the Child Sexual Behavior Inventory (CSBI), a widely used measure of child sexual behavior for
children aged 2-10, which is also reviewed in this database. Although the measure is psychometrically young and in need of some revision, it is an important measure in that risky and unsafe sexual behaviors are important to assess in adolescents, especially those with histories of sexual abuse.
There are two versions of the ACSBI, a parent-report version (ACSBI-P) and an adolescent self-report version (ACSBI-S). Both are reviewed in this database.
3-point scale (1=not true, 2=somewhat true, 3=very true)
|Sexual knowledge/interest||Shows off their skin or body parts.|
|Sexual risk/misuse||You are worried about your sexual behavior.|
|Divergent sexual interests||Peeps into windows or ties to see others in the bathroom.|
|Concerns about appearance||Is unhappy with their looks.|
|Fear||Has no friends of the opposite sex.|
1. The ACSBI is based on the Child Sexual Behavior Inventory, which assesses sexual behaviors in children aged 2-10 and is also reviewed in this database.
2. The ACSBI-S is an adolescent self-report version for adolescents (also reviewed in this database).
Friedrich et al. (2004) reported on the initial reliability and validity of the measure. Some scales showed questionnable internal consistency.
|Test-Retest- # days: 7||Acceptable||r||0.74||0.74||0.74|
From Friedrich et al. (2004):
Conducted with 23 inpatients was reported for the ASCBI-S total score.
Reliability for scales varied and was reported as:
Sexual Knowledge/Interest (alpha=.84)
Sexual Risk/Misuse (alpha=.77)
Concerns About Appearance (alpha=.68)
Divergent Sexual Interest (alpha=.65)
Reliability for the total scale was .86, with all items positively correlated with the total score.
Correlations between the parent and adolescent reports using the ACSBI-P and ACSBI-S
showed that 28 of 41 items were correlated. Total scores were correlated (r=.50).
However, the authors note that the ACSBI-P and ACSBI-S share only 25% of their
variance, suggesting that parents and adolescents have different perceptions regarding
adolescents’ sexual behaviors.
From Friedrich et al. (2004):
The ACSBI is based on the Child Sexual Behavior Inventory (CSBI), a widely used measure of child sexual behavior for children aged 2-10, which is also reviewed in this database. It is based on 2 domains of the CSBI, which are elevated for 10- to 12-year-olds.
The initial pool of 35 items assessed sexual knowledge and interest. Other items were added “to reflect salient behaviors described in the literature, for example, sexual concerns, promiscuity, body image, sexual risk taking, and running away.”
Items were tested with 23 inpatient adolescents. “Troublesome items were reworded, and 10 items were added.”
|Validity Type||Not known||Not found||Nonclincal Samples||Clinical Samples||Diverse Samples|
|Sensitive to Change|
|Sensitive to Theoretically Distinct Groups||Yes|
From Friedrich et al. (2004):
ACSBI-S scores correlated with the three Sexual Concerns scales of the Trauma Symptom Checklist for Children (TSCC), the Adolescent Sexual Concerns Questionnaire Sexual Distress Scale (ASCQ), and the CBCL total and subscale scores.
Adolescents with a sexual abuse history had higher scores on the ASCBI-S total score and Sexual Knowledge/Interest, Sexual Risk/Misuse, and Fear/Discomfort scales compared to those without a history of abuse. Friedrich et al. (2004) examined the factor structure of the ACSBI using a
principal components analysis and an orthogonal varimax rotation. They identified 5 factors for both the parent and self-report version. For the ACSBI-S (self-report version), the factors accounted for 37.6% of the variance. Of the 45 items, 39 were included in the solution, as they had item loadings greater or equal to .30 on at least one scale.
Factors were labeled: 1) Sexual Knowledge/Interest, 2) Sexual Risk/Misuse, 3)Divergent Sexual Interest, 4) Concerns About Appearance, and 5)Fear/Discomfort. These are the same factors identified for the parent-report version (ACSBI-P).
