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Teaching Packs based on the Mollet Learning Academy (MLA) approach to learning – sample from a lesson
Using the MLA approach, students study the Roman Empire, and, in particular, to gain an experience of life in a Roman town, they study the town of Pompeii. In the study of Pompeii they learn about Roman roads, water supply, and style of buildings. By following the route on a map of the town they take a tour of the excavated remains of ancient Pompeii.
A story is supplied so that teachers can read aloud an account of the guided tour while students find the locations on the map. The map is supplied and can be duplicated for each student.
Through stories, students gain an experience of what life was like in Pompeii before the disaster of August 79 C.E. when Vesuvius errupted and buried the town and its inhabitants. They work with part of a primary source document; Pliny the Younger’s letters to Tacitus where he so vividly describes the events.
Students are encouraged to use all the information they are given on the eruption of Vesuvius and imagine they are inhabitants of Pompei. With the benefit of hindsight, they are asked to write a plan of escape for themselves and their families from Pompeii and on to safety.
Students extend thier study of Pompeii by tracing its history up to the present day. This includes an examination of the archaeological work that has occurred there. They learn about the archaeologist Giuseppe Fiorelli and his work to recreate the form of people, animals and objects buried by the eruption of Vesuvius.
Unit 9 Ancient Rome
SubUnit 1: Historical & Geographical Background
SubUnit 2: The Republic and Pax Romana
SubUnit 3: Pompeii
SubUnit 4: Life in Ancient Rome
SubUnit 5: Religion and Mythology
SubUnit 6: Review Pack
Since advent of social media all material is now in pdf format (no postage or processing fee). Physical copies (postage/processing fees apply) can be provided at additional cost – please contact MLA.
Each SubUnit (not Unit) costs USA $19.95 NZ $24.95
(This price includes permission to photocopy)
Click here if you are interested in your students working with top quality authentic papyrus (imported from Egypt).
Dr. David Mollet [email protected]
NZ: h 09-555-2021 m 022-101-1741, 41 Hilling St, Titirangi, Auckland 0604
USA: 619-463-1270, 6656 Reservoir Lane, San Diego, CA 92115 (Skype waldorfedu)
1) The material was initially written for New Zealand teachers but on request from USA teachers, monitoring and assessment procedures were added. To view this material please visit https://molletacademy.com/
WideHorizon Education Resources (WER) https://molletacademy.com/widehorizon-2/ Waldorf Education Resources (WER) https://molletacademy.com/waldorf/
2) MLA is also involved in researching on an international basis, what works and what doesn’t work. Most of the research results can be seen at https://molletacademy.com/research-reports/ while a draft of a book The Task for New Zealand Education is at https://molletacademy.com/the-task-for-nz-education/
3) Blogs at http://www.molletlearningacademy.blogspot.co.nz/
4) Business Plan at http://molletlearningacademy.com/corporate/MLABusinessPlan.pdf
5) Papyrus https://molletacademy.com/papyrus/
If you wish to subscribe to MLA Newsletter please do so at https://molletacademy.com/ Thanks and take care, David | <urn:uuid:dc86b541-254c-4bf8-9873-b0ca29d4ac6c> | {
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On June 2010, SpaceX launched into orbit a simplified version of their Dragon capsule. It was the first private spaceship in history, and it was a complete success. Now they are human testing it, getting it ready for its first manned flight.
It is a very important step for SpaceX and NASA. Dragon will enable the United States to stop depending on the Russians for launching astronauts to the space station. After the end of the space shuttle program, this is badly needed.
The Dragon spacecraft's interior—which will be able to carry seven astronauts to orbit—was tested by SpaceX and NASA experts, including four NASA astronauts. They "participated in human factors assessments which covered entering and exiting Dragon under both normal and contingency cases, as well as reach and visibility evaluations."
The spaceship is actually quite big and comfortable. So big, in fact, that you can fit an entire three-astronaut Soyuz descent capsule inside it. The seven seats inside—which are held to the pressure vessel walls by a lightweight structure—can hold adults up to 6 feet 5 inches tall, with a weight of 250 pounds. SpaceX says that each seat has "a liner that is custom-fit for the crewmember."
When finished, Dragon would be able to carry seven astronauts to orbit and dock with the International Space Station. This engineering prototype had the seven seats in place, along with representations of the crew accommodations, like lighting, environmental control and life support systems, displays, cargo racks, and other interior systems.
The first testing crew.
Right now, SpaceX is preparing the first launch of a Dragon spaceship to dock with the International Space Station. This flight will be automated and will not carry any crew, only supplies. Initially, this launch was going to happen on February 7 from Cape Canaveral, on top of another 18-story-high Falcon 9 rocket. It was finally delayed, but it is supposed to happen this year. [SpaceX]
Here's Elon Musk—the founder of SpaceX—checking out the capsule. | <urn:uuid:e666ba5a-f786-46d2-b49c-23afb11be004> | {
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Winter ground cover plants can maintain a landscape's appeal even when its lawn grass is parched and brown from cold. Ivies, for example, handle the winter's bite while adding form and texture to otherwise barren garden areas. Many broadleaf evergreen ground covers are four-season performers, with green or variegated year-round foliage, spring or summer flowers and colorful fruit that lasts through fall and winter. Some also supply wildlife with essential shelter and food.
Wintercreeper (Euonymous fortunei) "Variegatus" is a showy, mounding evergreen ground cover. Its dense, woody stems grow from 6 to 9 inches high with a spread ranging from 2 to 4 feet. Variegatus’ chief ornamental feature is its shiny, white-patterned green foliage. The oval leaves are up to 2 inches long. The plants occasionally produce small, white June flowers.
A vigorous spreader, wintercreeper can become invasive. Where it has room to spread, it makes an attractive ground cover for both sunny and shady garden spots, according to the Missouri Botanical Garden. It's also an answer to slope erosion. Not tolerant of wet locations, it performs best in averagely fertile, moist, well-drained soil.
Partridge berry (Mitchella repens) is a ground-hugging, 2-inch-high plant with a 1-foot spread. Sturdy enough for USDA zone 3 winters and temperatures approaching minus 40 degrees F, partridge berry has white-veined, deep green foliage. Its tiny, glossy round leaves make an attractive backdrop for the plant's spring to midsummer blooms. Between May and July--depending on location-- fragrant, funnel-shaped white blooms appear on its stem's ends.
Each pair of flowers produces a single berry that matures to bright red in late summer, notes the Missouri Botanical Garden. The fruit frequently remains on the plants to brighten gardens all winter. While slow growth may make partridge berry for large areas, it’s very attractive in rock gardens at around water features. This ground cover likes fertile, averagely moist, well-drained soil and partial to full shade.
Common bearberry (Arctostaphylos uva-ursi) "Big Bear" is a mat-forming, woody evergreen growing less than 1 foot high, but spreading as much as 6 feet. Rooting where its branch nodes touch the soil, it has exfoliating reddish bark. Its deep green, glossy leaves take on a reddish cast in the winter. Big bear blooms in April and May with clusters of pinkish-white flowers. The brilliant red berries that follow provide food for birds, bears and other wildlife from July to winter’s end, while bringing color to winter gardens.
This exceptionally hardy plant tolerates winter temperatures into zone 2, where they can drop as low as minus 50 degrees F. Big bear, however, may not be appropriate for areas with humid, hot summers, advises the Missouri Botanical Garden. It thrives in full sun and infertile, sandy acidic soil (pH below 6.8.). | <urn:uuid:d6854e07-de62-4c06-adb7-aa3d1c2f4606> | {
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Climate researchers at the University of East Anglia have made the world's temperature records available via Google Earth.
The Climatic Research Unit Temperature Version 4 (CRUTEM4) land-surface air temperature dataset is one of the most widely used records of the climate system.
The new Google Earth format allows users to scroll around the world, zoom in on 6,000 weather stations, and view monthly, seasonal and annual temperature data more easily than ever before.
Users can drill down to see some 20,000 graphs -- some of which show temperature records dating back to 1850.
The move is part of an ongoing effort to make data about past climate and climate change as accessible and transparent as possible.
Dr Tim Osborn from UEA's Climatic Research Unit said: "The beauty of using Google Earth is that you can instantly see where the weather stations are, zoom in on specific countries, and see station datasets much more clearly.
"The data itself comes from the latest CRUTEM4 figures, which have been freely available on our website and via the Met Office. But we wanted to make this key temperature dataset as interactive and user-friendly as possible."
The Google Earth interface shows how the globe has been split into 5° latitude and longitude grid boxes. The boxes are about 550km wide along the Equator, narrowing towards the North and South poles. This red and green checkerboard covers most of Earth and indicates areas of land where station data are available. Clicking on a grid box reveals the area's annual temperatures, as well as links to more detailed downloadable station data.
But while the new initiative does allow greater accessibility, the research team do expect to find errors.
Dr Osborn said: "This dataset combines monthly records from 6,000 weather stations around the world -- some of which date back more than 150 years. That's a lot of data, so we would expect to see a few errors. We very much encourage people to alert us to any records that seem unusual.
"There are some gaps in the grid -- this is because there are no weather stations in remote areas such as the Sahara. Users may also spot that the location of some weather stations is not exact. This is because the information we have about the latitude and longitude of each station is limited to 1 decimal place, so the station markers could be a few kilometres from the actual location.
"This isn't a problem scientifically because the temperature records do not depend on the precise location of each station. But it is something which will improve over time as more detailed location information becomes available."
This new initiative is described in a new research paper published on February 4 in the journal Earth System Science Data (Osborn T.J. and Jones P.D., 2014: The CRUTEM4 land-surface air temperature dataset: construction, previous versions and dissemination via Google Earth).
The CRUTEM4 data set is available from doi:10.5285/EECBA94F-62F9-4B7C-88D3-482F2C93C468.
Cite This Page: | <urn:uuid:3b09d40f-3d7a-4939-96ab-27cbd5b9a75e> | {
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POP3 stands for Post Office Protocol Version 3. POP servers function like post-office boxes in that they hold your mail, or email, until you are ready to retrieve it and read it. In the jargon of the official standards, the computer you sit at and with which you get your email is called a "client host." The computer that stores the email until you ask for it with the POP service is the "server host."
How It Works
The acts of sending and receiving email are two entirely different processes that use entirely different servers. To send email, you upload your message to an SMTP server. That stands for Simple Mail Transfer Protocol.
The SMTP server collects your message and sends it to the Internet and to its destination. Upon arriving at the destination, the message is collected and held by a POP server (or an IMAP server, but more about that later).
When you check your email on a POP server, your computer asks the server to download all the messages addressed to you. You get your email in your email program and the POP server erases those messages from itself.
With POP servers, you control your mail locally with the computer you are using.
Each service provider usually operates its own mail servers. Some providers may not maintain POP3 servers at all.
Among those that do:
Yahoo's is pop.mail.yahoo.com.
Hotmail's is pop3.live.com.
MSN's is pop3.email.msn.com.
See a pattern? If in doubt, ask your email provider's tech support.
RFC1939 is the official document that describes POP3. It describes in technical detail how a POP3 server must function. It was finalized in May 1996.
The original document that standardized POP, RFC918, was written by J. K. Reynolds in October 1984.
POP3 built upon Reynolds' work. Marshall Rose took the first steps, but he shares credit for the POP3 standard with John Myers in RFC1939.
IMAP, or Internet Message Access Protocol, is another way for a server to store your email until you ask to see it.
It's more modern, more flexible and more complicated than POP procedure. You get your email from an IMAP server just like you do from a POP server, but the IMAP server continues to store a copy. The advantage of that is that you can access your email from anywhere, with anything, and you'll always see the same messages. With POP, once you download your mail on one computer, it can no longer be read somewhere else. | <urn:uuid:7dd834e2-a113-4f1e-846d-2ceeaa225548> | {
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- Planétarium Rio Tinto Alcan
From August 12 to 26, 2019
Mercury is visible in the morning sky, until the last week of August. Scan the east-northeast horizon 45 minutes before sunrise, looking for a small dot of light in the colours of dawn. The brightness of the tiny planet increases gradually, so it should become easier to see; however, at the same time, its elongation from the sun is shrinking, so Mercury appears lower and lower in the sky. We lose sight of it during the last days of August.
Venus is drowned in the glare of the rising sun and is not visible at the moment. The bright planet passes behind the sun (superior conjunction) on August 14, and will gradually reappear in the evening sky this fall.
Mars is too close to the sun and is not currently visible. The Red Planet passes behind the sun (solar conjunction) on September 2, and will reappear in the dawn sky in October.
Jupiter shines brightly in the south-southwest at dusk and during the evening. The Giant Planet appears during twilight just after it passes culmination, some 22 degrees high in the south, and then descends toward the southwest horizon where it sets around midnight. The first quarter Moon will shine less than 5 degrees to the right of Jupiter on the evening of September 5.
Saturn is also easy to see during the evening. The Ringed Planet appears in the south-southeast during evening twilight, culminates 22 degrees high in the south around 10:00 p.m., and sets in the southwest around 2:00 a.m. The waxing gibbous Moon will shine near Saturn during the evenings of September 7 and 8. | <urn:uuid:49095a82-fe1c-4209-bc04-d1976e6ef89b> | {
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|Mark`s Biography of Jesus - Chapter 6
Home > Historical Sources Describe Jesus > Early Biographers Depict Jesus > Mark’s Biography of Jesus By Chapter > Mark`s Biography of Jesus - Chapter 6
A Prophet Without Honor
He went out from there. He came into his own country, and his disciples followed him. When the Sabbath had come, he began to teach in the synagogue, and many hearing him were astonished, saying, "Where did this man get these things?" and, "What is the wisdom that is given to this man, that such mighty works come about by his hands? Isn't this the carpenter, the son of Mary, and brother of James, Joses, Jude, and Simon? Aren't his sisters here with us?" They were offended at him.
Jesus said to them, "A prophet is not without honor, except in his own country, and among his own relatives, and in his own house." He could do no mighty work there, except that he laid his hands on a few sick people, and healed them. He marveled because of their unbelief.
Jesus Sends Out the Twelve
He went around the villages teaching. He called to himself the twelve, and began to send them out two by two; and he gave them authority over the unclean spirits. He charged them that they should take nothing for their journey, except a staff only: no bread, no wallet, no money in their purse, but to wear sandals, and not put on two tunics. He said to them, "Wherever you enter into a house, stay there until you depart from there. Whoever will not receive you nor hear you, as you depart from there, shake off the dust that is under your feet for a testimony against them. Assuredly, I tell you, it will be more tolerable for Sodom and Gomorrah in the day of judgment than for that city!"
They went out and preached that people should repent. They cast out many demons, and anointed many with oil who were sick, and healed them.
John the Baptist Beheaded
King Herod heard this, for his name had become known, and he said, "John the Baptizer has risen from the dead, and therefore these powers are at work in him." But others said, "It is Elijah." Others said, "It is the Prophet, or like one of the prophets." But Herod, when he heard this, said, "This is John, whom I beheaded. He has risen from the dead." For Herod himself had sent out and arrested John, and bound him in prison for the sake of Herodias, his brother Philip's wife, for he had married her. For John said to Herod, "It is not lawful for you to have your brother's wife." Herodias set herself against him, and desired to kill him, but she couldn't, for Herod feared John, knowing that he was a righteous and holy man, and kept him safe. When he heard him, he did many things, and he heard him gladly.
Then a convenient day came, that Herod on his birthday made a supper for his nobles, the high officers, and the chief men of Galilee. When the daughter of Herodias herself came in and danced, she pleased Herod and those sitting with him. The king said to the young lady, "Ask me whatever you want, and I will give it to you." He swore to her, "Whatever you shall ask of me, I will give you, up to half of my kingdom."
She went out, and said to her mother, "What shall I ask?"
She said, "The head of John the Baptizer."
She came in immediately with haste to the king, and asked, "I want you to give me right now the head of John the Baptizer on a platter."
The king was exceedingly sorry, but for the sake of his oaths, and of his dinner guests, he didn't wish to refuse her. Immediately the king sent out a soldier of his guard, and commanded to bring John's head, and he went and beheaded him in the prison, and brought his head on a platter, and gave it to the young lady; and the young lady gave it to her mother.
When his disciples heard this, they came and took up his corpse, and laid it in a tomb.
Jesus Feeds the Five Thousand
The apostles gathered themselves together to Jesus, and they told him all things, whatever they had done, and whatever they had taught. He said to them, "You come apart into a deserted place, and rest awhile." For there were many coming and going, and they had no leisure so much as to eat. They went away in the boat to a deserted place by themselves. They saw them going, and many recognized him and ran there on foot from all the cities. They arrived before them and came together to him. Jesus came out, saw a great multitude, and he had compassion on them, because they were like sheep without a shepherd, and he began to teach them many things. When it was late in the day, his disciples came to him, and said, "This place is deserted, and it is late in the day. Send them away, that they may go into the surrounding country and villages, and buy themselves bread, for they have nothing to eat."
But he answered them, "You give them something to eat."
They asked him, "Shall we go and buy two hundred denarii worth of bread, and give them something to eat?"
He said to them, "How many loaves do you have? Go see."
When they knew, they said, "Five, and two fish."
He commanded them that everyone should sit down in groups on the green grass. They sat down in ranks, by hundreds and by fifties. He took the five loaves and the two fish, and looking up to heaven, he blessed and broke the loaves, and he gave to his disciples to set before them, and he divided the two fish among them all. They all ate, and were filled. They took up twelve baskets full of broken pieces and also of the fish. Those who ate the loaves were five thousand men.
Jesus Walks on the Water
Immediately he made his disciples get into the boat, and to go ahead to the other side, to Bethsaida, while he himself sent the multitude away. After he had taken leave of them, he went up the mountain to pray.
When evening had come, the boat was in the midst of the sea, and he was alone on the land. Seeing them distressed in rowing, for the wind was contrary to them, about the fourth watch of the night he came to them, walking on the sea, and he would have passed by them, but they, when they saw him walking on the sea, supposed that it was a ghost, and cried out; for they all saw him, and were troubled. But he immediately spoke with them, and said to them, "Cheer up! It is I! Don't be afraid." He got into the boat with them; and the wind ceased, and they were very amazed among themselves, and marveled; for they hadn't understood about the loaves, but their hearts were hardened.
When they had crossed over, they came to land at Gennesaret, and moored to the shore. When they had come out of the boat, immediately the people recognized him, and ran around that whole region, and began to bring those who were sick, on their mats, to where they heard he was. Wherever he entered, into villages, or into cities, or into the country, they laid the sick in the marketplaces, and begged him that they might touch just the fringe of his garment; and as many as touched him were made well. | <urn:uuid:97e3024c-6d29-46c5-87bf-b0253f3129ff> | {
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Anuradhpura was attacked a lot by other kingdoms from India. In 1017 the Chola kingdom destroyed Anuradhapura. The capital changed into Polonnaruwa. Polonnaruwa was until 1212 capital of Sri Lanka.
Around 1234 Tamils founded their own kingdom around Jaffna. Between the thirteenth and the fifteenth century the capital of Sri Lanka changed a lot of times. Sri Lanka was in this period an easy target for other countries.
Kandy Kingdom, Jaffna Kingdom and Kotte Kingdom.
In 1505 a few Portuguese vessel under guidance from Dom Lourenço de Almeida ashore by Colombo.
In the time the Portuguese came ashore in Sri Lanka, Sri Lanka was divided in 3 kingdoms; Jaffna, Kandy and Kotte. In the begin the Portuguese where only interested in spices, but after some years, the Portuguese rulers controlled the southwest coast and north part of the country. Also the Portuguese rules controlled some areas in the east part of the country such as Batticaloa and Trincomalee. Portugal likes also to have Kandy, but Kingdom Kandy stayed a independent kingdom. In 1602 the first Dutch VOC vessels, under guidance of admiral Joris van Spilbergen, came ashore in Batticaloa. The king of Kandy saw a good partner in the Dutch (Vereenigde Oost-Indische Compagnie/East India Compagny) against the Portuguese rulers. Because of some incidents the contact between the VOC and the king of Kandy was very few.
Because of a war in 1637 between Kandy and the Portuguese rulers, the king of Kandy Rajasinha the second, asked the VOC for help. The VOC send some vessels to the island to assist the kingdom.
In May 1638 the VOC, under guidance of Adam Westerwolt, captured the eastern port Batticaloa. After this Trincomalee was captured by the VOC and was given back to the kingdom of Kandy. The capture of both towns was an agreement between the VOC and Kandy.
In 1640 the VOC captured, without conference, Negombo, Galle and Matare. This towns were not given back to Kandy kingdom, because of the strategically position. In 1655 the VOC captured Colombo after a 7 months siege. In 1658 the VOC captured also Jaffna and Mannar in the north part of Ceylon
In 1658 the whole island, except Kandy, was under control of the VOC. The VOC was very much interested in trading in spices. Also the VOC made in Ceylon cinnamon plantations. Also the VOC introduced the Dutch- Roman law system in Sri Lanka.The British were very much interested in Ceylon, because of the strategically position in the Indian Ocean. In 1795 the British entered the harbor of Trincomalee. After this Colombo was captured by the British. There was not much resistance of the Dutch VOC, because of the fourth English war and the war in Holland.
After 1815 there could be see some changes in Ceylon. The British constructed roads in the mountains and set up coffee plantations. In 1867 tea plantations and industry introduced by the British. In 1870 all the coffee plantations replaced by the tea plantations because of illness of the tea bush. After the first war the Ceylon National Congress was established. Ceylon was the first country in the British overseas areas that got universal suffrage. This was in 1931. Further developments were flagged because of the second world war.
First Ceylon didn’t had problem in the world war 2, but in 1942 it all changed. Japan attacked Singapore, Ragoon and Dutch-Indie. Because of this England establish some aircraft carriers and aircrafts in Ceylon. On 5 April 1942 Japan had an air attack at Colombo. 4 days later Japan had an air attack on Trincomalee. Japan wanted to destroy the British fleet. They didn't had the intention to plan a invasion at Ceylon.
Ceylon became for the rest of the war an operating base for the British army. Headquarters from the South East Asia Command was in Peradeniya. In Trincomalee was there an advanced operation school from the British Special Operations Executive. One of the many airports in Ceylon during the world war was operated in Sigiriya.
When the war was going to his end, there became a lot of plans for Ceylon. In July 1945 London make a statement to get a dominion for Ceylon.
In the Portuguese period the Portugal rulers tried to convert the Sinhalese people to the Catholic conviction. The Portuguese rulers build also some forts around the island. This forts later extended and renewed by the Dutch.
The system of law In Sri Lanka is based on Roman Dutch law.
In the English period the English build roads and railway lines, stimulate agriculture, fight against disease, excavate old ruins’, build coffee, rubber estates.
The English introduced also Cricket and Golf in Sri Lanka, the parliamentary system and English as second language.
Don Stephen Senanayake became the first prime minister of Ceylon. Don Stephen Senanayake was a member of the United Nation Party (UNP) and the British government had a prefer for the UNP.