From Wherry et al. (2009):
The primary goal of this study was to determine if the ACSBI conformed to the five-factor scale format that was initially used with the clinical sample (including those referred for sexual abuse evaluations. The principal components analyses found a different though similar set of factors. More specifically, the ACSBI scales reflected three of the five scales with similar items: Concerns about Appearance, Sexual Knowledge, and Sexual Deviance. The two factors that did not emerge included Sexual Risk-Taking and Fear/Discomfort. As noted, while the sample was similar, it did not include a sample of adolescents presenting for sexual abuse evaluations. While the number of items and factors was reduced, the three scales accounted for a greater percentage of the total variance (41.6%) than did the original Friedrich et. al. (2004) study (37.6%). Furthermore, these ACSBI-S factors demonstrated adequate reliability with alpha coefficients ranging from .61 to .75.
|Not Known||Not Found||Nonclinical Samples||Clinical Samples||Diverse Samples|
No information available.
1. As noted by the authors, the Fear/Discomfort scale has questionable reliability.
2. Only 29 of 45 items loaded on scales in the factor analysis.
3. Psychometrics examined in a predominantly White, middle- to upper-class sample. More research is needed on psychometrics, but this is a promising measure.
4. The author reports that the measure is being used in two longitudinal studies at two different sites: 1) Medical University of South Carolina (Elizabeth Letourneau), and 2) University of North Carolina at Chapel Hill (LONGSCAN).
The development sample (Friedrich et al., 2004) included 174 adolescents aged 12-18 (M=15, SD=1.4) and their primarily female caregivers (81.5%). The sample was predominantly White, educated (74% had 12+ years of education), and upper- to middleclass. Adolescents included 46.6% males and 53.4% females. Adolescents were recruited from a partial hospitalization or inpatient program at the Mayo Clinic in Rochester, New York(n=120). or from an outpatient evaluation program in Denver, Colorado (n=54). | <urn:uuid:5302bdc0-2f97-4302-ab04-6f3c8b881677> | {
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Computed tomography could be a risk to public health
N Engl J Med 2007;357:2277-84 [Full Text]
Computed tomography (CT) generates ionising radiation, so each scan carries a small but detectable increase in the lifetime risk of cancer. For most people, the diagnostic benefit of a scan outweighs the risk, but at least two experts are getting worried about the effects on the US population of a sharp rise in the use of computed tomography for diagnosis and screening. They estimate that 1-2% of all cancers in the US are attributable to radiation from CT scans [View slide in free full-text BMJ article pdf online].
Children are particularly vulnerable. They are more radiosensitive than adults and have more remaining years of life in which to develop cancer. In the US, 6-11% of scans are performed in children, often to diagnose or rule out appendicitis. Ultrasound might be a better option, say the experts. Other questionable uses of CT, particularly multiple scans, include the investigation of seizures, chronic headaches, or blunt trauma. Using CT defensively is even harder to justify, but not uncommon.
Anecdotal evidence indicates that up to a third of CT scans could be replaced by other diagnostic tests, or not done at all, say the experts. If that is true, about 20 million adults and more than a million children in the US are irradiated unnecessarily each year.
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Thank you for your query on Healthcare Magic,
Frequent upper respiratory and gastrointestinal tract infections are common in children upto the age of 6 years because of frequent exposure to the pathogens.
After the age of 6 years the rate of infections will decrease as they develop immunity to the most of the common occuring infections.
As your child had febrile seizures
, intermittent prophylaxis should be give during febrile illness for 3 to 5 days to prevent seizures till the age of completion of 5 years.
To prevent infections encourage the child to wash her hands frequently, avoid exposure to crowds and give the reglar vaccinations according to the schedule.
Hope I have answered your query. | <urn:uuid:dc0d410c-a49f-4ce1-b73e-14620230bbb2> | {
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|1.||a rondeau consisting of three stanzas of 13 or 14 lines with a two-line refrain appearing twice or three times|
|2.||a figure in Scottish country dancing by means of which couples change position in the set|
|[C14: from Old French, literally: a little circle, from rond|
a fixed poetic form that runs on two rhymes. It is a variant of the rondeau.
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Some articles on rebel:
... Meanwhile, an Angolan rebel needs her to keep an old French general in his service, and has told the Red Chinese that acquiring her is a part of any deal they may want to ... in the end, Colonel Li is killed, the Angolan rebel leads his forces to the rescue, and the Princess ends up marrying the head rebel, Prince Askari ...
... Reaching Everyone By Exposing Lies (REBEL) was an Anti-Tobacco program for teens in New Jersey ... REBEL began back in 2000 at Kick Ash Weekend ... There were three division of REBEL REBEL2 for middle school students, REBEL for high school students, and REBEL U/ROCS for college students ...
... In March 2009, Rebel Diaz opened the Rebel Diaz Arts Collective (RDAC), a community arts center that included a performance space, a multimedia studio, a computer lab, and an art gallery located in an abandoned ... On February 28, 2013, the Rebel Diaz Arts Collective was forcefully evicted from the building ...
... has formally allied splinter elements of Tuareg rebel group which has remained on ceasefire since reaching a settlement with the Malian government in July 2007 ... and the Sahel region, as well as by the effectiveness of the rebel force, which the government claimed was led by Ibrahim Bahanga, a Malian Armed Forces officer who had deserted early in ... The government also claimed that rebel forces were involved in organized crime and drug smuggling ...
More definitions of "Rebel":
- (adj): Participating in organized resistance to a constituted government.
Synonyms: rebelling, rebellious
- (noun): Someone who exhibits great independence in thought and action.
- (adj): Used by northerners of Confederate soldiers.
Example: "The rebel yell"
- (verb): Break with established customs.
Famous quotes containing the word rebel:
“The young always have the same problemhow to rebel and conform at the same time. They have now solved this by defying their parents and copying one another.”
—Quentin Crisp (b. 1908)
“The rebel can never find peace. He knows what is good and, despite himself, does evil. The value which supports him is never given to him once and for allhe must fight to uphold it, unceasingly.”
—Albert Camus (19131960)
“I cant bear art that you can walk round and admire. A book should be either a bandit or a rebel or a man in the crowd.”
—D.H. (David Herbert) | <urn:uuid:0d41a756-cd66-48d5-813f-be1d9bd3662a> | {
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fluid, any substance that is able to flow. Of the four states of matter, only a solid is not a fluid, since it has a definite shape that is not readily changed. Any liquid, gas, or plasma is classed as a fluid.
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. | <urn:uuid:ded9c4a2-fa3e-4ca3-a87f-c31ccdfc488d> | {
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Posts with the tag "gamers as athletes"
Image via Kai Hendry on Flickr
A recent study by a British Psychologist concluded that professional computer gamers are not, in fact, athletes.
Dr. Dominic Micklewright, from the University of Essex, found that professional computer gamers have the mental sharpness of “real” athletes and react to visual stimuli as fast as fighter jet pilots.
Similar to professional athletes, top professional gamers have very high skill levels, and earn thousands of dollars in prize money each year. | <urn:uuid:3dc0d2ae-6877-402b-90de-0144fc54c86a> | {
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Describe the significance of the following quote from The Autobiography of Miss Jane Pittman: "Anytime a child is born, the old people look in his face and ask him if he's the One."
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These words, spoken by Miss Jane Pittman herself toward the end of the book, are a reference to the black community's hope to one day have raised a child who will grow properly to adulthood and emerge as a leader who will "save" African-Americans from what often appears to be a fairly hopeless future. Although the community elders more or less "selected" the character Jimmy to become this "savior", collectively monitoring his growth and development in the spirit of the phrase "it takes a village to raise a child", their intention is that he will grow as a leader in the church and exercise his influence from a theological vantage point; Jimmy does become a leader, in fact, but his activism develops in the political, rather than church arena, as he gets involved in the burgeoning Civil Rights movement. Unfortunately, this change in direction costs him his life when he organizes a demonstration in nearby Bayonne.
Jimmy's positioning in the novel as a sort of "savior" is probably intended to evoke a connection to the savior of the Christian faith, Jesus Christ. Although there are clear differences, one might see Jimmy as a man who, like Jesus, died a martyr, and whose death galvanized a world-changing movement.
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Join a community of thousands of dedicated teachers and students.Join eNotes | <urn:uuid:b83e3c2f-fcfc-4991-b32f-2940a49237d6> | {
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