In 1951 Solomon Bandaranaike left the UNP and establish an own party, called the Sri Lanka Freedom Party (SLFP), because of disagreement with the policy of the UNP
Don Stephen Senanayake passed away in March 1952. Dudley Senanayake became, after the death of his father, the new prime minister of Ceylon. Dudley Senanayake was minister of Agriculture and Lands in his father cabinet. The inflation and the unemployment in this period became higher and higher. Dudley Senanayake reduced the subsidy on imported rice’s. After this decision there came riots and there became a state of emergency. On 12 October 1953 Dudley Senanayake resigned from his job as prime minister.
After resigning of Dudley Senanayake, John Kotelawa became the new prime minster of Sri Lanka. In 1955 Sri Lanka became a member of the United Nations. John Kotelawa was prime minister until 1956. In 1956 Solomon Bandaranaike became the new prime minister of Ceylon. When Solomon Bandaranaike became prime minister the English Language was the official language of Ceylon. Solomon Bandaranaike changed the official language from English into Sinhala. Also Solomon Bandaranaike decide to nationalize some transport- and harbor companies. After this decision there became riots between Tamils and Sinhalese. A lot of Tamils flee, because of this riots, to the east and north. The Tamils called for an own state in north and east. Solomon Bandaranaike tried to stop the violence and try to find a solution with the Tamil minority in the country.
Solomon Bandaranaike was shot down by a Buddhist monk on 25 September 1959. One day later Solomon Bandaranaike succumb by his injuries. Solomon Bandaranaike died at an age of 60 years. Wijeyananda Dahanayake became the prime minister after Solomon Bandaranaike. Wijeyananda Dahanayake send almost all the ministers away from the cabinet of Bandaranaike. In 1960 the parliament send Wijeyananda Dahanayake home and there came new elections. In March 1960 Dudley Senanayake became the new prime minister of Sri Lanka. Dudley Senanayake’s cabinet was a minority cabinet and this period wasn’t a success for Dudley Senanayake. The parliament send in July 1960 Dudley Senanayake and his cabinet to home and there became again new elections. By the new elections Sirimavo Bandaranaike became the first female prime minister in the world. Sirimavo Bandaranaike was the widow of Solomon Bandaranaike. In this term as prime minister she send around 500.000 Indian Tamils back to India. Around 300.000 Tamils stayed in Sri Lanka. Her inland policy was failing.
In 1965 Sirimavo Bandaranaike lost by the elections. The elections won by Dudley Senanayake. Again the inland policy was failing. In 1970 Sirimavo Bandaranaike became again prime minister of Ceylon. All the tea plantations and agriculture companies came under control of the government. In 1972 the constitution changed and the name of Ceylon changed into the Republic of Sri Lanka. The term of office of Sirimavo Bandaranaike also extended by 2 years. William Gopallawa, until 22 May 1972 governor of Ceylon, became the first president of Sri Lanka. Following decisions and policy of Sirimavo Bandaranaike, members of the coalition organized the worst strikes in 20 years in February 1977. Tamils also called for an own state in the north and east of Sri Lanka. Because of this, there came elections in May 1977. Richard Junius (RJ) Jayawardene won this elections with 86,7 percent of the ballots.
All the changes where possible, because of the majority of the UNP of the premier. In July 1983 the war started between Sri Lanka and the Tamils in the north and east.
In December 1989 RJ Jayawardene resign from his job. Ranasinghe Premadasa, under Jayawardene, prime minister, became the new president of Sri Lanka. Premadasa promised some changes in the country. He wanted to stop the war and to defeat the JVP. Also he want to renew the economy.
On 1 May 1993, during a May Day rally Premadasa was assassinated by a LTTE suicide bomber. One week earlier the opposition leader Lalith Athulathmudali was killed during a political conference.
On 7 May 1993 Dingiri Banda Wijetunga, premier under Premadasa, was chosen by the Sri Lankan parliament as new President. Between 1 May and 7 May Dingiri Banda Wijetunga was already interim president. Dingiri Banda Wijetunga was until November 1994 president of Sri Lanka. In his farewell speech in parliament he quoted Shakespeare with the follow words: ‘Do not be afraid of greatness, Some men are born great, Some achieve greatness, and some have greatness thrust upon them’
Mahinda Rajapakse tried to continue the peace talks with the LTTE, but after the Mavil- Aru incident in the east part of the country the war started again. Mahinda Rajapakse promised to defeat the LTTE. The SL army slowly took the control over from the LTTE in the east and north
Mahinda Rajapakse announced at 19 May 2009 that the rebel leader Vellupillai Prabakhakaran was killed by armed forces. The president announced that the war was over. In January 2010 (26 January) there were held president elections. Mahinda Rajapakse won this elections and started for his second term in office. The main challenger of Mahinda Rajapakse was Sarath Fonseka. Sarath Fonseka was an army general and key figure during the last war against the LTTE.
At 9 February 2010 the parliament was dissolved by Mahinda Rajapakse’s order.
On April 8, 2010 there were held elections for parliament. The main parties in this elections were the party of president Mahinda Rajapakse, the ruling United People’s Freedom Alliance (UPFA) and the opposition parties, the United National Party (UNP) and the Democratic National Alliance (DNA). The UFPA won this parliament elections. | <urn:uuid:8f9739e3-30b3-401f-a895-8d37138951f5> | {
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An arepa is a traditional South America dish, prepared and used much like bread. Unlike breads, however, arepas are made with corn instead of wheat. They play a major role in the cuisine of many nations, including Colombia and Venezuela, and are readily available all over South America in street side stands and restaurants. Outside of South America, arepas can sometimes be found in communities with a large South American population, or they can be made at home.
The origins of arepas appear to lie in Venezuela, although Colombia also considers it a national food. Corn has been an important part of the diet of Americans for centuries, with Native Americans first domesticating the over sized grass and learning how to use it. Arepas are made from a base of ground corn which is formed into patties. They can be grilled, baked, or fried, depending on personal taste. Other areas of South America quickly picked up the recipe, and arepas became, and continue to be, extremely popular.
Plain arepas are very common, but so are an assortment of filled and topped ones. In Colombia especially, many cooks top their arepas with ingredients like butter or cheese. Arepas rellenas, which are filled with a variety of ingredients, are also very popular. Meats, vegetables, eggs, and cheeses may all be included in arepas rellenas, which can be eaten at any time of the day. In some countries, night clubbers typically feast on them after a long night of dancing.
The size and consistency of arepas varies, depending on the region. They are usually round, but they can take the form of large puffy breads or small flat breads. As a flat bread, they make an excellent base for an assortment of toppings, while puffier ones can be sliced open to make arepas relleno. The dish is much easier to make now that corn flour is available pre-treated, leading to an explosion of arepas all over South America.
To make arepas, a cook combines an equal amount of corn flour and water, adding salt and a small amount of cooking oil to make a loose dough. Most Latin American specialty stores offer pre-cooked cornmeal for making these and other corn-based foods. Otherwise, the cornmeal will have to be soaked in lime and cooked to remove the hard casing of the grain. The dough is kneaded and divided into small rounds which can be grilled, baked, deep fried, or pan fried.
My mother is from South America and she used to make arepas every week on Sundays. They were my father favorite and us kids loved them to.
I can still remember the smell of frying corn wafting though the house. After she made the bases she would fill them with all kinds of different delicious things. Everyone had their favorite and mom always made one special for each of us.
Now any time I smell arepas I think back to child hood. I have my moms arepas recipe but I have never been able to get mine to taste like hers. That flavor is sadly gone.
I was blessed to be able to spend a few months in Columbia when I was in my 20s and I had a lot of delicious food when I was over there. Of all the things I ate thought the arepas stand out as the most delicious. I still get cravings for them but they are not available anywhere around where I live.
You can get so many different kinds down there. Sweet one, savory ones, simple ones or complicated ones. The sky is the limit and some people used a lot of imagination when they were coming up with recipes. If you go to Columbia don't miss out. It would be hard to there are vendors everywhere
One of our editors will review your suggestion and make changes if warranted. Note that depending on the number of suggestions we receive, this can take anywhere from a few hours to a few days. Thank you for helping to improve wiseGEEK! | <urn:uuid:c868976a-d80a-498a-a62f-e11fc19d9dbb> | {
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‘Disasters don’t plan ahead. You can.’
Last week the Category 4 Hurricane Harvey – the first hurricane to hit the state of Texas since 2008 – made landfall. Its intense tornado-like winds and powerful rains have caused catastrophic flooding and severe damage. Federal Emergency Management Agency (FEMA) Director Brock Long has called the storm the “worst disaster in the state’s history.” Here in New England, the past few years have brought devastating weather-related events including blizzards, coastal flooding and unprecedented tornadoes.
“These terrible situations have really highlighted the importance of emergency preparation efforts,” says Paul Biddinger, MD, director of the MGH Center for Disaster Medicine. “Disaster can strike at any moment. We encourage our employees, patients and visitors to make sure they are ready to respond to a disaster both at work and at home. September is National Preparedness Month and there is no better time to discuss with your family what each person’s role is in an emergency, how you will get to a safe place and how you will communicate once you are there. You should also create an emergency kit with essentials for 72 hours, or review the contents of your kit to ensure expired items are replaced and all electronics and equipment still work.”
Detailed resources and printable templates are available on the www.ready.gov site, created by FEMA. Some helpful guidelines are below.
Start your emergency plan by discussing these four questions with your family, friends or household:
--How will I receive emergency alerts and warnings? Remember text messages are often more reliable in an emergency, given service disruptions, and whenever possible, keep cell phones and mobile devices charged.
--What is my shelter plan? Remember to establish meeting locations both locally as well as out of state.
--What is my evacuation route? Remember to establish alternate routes in case certain areas are impassable or plans must change quickly.
--What is my family/household communication plan? Remember also to establish an out-of-state communication contact in case cellular service becomes unavailable.
From these answers, draft the emergency plan and keep it in an easily accessible location. Practice the plan with your family.
In an emergency kit, important supplies include the typical three day’s supply of water and non-perishable food, a first-aid kit and flashlight with extra batteries. Remember to have necessary medications on hand.
To assemble your kit, store items in airtight plastic bags and put your entire disaster supplies kit in one or two easy-to-carry containers such as plastic bins or a duffel bag.
At the MGH:
--Know your MGH department’s disaster plan and where to report in the case of an emergency. Plans can be found on apollo.massgeneral.org.
--Keep your contact information up to date with your department and in PeopleSoft.
--Take your employee ID home to have immediate access to your badge when you are not at the hospital.
Keep an eye out for more about National Preparedness Month in the MGH daily announcements. For more information about emergency preparedness at the MGH, visit the Center for Disaster Medicine at www.massgeneral.org/disaster-medicine. More information for preparing at home can be found at www.ready.gov/kit.
Read more articles from the 09/01/17 Hotline issue. | <urn:uuid:df5b97ee-21fd-4318-b3a7-30e0bac8671c> | {
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Rural Neighborhood Clubs
Rural neighborhood clubs formed an important part of the Midwest agrarian heritage. Women particularly would form clubs as a means of getting acquainted and socializing with their farm neighbors. Meetings were typically held monthly, with members rotating the hosting function. Picnics, entertainment, and educational events formed the core of the activities. Although the Grange existed in the rural Ames area in the 1860s, it did not have a lasting presence. After the turn of the century, neighborhood clubs including both men and women became common.
NORTH STAR COUNTRY CLUB
The North Star Country Club, formed in January 1912, included rural residents in the vicinity of what is now Top-O-Hollow Road and Hoover Avenue. Examples of other clubs were Fairview Community Club (south Ames), Might Like Us Club, and Beach Avenue Club. Some groups used the term "country club" in their formal name. These should not be confused with the later and more exclusive "golf and country clubs" formed across the nation.
The Ames Historical Society Archives contain two record books of minutes taken at meetings of the North Star Country Club between 1912-1913 and 1917-1919. The club apparently disbanded by October 1919 since no further minutes survive (except for minutes of a 1944 reunion). Of special interest is a letter signed by Wallace Greeley in 1916 concerning the contribution of funds for furnishing a room in the new Mary Greeley Hospital. The following abstract of selected minutes was made in September, 2004 by Alice Mellen. Reproduced pages include : typical evening program, Fourth of July activities, and hospital correspondence.
Constitution & By Laws, Feb. 6, 1912
Family names who signed at the first meeting: Baird, Campbell, Cromwell, Dodds, Griffith, Gunder, Kooser, Miller, Oliver, Shugart, and many others
First meeting was held at the home of Mr. & Mrs. W.R. Dodds on Jan 12, 1912. All in attendance agreed to make the "club a permanent organization" with short programs. S.S. Kooser was elected temporary chairman. Mrs. Dodds was declared president, with F.E. Gunder as vice-president, Mrs. J.E. Campbell, secretary, and Mrs. S.S. Kooser as treasurer.
Program committee was directed to prepare devotional exercises for each meeting. (These often consisted of a Bible reading, religious song and prayer.)
Feb. 6. Fifty members signed the constitution and by-laws. Total dues collected was $7.35 (at 30 to 60 cents per family).
Feb. 17. Eighty-one persons attended at the home of Mr. & Mrs. L.J. Baird. A bill of 33 cents was presented for the cost of a secretary’s book. The evening’s program was recitations and music by 13 different persons. 24
March 1. In an item labeled miscellaneous business, a proposal was made to provide lap boards (for two persons) to eat luncheon. The club appointed a committee of three to "saw out about 30 boards for trial." Motion tabled. Motion instead to investigate the price of lap boards and trays.
March 15. After pricing trays at 10 cents each and lap boards at 14 cents, it was decided that each person would buy his own. It was felt they did nor want to use the treasury for this purpose.
Moved to join in meeting with other clubs at a later date.
June 21. Reference made to a MR. HAYDEN presenting a report – (no prior reference or name on membership lists) [this is probably D.M. Hayden, Ada’s father]
Plans were being made for a Fourth of July picnic. Each member family could bring two other families, not to exceed 10 persons in all. About 150 picnicked at F.E. Gunder’s oak grove.
The club voted on a name for a school house in their neighborhood: 26 votes for North Star, 2 for Shearer, 1 for Fairview.
Reference made to a Mrs. Clyde Brenton and Federated Clubs.
Typical evening program.
An invitation was offered to join the mid-winter picnic at the M.E. Church on Dec. 14, 1912 [prepared by other clubs?]
Communication from ISC Pres. Pearson declining an invitation to the mid-winter picnic – he would be out of town.
Jan. 10, 1913. Changes were made to the constitution: new members being elected by ballot and the establishment of a floral committee. A motion was tabled to "declare members should be land owners or those actively in farming."
Jan. 25. Content of the entertainment program added more informational offerings in addition to members’ talents. The first such program was a talk entitled "Home Economics at ISC and its influence on the farmer girl." A literary committee was formed to "look up a subject of study in literary work."
March 23. Club voted to send President Jay Allen to second annual meeting of IOWA ASSOCIATION OF FARMERS’ CLUBS to be held in Des Moines, March 22, 1913, with expenses paid by the club. Literary topic for discussion was "Useful labor savers on the farm" by W.L. Morris. 55 members and guests were in attendance. Five dozen teaspoons and forks of "the Alaska wear" [sic] were purchased by the refreshments committee at a total cost of $13.25.
A meeting scheduled for May 16 was cancelled because of measles at the Oliver’s and location was changed to Sam Kooser’s but it "rained and no one came."
A basket picnic was planned for July Fourth at a "convenient grove." Sites of Chautauqua Park and Story City were voted down, and finally Mr. F.E. Gunder’s timber was accepted. A committee of six was appointed to "supply a watering trough and plenty to drink" which was to be paid for out of the treasury. Ninety attended. On July 11 it was reported that $5.75 was paid for ice cream, 75 cents for chairs and $10 for fireworks, but no bill was submitted for beverages.
Typical July 4th activities.
Aug. 8. Entertainment program included the North Star Orchestra playing the Overture from William Tell and an encore of the Anvil Chorus, recitations, readings and a tableau on "Votes for Women."
Sept. 3. Program included a debate "Resolved that an automobile is more of a necessity on a farm than a luxury." [interesting to note that the secretary originally reversed the terms and then corrected them]. The decision of the judges was 2 negative, 1 affirming.
Dec. 12. Another debate took place entitled "Resolved that a boy living in the country has better advantages than a boy living in the city."
1914 Approximately 48 people from 21 families signed the secretary’s book as members. [no date is listed but possibly early January].
July 17, 1917. Meeting was held at the home of Mr. & Mrs. George Meyers. A report from the July Fourth committee stated "good time and no expenses." Motion made that "the $5 left of the hospital room fund be turned in to the club fund." Report of the hospital committee was received and that committee was discharged. "Motion made that the club contribute to a fund as a free will offering for army boys on their way south. Mrs. Dodds was appointed as a committee of one to disperse the money."
Dec. 4. Officers were elected for first half of 1919: Will Dodds, President; Burt Kooser, Vice-president; Harry Stewart, Secretary; Ed Miller, Treasurer. Letter from Sam Martin "somewhere in France." Club voted to "equip and furnish a barrack bag" as soon as possible to replace one lost by him.
Feb. 1, 1918. Programs still presented by members – readings, songs, instrumental music.
March 1. Meeting at home of Mr. & Mrs. Ed Miller. Program: song by all, reading by Dwight Gunder, song by Katherine Amlund, two-minute talk by Bernice Dodds on "what is necessary to start up housekeeping," talk by Edward Morris on the "best tractor for 160 acres of land," followed by marriage of Peter Cartwheel and Susan Pumphandle by Rev. Andrew Carniege Stewart, and then refreshments.
July 12. Semi-annual election of officers: M. Pruitt, President; Bernice Dodds, Vice-president; Bessie Meyers, Secretary; Maude Campbell, Treasurer. Mrs. Kooser then gave a report of one of our members, Sam Martin who is in France, aiding in making the world a safe place in which to live."
(Meetings continued every two weeks, but nothing remarkable happened).
Feb 12, 1919. (Members and relatives returned from the war). Three cheers given as a welcome to Roy Stewart. Address by Mr. Peabody on causes of war, sacrifices made by young men, achievements of U.S. forces and welcome to returning soldiers. Roy Stewart gave an overview of his service activities. Mrs. Miller spoke of George’s experiences. Mr. Kooser read letters from Sam Martin. Maude Campbell spoke of Robert’s illness overseas. Fred McDonald’s anticipated return was spoken of by Burt Kooser.
June 26. Officers elected: Edward Morris, President; Mr. D. Griffith, Vice- president; Mrs. D.L. Pruitt, Secretary; Mrs. E.A. Miller, Treasurer. Voted to disband until the first Friday in September.
Oct. 17. [last entry] brief business meeting; all bills paid; auditing committee appointed.
Aug. 27. Reunion at home of Robert Campbell; 36 persons from all over the country attended.
Meetings held every other Friday at members’ homes; number of attendees listed: 35-50. Planned activities with other clubs. Election of officers and updating of constitution and by-laws annually. Members signed minute book annually. Members admitted approximately every other month.
Meetings held every other Friday at members’ homes; number of attendees not listed. Election of officers semi-annually; updating of constitution and by-laws annually. Members did not sign book at all. Few members admitted. Did not meet summer of 1919; appeared to disband by October 1919 [no further minutes]. | <urn:uuid:5b4e37ca-3131-4b24-afcf-6a2d491aa4be> | {
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|A vessel that has at least three masts, all of them fully square rigged is called a full-rigged ship or just a ship. Most such ships also have a small gaff sail on their sternmost mast. |
Note that usage of the term ship often leads to confusion because any large vessel is commonly regarded a ship, although strictly speaking only full-rigged ships are ships.
The ship on the picture is perhaps the most well-known full-rigged ship ever, the Cutty Sark.
The full-rigged ship was a very common deep-water cargo-carrier in the 19th century. By far most of them had three masts, but many four-masted ships were built at the end of the 19th century. Many of them were later converted to four-masted barques because it was realized that a barque in most cases is a better sailer, is cheaper to maintain, and can be handled by a smaller crew.
Only one five-masted full-rigged ship was built, the Preussen.
The full-rigged ship has also been very popular for school ships because it's the most complicated type of rigging and there is a lot of work to do with all the square sails. There are a few such fine full-rigged ships that are still sailing, for example the Danish ships Georg Stage and Danmark and the Norwegian Sørlandet and Christian Radich.
Articles and nautical terms
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Copyright (C) 2000 Fredrik Sandström <[email protected]> | <urn:uuid:6aba8d12-348b-4141-a8ed-809a2d05065d> | {
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In a circuit diagram, an inductor is shown like this:
To understand how an inductor can work in a circuit, this figure is helpful:
What you see here is a battery, a light bulb, a coil of wire around a piece of iron (yellow) and a switch. The coil of wire is an inductor. If you have read How Electromagnets Work, you might recognize that the inductor is an electromagnet.
If you were to take the inductor out of this circuit, what you would have is a normal flashlight. You close the switch and the bulb lights up. With the inductor in the circuit as shown, the behavior is completely different.
The light bulb is a resistor (the resistance creates heat to make the filament in the bulb glow -- see How Light Bulbs Work for details). The wire in the coil has much lower resistance (it's just wire), so what you would expect when you turn on the switch is for the bulb to glow very dimly. Most of the current should follow the low-resistance path through the loop. What happens instead is that when you close the switch, the bulb burns brightly and then gets dimmer. When you open the switch, the bulb burns very brightly and then quickly goes out.
The reason for this strange behavior is the inductor. When current first starts flowing in the coil, the coil wants to build up a magnetic field. While the field is building, the coil inhibits the flow of current. Once the field is built, current can flow normally through the wire. When the switch gets opened, the magnetic field around the coil keeps current flowing in the coil until the field collapses. This current keeps the bulb lit for a period of time even though the switch is open. In other words, an inductor can store energy in its magnetic field, and an inductor tends to resist any change in the amount of current flowing through it. | <urn:uuid:6fc3a149-1af9-46ed-ba38-8ef01a88d545> | {
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Your Ultimate Guide to Carbon Neutral Technology Among the recent topics that we are talking about recently is the carbon footprint and what does carbon neutral technology can do for us. We may know a little about it but there are still a number of us who needs to know a thing or two to be able to understand what it is really for. When we say carbon footprint, we are referring to the amount of carbon emissions from an individual, a certain product, or company due to the operations being done daily. One thing that you should know about it is the fact that we can estimate the amount of greenhouse gases being produced by a person even if he or she is simply producing one loaf of bread. Here, we are going to talk about carbon neutral technology and how it affects carbon emissions. When we talk about becoming carbon neutral, that means we are aiming for net zero carbon footprint all over the world. Of course it will seem really impossible even just by thinking about the example we’ve had about the loaf of bread earlier. But take note of the fact that we used the terms “net zero” here. This tells us that the carbon emissions that eventually become carbon footprint are offset of other means. The carbon being produced because of operations in the industry such as transportation, production, and so many others are offset. We reach the point of carbon neutrality when the amount of carbon we have produced is equal with the amount of carbon offset we have.
Incredible Lessons I’ve Learned About Sales
The first stage in the whole process of carbon neutral technology is all about assessing the amount of the greenhouse gases that we produce. This will serve as our guide so that the correct strategy will be used. In this stage, all the necessary aspects such as the specific techniques that should be used, the technology necessary, and the processes that must be employed are being taken into consideration.
What Research About Options Can Teach You
Carbon neutral technology is a great way to financially support those project whose aims is to reduce the amount of greenhouse gases that we produce. Among these projects are those that tackle renewable sources of energy such as solar power, hydroelectric power, wind power, and biomass energy. Everyone must participate in becoming carbon neutral, especially those businesses that contribute much to the production of greenhouse gases. We must work towards the elimination of direct emissions and reduction of indirect emissions by switching to other more environment-friendly means such as using renewable resources. If you worry because you can’t do anything significant because you are just one person, you are wrong because even the smallest act of using your car less will have a great impact on our environment. Instead of having a usual day of using your car to go to work or school, you can choose to walk or even go cycling; you are not helping the environment this way, you are also allowing yourself a healthier and fitter lifestyle.
- Travel Viajes Group es uno de los mejores agencias de viajes en Mexico. Travel Viajes Group les ofrece variedad en paquetes y calidad en el servicio. Somos una agencia de viajes confiables. Tenemos tours, paquetes, ofertas a todos los destinos. Agencia de viajes, Agencia de viajes confiable, Agencia de viajes en df, Agencia de viajes en Mexico Travel Viajes Group te lleva a diferentes destinos nacionales y internacionales. Travel Viajes Group es tu agencia de confianza y de calidad. Tenemos ofertas, paquetes y tours a todo al mundo. Meses sin intereses con tarjetas santander, bancomer
- Latest jewelry fashion trends include colored gemstone accessories. Aquamarine, Garnets and Tanzanite predominate. Lapigems Gem Company offers a wide range of these gemstones in all tints and colors.
- M3U download | <urn:uuid:8e5a8198-45cc-49c0-9842-f7fb3b73556d> | {
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|Frieze of Prophets, East Wall. John Singer Sargent (1856-1925)|
Boston Public Library.
Depicts Micah, Haggai, Malachi and Zechariah
For several weeks, I've had this passage from First Kings reverberating within me:
Acting on the word of the Lord, one of the guild prophets said to his companion, "Strike me." But he refused to strike him. Then he said to him, "Since you did not obey the voice of the Lord, a lion will attack you when you leave me." When he left him, a lion came and attacked him. Then the prophet met another man and said, "Strike me." The man struck him a blow and wounded him. The prophet went on and waited for the king on the road...It goes on to say that the prophet who was struck essentially needed to appear before the king he was to meet in a wounded fashion in order for his message to be complete.
1 Kings 20:35-38
The wisdom to draw from this passage pertains to the prophetic dimension of Christian life, what it looks like, and how we are formed in it.
Step one is always God's word coming first. Prophets don't act prophetically because they come up with a creative idea that they want to try out on someone. They act prophetically in response to the word of the Lord. Perceiving the word of the Lord has to be by faith, so there is this element of being willing to make mistakes and to look like a fool. Prophets need to be able to take themselves lightly.
Prophets' sense of personal belonging within a group of other prophets is a tricky thing. When someone shares in your mission and you both get the delight that this brings, it can be a temptation to get attached to being in the other person's good graces, or honoring them in a way that builds monuments to them in your mind that God has not commissioned. Keeping your distance physically, mentally, emotionally or spiritually isn't a viable option, either, if the community of prophets is to thrive. Therefore, clear speaking of one's mind is in order, so that everyone's mind may be brought continually into the light, purged and purified is necessary. It is also necessary that everyone remained fixed beyond themselves to the One whom they serve, which is the Word of God.
The prophet who refused to strike the other prophet probably thought, "Oh, good Abba, I could never raise my hand in violence against one who has taught me so much of the Lord." And the good Abba probably thought, "Oh, crap. He really hasn't learned much yet, has he." The lion refocused the second prophet's attention on what was ultimate: obey the Word of the Lord, regardless of even feeling you are wrong, or making life hard for someone else. Detachment is needed here. If you really so greatly and legitimately honor that prophet you don't want to hit, it will be because of God -- you know he hears accurately from God and walks in His way. But if you believed this, you wouldn't refuse when the demands went against your grain. Therefore, you aren't refusing to strike him because of how holy he is or how holy you are; you are refusing to obey because you are rebellious and full of yourself.
But that prophet did teach the rest of the community a lesson, and so he served them well, after all. (Sometimes we succeed most in teaching others because of, not in spite of, our failures.) The Lord, He is God. They all knew, or were learning, what it was to experience the word of the Lord coming to them. God's supernatural presence is real. They were learning to walk in relationship with His power and become transformed into partners with Him.
Don't you think that the prophet who requested to be struck and the prophet who struck him formed a bond over this experience? Both were valuing the Word that had come among them more than their own comfort. Together, they advanced God's mission. The wounds were temporary; the bond lasted their lives. The first prophet knew he was no lone ranger; he could not wound his own face. He needed this offensive ministry from his brother prophet. | <urn:uuid:2bf9cda9-8746-44cf-aa60-da6bab4582ac> | {
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Some people pay attention to cycling. Others pay attention to cycling only when the most successful American cyclist of all time is banned from the sport and stripped of his seven Tour de France titles. If you're in that second group, Lance Armstrong's ban has likely left you with some questions. Here are some answers.
What did Lance Armstrong test positive for?
Technically, nothing. Rather than a specific drug being found in his system, the US Anti-Doping Agency (USADA) announced in June that blood samples collected from Armstrong in 2009 and 2010 were "fully consistent with blood manipulation including EPO use and/or blood transfusions." EPO is a hormone involved in red blood cell production and increases the body's oxygen delivery. For this reason, it's usually used in endurance sports like cycling, distance running, and boxing.
Armstrong was tested regularly for more than a decade. Why did this only show up in tests of the last few years?
It's not a simple yes-no test—EPO can't be detected directly. Instead, multiple blood samples are taken and compared to baseline readings to determine if the rider is using something artificial. Even this isn't as easy at it sounds: As Dr. Michael Ashenden, a former independent member of an International Cycling Union (UCI) panel, explains:
Athletes get tested multiple times per year. Of course there is natural biological variation over that time, which means that the results bounce up and down a little bit rather than being the same value day in, day out. The size of those variations is compared against the natural biological fluctuations that we expect to see, and only if the variations are unusually large is the profile flagged as being suspicious.
Testing is still in its infancy. A test for EPO didn't exist until 2000 and wasn't successfully used to catch doping until the 2002 Olympics. The accuracy of the procedure is getting better, but still has flaws. A 2008 study sent identical blood samples to two World Anti-Doping Agency (WADA) labs, and the labs came back with completely different results. In one case, Lab A reported that all eight samples were positive for EPO doping, while Lab B found that all eight were negative.
Why didn't the UCI notice any strange test results?
There are two theories. One is that Armstrong's results during his cycling career were never egregious enough to be certain. Dr. Ashenden explains that suspicious results are given second and third opinions, and it's possible that Armstrong's samples were flagged, but never unanimously decried as evidence of doping by the UCI's various panels.
The other is more sinister. According to USADA, witnesses including Floyd Landis said that a positive test in the 2001 Tour de Suisse was covered up, possibly with the help of the UCI. Landis suggested a quid pro quo, as Armstrong made a $25,000 donation to the UCI in 2002, and a $100,000 donation in 2005.
The UCI admitted to the donation, but strongly denied a cover-up and last year threatened a defamation suit against Landis.
Did USADA have anything besides drug test results to pin Armstrong down?
The testimony of "at least 10" witnesses, including many former teammates. A two-year federal investigation into Armstrong was abandoned in February, but all the information gathered was handed over to USADA. It's not clear who gathered the witness testimony, but it forms the bulk of USADA's charges.
Numerous witnesses provided evidence to USADA based on personal knowledge acquired, either through direct observation of doping activity by Armstrong, or through Armstrong's admissions of doping to them that Armstrong used EPO, blood transfusions, testosterone and cortisone during the period from before 1998 through 2005, and that he had previously used EPO, testosterone and hGH through 1996. Witnesses also provided evidence that Lance Armstrong gave to them, encouraged them to use and administered doping products or methods, including EPO, blood transfusions, testosterone and cortisone during the period from 1999 through 2005.
Armstrong is just one of six members of the US Postal Service Team charged by USADA with operating a "doping conspiracy," a group that includes three doctors, a trainer and a coach.
Is the witness testimony reliable?
Apparently not enough for federal investigators to bring charges, but USADA doesn't have the same burden of proof. Armstrong has attacked the credibility of the witnesses, mostly former teammates, pointing out that many of them are confessed drug cheats.
A Dutch newspaper reported last month that five of the witnesses gave testimony against Armstrong in exchange for more lenient doping suspensions for themselves. Those riders have denied making any deals with USADA.
How has Armstrong fought the charges against him, and why did he give up?
Armstrong initially filed a strange, rambling lawsuit against USADA, claiming the case was a personal vendetta and seeking a restraining order. That suit was thrown out by a judge, visibly angry at having his time wasted.
Since USADA is government-funded, Armstrong sought help from his friend, Senator John McCain. Unmoved, McCain promptly released a statement giving his full support to USADA investigation and charges.
These tactics only served to delay Armstrong's deadline for responding to the charges. He had until 2 a.m. last night to either accept the sanctions, or formally challenge them in arbitration. Four hours before the deadline, Armstrong announced he would not challenge USADA's ruling, although he did not admit guilt. That leaves his options open to challenge the allegations in other forums, including civil cases.
Why does USADA get to strip Armstrong of Tour de France results?
USADA and the UCI have long battled over who has the jurisdiction to investigate, charge, and sanction Armstrong. Both organizations are signatories to the World Anti-Doping Code, which since 2004 has governed and standardized testing and punishment. The code dictates that "in cases where no hearing occurs" (like this one), USADA must submit a "reasoned decision explaining the action taken."
USADA head Travis Tygart said the UCI is "bound to recognise our decision and impose it," and that "they have no choice but to strip the titles under the code."
The UCI is holding off, for now. From a statement released this morning:
The UCI recognizes that USADA is reported as saying that it will strip Mr. Armstrong of all results from 1998 onwards in addition to imposing a lifetime ban from participating in any sport which recognizes the World Anti-Doping Code.
As USADA has claimed jurisdiction in the case the UCI expects that it will issue a reasoned decision in accordance with Article 8.3 of the Code.
Until such time as USADA delivers this decision the UCI has no further comment to make."
The UCI insists it maintains the sole right to strip Armstrong of his titles, but it seems unlikely the group will do anything but accept USADA's "recommendations." That's how UCI handled the Floyd Landis case, the closest analogue to this one. | <urn:uuid:02965477-8896-4276-a04a-966e1d961f6c> | {
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Microengineered Hydrogels for Stem Cell Bioengineering and Tissue Regeneration
- Type: Archived Webinar
Micro- and nanoscale technologies are emerging as powerful tools for controlling the interaction between cells and their surroundings for biological studies, tissue engineering, and cell-based screening. In addition, hydrogel biomaterials have been increasingly used in various tissue engineering applications since they provide cells with a hydrated 3D microenvironment that mimics the native extracellular matrix. In our lab we have developed various approaches to merge microscale techniques with hydrogel biomaterials for directing stem cell differentiation and generating complex 3D tissues. In this talk, I will outline our work in controlling the cell-microenvironment interactions by using patterned hydrogels to direct the differentiation of stem cells. In addition, I will describe the fabrication and the use of microscale hydrogels for tissue engineering by using a ‘bottom-up’ and a ‘top-down’ approach. Top-down approaches for fabricating complex engineered tissues involve the use of miniaturization techniques to control cell-cell interactions or to recreate biomimetic microvascular networks within mesoscale hydrogels. Our group has also pioneered bottom-up approaches to generate tissues by the assembly of shape-controlled cell-laden microgels (i.e. tissue building blocks), that resemble functional tissue units. In this approach, microgels were fabricated and seeded with different cell types and induced to self assemble to generate 3D tissue structures with controlled microarchitecture and cell-cell interactions.
Ali Khademhosseini is an Associate Professor at Harvard-MIT's Division of Health Sciences and Technology (HST), Brigham and Women’s Hospital (BWH) and Harvard Medical School (HMS) as well as an Associate Faculty at the Wyss Institute for Biologically Inspired engineering. He is also a Junior Principal Investigator at Japan’s World Premier International – Advanced Institute for Materials Research (WPI-AIMR) at Tohoku University where he directs a satellite laboratory.
His research is based on developing micro- and nanoscale technologies to control cellular behavior with particular...Read more
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|AIChE Member Credits||1|
|AIChE Undergraduate Student Members||Free|
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What is Ulcerative Colitis?
Ulcerative colitis is a type of inflammatory bowel disease that causes direct inflammation of the colon (colitis). This is a chronic condition that can affect any age group – young and old.
The exact cause of ulcerative colitis is unknown. Many theories are postulated including abnormal immune system response, abnormal gut bacteria and environmental factors. Genetic factors are also considered as ulcerative colitis can run in families.
Symptoms of ulcerative colitis are varied and include:
- Abdominal pain
- Rectal bleeding
- Weight loss
Other diseases of the GI tract can also produce similar symptoms, including Crohn’s disease.
Tests & Diagnosis
A variety of tests exist for diagnosis of ulcerative colitis, including labs, X-ray tests and colonoscopy. The best test for you will be determined by your physician. Wilmington Gastroenterology Associates provides full evaluation.and care of inflammatory bowel disease.
A variety or treatments exist for ulcerative colitis. Once you have been diagnosed, your physician will determine your best treatment option depending on your location of disease and severity of disease.
Common treatment options include:
5 ASA – Asacol, Lialda, Apriso – these medications work as anti-inflammatories.
Immunomodulator agents – 6MP, Imuran, Azathioprine – these medications work as immune suppressants.
Biologic treatment – Remicade, Humira, Cimzia – these medications work as immune suppressants. These medications are administered as injections. | <urn:uuid:1fe49a87-48ac-4fe3-9155-be8148dfabaa> | {
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|This article does not cite any references or sources. (December 2011)|
The site is approximately 180 miles north by north east of Sittwe, and lies between the Kaladan River and Thare Chaung (Thare Stream). Like much of Northern Rakhine State, it is in a hilly locale. Much of it is now deserted, with the only signs of civilisation being the stalls around the Maha Muni and meditation centres, opened to cater to the influx of pilgrims to the Maha Muni temple ( not the Maha Muni Image )
The site can be reached by a one and a half to two hours bus ride from Mrauk U. Up until the mid-1950s, Dhanyawadi could also be reached by boat from the Thare Chaung, but pollution and silting has almost blocked the canal leading to the site.
Dhanyawadi was the capital of the first historically accurate Arakanese Kingdom. The name is a corruption of the Pali word Dhannavati, which means "Blessed with grain". Like much of its descendants, the Kingdom of Dhanyawadi was based on trade between the East (pre-Pagan Myanmar, China, the Mons), and the West (India, Bengal, Persia).
The city-walls form a perimeter of roughly 10 kilometers, defining the city to about 4.5 square kilometers. Remains of the citywall, and the palace compound are still visible.
It is the most Indianized of the four Arakanese Kingdoms to emerge. Although local legend and folklore claim that the Kingdom of Dhanyawadi existed before the time of the Buddha ( before 6th Century BC), most archaeological evidence points to a period between the 4th and the 6th Century AD.
The most prominent Buddhist site is the Maha Muni Temple. According to local legend, the Buddha visited Dhanyawadi during his life. In Dhanyawadi, the noblemen and the affluent donated their wealth and possessions (mainly gold and silver), to be melted and cast into an image of the Buddha. The Buddha is said to have provided seven drops of his sweat, taken from his chest, and the drops were added to the molten metals. This allowed the Maha Muni Image, once cast, to be able to preach the Dhamma.
When Arakan fell to the Burmese in 1785, the Burmese tried to take away the statue back to Amarapura - then, their royal capital. But, here, Burmese and Arakanese sources diverge. The Arakanese claim that Buddha image disappeared - either from the temple, or when the Burmese tried to load it onto an awaiting barge at Thare Chaung. The Burmese, on the other hand, claim that they transported the Maha Muni back to their capital (which was then moved later to Mandalay). But some Burmese academics are now supporting the fact that the Maha Muni never left Rakhine state.
- The Land of the Great Image - Being Experiences of Friar Manrique in Arakan by Maurice Collis
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Caldwell in Burleson County, Texas — The American South (West South Central)
City of Caldwell
George B. Erath platted the town of Caldwell in 1840. Streets running parallel to the Old San Antonio road were named for native animals and intersecting streets were named for the commissioners who had selected the townsite. When Burleson County was created six years later, Caldwell became the permanent seat of government.
Incorporated in 1891, Caldwell developed as a major agricultural shipping center with the completion of area rail lines in 1890 and 1912. Since the 1840s the city has played a vital role in the region through its steady commercial growth and rich heritage. (1892)
Erected 1982 by Texas Historical Commission. (Marker Number 7556.)
Location. Click for map. Marker is in this post office area: Caldwell TX 77836, United States of America.
Other nearby markers. At least 8 other markers are within 17 miles of this marker, measured as the crow flies. Burleson County in World War II (here, next to this marker); Burleson County (a few steps from this marker); John Mitchell (a few steps from this marker); Early Settlers of Burleson County in the Texas War for Independence (within shouting distance of this marker); Old City Cemetery (approx. 0.2 miles away); Moseley's Ferry (approx. 10.9 miles away); Route of El Camino Real (approx. 13.7 miles away); Site of the Somerville Harvey House (approx. 16.2 miles away). Click for a list of all markers in Caldwell.
Also see . . . City of Caldwell Website. (Submitted on June 11, 2014, by Jim Evans of Houston, Texas.)
Categories. • Settlements & Settlers •
Credits. This page originally submitted on , by Jim Evans of Houston, Texas. This page has been viewed 216 times since then and 63 times this year. Photos: 1. submitted on , by Jim Evans of Houston, Texas. 2. submitted on , by Jim Evans of Houston, Texas. • Bernard Fisher was the editor who published this page. This page was last revised on June 16, 2016. | <urn:uuid:2e4c4459-f5a8-4034-8149-e9b9f26e0a5c> | {
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- Sea levels are "very likely" to rise more rapidly, draft finds
- An upcoming U.N. report says scientific consensus is hardening
- The report says it's 95% certain that humans are behind rising temperatures
- The conclusions are consistent with those of other recent studies
Scientists are more convinced that human activity is behind the increase in global temperatures since the 1950s, which has boosted sea levels and the odds of extreme storms, according to a leaked draft of an upcoming U.N. report.
"It is extremely likely that human influence on climate caused more than half of the observed increase in global average surface temperature from 1951 to 2010," according to a summary of the draft obtained by CNN. "There is high confidence that this has warmed the ocean, melted snow and ice, raised global mean sea level and changed some climate extremes in the second half of the 20th century."
Those conclusions come from the upcoming report of the U.N. Intergovernmental Panel on Climate Change, the fifth in a series of multiyear reports seen as a benchmark on the subject. The panel's last report, in 2007, concluded that it was 90% certain that rising temperatures were due to human activity; the new draft raises that figure to 95%.
The panel's report is slated for release in sections, starting in September, and could be revised. But Marshall Shepherd, a research meteorologist at the University of Georgia and the president of the American Meteorological Society, said the report is expected "to strongly identify the significant human impact on the climate system."
"There are certainly some uncertainties that should be acknowledged, but the consensus is very clear that humans are playing a significant role," said Shepherd, who contributed to the 2007 report but was not involved in compiling the upcoming document.
Increasing concentrations of carbon dioxide and other emissions have driven up global average temperatures by about 0.6 degrees C (1 degree F) since 1950, the report states. That's likely to go up by between 1 and 3.7 degrees C (1.8 to 6.6 F) by 2100, the draft states.
Meanwhile, the rise of sea levels, currently about 3 mm (1/8 inch) per year, is "very likely" to speed up. Global average sea levels are expected to go up between 50 and 97 cm -- 20 inches to more than 3 feet -- by 2100, according to the draft.
"Emissions at or above current rates would induce changes in all components in the climate system, some of which would very likely be unprecedented in hundreds to thousands of years," it states. Those changes are likely to occur "in all regions of the globe" and affect the water cycle, rising ocean acidity and changes in the water cycle.
"Many of these changes would persist for many centuries," it added.
The effect has already been seen in shrinking summer icepacks in the Arctic Ocean and warming permafrost in the Northern Hemisphere, it states.
"It is very likely that the Arctic sea ice cover will continue to shrink and thin and that Northern Hemisphere snow cover will decrease during the 21st century as global temperature rises," the draft states.
The science of global warming is politically controversial but generally accepted as fact by most researchers, who point to heat-trapping carbon emissions from the burning of fossil fuels as the major cause. A May study of research papers published between 1991 and 2011 found that more than 97% of those that expressed an opinion on the cause of increasing temperatures supported that consensus.
Skeptics point to the fact that the rate of warming has slowed since 1998, a record warm year. But two more years, 2005 and 2010, have topped that record -- and the report notes that each of the last three decades have been warmer than the last.
Meanwhile, the insurance industry and urban planners are treating sea-level rise as a real threat.
A study published over the weekend in the scientific journal Nature Climate Change warned that the world's largest coastal cities will face tens of billions in flood losses a year even with improved defenses. The most vulnerable city on the list was the Chinese city of Guangzhou, with Miami, New York, New Orleans and Mumbai rounding out the top five.
New York and much of New Jersey are still rebuilding from 2012's catastrophic Superstorm Sandy, and a federal government report released Monday said reconstruction should take into account "the existing and future threats exacerbated by climate change."
"More than ever, it is critical that when we build for the future, we do so in a way that makes communities more resilient to emerging challenges such as rising sea levels, extreme heat and more frequent and intense storms," Housing Secretary Shaun Donovan wrote in the report's preface. | <urn:uuid:30638809-6582-4b9b-aa75-e7de29d48740> | {
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Why Ukraine's Situation Makes Russia's Other Neighbors Nervous
When Vladimir Putin announced the Kremlin's annexation of Crimea this week, he made it clear that the region's large Russian-speaking population made the move necessary and inevitable.
In fact, large populations of Russian speakers are common along the fringes of the old Soviet Union. Those groups are made up of a combination of indigenous people and Russians who migrated from the mother country, many as part of Soviet-era policies aimed at altering the ethnic makeup in potentially troublesome satellites.
And there's precedent elsewhere for Crimea-style interventions on behalf of ethnic Russians. As recently as 2008, Georgia's breakaway South Ossetia region was cleaved with the help of a quick thrust by the Russian army.
So, how nervous should the now-independent former Soviet republics be about what's happened in Crimea? Here's how things stand in four regions.
In the region roughly southeast of the Baltic states that includes Ukraine, Belarus and Moldova, all three have sizable ethnic Russian populations.
Belarus, with about 8 percent of its population Russian, enjoys warm relations with Moscow and has signed on (along with Kazakhstan) to join Russia's "Eurasian Union" trade bloc that The Guardian says Putin hopes will grow into a " 'powerful, supra-national union' of sovereign states like the European Union."
Meanwhile, Moldova's smaller Russian population (about 6 percent) is concentrated in Transnistria, an autonomous region that is trying to separate from the rest of the country. The analogy with Ukraine and Crimea couldn't be more stark, suggests The International Business Times.
Some 2,000 of the Kremlin's troops are enforcing a cease-fire in Transnistria between Russian separatists and the Moldovan government. Although the region borders Ukraine and not Russia, given the instability in Kiev and Transnistria's proximity to Crimea and the Black Sea coast, Moldova eyes it warily.
What's more, since the Crimean crisis broke out, Transnistria's local Parliament has asked Moscow to grant the breakaway region Russian citizenship and admission to the Russian Federation.
The Baltic States
Latvia and Estonia have significant ethnic Russian populations. About 27 percent of Latvia's 2 million people are Russian, as are about a quarter of Estonia's 1.3 million. According to The Telegraph, the Russians in Latvia migrated there during Soviet rule when they were able to occupy the top rungs of civil and political society.
"But ever since communism's collapse, the boot has been firmly on the other foot. Latvian, not Russian, is the official language, and the country is now one of NATO's newest — and keenest — members, along with fellow Baltic states Lithuania and Estonia," the newspaper writes.
According to Reuters, Latvia and Estonia in particular "are alarmed by [Putin's] justification for Russian actions in and around Ukraine as protection for Russian speakers there.
"While all three Baltic republics have joined NATO — and Lithuania next year should be the last of the three to adopt the euro — these small countries are largely dependent on energy from Russia and have strong trade ties," Reuters writes.
"Last weekend, as pro-Russian forces were surrounding Crimea, Moscow's ambassador to [Latvia] caused further unease by saying that the Kremlin was planning to offer passports and pensions to ethnic Russians in Latvia to 'save them from poverty,' " The Telegraph says.
Kazakhstan, with just under a third of its population ethnic Russia, is one of the Kremlin's key allies. The BBC says it's "Moscow's strategic partner and the two countries regularly hold joint military exercises. They have close trade links as both are trying to develop a common market." The relationship, it says, is comparable to the one enjoyed between the U.S. and the U.K.
"But Russia's military action in Crimea has created unease among Kazakhs. They are worried that a 'Ukrainian scenario' could also apply to this Central Asian nation," the BBC says.
Kazakhstan's northern Kostanay region is about half ethnic Russian, and in other regions, especially to the east, "there are fewer ethnic Kazakhs than ethnic Russians," according to The Washington Post.
On Monday, Kazakhstan's pro-Russian President Nursultan Nazarbayev was said to "understand" Russia's position vis-a-vis Crimea, according to Reuters, "which struck many as a very carefully worded way of phrasing it," according to the Post.
Kyrgyzstan, with about a 12 percent ethnic Russian population, also has a Kremlin-leaning president, Almazbek Atambayev. But the country has carefully balanced East and West until now, allowing both a Russian military base and a U.S. air base on its soil. That is set to change, however.
Transitions Online, a blog that monitors the region, says:
"Both Russian and U.S. air bases have been in Kyrgyzstan for more than 10 years, but the U.S. base will be closed by July. That decision was made by Kyrgyzstan's president immediately after his election in late 2011 and confirmed by parliament in June 2013. It is widely believed that it was made under pressure from Moscow.
"Most people in Kyrgyzstan supported the closure when it was announced, but Russia's incursion into Crimea to 'protect native Russians' has raised concerns in Kyrgyzstan and has changed some minds about the departure of the Americans."
While the Caucasus is home to only small minorities of ethnic Russians, it's a region that has suffered from the Kremlin's attentions. Chechnya has been the locus of a brutal separatist conflict with Moscow. Georgia saw its South Ossetia region cleaved by Russia's 2008 incursion.
In 1992-93, the breakaway Abkhazia region of Georgia also underwent a civil war in which ethnically Georgian militias, supported by the Georgian state, were pitted against "ethnically Abkhazian militias supported both by North Caucasus militants ... from Russia and by the Russian state itself, which provided weapons and training to the fighters and carried out airstrikes against ethnic Georgian targets."
It's clear too that the Crimea situation has raised concerns in Azerbaijan. The Moscow Times quotes Avaz Gasanov, director of the Azerbaijan Society of Social Science Research, as saying:
"It is still unclear what will happen to Crimean Tatars if Crimea joins Russia. ... We are not against the people of Crimea wanting to organize a referendum, but we are against the way it has been organized. The rush to hold the referendum and the presence of the Russian military is just not right," Gasanov says. | <urn:uuid:97121036-f6ca-4dec-aa47-89129abe6563> | {
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Rain Pattern in Chicago, IL
Name: Jennifer Mundt L.
Date: Tuesday, April 23, 2002
Why does Chicago have more rain in the spring than in the
Most of the rain in the Chicago area in the spring and summer comes from
moisture that is carried north from the Gulf of Mexico, and falls in the
form of showers and thunderstorms.
The storm systems that produce the rain from the moisture brought north
are more frequent in the spring than in the summer. Also, slightly less
moisture is brought north during the summer, and the showers and
thunderstorms are more isolated.
Wendell Bechtold, meteorologist
Forecaster, National Weather Service
Weather Forecast Office, St. Louis, MO
During Spring there is a greater gradient of temperature from north
to south than there is in summer. There are still cold, dry air
masses coming down from Canada and warm, humid air coming north
from the southern part of the United States. At the boundary of
these very different temperature and humidity regimes you get a
lot of convection, (rising air), which transforms into strong
cold fronts (with embedded thunderstorms), squall lines (made
up of thunderstorms), and even isolated thunderstorms. These
provide a lot of rain. In the summer, temperatures don't
change from north to south as much and strong weather systems
can't develop as easily or frequently, giving us less rain
in the summer.
David R. Cook
Atmospheric Research Section
Environmental Research Division
Argonne National Laboratory
Click here to return to the Weather Archives
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People in the United States have not melted into one homogeneous group. Ethnic groups have retained customs, language, and beliefs. Some have referred to this special diversity as the "tossed salad" effect. Diversity in our population is likely to remain. In 1987, immigrants from 48 different countries arrived on U.S. shores. Our country's Hispanic population increased 30 percent in the last decade. More than 37 million Americans have disabilities and the majority of disabled children spend a good part of their day in regular classes. As educators, we find many representatives of this diverse population in our classrooms. We have an obligation to teach all of these children and to do so effectively. In order to be effective, we must understand, accept, and address our students' differences. In educational terms, acceptance of diversity has come to be known as multicultural education. More precisely, multicultural education is the term used "to describe educational policies and practices that recognize, accept, and affirm human differences and similarities related to gender, race, handicap, and class" (Sleeter and Grant, 1988, p. 137). The purpose of this article is to provide guidelines for teaching reading in a multicultural framE3work, to discuss why, when and how to use multicultural literature, and to offer criteria for choosing good multicultural literature.
Barry, A. L. (1990). Teaching Reading in a Multicultural Framework. Reading Horizons, 31 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol31/iss1/5 | <urn:uuid:30b31c9e-f311-48b5-b970-b311ce46ad2a> | {
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With wave speeds that can reach as much as 435 miles per hour, a tsunami can travel as far inland as 10 miles, depending on the slope and the shape of the shoreline that it is traveling across. Ships traveling in the deep ocean may pass over a tsunami and not even notice it because a tsunami can cause the waves to be as little as 2 feet high where the water is very deep.Know More
A tsunami occurs most often as an earthquake on the sea floor. This earthquake can trigger a wide variety of phenomenon, including undersea landslides and undersea volcanic eruptions, and it can even affect meteorites. When a sudden change in the seafloor occurs, it can cause the ocean to flow away from the disturbance and quite often towards land while creating large crashing waves.
The most common thing that people should look for with a tsunami is when the water along the shoreline recedes further out than normal. By this time, it is much too late to respond because the water will begin to rush in within as little as 5 minutes. Once a tsunami occurs, it is important to stay off the beach because there will likely be larger waves to follow.Learn more about Tsunamis
Before a tsunami is imminent, people living in areas where tsunamis are possible should construct tsunami emergency kits and organize a family communications plan. When a tsunami watch is issued, people should tune into the National Oceanic and Atmospheric Administration's weather service, ensure the emergency kit is well stocked, locate family members and prepare to evacuate. When a tsunami warning is issued, everyone should evacuate to higher ground.Full Answer >
According to Eden, the first recorded tsunami occurred off the coast of Syria over 4,000 years ago. The Storegga Slides is a famous event that occurred in the prehistoric era that may have been caused by a tsunami.Full Answer >
According to the Centers for Disease Control, the aftereffects for humans of a tsunami include lack of clean drinking water, loss of shelter and injury from remaining debris. Economically, areas affected by tsunamis struggle to amass funding to repair damaged structures. Those who survive tsunamis often suffer mentally and emotionally.Full Answer >
No known way to prevent a tsunami from occurring exists. Individuals can take steps to be prepared for a tsunami, and warning systems can help get people out of harm's way if an impending tsunami is predicted.Full Answer > | <urn:uuid:f1671654-4e1a-4b89-b090-a5bfa3ea053d> | {
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Lotus Sutra 8 of 8
For the final talk on the Lotus Sutra, Venerable Guo Chuan gave summaries and explanations of the seven parables in the Sutra. The seven parables are contained in Chapter 3, "Simile and Parable", Chapter 4, "Belief and Understanding", Chapter 5, "The Parable of the Medicinal Herbs", Chapter 7, "The Parable of the Phantom City", Chapter 8, "Prophecy of Enlightenment for Five Hundred Disciples", Chapter 14, "Peaceful Practices" and Chapter 16, "The Life Span of the Thus Come One".
1: The Parable of the Three Carts and the Burning House
A wealthy man has a house with one gate. Inside are his many children. The house is on fire. To entice the children to come out of the burning house, he tells them that there are three chariots outside filled with toys, one pulled by a goat, another by a deer and last with an ox. When the children come out, they find large chariots for all of them, each pulled by an ox.
The burning house represents the realm that we live in. The one gate represents the exit out, which is the Buddhadharma. The many children represent human beings in samsara and the fire represents our sufferings and vexations. The three chariots are the three vehicles of Buddhism and the great chariot is the Buddha Path. The main point of this parable is to show how the Buddha had taught in different ways to help sentient beings and finally leads them toward the Buddha Path.
2: The Parable of the Wealthy Man and the Poor Son
The four great arhats wish to tell the Buddha their understanding of the Lotus Sutra through this parable. A young man runs away from home and lives in poverty, wandering from one place to another for many years. One day, he goes to his father's house but does not recognize his father. The father sees his son and sends a messenger to bring him back home, but the son faints out of fear. Then the father tells his servants to dress as beggars and entice his son to work for him as a laborer. The son works diligently for many years and finally inherits his father's fortune.
The main points of this parable are:
1. We are all children of the Buddha but are unaware of it.
2. The Buddha is able to use all kinds of expedient means of teaching to help people become enlightened.
3. The son represents all sentient beings who are lost, unable to understand the truth and misunderstand the teaching of the true nature. The many years of wandering represent the wandering of sentient beings through the realms of existence.
3: The Parable of the Medicinal Herbs
The Buddha uses the metaphor of falling rain to describe how the Buddha teaches sentient beings. The rain, which represents the Buddhadharma, falls on various flora. There are five different types of plants--three types of medicinal herbs, small, medium and large, and small and large trees. The plants receive varying amounts of rain according to their size. This represents how the Buddha teaches with equanimity but because of the different roots of sentient beings, they gain different levels of understanding.
4: The Parable of the Gem and the Magic City
A group of travelers start on a journey of five hundred yojanas (a unit of measurement) through dangerous terrain to a place with rare treasure. After walking three hundred yojanas, they become exhausted and want to return home. The leader of the group magically conjures a city so that the people may rest. After they have fully rested, the leader tells the group that the city is magical and that their true destination is close by, and makes the city disappear.
The place with the rare treasures that is five hundred yojanas away represents full enlightenment. The magical city represents the nirvana of the pratyekabuddhas and arhats, which is a highly realized state of being but not full enlightenment. The leader is the Buddha who uses expedient means to lead the followers to the goal.
5: The Parable of the Gem in the Jacket
Five hundred arhats who received a prophecy of enlightenment tell a parable to the Buddha to prove their understanding.
The parable is about a man who visits his friend's home, eats and drinks, and falls asleep. The host leaves his home on business and sews a jewel into the drunken guest's clothing. The man wakes up, leaves the house and travels from one place to another in order to get basic necessities. Later, the poor man meets his friend and the friend tells him that, all along, there was a jewel sewn into his clothing.
The drunkard represents pratyekabuddhas and arhats who are attached to their state of self-liberation without being aware of the greater state of full enlightenment. The hidden jewel represents the potential for Buddhahood and the clothing that hides the jewel represents our ignorance of our abilities and potential to become Buddhas. The dear friend represents the Buddha who wishes to enlighten every sentient being. Venerable encouraged us to reorganize and reprioritize our lives so that we can meet our full potential.
6: The Parable of the Priceless Gem in the Topknot
This parable tells the story of a powerful and just king who sends his armies to subdue other countries. He rewards victorious soldiers with jewels but keeps a prized pearl in his topknot for the soldier with the greatest success in battle. Like this king, the Buddha gives many teachings and saves the highest teaching, which is the Lotus Sutra, for last (just before entering nirvana).
7: The Parable of the Excellent Physician
In this parable, there is a highly skilled physician with many children. He leaves his home on business and goes far away. When he returns, he finds that his children have taken poison; some are completely out of their minds as a result. The physician prepares medicine for the children. The children who are still of sound mind accept the antidote and are cured but those children who are out of their minds do not take this medicine, thinking there is nothing wrong with them. The physician comes up with a plan to cure them. He goes away and sends a messenger to tell them that the father has died. The sick children become very sad when they hear the news and take the medicine, thinking that there is no one to care for them now that their father is gone. When they take the medicine, they are cured of their sickness.
The skilled physician represents Sakyamuni Buddha. The poisoned children are ordinary sentient beings who have forgotten their true nature. The poisons are the three poisons of ignorance, anger and greed, and the Lotus Sutra is the medicine. The Buddha enters nirvana in order to encourage followers to take the medicine, or practice the teachings of the Lotus Sutra, rather than take for granted the Buddha's presence.
Venerable encouraged us to study the parables at home and try to understand the parables' deep significance.
To summarize the eight sessions of the Lotus Sutra series:
1. Practitioners should strengthen their good roots, take refuge in the Three Jewels, and know that all sentient beings have Buddhanature.
2. The Bodhisattva Never Disparaging reached Buddhahood using just one phrase.
3. The Lotus Sutra shows the wisdom of the bodhisattvas and the vexations of the people.
4. The seven parables are expedient means to reaching Buddhahood.
Reference: The Seven Parables in the Lotus Sutra by Rev. Shokai Kanai http://la.nichirenshu.org/lotus/lectures/7parable.htm
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Othniel Charles Marsh
Marsh, Othniel Charles, 1831–99, American paleontologist, b. Lockport, N.Y., grad. Yale, 1860. He studied abroad, and from 1866 served at Yale as the first professor of paleontology and as curator of the Peabody Museum. From 1882 he was also connected with the U.S. Geological Survey. He made many expeditions to the West, especially to the Rocky Mt. regions, and gathered a large collection of fossil vertebrates, now at Yale and in the Smithsonian. Among his discoveries were Allosaurus, Apatosaurus, and other dinosaurs, Cretaceous toothed birds, swimming and flying reptiles, and the fossil ancestors of the horse. His rivalry with E. D. Cope over acquiring and identifying fossil remains was bitter, at times unscrupulous, and ultimately notorious. Marsh's writings are chiefly included in the monographs and reports of the Geological Survey.
See biography by C. Schuchert and C. M. LeVene (1940); studies by U. Lanham (1973), D. R. Wallace (1999), and M. Jaffe (2000).
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.
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Homeschooling --- A Superior Education For Your Child
Home-schooling provides children with a superior education. Parents can quickly teach most kids the basics of reading, writing, and arithmetic using excellent, creative, learn-to-read, or learn-math books, programs, or computer learning software. Once children become proficient readers, they can then study subjects they love in greater depth. If a child needs help on a special subject, parents can occasionally call in a tutor.
Many studies confirm that home-schooled kids learn more, learn better, and learn faster than public-school children. Christopher J. Klicka, author of "The Right Choice: Homeschooling," cites a nationwide study of more than 2,163 home-schooling families conducted in 1990 by the National Home Education Research Institute:
"The study found the average scores of the home school students were at or above the 80th percentile in all categories. This means that the homeschoolers scored, on the average, higher than 80 percent of the students in the nation. The home schooler's national percentile mean was 84 for reading, 80 for language, 81 for math, 84 for science, and 83 for social studies."
Several state departments of education also conducted their own surveys on the academic achievement of home-schooled students. In 1987, much to its embarrassment, "the Tennessee Department of Education found that home-schooled children in second grade, on the average, scored in the 93rd percentile, while their public school counterparts, on the average, scored in the 52nd percentile on the Stanford Achievement Test" (the SAT-9 is a well-respected battery of multiple-choice academic achievement tests for public-school students).
These studies, and many others, confirm the fact that home-schooling parents can give their kids a superior education. This shouldn't surprise us. Home-schooling parents succeed where public schools fail because parents give loving, personalized attention to their children, use innovative free-market educational materials, and nourish a love of learning in their kids.
Joel Turtel's book, "Public Schools, Public Menace" gives parents a wealth of information about homeschooling and the new low-cost, Internet private schools.
Joel Turtel is an education policy analyst, and author of "Public Schools, Public Menace: How Public Schools Lie To Parents and Betray Our Children."
Article Copyrighted © 2005 by Joel Turtel
Eye-Opening Questions for Working Parents to Ask
I remember watching my 18-month-old son eat a big frosted cookie while I was carrying him out of the bakery. I asked him, "Can you give mommy a bite?" He leaned over and gently bit me on the cheek.
Is There Any Real Use For A Fun Quiz?
Q. I don't like my children spending so much time on the computer and playing video games.
Bullies are an ugly but very real part of childhood. There's not much we can do to protect our children from these cruel and brutal kids except teach them how to defend themselves from an otherwise unprovoked attack of the bullying kind.
How to Prepare for Labor
Although nothing anybody says can ever completely prepare a woman for the day she delivers her first baby, there are some simple suggestions that should help make this amazing experience a little bit easier.First of all there are three very honest realities about childbirth that your doctor, mother, grandmother, and maybe even your best friend will probably not tell you.
5 Tips for Improving Communication With Your Teenager
Parents are always looking for ways to open up the communication with their teenagers. Here are 5 ideas that are all within your control.
Back to School Care Packages!
I am crying tears of joy mixed with great sadness as my oldest daughter prepares for her freshman year of college at the University of Maryland in the fall. She has already told me I am to send care packages.
Ready, Aim, Achieve! - Become An On-purpose Family Through Goal Setting
Successful families don't just happen. They take time, talent and planning.
Top 10 Ways to Motivate Your Student
As the new school year begins, parents play a pivotal role in their child's success. Here are 10 tips for motivating your student from GoalSettingforStudents.
Use Encouragement Instead of Criticism to Help Children Improve
Criticism is punitiveOur children judge themselves on the opinions we have of them. When we use harsh words, demeaning adjectives or a sarcastic tone of voice, we literally strip a child's core of self-confidence and make them less likely to try to please us.
The Worlds Greatest Dad
You are in the final round of your favorite game show. The category is "Fatherhood".
From Childrens Stories to Study Skills: Help Your Children Succeed in School
IntroductionAs a parent who wants the best for your children, there are undoubtedly many things that you already do every day to help your children succeed in school. The purpose of this article is to provide some practical ideas for you to try.
Back to School
It is hard to believe that summer is coming to a close, but the fall and school season is fast approaching. Our son will be beginning his first year of preschool this year and we are both excited and nervous.
The Metamorphosis of The Brain: Raising Your child to be a Brainiac
The human brain never actually stops developing. Beginning formation in early prenatal life (just 3 weeks after conception), the brain's development is a lifelong endevour, endlessly under construction, constantly reshaping and redefining itself based on everyday life and the types of stimulation that we provide for it.
Intermission: Wood Chips
I wanted to share with you one of the most valuable lessons my daughter taught me when she was sixteen-months-old. I call this essay, "Cherish Your Wood Chips.
Why First Borns Fuss, Seconds Are Resilient and Last Borns Like To Laugh
How can two or three children in the same family be so different? They are brought up in the same broad social environment, under a similar set of rules and an identical family value system. They also come from the same genetic pool yet they can be so different in personality, interests and achievement.
Fundraising For Your Preschool Or Daycare Center
Most day cares are non-profit organizations that must operate within a tight budget that covers the costs of facilities, staff and all of the equipment and materials for operating a quality and stimulating environment for children. It's a balancing act with little room for extras for the center or it's staff.
Camps for Troubled Teens: Disciplines and Wilderness
Parents looking for a quick fix usually choose troubled teen camps. There are two types of teen camps: boot camps and summer or wilderness camps.
Hold a Childs Birthday Party for Charity
As a parent, you probably know that the birthday party routine can be an almost painful experience. With about 20 children in your child's class, going to more than one birthday party in one weekend can occur quite often.
6 Tried & True Fun Ways to Educate and Entertain Your Preschooler
1. New Word of the DayIntroduce your preschooler to a new word each morning at breakfast and define it for him.
7 Things To Teach Your Kids About Money
Did you know that many people retire broke?It's true. After a lifetime of hard work and having earned literally hundreds of thousands of dollars, they end up with nothing.
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Question: "What is the significance of Jesus calming the storm?"
Answer: The story of Jesus calming the storm is told in the three Synoptic Gospels, Matthew, Mark, and Luke. Jesus had been teaching near the Sea of Galilee. Afterwards, He wanted a respite from the crowds so decided to take a boat with the apostles to the opposite shore where there were no large towns (Mark 4:35–36). The Bible reports not long after they sailed, Jesus fell asleep and a storm arose (Luke 8:23).
Here are two important points that reveal the true humanity of Christ: He needed rest and time away from crowds, and He was so exhausted that even the battering of the boat did not awaken Him (Matthew 8:24). These truths should help us realize that Jesus was genuinely human with the same basic needs we all have. Christ’s humanity is part of what qualifies Him to be our merciful intercessor between us and God the Father (Hebrews 2:17).
Although the text doesn’t say which apostles were with Christ on the boat, it’s probable that seasoned fishermen (at least four of the twelve) were aboard. These men were quite familiar with the ways of the sea; certainly, this was not their first squall on the Sea of Galilee, which was known for its sudden raging storms. Even these professional fishermen were frightened by this storm, to the point of fearing they would die (Luke 8:24). “The waves were breaking into the boat, so that the boat was already filling. But [Jesus] was in the stern, asleep on the cushion” (Mark 4:37–38). It’s significant that Jesus’ sleep was deep and sound, even through the storm, which was “already filling” the boat. The Bible says the sleep of a believer will be sweet and peaceful because he knows the Lord is with him (Proverbs 3:24; Psalm 4:8). This is why Jesus, when He was awakened, rebuked the disciples with the question “Have you still no faith?” (Mark 4:40).
The apostles’ lack of faith reminds us that even those who lived and walked with Jesus, saw His miracles, and heard His message still found it difficult to be 100 percent faith-filled all the time. In that way, the disciples were a lot like us. However, their lack of faith was rebuked—and, by extension, so is ours. If Jesus was able to rescue the apostles from the storm, He is also able to rescue us from the storms of everyday life: sickness, job loss, marriage problems, and even the sting of death (1 Corinthians 15:55).
When Jesus “gave orders to go over to the other side” (Matthew 8:18), He knew the storm was coming. He is omniscient (John 2:25); even with a storm brewing, He decided to launch out to sea. The Lord never promised we will never see a storm in life (as a matter of fact, He has told us to expect trouble, John 16:33). Rather, He has promised that He will be with us in the storm. He will never leave His children alone in the midst of trouble; with perseverance they will overcome (Deuteronomy 31:8; James 1:12).
This passage not only reveals Jesus' true humanity, but also Jesus’ deity because only God can make the “winds and water obey” (Luke 8:25). With one quick word from Christ, the storm abated and the sea became calm (Mark 4:39). The apostles marveled at this powerful display of Jesus’ supernatural ability over the elements (Luke 8:25). This can be immensely comforting to the Christian in a storm. Faith in Christ is never misplaced. If He can calm the storms of the sea with one word, He can calm the storms of life as well. | <urn:uuid:fc105f97-071b-461c-8f90-58cacff7a51d> | {
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Living well is more than nutrition and exercise ...
but it certainly includes those. Click here to find
some research-based sources for nutrition, food preparation, healthy
meals, and kids nutrition.
Nick Prukop's Health &
Fitness Notes – Safety and Exercise Guidelines
From the forthcoming book "Nick's 101 Tips to Healthy Living"
Enjoying yourself is the key to success!
The best exercise is the one you enjoy since it is the one you are likely
to do most often. I find that one of the main problems we face when trying
to get started on a fitness program is compliance. Setting clearly defined,
measurable, and reasonable goals for yourself and enjoying yourself in
the process of learning will help you stay on course.
One step at a time!
When possible exercise with a training partner who can help provide you
with help, encouragement, and motivation to keep going. The idea of maintaining
consistency is critical to success in any exercise program since it is
in the repetition and learning through doing that we can gain confidence
in our abilities. It is through repetition that we gain the skills necessary
for success – so be patient with yourself and your progress.
body will change, listen to it!
Always maintain an attitude of safety first. You will reach your goals
more quickly when injuries are avoided. When starting out on this challenging
road called fitness training, remember that injuries will always “take
you out of game”. This is one of my most common sayings when I start
working with a client: “Learn to listen to your body!” “No
pain, no gain” is a slogan from the past that no longer serves us
as we age and try to get – and stay - in shape.
Pay attention to any signal that does not feel right!
Stop an exercise program if you experience chest pain, dizziness, or lightheadedness.
I find in looking at new clients who are unfamiliar with the stresses
of a new exercise program that they want to do more than they are able
to initially. They “want it now”. It works to our advantage
when we take notice of any sign or symptom that may need further evaluation.
Be careful and learn first, then increase the exercise stimulus.
is the key to effective exercise.
Breathe normally during all exercises. Do not hold your breath especially
when lifting weights. I always check my client’s breathing patterns
before engaging in any activity with them. I ask them to exhale and then
feel their muscles contract. It is in “breathing out” –
not in – that we get the best results. Practicing deep breathing
exercises in response to moving – and sitting – is a great
way to become comfortable during exercise.
plenty of water each day!
Drink liberal amounts of water before, during, and after exercise. Water
is the key to life - without it we die very quickly. Dehydration is a
problem for all of who exercise at any level of intensity. Water fuels
the systems by allowing for more effective transfer of oxygen and nutrients
to our tissues. By the time you are thirsty it is generally too late -
you are already on the way to dehydration.
Ask questions and understand your current condition - and limitations
- before you start an exercise program!
Consult your physician before beginning any exercise program, especially
if you become or are currently pregnant. Screening for potential problems
in advance of beginning an exercise program will save you from problems
down the road. Medications, structural problems with joints, imbalances
in the muscles, posture and many other issues can be addressed before
you begin saving you from developing injuries later. Remember: Ask questions
and understand your current condition - and limitations - before you start
an exercise program!
All tips listed above ©Nick Prukop, 2007
more info on the author and other health tips, click
is a "FIND" for physical therapy!
stands for Physical Therapy Today and it is
a full fledged physical therapy center, staffed with top notch physical
therapists and all the resources needed to aid local patients in recovery
and therapy needs. With this professional edge, PTT is also ideally suited
to help us gain health through exercise
in their state of the art workout center, underwater treadmills,
and pool and hot tub!
... good news! The exercise "arm" of PTT is called EXC and it
is open to the public!
You can join this workout facility just like you would any fitness center.
And when you do, you gain more than a workout place. You gain a team of
caring professionals who can assist you in your workout needs. CLICK
HERE TO LEARN about the facility! You will be amazed!
Mall Walkers' Heart and Sole Club meets quarterly at 8 a.m. on
the second Tuesday of the month in the South Plains Mall Food Isle. Refreshments
are served at each meeting and a variety of speakers will speak to the
group about health-related topics, fitness and other items of interest.
The meetings are brief so walking may continue!
Resources for Food and Nutrition
Family and Consumer
State University Extension - http://ohioline.osu.edu/lines/food.html
Food and Health - Rutgers Cooperative Extension
and Nutrition - University of Wyoming Cooperative Extension
and Nutrition - North Carolina State University Cooperative Extension
Dakota Kids Nutrition - http://www.ext.nodak.edu/food/kidsnutrition/
Good Eating Recipes - University of Minnesota Extension
Nutrition for Seniors | <urn:uuid:5e109448-d459-4443-a48e-012c54a1b488> | {
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God’s Incommunicable Attributes
Every field of study has specialized vocabulary. Theology, which is the study of God, is no different. We have looked at the being of God (who He is), and we have looked at the names of God. Now we look at His attributes.
An attribute of something is its quality or characteristic. Water is wet; fire is hot; iron is hard—these are attributes. When we ask about God’s attributes, we are asking, “What is God like?” God tells what He is like in the Bible.
God has two kinds of attributes, which theologians sometimes classify as “incommunicable” and “communicable” attributes. A communicable attribute can be shared with the creature. The creature, therefore, can reflect and display some of God’s characteristics. An incommunicable cannot be shared with the creature. No creature can reflect or display such divine qualities.
God’s attributes are essential to His being. Perhaps, you have the attribute of strength. You are a strong person. But you will grow old and weak, and sometimes (for example, when you are sick) you lose the attribute of strength. You are still yourself, but without the characteristic of strength. Strength, therefore, is not essential to your being. God’s attributes are who and what He is—God is not only good. He is goodness; God is not only wise. He is perfect wisdom; God is not only holy. He is holiness. He is unchangeably and infinitely and perfectly good, wise, holy, and all His other attributes.
Many of God’s attributes are misunderstood, or even ignored and denied. For many, God is simply a God of love, but they forget about His spotless holiness, His perfect righteousness, and His awesome power. When we do this, our view of God is too low, and we dishonour Him.
God’s incommunicable attributes are His independence or self-sufficiency, His simplicity or unity, His infinity (or eternity and omnipresence), His omnipotence or sovereignty, His immutability or unchangeableness and His omniscience. No creature can share any of these attributes of God—they are something that only God is.
When we understand God’s glorious incommunicable attributes, we worship before this great God. And we are glad, because all of the attributes of this great God are necessary for our salvation, and all them are revealed so that God—and not we—receives all the glory.
This God—and only He—is the God of glory. Worship Him, all the earth! | <urn:uuid:74903c0f-0837-49e5-9a76-7cb31454c65b> | {
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The Ottawa area was used for wild edible harvesting, hunting, fishing, trade, travel, and camps for over 6500 years by local populations. The Ottawa River valley has archaeological sites with arrow heads, pottery, and stone tools. The area has three major rivers that meet, which made it an important trade and travel area for thousands of years.
Étienne Brûlé, the first European to travel up the Ottawa River, passed by Ottawa in 1610 on his way to the Great Lakes.
Philemon Wright, a New Englander, created the first settlement in the area in 1800 on the north side of the river, across from Ottawa in Hull. He, with five other families and twenty-five labourers, created an agricultural community called Wrightsville.
Bytown, which was Ottawa's original name, was founded as a community in 1826 when hundreds of people were attracted to the south side of the river when news spread that British authorities were building the northerly end of the Rideau Canal military project at that location.
The military purpose of the canal was to provide a secure route between Montreal and Kingston on Lake Ontario, bypassing the stretch of the St. Lawrence River bordering New York state that left the British forces exposed to American enemy fire during the War of 1812. Bytown's population grew to 1,000 as the Rideau Canal was being completed in 1832. In 1855 Bytown was renamed Ottawa and incorporated as a city.
From the 1960s until the 1980s, the National Capital Region experienced a building boom. This was followed by large growth in the high-tech industry during the 1990s and 2000s. Ottawa became one of Canada's largest high tech cities and was nicknamed Silicon Valley North.
Ottawa's city limits had been increasing over the years, but it acquired the most territory on January 1, 2001, when it amalgamated all the municipalities of the Regional Municipality of Ottawa-Carleton into one single city. | <urn:uuid:404aa2d6-5785-4ac3-aa44-9d1cce610164> | {
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London, Aug 30 (IANS) Opium poppy, along with many other plant species previously unknown to Israel, were brought to Israel by Philistines during the Iron Age, findings suggest.
The Philistines — one of the so called Sea Peoples, and mentioned in the Bible and other ancient sources — were a multi-ethnic community with origins in the Aegean, Turkey, Cyprus and other regions in the eastern Mediterranean who settled on the southern coastal plain of Israel in the early Iron Age (12th century BCE).
The researchers from Bar-Ilan University and Hebrew University compiled a database of plant remains extracted from Bronze and Iron Ages sites in the southern Levant — both Philistine and non-Philistine.
By analysing this database, the researchers concluded that the Philistines brought to Israel not just themselves but also their plants.
The species they brought are all cultivars that had not been seen in Israel previously.
This includes edible parts of the opium poppy which originates in western Europe; the sycamore tree, whose fruits are known to be cultivated in the eastern Mediterranean, especially Egypt; and cumin, a spice originating in the eastern Mediterranean.
“The edible parts of these species — opium poppy, sycamore, and cumin — were not identified in the archaeobotanical record of Israel prior to the Iron Age, when the Philistine culture first appeared in the region,” said Sue Frumin from Bar-Ilan University.
“None of these plants grows wild in Israel today, but instead grow only as cultivated plants,” Frumin said.
The fact that the three exotic plants introduced by the Philistines originate from different regions accords well with the diverse geographic origin of these people, researchers said.
The findings were published in the journal Scientific Reports. | <urn:uuid:b8070a97-7cff-400e-aedf-45285596dc64> | {
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The children of 2~3 years old, when catching a cold, often expressed as a sore throat, go to the hospital, the doctor will diagnose is acute
The children of 2~3 years old, when catching a cold, often expressed as a sore throat, go to the hospital, the doctor will diagnose is acute tonsillitis. 3 years ago, yet due to systemic lymph system development, pediatric respiratory tract infections are often systemic manifestations; after 3 years, systemic lymphatic development entered the peak period, tonsil hyperplasia, under normal circumstances can be seen in the pharyngeal tonsil. Acute tonsillitis is acute inflammation of tonsil, this is the first line of defense against the invasion of tonsil as pathogenic bacteria, is to enhance the defense ability of children with systemic manifestations.
Acute tonsillitis is the most bacteria, can also be caused by viral infection. In general, such as acute tonsillitis is caused by a virus, tonsil is red, some white secretion, but not fester, cervical lymph nodes were not enlarged. Such as caused by bacteria in children with acute tonsillitis, often sudden fever 39~40 degrees and severe sore throat, swollen tonsils, fester serious when in the tonsil surface can be shallow yellow secretions or even form a layer of thin film. Blood tests showed leukocytosis. The serious condition of the children, causing swelling and pain in cervical and submandibular lymph nodes. Children suffering from acute tonsillitis can cause sinusitis, otitis media, complications such as pneumonia, strep is tonsillitis with rheumatic fever and nephritis, should pay attention to.
If the recurrent acute tonsillitis is the formation of chronic tonsillitis, acute attack every encounter cold, cold will. So often 1 years to attack several times, which will give the child's physical development brings adverse effects, especially in children with rheumatic fever and had secondary nephritis.
Therefore, in the event of acute tonsillitis, should promptly consult a doctor. Some children may also need tonsillectomy.
From "2-3" to raise the baby every day to read, Hebei people's publishing house, 2005, edited by Wang Xinliang | <urn:uuid:7a25c681-9025-4f00-b598-fde1317a12aa> | {
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'Promotion Gates' Are Raising Both Standards and Concerns
As schools open across the country this month, thousands of students--from kindergarten through grade 12--will be repeating grades because they failed to meet the tougher promotion standards introduced by many school systems and some states in the past few years.
In New York City, 4,000 4th and 7th graders will be in the same grade for the third straight year because they have failed to meet a standardized test cut-off score. Nearly one in five of Atlanta's 5,000 1st graders were not advanced last June because they failed to meet the school system's two-year-old reading and mathematics standards.
Under public pressure to demonstrate that students are actually learning in school, many school systems have tightened academic requirements, in many cases mandating that students pass a basic-skills test before they are handed a diploma.
Recently, some systems have gone further, abandoning the common practice of advancing students from one grade to the next simply on the basis of age, and are now tying promotion to test scores or other quantifiable criteria.
This growing use of "promotion gates"--as the policy is often called--has attracted widespread support among those who are demanding more accountability from the nation's schools. And some educators say that more students--especially those in the elementary grades--are getting a better grounding in basic reading and mathematics in school systems that have adopted the new policy.
But as the use of promotion gates becomes more widespread, outside observers, as well as those educators who administer promotion-assessment policies, are beginning to recognize that the concept poses difficult dilemmas.
"Moving away from social promotion is a good thing," said Richard O. White, executive director of elementary and secondary instruction in Dade County, Fla., and one of seven officials from districts where promotion gates are used who recently evaluated the District of Columbia's use of promotion gates. "But the proper point of view must be to approach the new policy very, very carefully, or it becomes clearly punitive for some groups."
"An improperly implemented gates policy can result in serious problems to students and school systems," agreed W. James Popham, an expert on basic-skills testing who teaches in the school of education at the University of California at Los Angeles.
Among the specific concerns they and others raise:
Keeping large numbers of students in the same grade for several years can be damaging psychologically for the students and can create classroom problems for teachers who are forced, in some cases, to teach students whose ages are two, three, and even four years apart.
Some school systems have not adequately prepared themselves to meet the needs of those students who repeatedly fail to master the skills needed for promotion.
"It is what they have done least well at," said Norman Gold, a research associate at the National Institute of Education (nie), who recently contributed to the evaluation of the District of Columbia's promotion-gates policy.
As an indication of this, Atlanta and the District of Columbia have two-year-old programs and are facing for the first time the problem of how to deal with large numbers of double holdovers. But neither yet knows how many double holdovers the schools will have, and neither city's school board has a districtwide policy for dealing with them.
The recently completed nie study of the Washington, D.C., program said: "The non-standardization of remedial programs ... is creating several problems. Students with similar needs are not receiving a similar quality of services across schools."
Where remedial programs are in place, the cost can be burdensome.
"We are spending a tremendous amount of resources on a small number of kids," said Thomas Minter, deputy chancellor for instruction for the New York City school system.
This year, for the first time, that city is trying a number of strategies to help those who are being left behind for the second time, including combining remedial academic work with vocational training and allowing 7th graders (some of whom are 17 years old) to spend much of their school day with their peers in high school.
While the double holdovers in New York City are being removed from their regular classrooms, many school systems attempt to keep such students "in the mainstream" by putting them in smaller classes or offer-ing after-school tutoring. A number of school systems are apparently coping with large numbers of students piling up at certain grade-levels by simply reallocating their existing teaching force.
The promotion standards used by some school systems may be unfair.
While many systems use combinations of test scores, teacher recommendations, and success on systemwide checklists of reading and mathematics skills to make promotion decisions, some--including New York City--advance a student solely on the basis of a standardized-test score.
In 1981, several black students in Greensville County, Va.--represented by the Lawyers Committee for Civil Rights Under Law, a nonprofit legal group--were successful in forcing the predominantly black school system to end its policy of using a single achievement-test score to make promotion decisions. A more widely publicized promotion case, Debra P. v. Turlington, involves a challenge to Florida's law requiring students to pass a standardized test in order to earn a high-school diploma. The case is scheduled to be re-argued in Federal District Court in January.
Although 17 states have in the past several years introduced such test requirements for graduation, only a few--including Louisiana, Florida, and California--have so far mandated statewide grade-to-grade promotion requirements.
In some cases, the standards are so low as to be meaningless. New York City, for example, advances its 7th graders if they
read and compute at the 5th-grade level.
"The promotion-gates concept is good for school administrators and good for communities seeking accountability, but we're not yet sure it is good for children," said Mr. Gold of nie "Passing a test does not mean students are any better educated; there is a big difference between being able to read and being literate."
But, "You've got to start somewhere," said Mr. Minter of New York City. "Some might say our standards are not stringent enough. But clearly, we are getting a lot of kids who cannot even meet the ones we have now."
Most educators agree that so-called social promotion by age has resulted in many students being given meaningless diplomas. And, in many cases, there is significant support for the use of promotion gates, even when large numbers of children fail to get
"Because we have had parents involved, the resistance has been minuscule," said James Hawkins, superintendent of the Benton Harbor School District in southwest Michigan, where 22 percent of all kindergarten, 1st, and 2nd graders were held back in June.
Others contend, however, that the use of promotion restrictions reduces the flexibility teachers have in dealing with children who learn at different paces.
They argue that it can impede the development of gifted and talented students and too often becomes a bureaucratic burden for teachers, who in many school systems with gates programs are responsible for charting their students' efforts to master various checklists of skills.
"A lot of instructional time must be taken up at mid-year reorganizing classes," said James T. Guines, associate superintendent of the District of Columbia schools, where students in grades 1-6 are re-evaluated every semester.
The nie study recommended that the city make promotion decisions only once a year. "There are people who want to hold us to using semester gates, when, instructionally, we should probably do otherwise," said Mr. Guines.
"There is a lot of pressure from the public and the media."
The Washington schools are apparently the only ones that have semester-to-semester promotion gates. When the program was first introduced in the 1980-81 school year, 38 percent of district's 3rd graders were forced to repeat the first semester of the 3rd grade.
Some systems have new and tougher standards for grade-to-grade advancement. Others--such as New York--only have gates at one or two grades. Perhaps the largest number of districts have set specific graduation standards.
Officials involved in such efforts believe that the number of school systems--especially those in urban areas--using promotion gates will continue to grow.
However, says Mr. Gold of nie: "There is a need to make sure that the cure for the weaknesses of social promotion does not become worse than the disease." | <urn:uuid:090869f4-9be5-4db5-a5d6-3c32e3e46bcc> | {
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If your parent, sibling or other close relative has struggled with alcoholism, you may wonder what this means for you. Are drinking problems looming in your future? Are you more likely to become an alcoholic than people with no family history of alcoholism?
Your concerns are normal and understandable. The National Institute on Alcohol Abuse and Alcoholism says researchers have asked similar questions. Scientific studies of children of alcoholics (COAs) have found that genetic factors influence alcoholism.
In fact, children with alcoholic parents are four times more likely than the general population to develop drinking problems. They are also more likely to develop emotional and behavioral problems. Despite the risks, more than half of all COAs never struggle with alcohol.
Many factors other than genetics influence your risk of alcoholism. How parents treat each other and their children has a huge influence on family members. Other aspects of family life also play a role. Here are five things in your family history that may put you at risk for alcoholism.
1. One of your parents is an alcoholic.
As stated above, heredity influences alcoholism. The genes you inherit from an alcoholic parent increase your risk of drinking problems. They also increase the risk of other emotional and behavioral problems.
2. You’re alcoholic parent has depression.
Your risk of alcoholism increases if your alcoholic parent has depression or other psychological problems like anxiety or bipolar disorder. The Mayo Foundation for Medical Education and Research says it’s common for people with mental health problems to struggle with substance abuse.
3. Both of your parents abuse alcohol or drugs.
If both of your parents have substance abuse problems with alcohol or drugs, your alcoholism risk increases. Substance abuse creates a toxic home environment, and countless adult COAs are drawn to this environment. Many of them marry someone with a drinking problem.
4. The alcoholism or drug abuse is severe.
If your parents struggle with severe alcoholism or drug problems, your own risk increases. Social drinking is more likely to turn to binge drinking, which can lead to a physical dependence on alcohol. It can also lead to mixing alcohol with drugs.
5. Conflicts at home lead to family violence.
Conflicts that lead to aggression or family violence also put you at risk for alcoholism. Sometimes, drinking problems cause family violence such as physical or sexual abuse. Other times, families turn to alcohol to cope with the violence.
Fortunately, a family history of alcoholism does not mean you will develop a drinking problem. Even a troubled home life with alcoholic parents does not guarantee that you will become an alcoholic. While your risk is certainly higher, there are things you can do to prevent alcoholism.
If you are a teenager, avoid underage drinking. Not only is it illegal, but it increases your risk due to genetic and environmental factors. A supportive adult such as a grandparent, teacher or family friend can help you develop coping skills to combat the negative effects of alcoholism at home.
Drink alcohol moderately if you are an adult child of alcoholics. Moderation can counter your risk for alcohol dependency. If you need someone to talk to, share your concerns with a doctor, nurse, counselor, pastor or friend. There are also groups and organizations to help you avoid drinking problems. | <urn:uuid:8185e6aa-fc5b-410c-8730-14cecc30daf4> | {
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Copyright © 2000 Sarah Phillips Sarah Phillips, Inc. All rights reserved.
Butter is made up of butterfat, milk solids and water. Unsalted butter is melted over low heat and allowed to separate into butterfat and milk solids. You can further brown or essentially fry the separated milk solids, and it is called Brown Butter or Browned Butter (Beurre Noisette). It has a nutty flavor, and is used batters for madeleines and financiers, or even pasta or vegetable dishes. Clarified butter in some countries, is the translucent golden-yellow butterfat left over after the milk solids and water residue are removed during cooking.
This how to baking technique is used with the:
Browned Butter Spoon Cookies Recipe Redux
Browned-Butter Cinnamon Cookie Sticks Recipe
HOW TO TIPS:
Clarified or browned butter will be only 75% the volume or weight of whole butter:
1 cup (2 sticks or 1/2 pound) butter = 3/4 cup clarified or browned butter.
4 tablespoons butter = 3 tablespoons clarified or browned butter
1. In a heavy-bottomed saucepan, melt the unsalted STICK butter over medium-low heat. The melting butter will begin to form a white foam on top. This is the butter's water content boiling off.
2. Then, turn the heat to low, so the butter simmers, stirring occasionally. The froth will begin to thin slowly and the color of butter changes to a pale yellow shade.
3. Then, continue to cook on low heat until the butter turns a golden color. The residue of milk solids will separate from the butterfat and water at the bottom of the pot. The clarified butter, which is now clear, golden and translucent with a fragrant smell, is at the top with some foam.
4. As the butter starts to darken, immediately take it from the heat, and continue stirring.
5. The butter will darken in color from the residual heat.
Continue stirring, and allow the butter and the separated milk solids to turn deep brown, much like a toasty hazelnut color.
6. Let brown butter cool to tepid before use in the recipe, while whisking.
7. Before use, whisk again so the browned particles are suspended in the melted butter.
SARAH SAYS: Beurre noisette may be cooled to a solid form. | <urn:uuid:80751826-e6bf-46a6-bb88-08d99338c77b> | {
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Definition of tsetse
n. - A venomous two-winged African fly (Glossina morsitans) whose bite is very poisonous, and even fatal, to horses and cattle, but harmless to men. It renders extensive districts in which it abounds uninhabitable during certain seasons of the year. 2
The word "tsetse" uses 6 letters: E E S S T T.
Words formed by adding one letter before or after tsetse (in bold), or to eesstt in any order:
a - estates d - detests e - settees testees l - settles n - tensest p - septets r - retests setters streets tersest testers s - sestets tsetses u - suttees x - sextets
List shorter words within tsetse, sorted by length
All words formed from tsetse by changing one letter
Browse words starting with tsetse by next letter | <urn:uuid:3f30bf0a-b9ee-43d8-9361-f27999b9c268> | {
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No lights? No A/C? No power to your refrigerator?
As a general rule, discard fresh meats, fish, poultry, or dairy products if the color or odor is poor or questionable. The rule is “When in doubt, throw it out.” Saving or eating a possibly contaminated food product is never worth the risk of food borne illness.
Perishable (or potentially hazardous) Foods:
Perishable food, including meat, poultry, fish, dairy products and leftovers that have been held at temperatures greater than 41ºF for more than four hours should be discarded.
Thawed food in the freezer, including raw meats and vegetables and fruits without sauces, that contain ice crystals or have been held at 41ºF or below can be refrozen and cooked. However, do not refreeze thawed cooked foods or packaged dinners that have thawed out. Pre-cooked thawed items are highly susceptible to bacterial growth.
Maintaining Foods Safe in the Freezer:
After a power outage, keep the freezer door shut for as long as possible. A full freezer will keep food at freezing temperatures for about two days. A half-full freezer will keep food frozen for about one day. If the power is off for several days consider using dry ice. Check the yellow pages of your telephone directory for “ice”. Many grocery stores have dry ice. Call ahead to make sure that the grocer has an adequate supply. Allow 2 ½-3 pounds of dry ice per cubic foot of freezer space in a chest freezer. In an upright freezer more dry ice is required so that ice can be placed on each shelf. Because dry ice can burn exposed skin, do not touch it with bare hands. Follow instructions on dry ice usage carefully. Make sure it is wrapped in several layers of newspaper before placing it in the freezer.
Cook or heat food to a minimum of 145º. If food is to be reheated, it must be rapidly reheated to a minimum of 165º. Use a probe-type metal thermometer to test the final cooking temperature.
Store perishable or potentially hazardous food cold food at a minimum of 41º F or below.
Water and Cleanliness
Safe potable water must be available and used for cooking, dishwashing, drinking and maintaining personal hygiene. If the Municipal water supply is not safe, use bottled, boiled or treated water. Make sure dishes and utensils are clean by washing, rinsing and sanitizing them in safe potable water. Sanitization is very important at this time. Effective sanitization can be obtained by adding one ounce of regular household chlorine bleach (unscented type) to each gallon of safe potable cool water. Wash with soap and water first, rinse with clean water second, and sanitize with bleach water, using the proper proportion of bleach to water. Allow bleach-water solution to air-dry on the utensils. Store the clean utensils in a clean place to protect them from recontamination.
The use of single service items is encouraged to reduce the possibility of food borne illness. Paper plates and cups, plastic knives and forks that are used only once and discarded are highly recommended.
Insects and Rodent Activity
Since air conditioning usually does not work during power outages, door and windows are usually kept open. Insects and rodents may gain entrance into the building. Make sure that doors and windows are adequately screened, using screening material of not less than 16 mesh to the inch.
By discarding spoiled food, controlling food temperatures, keeping utensils clean and sanitary and by keeping pests out, the fear of food borne illness can be eliminated from your post-disaster recovery concerns.
If you have specific concerns, please let me know or call your local Health Department.
Hope you get your power and utilities back up and running soon! Stay safe! | <urn:uuid:b0572ef3-786d-4eb4-9faf-7ae22caa2ec7> | {
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Who would you call an “ideal leader”? And which traits define an “ideal leader” in your perspective? By reflecting on these matters, you can define the type of leader that you’d like to become, and strive to develop your own capacities in these areas.
The following exercise, selected from the Instructor’s Manual for Richard L. Daft’s The Leadership Experience, Sixth Edition, offers students the opportunity to consider the leaders who have earned their admiration and respect, and then consider how they might grow in these areas themselves.
For the second part of the exercise, select an ideal leader whom you know personally. This can be anyone from your life experiences. Write the person’s name. Next, write down three things you admire about the person, such as what he or she did or the qualities that person possesses.
What is similar about the traits you listed for the two leaders? Different? Interview another student in class about traits he or she admires. What do the traits tell you about the person you are interviewing? What are the common themes in your list and the other student’s list of traits? To what extent do you display the same traits as the ones on your list? Will you develop those traits even more in the future? (Daft, 24)
Reference: Daft, Richard L. 2015. Chapter 2 in Instructor’s Manual for The Leadership Experience, 6th ed. Stamford, CT: Cengage Learning.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. | <urn:uuid:cbff635d-d6a0-4510-93d7-1116d5640239> | {
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Report by NewsroomPlus.com
Contributed by Rupeni Vatubuli
Asthma is a common condition in the world, with a common symptom for those that suffer from being to experience recurrent attacks of breathlessness and wheezing.
The World Health Organisation or WHO estimated in a 2013 survey that 235 million people currently suffer from asthma and of the Non Communicable Diseases (NCD’s) it is is the third biggest killer.
Close to home in the Pacific region the human costs of asthma are all too apparent.
In Fiji for instance, figures for the past four years (2010-2014) show the main hospitals saw over 2285 cases of asthma and of these 6.6% resulted in death – as many as 151 deaths.
Challenges that prevent people from managing their asthma properly include a lack of knowledge about how to make best use of their medication. Many have the necessary medication but do not know how and when to use them.
In 2014 the Global Asthma Network conducted a survey in the Pacific. Results highlighted that in Samoa 14.1 percent of the young teenage population aged 13-14 have experienced asthma, while for the same age group the figure was 13.6 percent in Fiji and 12.5 percent in Tonga.
Factors that are contributing to the problem are factors such as interrupted access to medication related to affordability and the lack of ongoing treatment.
This gives asthma patients or those who care for asthma patients no choice but to take extreme measures. An inhaler in Fiji costs $8 FJD ($5.74 NZD) and though that may seem reasonable, it would be wrong to assume that everyone has access to sufficient medical facilities or can even afford to pay that amount. If government or NGO assistance was pushed aside, how people deal with asthma would become even more difficult.
There is another aspect to treatment of asthma in the Pacific that has to be noted.
In pre-contact periods, Fiji society, like other neighbouring countries, had a strong connection to superstitious beliefs. If a relative fell ill, the belief was that the condition was not brought on by themselves but by the cruel intentions of others. A bete (High Priest) is said to be installed by the old gods to cater for the health of its people. Herbal medicine would be given to the patient with a promise that it would cure their illnesses (placebos).
One survey of over 2000 practising providers of traditional medicine in 13 of the 14 provinces in Fiji by the Women’s Association for Natural Medicinal Therapy indicated that between 60 to 80% of the population use traditional medicine. The same survey also suggests that many people, including practitioners of allopathic medicine, use traditional medicine but hesitate to call it such, because traditional medicine is associated with witchcraft.
The point is that many people, including most asthma patients, tend to use herbal medicine because of their affordability and abundance.
It’s a reality of the ‘health system’ that hasn’t been studied much, with people continuing to use herbal medicine due to their lack of information on “asthma” and with potential, worse still, to be scammed by people who know nothing about the disease.
And meanwhile the battle to address the seriousness of asthma goes on. | <urn:uuid:dbfafa09-ed81-4aff-8e90-702c7756c97b> | {
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Creativity and innovation are the essence of 21st century leadership. With knowledge readily available thanks to the worldwide web, 21st children or “digital natives” are challenged with the concept of how to process, apply, and create with this knowledge. As such, The Arts are embedded into the La Paz experience as a core course from k-12.
Visual Arts Program Overview
The Visual Arts education experience may include, but is not limited to, drawing, painting, ceramic arts/pottery, sculpture, 2D design, 3D design, photography, printmaking, graphic arts, media arts (film, video, TV, animation, digital), textiles, jewelry, glass arts, and the (IB) International Baccalaureate Visual Arts in both, Standard and Higher Level learning. The Visual Arts Program at La Paz Community School is designed to prepare students for the International Baccalaureate Visual Arts diploma. The program is divided into four stages to better-fit appropriate grade level learning and artistic capabilities. Students will learn the basics of Art & Design, appropriate art vocabulary, various artistic styles, and learn about influential artists and movements. Students will have the opportunity to work with a wide range of mediums (painting, sculpture, drawing, woodworking, video editing, etc.). Upon completion of the program, students will develop a deeper appreciation for the arts and it’s contribution to our daily life. All students are required to have a sketchbook for documentation and creative growth purposes.
Learn more about the La Paz Art Program by clicking on this link.
Visit the La Paz Art Facebook page to see more. https://www.facebook.com/lapazschoolart
Music Program Overview:
Through reading and learning content via a variety of mediums including the voice, percussion, yukelele, marimba, and electronic recordings, they will realize that life is permeated by music. This program is intended to mark a step forward in learning music, so that no child of La Paz is left without this fundamental experience of enjoying this beautiful art which is essential to the spiritual greatness and cultural prosperity of Costa Rica. The program seeks primarily to comprehensively develop the musical training of La Paz students, with creativity, cultural awareness, along with intellectual and physical participation in each of the acts of daily life in one universal language of music.
Drama and Dance:
The La Paz Drama and Dance programs are still in their early stages of development. In grades k-6 Drama is a requirement and shortly a full time dedicated drama teacher will be hired to develop a comprehensive prek-12 program. Students wishing to further explore the performing arts are fortunate to engage in highly technical local programs including the Beachnuts Theatre (http://beachnutstheatre.org/) and the Movement Dance Studio (https://www.facebook.com/themovementds). | <urn:uuid:fd1e6c12-8734-477d-bb70-fe8dec8bf44b> | {
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elcome! Python provides a portable, interpreted, interactive, object-oriented programming (OOP) language ideal for Common Gateway Interface (CGI) Web programming. Furthermore, its pairing of significant power and clear syntax makes Python an excellent instructional tool. Language features include modules, classes, very high level dynamic data types, and dynamic typing.
The objective of this site is twofold: introduce new Python programmers to the core language and provide new CGI programmers with a conceptual CGI knowledge base through the use of Python. This site best suits programmers with an intermediate level (two years or more) of object oriented C++ or Java programming experience.
What This Site Provides:
An introductory overview of the core Python language features (variables, control flow, and functions).
A review of more advanced language features (modules and classes).
An introduction to general CGI topics (HTML forms and script calls).
A tutorial on the Python CGI module features and Database Application Program Interface (DB-API).
Active code examples at nearly every level of instruction.
What This Site Does NOT Provide:
A complete overview of the entire Python language.
An exhaustive source of all CGI topics.
Documentation for database modules that do not use the DB-API. | <urn:uuid:786abe35-a9f2-4e7c-b3a1-f47b67f18e4a> | {
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Golf Course Architect Donald Ross
most famous and prolific architect, Donald J. Ross, is credited with
designing over 600 courses. Born in 1872 in Dornach, Scotland, he died
in 1948 in Pinehurst, North Carolina where a memorial museum is located
in his honor. Ross designed the Pinehurst courses where he was a golf
professional and a superintendent. He also employed over 3,000 people in
the golf course construction business and is most famous for his
ability to incorporate natural terrain and link his Scottish heritage in
- Ross designed Manakiki Golf Course during the prime of his
career. Since the course has had few modifications over the years, it
has since attracted attention from "Donald Ross historians." Some "Ross"
traits to note during play are: Small rolling greens. The #18 green may
be the smallest in the Greater Cleveland area for regulation courses.
- The original bunkers had steep grass walls with sand level at
the base. Many of the course's bunkers have been modernized with curved
walls of sand rolling up to level ground. Look for the "untouched"
- It was common for Ross to have a short par 3 hole where a player might make a two or a six!
- Typical of Scottish courses, a player may run the ball onto the green as long as it is hit straight on most holes at Manakiki.
- Small tee boxes close to the preceding green. Many of the original tee areas have since been expanded. | <urn:uuid:4913e20e-0b80-4897-8373-83d8885a2076> | {
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The Enlightenment and Kant
Hilde skips school to read Sophie's story, and she gets through the chapter on Berkeley. She finds herself agreeing with Alberto that her father has gone too far and then wonders whom she really agrees with, since her father wrote what Alberto said. Hilde thinks that she sees her reflection wink with both eyes. She finds out that her mom found her gold crucifix, and mentioned that fact to her father. However, when she asks for it, her mother cannot find it. Then she reads on in Sophie's World. Sophie wakes up on the morning of her birthday and convinces her mother that she is all right. Then she receives a call from Alberto, who has a plan. He thinks that they may somehow be able to influence what happens to them, because Hilde's father may not know what he is going to write until the moment that he writes it. He wants to figure out a way to somehow escape, but they cannot get away until Sophie has finished her course in philosophy. Hilde thinks that Alberto may have a point, because she knows her father will be writing quickly and that he might write something without realizing it. After school, on her way to meet Alberto at the major's cabin, Sophie gets a postcard from Hilde's father wishing her happy birthday. She also receives a postcard for Hilde that describes what Alberto will talk about in his next lecture and tells Hilde not to stay up too late reading.
Alberto describes the ##Enlightenment# Sophie and Hilde learn that the French Enlightenment was characterized by much "opposition to authority", politically as well as philosophically. The French thinkers had tremendous faith in reason. They wanted the masses to learn—to be enlightened—and they believed that this would result in great strides for humanity. They felt that we must return to a better, more natural way of living. They also wanted a natural religion, one that would be the same for all people. Finally, they felt that people had fundamental natural rights and they fought to see those rights upheld. Then a sea serpent appears in the lake and they go inside the cabin. Sophie finds a note for her and Hilde where the major points out that the UN is founded on principles from the Enlightenment. Hilde stops reading and goes downstairs to eat with her mother.
Hilde's father calls late that night to wish her a happy birthday, and she tells him she is very happy with his gift and that she thinks that Sophie and Alberto are real. Then she starts to read again. Alberto talks about Kant, who worked from the views of the empiricists and the rationalists. He believed that certain factors in our mind influence our experience of the world. We perceive everything as occurring in time and space, and these are innate characteristics of the human mind. Kant divides the world into things as they are in themselves and as we perceive them. We cannot know things as they are in themselves, but we can know how we perceive them. He felt that the law of causality was also a part of the human mind. Kant felt that we cannot know the answers to certain questions because they lie beyond human reason. He believed that these questions are answerable only through faith. Alberto is interrupted when Little Red Ridinghood knocks at the door and delivers another note from Hilde's father. Kant also believed that everyone has innate moral reason, and that moral actions are ones we perform out of a sense of duty. When we do so, we are free, because we are following our reason, which is a part of the world as it is in itself. Alberto also says that that Albert Knag cannot contradict reason, and that is their only weapon against him. Then Sophie leaves and meets Winnie-the-Pooh in the woods, who gives her a letter to Hilde that describes Kant's import for the UN.
When Hilde begins agreeing with Alberto that her father has gone too far, we are presented with a true paradox. Clearly, Alberto is a character in a book that Hilde's father has written. So agreeing with Alberto means agreeing with her father. But at the same time, Hilde's father is himself a character in that book, and his actions in the book are sometimes disagreeable to Hilde. Even Hilde cannot figure out what is really going on. However, she does know that more is happening than even her father understands. The gold crucifix and the scarf that Sophie found seem to have disappeared from Hilde's world, and this suggests that maybe Albert Knag has created more than he bargained for. He has really orchestrated the lessons that Alberto has given to Sophie and they are intended in his mind for Hilde, but the same lessons must be applied to his life as well. He created Sophie and Alberto's universe in his mind. But if it is true that Sophie cannot always trust herself or her mind, and that she is not always the same person from day to day, then it is also true of Albert Knag. Perhaps the point that Gaarder is making is that complete control is out of our reach. We cannot completely understand the world and, since our own minds are a part of that world, we therefore cannot entirely know our own mind. So Hilde's father, although he is the one writing about Alberto and Sophie, may not know exactly what he has done with them. Furthermore, the possibility, which Hilde is certain of, that Sophie and Alberto actually exist outside of the book, is one that cannot be ruled out.
We cannot rule out the possibility that Sophie and Alberto exist outside the book because we cannot know for sure that the characters do not exist somewhere else. After going through approximately 2000 years of philosophy, we have returned to one of its earliest truths—the only thing we can really know is that we know nothing. Socrates supposedly first stated this and Descartes said a similar thing centuries later. Now Gaarder may be using this statement to point out just how little we really do know. All of our lives may be inside a book that someone has written. The external world that we think we see may not actually have any physical substance. Perhaps there are other realities existing besides our own that we have no knowledge of. All we can really know is what both Descartes and Socrates knew—that we can question. Gaarder shows us that not only is it good for us to be philosophers, in a certain sense it is all we can ever hope to be. For certain knowledge can only be had, as Kant demonstrated, of what we perceive. And our perceptions need not tell us anything about the way things are in themselves. So, in a sense, flawed and prefigured as it is, our reason really is all that we have.
by pala909, August 08, 2012
For my whole life, I have questioned where God came from. I've always believed in a God and that He created us, but I could never wrap myself around the idea of where He Himself came from. One day, I asked my friend and his answer was quite helpful and it might also help you guys, he said, I think God was always there as the essence of "there". God doesn't exist like you and I exist. Based on the way we understand existence, God doesn't exist. That's why that question is so hard for us. When Moses asked God's name he said "I Am"
And t... Read more→
90 out of 116 people found this helpful2 | <urn:uuid:8ea84266-7341-41b1-b743-8a8194361e62> | {
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Here’s a green leaf,
And here’s a green leaf,
(show other hand)
That, you see, makes two.
(hold up two fingers)
Here is a bud,
(cup hands together)
that makes a flower;
Watch it bloom for you!
(open cupped hands gradually).
This is the way the flowers sleep,
(make fists of both hands)
Through the winter long.
This is the way the flowers grow,
When they hear the robin's song.
(raise arms up high as they represent full grown flower)
Need: scraps of brightly colored construction paper, glue, crayons, markers, construction paper.
Give each child a piece of construction paper. Encourage the children to use the brightly colored scrap pieces to create flowers on their paper.
After the "flower collages" are dry, staple (left side) a sheet of paper on the back of of collage to create a book. Ask the child what he/she would like to say at their flower collage, child writes or an adult writes what child says.
Flower Petal Designs
Need: toilet paper rolls, construction paper, bright paint
Have the children glue pre-cut flower pot shapes onto the bottom of a
piece of black construction paper. Dip a slightly flattened toilet
paper roll into brightly colored paint, and stamp it onto the paper,
stamping the "petals" in a circle, creating a flower
design. The children can paint a stem, or use a green pipe cleaner
for a stem. Use sponges cut as leaves for the leaf stamp, finishing
off the activity.
Contributed By: Terra Vaughn
Sponge paint blossoms on crayoned tree trunks drawn on construction paper.
Cut easel paper into flower shapes.
Artificial flowers and containers can be placed in the dramatic play
area. The children can make centerpieces for the classroom tables.
Add sand (or soil) and plastic flowers to the sensory table.
Can place water and watering cans in the sensory table.
catalogs, magazines, file folders or cardboard cut to be cards , glue
Let the children construct flower picture cards. Have the children look through catalogs and magazines and cut out pictures of flowers. Glue the pictures onto old folders or cardboard.
When finished the cards can be used for sorting: Place a variety of colors of construction paper on the table and have the children sort the flower cards by color. Count the number of flowers by each color. Can create a graph. Place pieces of construction paper (can tape together and fold) and flower cards in a bag and place on the math table.
Place a variety of flowers on the science table. The children can
compare the color, shape, size, and smell of each flower.
Silk flowers, flowerpots, watering cans, gloves, plastic vases, seed packets, styrofoam balls, cash register, telephone, paper pads and pencils.
Children can stick the flowers into the styrofoam balls and put them into the vases. This eliminates the need for dirt or potting soil. Set up one part of the area as the flower arrangement area and a growing area. In another part of the area have the cash register, telephone, and pads for taking orders for the flower arrangements. Include pictures of flowers that have been cut from magazines as the flower shop brochure.
Plant flower seeds in a styrofoam cup. Save the seed packages and
mount on a piece of tagboard. Place this directly behind the
containers on the science table. The children can compare their
plants. When the plants start growing compare the seed packages to
the plant growth.
Sequence Cards to Print - planting, growing a flower
Circles flower-trace the circles
Set out a variety of plastic fruits and vegetable. Set up a shopping
area with carts, cash registers, and play money. Provide a balance
scale for children to weigh the produce.
A Peanut Sat on a Railroad Track (song)
A peanut sat on a railroad track,
Its heart was all a-flutter.
Engine Nine came down the track,
Toot! Toot! Peanut butter!
Climb Right Up!
Need: Brown and green construction paper, scissors, markers, glue.
Invite children to cut, tear, and draw pictures of beans, bean
sprouts, and bean stalks to decorate under the window in the science
area. Encourage children to think about what they might find if they
could climb to the top of their bean stalks.
Grow like a bean!
Great activity to do after reading the story "Jack and the Beanstalk".
Need: Cassettes of rhythmic instrumental music.
Can children imagine they are magical, growing beans? Put on the
music and encourage them to move their bodies as if they were just
sprouting and then growing into strong, tall plants.
In clear containers place several celery stalks with leaves. In each
container add water and drops of different colors of food coloring.
The leaves of the celery should turn colors in a few hours.
Try splitting a celery stalk in half, but do not spit the stalk all
the way up to the top. Put one half of the stalk in red water, and
the other half in blue water. Watch what happens to the leaves.
The Big Turnip-Creative Dramatics
After reading the story "The Great Big Enormous Turnip",
dramatize the story. Pass out identifying pieces of clothing for each
character. Hats work well for people and collars or signs for the
animals. Retell the story, letting the children act the story out.
Use as many characters as you have children. This would be a good
The Great Big Enormous Turnip Movement Activity
Pair children and tell them to face each other holding hands. One
child, pretending to be the farmer, stands straight. The other child
pretending to be a turnip, squats.
The farmers chant:
Grow little turnip,
Grow little turnip,
I'll pull and pull
and pull and pull,
'Til you pop right
out of the ground.
On the last line, the turnip pops up and the farmer squats down. Let
children change partners after each round.
Sweet Potato Plants
Help children insert 3 to 4 toothpicks horizontally around the middle
of a sweet potato. Then balance the toothpicks on the rims of glass
jars and add enough water to cover the bottom parts of their potatoes.
Keep water filled to this level. In about 2 weeks vines will begin to
sprout and the children will have sweet potato plants.
Cut ten large potato shapes from brown construction paper and number
them from 1 to 10. Tape the shapes to the floor in from number 1 to
10. Let the children take turns hopping from one potato to the next
as everyone chants the rhyme below.
One potato, two potato,
Three potato, four,
Five potato, six potato,
Seven potato, more,
Eight potato, nine potato,
Here is ten.
Now let's start all over again.
Give each child a green construction paper circle and a red
construction paper circle (slightly smaller). Have the children glue
the red circle onto the green circle. Then have the children glue
watermelon seeds or black paper punch circles all over their red circles.
Use the recipe"The
Best Cooked Play Dough" and add watermelon flavored kool-aid
Sink or Float
Have students predict whether or not the watermelon will float in a
tub of water. Record predictions and then place the watermelon in the
tub of water
Have each student lift the watermelon and estimate how much it
weighs. Write down the estimates and check with a scale.
How Many Seeds?
Have each student estimate the number of seeds in the watermelon.
Write down predictions. After the watermelon is cut and eaten, be
sure to save all the seeds. In groups have the children place 10
seeds in a cup. Then gather the cups and place the "tens"
into hundreds and figure out the final total of seeds.
Planting watermelon Seeds
Have children plant watermelon seeds in egg cartons, small cups, or
small milk cartons; use potting soil.
Watermelon Promoting Board
Click here to
include your favorite garden activity in this theme! | <urn:uuid:44cf9da5-5fff-4c64-a739-470a4c04e4e8> | {
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High blood pressure, also known as hypertension, is a common condition that affects more than 65 million Americans. The many factors associated with hypertension include smoking, stress, physical inactivity, diabetes, ethnicity, obesity and excessive alcohol consumption. Hypertension predisposes people to serious diseases including strokes, heart attacks, heart disease and kidney.
The good news is that there are natural ways to treat hypertension.
One of the best things that you can do to lower your blood pressure is lose weight. Losing ten pounds of weight can make a big difference. In general, the more weight you lose, the better your blood pressure will be. Talk to your doctor to understand what your ideal weight should be.
Regular physical activity can lower your blood pressure as much as 10 points. The current recommendations for physical activity suggest 30 to 60 minutes of aerobic exercise five to six days per week. If you haven’t been active recently, start slowly and build up to this amount of exercise. Your doctor can work with you to design an activity plan that will work for you.
There are many ways to change your diet to reduce your blood pressure. The Dietary Approaches to Stop Hypertension (DASH) Diet is one approach to help decrease blood pressure. Following this diet can reduce blood pressure by 14 points. This diet is high in vegetables, fruits and whole grains and low in dairy and saturated fat.
Decreasing your salt intake can also be helpful for some people. It can lower blood pressure as much as to 8 points. Salt should be limited to 2,300 milligrams per day. However, some people may need to reduce this further, to 1,500 mg per day. Decreasing the amount of caffeine you drink can also help lower blood pressure. Caffeine has been shown to temporarily increase your blood pressure. The long term effects of caffeine on blood pressure are unknown.
Quitting Bad Habits
Smoking, alcohol and stress also can contribute to hypertension. There are many good reasons to quit smoking — lowering your blood pressure is just one of them. Alcohol can also increase your blood pressure. Women should limit daily alcohol to one drink a day and men should limit alcohol to two drinks, or one drink for those older than 65. Stress can also play a big role in increasing your blood pressure. Take some time to determine your stressors and if there is anything you can do to change them. Consider things like exercise, yoga, massage, breathing exercises and meditation to help manage your stress.
If you have high blood pressure and experience any of the following symptoms, seek immediate medical attention:
- Sudden severe headache
- Chest pain that may or may not radiate to jaw, neck, stomach, back or arms
- Shortness of breath
- Nausea, vomiting, sweating or passing out
- Numbness or weakness in face, arms or legs
- Changes in vision
- Changes in balance
- Changes in the ability to speak
If these suggestions are not enough to control your blood pressure, there are many nutrients, botanical medicines and pharmaceutical medications that can help. Talk to your doctor to find the right combination for you.
— By Emily Palmer, ND, LMP, naturopathic doctor and resident at Bastyr Center for Natural Health. | <urn:uuid:d8a33d55-d806-4faa-b49c-e3e5a77d74ba> | {
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Home > Deafness & ASL > Interacting with Deaf People
Interacting with Deaf People
thing that may surprise people who are not exposed to Deaf people is that
many deaf do not really consider themselves to be disabled and are actually
proud to be deaf. Some say they would not want to be able to hear if they
had their choice.
Just imagine if aliens landed from outer space and were shocked to discover
we couldn't see through walls with x-ray vision. Although the aliens might
feel sorry for us, since we're so used to life without x-ray vision, most
people would probably not think they're missing out just because they can't
see through walls. Not all deaf people feel this way about being deaf, but
Here are just a few tips to help people who are new to interacting with
people who are deaf, as well as to introduce them to what is known as "Deaf
culture" or "the Deaf world." Knowing how to better interact
with each other can help us respect and understand one another and help
bring together the Deaf world and the hearing world, which are really one
world with many different people.
Just as you would not ask someone you are meeting for the first time if
they have always been fat or other personal questions, remember it is generally
inappropriate to ask deaf people how they became deaf or if they have always
been deaf, at least when meeting them for the first time, unless the deaf
person brings up the subject.
Don't worry about using such English terminology as "Did you hear about
what happened?" or, "I bet you hear that a lot." Not only
is this non-offensive to deaf people, but also if there is an interpreter
interpreting such phrases, the deaf are familiar with this use of the English
word "hear." Besides, if there is no interpreter, it's not like
they'll hear it anyway.
One quick way to put up a barrier between yourself and Deaf people is to
say you're too embarrassed to try to learn any sign except in private. Do
not be afraid to try to use whatever sign language you know. Deaf people
who sign will not be offended but rather very happy and excited to meet
someone who is smart, outgoing, and culturally sensitive enough to know
even just a couple signs. Since the majority of the population does not
know sign language, they are happy to see someone they can communicate with,
even if it's just saying "thank
Remember that not all deaf people use sign language. Some rely solely on
reading lips. In such cases, remember that the deaf person must be able
to see your mouth in order to understand what you are saying. They cannot
understand what you are saying when you cover your mouth or if one of you
has your back turned.
If you are having trouble communicating with a deaf person, remember
you can usually resort to writing. Grab a pen and paper, a chalkboard,
a computer, etc. Keep in mind that some deaf people do not have very good
English because they have never clearly heard English and perhaps because
their native language is sign
language. One way to make communication easier as well as to start
learning sign language is to learn how to finger
spell the alphabet. Then you can at least spell out key words without
having to find something to write on.
The medical definition of deafness is a physical condition in which a person
has profound or severe hearing loss; the cultural view of being deaf is
a person with varying degrees of hearing loss who interacts with the Deaf
community. Often, when referring to being culturally Deaf, the word is capitalized,
and when referring to people with hearing loss in general, it is not capitalized
(as not all people with hearing loss interact with the Deaf community).
Very few deaf people have been absolutely deaf without any perception of
sound their whole lives. Many people who are "Deaf" by culture
are medically "hard of hearing," meaning they have a certain degree
of hearing ability. Refer to this comparison of the Medical
& Cultural Views of Deafness.
It is generally not offensive to ask someone who is considered deaf if they
are deaf or hard of hearing. However, some Deaf people understandably refrain
from disclosing that they can hear some sound for fear their hearing counterparts
will assume they can hear more than they actually do. A good rule of thumb
is to assume the person cannot hear you unless the deaf person tells you
Also, keep in mind that not all deaf people are mute. Some people become
deaf after speaking their whole lives. Just because a person can speak does
not mean they are not deaf.
Keep in mind that some deaf people may have a tendency to feel left out
of conversations between hearing people. When talking in groups with deaf
people present, continue to sign while talking even when you are not addressing
the deaf person, or make sure continuous interpretation is provided. (Keep
in mind also that not everyone who says they know sign language is a good
interpreter.) Although this does not necessarily allow them to fully participate
at the same pace of the conversation, the effort can mean a lot.
In turn, deaf people often at formal gatherings have a person "voice
interpret" what they are signing for the benefit of people who do not
sign, with the exception of some Deaf clubs who prefer no talking. This
is a reciprocal courtesy with signing for the deaf when hearing people speak.
However, although deaf people are generally considerate in making sure there
is interpretation provided for those who do not sign, if no one voice interprets,
you do not want to complain how that is unfair that you are left out of
the conversation. Having lived with the same challenge in the hearing world,
most deaf people would be unsympathetic to such complaints. However, usually
if you simply ask for voice interpretation, they will be more than glad
to have someone provide it. Just keep in mind that sometimes there is no
one around who can voice interpret.
As mentioned before how many deaf people don't consider themselves to
be disabled, one thing to avoid is expressing feeling sorry for deaf people.
Of course, people don't mean to offend, and many deaf people will be gracious
enough to excuse such patronizing. However, just as you would not appreciate
someone complimenting you on being such an honest person despite your
background or ethnicity, deaf people in general do not care to be told
how great it is that they are outgoing, good church goers, smart, etc.
despite their being deaf, nor do they like people telling them how sorry
they are that they can't hear. Don't let worrying about offending deaf
people preoccupy you though; just remember deaf people are pretty much
like other people, and they just want to be treated the same as other
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The virtual machine concept was first invented by IBM primarily as a method of time-sharing extremely expensive mainframe hardware. “virtual machine” as defined by IBM is a fully protected and isolated copy of the underlying physical machine’s hardware. VMs are instances of an operating system running between the hardware and the “guest” operating system. Researchers and developers use virtual machines to conduct tests on programs without the fear of crashing the physical machines.
VMs are pretty much very helpful to any individual or group of individuals that use them, saves both time and money, but now in a research done by a team up of both Microsoft Research and the University of Michigan, virtual machines now have a very different use. It can now be the source of a new technology for rootkits. The group created prototypes for VM-based rootkits that takes hiding malware in a whole new level. A virtual machine monitor is the one responsible for managing the resources of the underlying hardware and provides abstraction for one or more virtual machines. Virtual machine monitor (VMM) resides in the most privileged level of the Operating system or the kernel mode, because of this, it is able to control the upper layers. The battle between attackers and defenders just got tougher.
Because VMMs use emulated hardware to guest OS by exporting hardware-level abstractions, the guest OS interacts with the virtual hardware as it would have in a real hardware. Interactions are then trapped by the VMM and are emulated in software. These emulation according to the research allows the guest OS to run without the modification while maintaining control over the sytem at the VMM level.
The overall structure of the VM-based rootkit is that the virtual machine-based rootkit runs beneath the existing operating system and its applications. VM-based rootkits must insert itself beneath the target operating system, it will be as if the target operating system is actually running as a guest OS. After inserting itself the VM-based rootkit can then execute a malware and the target system will see almost no difference in its resources. VMM also completely isolates the malware’s state and events from those of the target system, this makes the VM-based rootkit practically invisible from the software in the target system. But the real downside is the VMM can see all state and events in the target system like network packets or keystrokes or memory states and such. A VM-based rootkit is then able to modify these states and events. The group used their proof-of-concept to subvert both a Windows XP and Linux-based target system and implemented four examples of malicious services, these attacks are described in the researcher’s technical paper.
The prototypes are scheduled to be presented in the IEEE Symposium on Security and Privacy later in 2006. | <urn:uuid:89920a7c-4f37-4aa1-9f5f-211af7b1fcd8> | {
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By Linda Chuss, MathWorks
Many MATLAB users save time by pressing the up arrow key while in the Command Window to recall typed lines. Not nearly as many users, however, take advantage of the Command Window's tab completion feature to avoid repetitive typing and remembering lengthy statements. Using examples, this article will detail the various ways you can use this feature to save even more time.
Tab completion in the MATLAB Command Window works like this. When you type the first few characters of the name of a function, variable, file, structure, or property and then press the Tab key, MATLAB completes the name for you. Basic examples presented first provide instructions for using tab completion. Further examples demonstrate the significant time-saving value of the feature.
To use tab completion, you first set the preferences. In Version 6.5 (Release 13), select File -> Preferences -> Command Window -> Keyboard and Indenting. Under the Tab key, select the checkbox for Enable up to n tab completions. In Versions 6.1 (Release 12.1) and 6.0 (Release 12), instead select File -> Preferences -> Command Window to select the checkbox. Tab completion is not available for earlier versions of MATLAB.
In the Command Window, if you want to run the median function, you do not need to type the entire function name. Type
med and press Tab. MATLAB completes your typing with the only function name that starts with med, by automatically adding the remaining letters. Your statement becomes
median Next, you provide arguments to complete the statement and press Enter to run it. If MATLAB does not complete the name median but instead moves the cursor to the right, you do not have the preference set for tab completion.
If you type fewer letters initially, for example
me and press Tab, MATLAB does not automatically complete the name because there are multiple function names that start with me. Instead, MATLAB beeps and waits for you to add more letters or request the list of possible completions. For example, you can add d to make the entry unique. Your statement reads
med Then press Tab to complete the name. Your statement becomes median
Provide arguments and run the statement.
Instead of adding a unique character, you can press Tab again. MATLAB displays all possible completions. For this example, it shows all functions that start with me mean median memory menu mesh meshc meshz meshgrid methods methodsview mex mexext
After seeing all possible completions, type additional characters to make your entry unique, and press Tab. For example, type a after me, press Tab, and MATLAB completes the function as mean
If instead of showing a list of possible completions, MATLAB displays
There are over 10 completions.
type at least one more character to reduce the number of possible completions and press Tab again. The maximum number of possible completions that MATLAB displays is a preference you can set (see Preferences for Tab Completion). In this example, it is set to 10.
Tab completion works anywhere in the line, not only at the beginning. For example, when you type
jan = med and press Tab, MATLAB completes median
jan = median and you can continue entering the statement.
You can use tab completion for more than just MATLAB functions, and you can use it multiple times while entering a statement.
MATLAB completes function names in other MathWorks products. For example, if the Signal Processing Toolbox is installed, MATLAB does not automatically complete median when you type med. Instead, press Tab and MATLAB displays median and medfilt1 as possible completions, where medfilt1 is a function in the Signal Processing Toolbox. The list of possible completions might include files that are not valid commands, including private functions.
MATLAB completes the names of M-file functions and scripts that are in the current directory or in the MATLAB search path. If, for example, the file med_results is in the current directory, when you type med Tab MATLAB does not complete median, but beeps. Press Tab again and MATLAB displays med_results in addition to median as possible completions.
Tab completion works for directories and filenames in MATLAB functions. For example, type
MATLAB completes the directory name, showing
addpath d:/myfiles, where myfiles is a directory on your d drive. Press Tab twice, and MATLAB displays all myfiles subdirectories as possible completions. You can continue using tab completion to display and complete directories until you finish the addpath statement.
Type the first few letters of the name of a variable in the current workspace and press Tab. MATLAB completes the variable name for you, assuming there was only one possible completion. For example, type
jan_temps where jan_temps is a variable in the base workspace.
Tab completion can alert you to typographical errors. For example, if you type
and MATLAB beeps, press Tab again. MATLAB displays
jan_temps jant_emps This might indicate you inadvertently created the variable jant_emps.
For structures, type up to and including the period separator in the name, and then press Tab. For example, type
to display all fields in mystruct. If you type a structure name and include the start of a unique field after the period, pressing Tab completes that structure's field entry. For example, type
MATLAB completes the entry, displaying
mystruct.name where mystruct contains no other fields that start with n.
Complete property names using tab completion, as in this graphics example. Here, f is a figure. Type
MATLAB completes the properties, including the closing quotes, displaying
set(f, 'paperunits','centimeters') If MATLAB cannot complete the string with a unique property, MATLAB beeps. Press Tab again and MATLAB displays all possible property completions. For example, type
and MATLAB displays PaperOrientation
Using preferences, you can turn tab completion off or specify how many possible completions MATLAB displays. Select File -> Preferences -> Command Window -> Keyboard and Indenting. Tab size and tab completion preferences are under the Tab key section. In Versions 6.1 (Release 12.1) and 6.0 (Release 12), instead select File -> Preferences -> Command Window.
To turn tab completion off, clear the checkbox for Enable up to n tab completions. With tab completion off, when you press Tab, MATLAB moves the cursor to the next tab stop, where the number of spaces in the tab is defined in the Tab size preference.
To specify how many possible completions MATLAB displays, enter a limit in the edit box, for example 10. When you type characters and press Tab, if there are 10 or fewer possible completions, MATLAB displays the entire list. If there are more than 10 possible completions, MATLAB instead displays
There are over 10 completions.
Type at least one more character and press Tab again to narrow the list of possible completions. When you set the value high, you can see many more possible completions at once. For example, Simulink users who set the value to 300 can see all get_param completions at once. For some users, 300 completions might be too many to be useful. When you set the value relatively low, for example 10, the message might alert you to an error. For example, if you meant to type
but instead typed
MATLAB displays the message
There are over 10 completions.
Because you do not expect more than ten completions for ja, you are aware of a possible error.
If you have not used tab completion, try it when you next use MATLAB. You might find yourself soon becoming a tab completion addict. If any of your colleagues are not aware of the feature, pass this tip along to them as well. | <urn:uuid:06ea3ea9-9a59-43c4-b640-79008d7707f7> | {
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BY SID RAVISHANKAR
In September 1939, Germany began a campaign of conquest across Europe, starting with an assault on Poland. Almost 80 years later, over the course of a week in March 2016, students from the SAIS Washington D.C. campus got the opportunity to go back in time and investigate the causes of what eventually became the Second World War and relive the events of the day.
The International Staff Ride (ISR) to Germany and Poland was the 2016 edition of an annual event that has in the past taken SAIS students through the jungles of Colombia and Vietnam to the shores of Normandy, and everywhere in between.
Staff rides, organized by the Strategic Studies program, are an investigative exercise aimed at educating participants on the circumstances and decision-making process of a military campaign. Ben Chase, one of the two quartermasters leading the team that organized the trip, says that the ISR is a unique way to study a campaign as “you are not looking at a campaign from a large overview but from a series of vignettes,” where “participants are asked for an opinion on the broader campaign by assembling the vignettes themselves to lead to an understanding of the overall campaign.”
Participants in SAIS Staff Rides typically take on the role of an individual involved in the military campaign, research that individual’s actions during the campaign and give presentations during the events of the campaign. During ISR 2016, presentations ranged from the coldly calculated to the highly emotional, representing much of the wide variety of experiences that characterized leaders of the nations marching towards war. The roles played by students included those of leaders, diplomats, military officers, and civilians.
From March 11 to 19, students, faculty, and invited guests visited historically important sites across Germany and Poland. The trip started in Berlin, moving on to Gdańsk (known as Danzig to Germans in 1939), before ending in Warsaw. Participants gave presentations at sites such as the Reichstag, Modlin Fortress, and the post office in Gdańsk where valiant Polish postmen held out against German forces for more than 12 hours.
On the topic of the staff ride as an educational experience, Chase said that he “wanted to dispel a lot of the myths about the early stages of the war in Poland. This is the idea that Germany just steamrolled Poland and that it was easy for them, which turned out to not be the case.” The campaign also partly grounded itself in the greater geopolitics of inter-war Europe, as Chase added, “we wanted to show how Poland’s experiences couldn’t be isolated in Poland itself. We wanted to contextualize Poland’s place in Europe.”
As an educational tool, the staff ride also presents lessons for the contemporary world. Chase is of the view that, “There are a lot of things to look at in the 1939 September Campaign that are extremely relevant today.” He added that the September Campaign can provide insight through ”the salami tactics employed by Germany and what that means for expansionist powers today and what it means for alliances and commitments and what sort of false understandings they can lead to.”
Planning for ISR 2016 began shortly after the conclusion of ISR 2015. Quartermasters Emily Scammell and Chase, both MA 2016 from the Strategic Studies program, led the effort. As quartermasters, the Scammell and Chase led multiple scouting trips to the sites students visited and coordinated the efforts of the research, logistics, and public affairs teams in the run up to the staff ride. This student-led effort involved hundreds of hours of work and, as someone joked during the trip, took longer to plan than the German invasion of Poland.
The Strategic Studies program at SAIS D.C. typically organizes two domestic and one international staff ride per year. The Fall staff ride in 2015 took students through the Chesapeake Campaign of the War of 1812 while the Spring staff ride to be organized in May will investigate the Battle of Yorktown during the American Revolutionary War. All staff rides are open to participation from students in any concentration. | <urn:uuid:e4bc3b0e-f933-46b5-a039-85b8fe5ac72f> | {
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A recent study from the University of Birmingham is shining a new spotlight on how different areas of the brain work in synchronization to form and retrieve episodic memory. Their findings were published in the journal PNAS.
According to the findings, during the formation of episodic memory, a form of memory derived from a personable experience or event, information travels from the cortex to the hippocampus. On the flip side, during retrieval of episodic memory, information flows in reverse.
The findings, a first-of-its-kind, were achieved through the experimentation of 12 adult participants who underwent treatment for medication-resistant epilepsy and received intracranial-depth electrodes implants for diagnosis.
The study’s co-authors write: “Episodic memories detail our personally experienced past. The formation and retrieval of these memories have long been thought to be supported by a division of labor between the neocortex and the hippocampus, where the former processes event-related information and the latter binds this information together.”
“We uncover directional coupling between these regions, with power decreases in the neocortex that precede and predict power increases in the hippocampus during memory formation.”
“Fascinatingly, this process reverses during memory retrieval, with hippocampal power increases preceding and predicting neocortical power decreases.”
“These results suggest a bidirectional flow of information between the neocortex and hippocampus is fundamental to the formation and retrieval of episodic memories.” | <urn:uuid:577b4381-8747-4906-b9d0-1a2760d829f0> | {
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OFFICIAL NAME: Republic of Cape Verde
SYSTEM OF GOVERNMENT: Multiparty Republic
AREA: 4,033 Sq Km (1,557 Sq Mi)
ESTIMATED 2000 POPULATION 437,500
LOCATION & GEOGRAPHY: Cape Verde is an island group or archipelago
of ten islands and five islets located in the Atlantic Ocean off the west
coast of Africa. The archipelago is divided into two groups (1.) the Barlayento
or windward islands in the north and (2.) the Sotavento or leeward islands
in the south. The islands are of volcanic origin and except for the Boa
Vista, Maio and Sal are mountainous with rugged cliffs and steep ravines.
The coastal plains are semidesert with fine sandy beaches while the mountains
are covered by thin forests. Major Cities (pop. est.); Praia 61,700, Mindelo
47,100, Sao Filipe 5,600 (1990). Land Use; forested 1%, pastures 6%, agricultural-cultivated
11%, other 82% (1993).
CLIMATE: Cape Verde has a tropical climate with two seasons.
A cool dry season from December to June and a warm season between July
and November. Rainfall is low and unreliable with most of it occurring
during August and September. The islands suffer from severe shortages of
water and rainfall which cause catastrophic and prolonged droughts periodically.
Tropical heat and high humidity prevail throughout the year and the conditions
are uncomfortable except when fanned by the northeast sea breezes. Average
temperature ranges in Praia are from 19 to 25 degrees Celsius (66 to 77
degrees Fahrenheit) in February or March to 24 to 29 degrees Celsius (75
to 84 degrees Fahrenheit) in October.
PEOPLE: Around 71% of the population are Creoles of mixed Black
African and Portuguese descent while the remainder are almost all Black
Africans with a small number of Whites.
DEMOGRAPHIC/VITAL STATISTICS: Density; 85 persons per sq km (219
persons per sq mi) (1991). Urban-Rural; 29.7% urban, 70.3% rural (1990).
Sex Distribution; 48.0% male, 52.0% female (1990). Life Expectancy at Birth;
60.0 years male, 64.0 years female (1992). Age Breakdown; 45% under 15,
31% 15 to 29, 10% 30 to 44, 7% 45 to 59, 7% 60 and over (1990). Birth Rate;
48.0 per 1,000 (1992). Death Rate; 10.0 per 1,000 (1992). Increase Rate;
38.0 per 1,000 (1992). Infant Mortality Rate; 61.0 per 1,000 live births
RELIGIONS: Mostly Christians with the Creoles and the majority
of the Black Africans of the Roman Catholic faith which accounts for around
98% of the population.
LANGUAGES: The official language is Portuguese, although the
national language is a Portuguese Creole known as Crioulo.
EDUCATION: Aged 25 or over and having attained: no formal schooling
or incomplete primary 84.2%, primary 12.4%, secondary 1.7%, higher 0.5%,
not specified 1.2% (1980). Literacy; literate population aged 15 or over
73,500 or 47.4% (1985).
MODERN HISTORY - WWII TO 1993: Cape Verde became a Portuguese
overseas province in June 1951 and its people assumed a greater role in
the government. During the mid 1950's the African Party for the independence
of Guinea and Cape Verde (PAIGC) fought to overthrow the Portuguese rule
in both Cape Verde and Portuguese Guinea (Guinea-Bissau). Following the
April 1974 coup in Portugal a transitional government administered the
islands until independence was granted on July 5, 1975. Additionally, Portuguese
Guinea gained independence in 1974 and during the later part of the 1970's
the two nations held discussions about uniting under one government. However,
relations were soured by the Nov. 1980 coup in Guinea-Bissau and disagreements
between the two countries ended the discussions. In June 1982 reconciliation
talks were held and in 1988 the two countries signed a cooperation agreement.
In Jan. 1986 Pres. Aristides Pereira was reelected. In Jan. 1988 social
tensions increased when laws decriminalizing abortion were passed. In March
1990 the ruling party announced that the constitution would be amended
allowing for multiparty elections. In Sept. 1990 the constitutional amendments
allowing multi-partyism were passed. On Jan. 13, 1991 the country's first
national multiparty election resulted in the defeat of the ruling African
Party for the independence of Cape Verde (PAIC) by the Movement for Democracy
(MPD) led by Carlos Veiga. 1991 Pres. Pereira was defeated in presidential
elections by Antonio Mascarenhas Monteiro who was sworn in as President
on Mar. 22, 1991. On Dec. 15, 1991 the country's local multiparty elections
were held with the ruling MPD winning 10 out of the 14 councils while the
PAIC won three. In 1992 the government under Prime Minister Viega initiated
a program of privatization of existing state enterprises and that the state
bank would be split into a conventional central bank and a commercial bank
with each to be funded by local and foreign capital. In Jan. 1993 Prime
Minister Viega announced the privatization of a number of industries would
be carried out over the next four years and an economic reform program
would be drafted for immediate implementation. In Aug. 1993 there were
reports of an attempted coup, although it was officially denied.
CURRENCY: The official currency is the Escudo (CVEsc) divided
into 100 Centavos.
ECONOMY: Gross National Product; USD $347,000,000 (1993). Public
Debt; USD $148,000,000 (1993). Imports; CVEsc 12,387,000,000 (1993). Exports;
CVEsc 312,200,000 (1993). Tourism Receipts; N/A. Balance of Trade; CVEsc
-12,075,000,000 (1993). Economically Active Population; 120,565 or 35.3%
of total population (1990). Unemployed; 25.8% (1990).
MAIN TRADING PARTNERS: Its main trading partners are Portugal,
Spain, France and the Netherlands.
MAIN PRIMARY PRODUCTS: Bananas, Basalt, Beans, Coffee, Kaolin, Livestock,
Maize, Pozzuolana, Salt, Sugar, Sweet Potatoes, Yams.
MAJOR INDUSTRIES: Agriculture, Canning, Cement, Fishing, Food Processing.
MAIN EXPORTS: Bananas, Coffee, Fish, Salt.
TRANSPORT: Railroads; nil. Roads; length 5,615 km (3,489 mi)
(1987). Vehicles; cars 13,027 (1988), trucks and buses 4,356 (1988). Merchant
Marine; vessels 40 (1990), deadweight tonnage 29,730 (1990). Air Transport;
passenger-km 122,959,000 (76,403,000 passenger-mi) (1987), cargo ton-km
2,345,000 (1,606,000 short ton-mi) (1987).
COMMUNICATIONS: Daily Newspapers; nil. Radio; receivers 57,000
(1994). Television; receivers 5,000 (1987). Telephones; units 15,000 (1994).
MILITARY: 1,100 (1994) total active duty personnel with 90.9%
army, 0.0% navy and 9.1% air force while military expenditure accounts
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The 2017 Global Peace Index by the Institute for Economics and Peace (IEP) shows that levels of peace across the world have improved slightly compared to 2016.
In many cases it does not feel like the world is a more peaceful following terror attacks in countries like France and the UK, while internal conflicts in the US continue to grab headlines.
However, the index shows that, on balance, things across the world have improved, with 93 countries becoming more peaceful by its metrics, and 68 becoming less peaceful.
Over the past 10 years, though, the IEP points out that global peace levels have deteriorated, with a 408% rise in battle deaths, a 247% increase in deaths from terrorism, and the number of refugees doubling in the last decade.
On the positive side, 72% of countries have reduced their armed forces; 67% have seen a drop in their murder rate (including South Africa); and 65% have reduced military spend as a percentage of GDP.
Peace and safety in South Africa
The Global Peace Index measures peacefulness according to three broad categories (militarisation, safety and security, and domestic and international conflict), sub-divided into smaller indicators.
Also factored in is the cost of violence, expressed as a percentage of GDP. Globally, the IEP measured this at 12.6% of GDP, meaning global violence costs $14.3 trillion in purchasing power parity (PPP) terms.
According to the report, South Africa ranks as the 123rd most peaceful country in the world, out of 163 countries and districts measured. This puts us on the lower-end of the scale (in the lowest quartile), but still far from war-torn regions like Iraq and Syria.
While South Africa has improved its placement on the index (126th in 2016), the country still remains one of the most dangerous and unsafe countries in the world.
Across all indicators, the country performs very poorly in six, with a perception of high levels of criminality; easy access to weapons; relatively high levels of political terror and high levels of violent demonstrations.
The two stand-out marks against SA, however, are in terms of violent crime and homicide, which are among the worst in the world.
This is apparent in the societal safety and security category, where South Africa ranks within the bottom 20 in the world – 18th – while the murder rate makes South Africa the 8th most violent with a rate of 33 per 100,000 people.
Iraq is seen as the least safe country (just below Syria), while Iceland is ranked as the most safe.
These levels of violence and insecurity also have a massive impact on the economy, with the IEP measuring the cost of violence in South Africa at 22.3% of GDP, or $144.2 billion (R1.92 trillion) – roughly $2,582 (R34,500) per person.
This is the 16th highest cost out of all countries in the world. Switzerland has the lowest cost of violence (1.5% of GDP), while Syria carries the highest cost (66.9% of GDP).
The table below shows the 10 most and least peaceful countries in the world.
Top 10 most peaceful countries
|10||Ireland / Japan||1.408|
Top 10 least peaceful countries
|155||Sudan / Central African Republic||3.213|
|153||Democratic Republic of the Congo||3.061|
You can read the full report here. | <urn:uuid:421005ec-7727-4bc7-966b-194a5ddcab31> | {
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|Dimensions||22 feet (6.7 m) high, 84 feet (26 m) long|
|Location||Carnegie Museum of Natural History, Pittsburgh, Pennsylvania|
The life-size fiberglass model depicts Diplodocus carnegii, a species named for Andrew Carnegie (1835–1919), the Scottish-American industrialist. The dark, grayish brown sculpture weighs 3,000 pounds, stands 22 feet, and measures 84 feet in length. Sited along Forbes Avenue near Schenley Plaza and the lawn of the University of Pittsburgh's Cathedral of Learning, Dippy stands adjacent to the entrances of the Carnegie Music Hall and the Carnegie Museum of Natural History.
Dippy was created in 1999 by the Carnegie Museums in tribute to the 100th anniversary of an expedition—financed by Andrew Carnegie—which discovered Diplodocus fossils in the badlands of Wyoming.
The best specimen the team uncovered on July 4, 1899 was a nearly complete fossil skeleton of Diplodocus. Team member Arthur Coggeshall joked that the fossil should be called "Star-Spangled Dinosaur", because of its July 4th finding. Carnegie's friends, however, dubbed it "Dippy", which was first displayed to great acclaim in 1907. The name has stuck ever since.
King Edward VII, when he visited at Carnegie's Skibo Castle in Scotland, asked for a plaster cast to be displayed in London. Soon Kaiser Wilhelm II and other European heads of state asked for copies. Even 100 years later copies of "Dippy" are displayed in the Natural History Museum in London, the Natural Science Museum in Madrid, Spain, the Senckenberg Museum in Frankfurt, Germany, the Field Museum of Natural History in Chicago.
Dippy the sculpture was created during a nine-month process from the original fossil, which still stands indoors in the museum's Dinosaur Hall.
In addition to its service as a mascot for the museum, Dippy has been seen sporting the Terrible Towel of the Pittsburgh Steelers and the colors of University of Pittsburgh's athletic teams. Sometimes when it's cold out the staff dresses him up with a gigantic scarf.
- Bob Batz, Jr. (1999). Dippy the dinosaur sculpture installation: story from the Pittsburgh Post-Gazette. Retrieved May 16, 2007.
- Rea, Tom (2001). Bone Wars: The Excavation and Celebrity of Andrew Carnegie's Dinosaur. Pittsburgh: University of Pittsburgh Press. ISBN 0-8229-4173-2. | <urn:uuid:804f7ff5-fddb-46fe-80a1-08c7cd791f7d> | {
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Who is a financial planner?
A financial planner is a committed professional who provides help to people in dealing with different personal financial issues with the help of financial planning. This includes education planning, cash flow management, investment planning, retirement planning, tax planning, risk management and insurance planning, estate planning and business succession planning. The job performed by a financial planner is generally referred as personal finance planning.
Objectives of a financial planner
The help of a financial planner is enlisted by people for the complexity of performing the following:
1. A financial planner helps to find direction and meaning in the financial decisions of a business or individual.
2. A financial planner helps you understand the effects of each financial decision on other finance areas.
3. A financial planner also enables a business or individual to adapt to changes in life thus feeling more financially secured.
The benefits of working with a comprehensive financial planner, from an individual client or family’s point of view include:
1. Creating the greatest possibility that all financial goals and objectives are achieved by the target date.
2. Having an up-to-date sensible plan which is sufficiently proactive to accommodate any kind of major unexpected financial event producing negative effects on plans.
3. Making smart financial choices along the way.
Job function of a financial planner
A financial planner concentrates on the planning aspects, specifically personal finance, as compared to a stock broker who is usually concerned with investments, or with a life insurance intermediary who counsels on risk products.
Financial planning is generally a process involving many steps and also considering the situation of the client from all the applicable angles to generate integrated solutions. The six-step process of financial planning process has been accepted by the International Organization for Standardization (ISO).
Financial planners are also referred as ‘financial adviser’ in many countries, even though these terms are technically different, and their utilities feature various functional differences. Even though there are various types of ‘financial planners,’ the term is used widely to delineate those who consider the whole financial picture of a client thus providing a comprehensive solution.
- Debt ratios
- Liquidity ratios
- Profitability ratios
- Asset management ratios
- Cash Flow Indicator Ratios
- Market value ratios
- Financial analysis
- Business Terms
- Financial education
- International Financial Reporting Standards (EU)
- IFRS Interpretations (EU)
- Financial software
Most WantedFinancial Terms
- Most Important Financial Ratios
- Debt-to-Equity Ratio
- Financial Leverage
- Current Ratio
- Interest Coverage Ratio (ICR)
- Solvency Ratio
- Receivable Turnover Ratio
- Return On Capital Employed (ROCE)
- Accounts Payable Turnover Ratio
- Debt Service Coverage Ratio
Have 10 minutes to relax?Play our unique
Play The Game | <urn:uuid:06176243-ef41-4a17-b539-91f4bfcb37f7> | {
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- Kids from ages 8-18 spend an average of 7.5 hours a day with media (internet, ipods, touchphones, etc.), but since they multitask between their phones, computer, ipods, and TV, they pack 10 hours and 45 minutes of media into the 7.5 hours spent. (See the Kaiser Family Foundation study at http://www.kff.org/entmedia/mh012010pkg.cfm)
- The average person spends only 2 seconds per web page when searching for information (Sprenger, 2009 in Educational Leadership quoting Small & Vorgan, 2008 in iBrain).
- According to brain research, when someone tries to concentrate on two tasks at one time, the brain activation is much less than when concentrating on one task at a time (http://www.ccbi.cmu.edu/news/SanDiegoUnionTribune-dualtask.html).
Perhaps Psalms repeatedly speaks about meditation because the Creator who wired our brains understands what it takes to really "get it." Regardless of what "it" is, it takes reflection. If the task is important, then it should get our full attention. Whether the task at hand is Bible reading, math problems, or science projects, spend time reflecting and resist the urge to multitask. Turn off the cell phone, ipod, CD player, computer, TV, and video games. Dedicate your time to getting it done effectively and within a reasonable amount of time. | <urn:uuid:7b95dd6f-260d-4a84-b249-c29397c0d4ee> | {
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This English Language quiz is called 'Narratives' and it has been written by teachers to help you if you are studying the subject at elementary school. Playing educational quizzes is a fun way to learn if you are in the 1st or 2nd grade - aged 6 to 8.
It costs only $12.50 per month to play this quiz and over 3,500 others that help you with your school work. You can subscribe on the page at Join Us
Young students usually enjoy writing short stories especially those about their lives. However, there is a format to writing a short story. Certain elements should be included in the narratives. These are the sequence of events, details, characterization and closure. In this quiz, the students will answer questions about how they should write a narrative. | <urn:uuid:349907f0-1995-4096-89e7-82bdbfb29120> | {
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Welcome to the IHateTaxis.com overseas travel medical support section. These pages are intended to provide overseas travel medical guidance for your trip preparation. Travel medical Information presented here was written by a experienced travelling registered nurse and advice given is not intended to replace that of a physician. If you need additional information, please consult your local health provider.
What is Hepatitis B or "Hep B"?
Hepatitis B is a disease caused by HBV hepatitis B virus which infects the liver of hominoidae
, including humans, and causes an inflammation called hepatitis. Originally known as "serum hepatitis", the disease has caused epidemics in parts of Asia and Africa, and it is endemic in China. About a third of the world's population, more than 2 billion people, have been infected with the hepatitis B virus. This includes 350 million chronic carriers of the virus. Transmission of hepatitis B virus results from exposure to infectious blood or body fluids containing blood.
The acute illness causes liver inflammation, vomiting, jaundice and—rarely—death. Chronic hepatitis B may eventually cause liver cirrhosis and liver cancer—a fatal disease with very poor response to current chemotherapy. The infection is preventable by vaccination.
Hepatitis B virus is an hepadnavirus—hepa from hepatotrophic and dna because it is a DNA virus—and it has a circular genome composed of partially double-stranded DNA. The viruses replicate through an RNA intermediate form by reverse transcription, and in this respect they are similar to retroviruses. Although replication takes place in the liver, the virus spreads to the blood where virus-specific proteins and their corresponding antibodies are found in infected people. Blood tests for these proteins and antibodies are used to diagnose the infection.
General Distribution Map
The map below is from the World Health Organization and gives a general distribution of the problem. Do not make your own assessment from this map, but rather discuss the issue with your doctor prior to travel.
Written by Kim Zieman | <urn:uuid:7aa6144b-a4c8-4a06-b57d-33dca183b340> | {
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Educational leadership journals are a great tool that is often overlooked by many aspiring leadership and small business owners. Begin staying on track with the stroke of a pen.
Educational leadership journals are a tool that leaders use to document their experience along their journey to self-growth and leadership development.
The practice of keeping a leadership journal serves several important purposes. Keeping a journal provides time for personal reflection – time to ponder key lessons learned, and the time to create and fine-tune a personal belief system.
Leaders who have created a habit of maintaining educational leadership journals enjoy going back year after year to remind themselves just how far they have come over the past few months and years.
Journals provide important historic lessons learned throughout one’s life. Past journal entries remind us of how much we’ve grown and how much we have achieved in a relatively short period of time, further encouraging us to continue to learn and grow.
Renowned leadership speaker and best selling author, Dr. John C. Maxwell often advocates the practice of keeping a leadership journal.
In fact, Dr. Maxwell refers to his journal as his leadership companion. He describes how he carries his companion with him at all times to ensure he doesn't miss jotting down any important kernals of knowledge that might help him in his leadership journey.
A journal/companion is a place where you can keep creative ideas, questions for future follow-up, personal/professional goals and commitments for future growth. There are no hard and fast rules to go by - how you use your leadership journal is up to you.
Maintaining an educational leadership journal is a practice where you get back from the process multi-fold what you put into it. One of the greatest benefits of making daily journal entries, however trivial – is that it provides a few moments for the author to simply think and reflect.
Leaders who keep a journal can go back and review their daily entries and quickly realize that those entries of years past, actually predicted their present day experience.
Educational leadership journals are very inexpensive. A journal, companion, diary - whatever term you choose to use - consists of a simple spiral notebook and a pen or pencil. There is no need to spend a lot of money.
So get started today – Write, Think, Learn, Grow!
Dr. Maxwell’s best-seller, Thinking for a Change: 11 Ways Highly Successful People Approach Life andWork is a great book to read on the subject of self reflection and planning for a successful future. The above link is a highly insightful audiobook. Dr. Maxwell speaks in depth about the importance of setting time aside to be alone with your own thoughts.
Leadership articles provide leadership motivation for small business owners and team leaders. Begin creating your leadership lesson plan today! Download our free leadership development tools to achieve effective leadership traits that serve your team well. | <urn:uuid:63314f7d-55c3-49c0-ad8f-a571a2db6957> | {
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This is the link to the blog Samantha made in Digital Tech at Tamaki College. She learnt how to set up a blog and add images to the background. The blog Samantha designed shows some of the things she knows about healthy living. Click on the link below to leave some feedback about her work.
Friday, 23 May 2014
Thursday, 22 May 2014
This morning we looked how we could clearly explain bias in a paragraph. We used examples from well known fairytales to show how bias can affect your opinion.Bias is having a strong opinion on something based on your viewpoint. Bias is like a coin, one side is heads and the other is tales. Heads is subjective which means that you let your prior knowledge help you state your judgement and tales is objective which means that you don’t let prior knowledge cloud your opinion. An example of using both coin sides in the same story is Three Little Pigs. If I were to use the subjective side to state my judgement I would feel very sorry for the Three Little Pigs and think that the Wolf was a very bad person. But if I were to use the objective side to state my judgment I would think that The wolf was just trying to say hello to the new neighbours in the neighbourhood and probably was just a bit hungry.
Bias changes the way you look at characters in a book. Bias can be subjective and objective. Subjective means you make an opinion on what you already know. Bias can also be objective which means you make an opinion on what you have just heard for the first time. In the story The 3 little pigs, the pigs injure the wolf. The pigs did a horrible thing by burning someone alive. They heated up a cauldron with water and just let the wolf drop into the burning water. This was my opinion which was subjective since I believe burning someone alive is horrible and mean. If I didn’t use what I already know I would feel sorry for the pigs since the wolf did blow down their houses and tried to eat them, that would be very scary.
Bias is your own opinion or judgement you make through your own point of view. Bias is like a coin with two sides: subjective and objective. Subjective means you use your prior knowledge to make a decision. Objective is when you don’t allow your prior knowledge to interfere with your decision. Having read the Three Little Pigs, I know the wolf demolished the two houses and he attempted murder. He makes the wrong decisions and is blinded by revenge. He was attempting murder and vandalising the Pig's property. I’m being subjective and I know that what the wolf did was wrong because vandalising and attempting murder is wrong. On the other hand, if I don’t use my prior knowledge, I think that the wolf was just trying to be friendly and the pig’s were just being cruel to him. Now, I’m being objective and not letting my prior knowledge interfere with my statement.
Bias changes the way you see things. There are two types of bias. One is subjective and one is objective. Subjective is when people use what they know to make an opinion. Objective is when people make opinions about something they are learning about for the first time. In the story of The Three Pigs people think the wolf is a bad person. If my opinion is subjective I know that he destroyed houses and tried to kill the pigs so he is not a good character because he did mean things. If my opinion is objective I think the wolf was just hungry so he isn’t really a bad character. He was just looking for food.
Piripi, Loti, Juliano and Mrs A | <urn:uuid:db01dd39-6ef8-4859-8ebc-f39726cc04fc> | {
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Written by: Goettsche, Rev. Bruce Posted on: 09/04/2004
";Necessary Losses"; Genesis 21:8-21 There is a good chance that you have or have seen one or more copies of the Chicken Soup Books. What started out as one book of inspirational stories designed to encourage us, has now turned into a huge series of books. Everyone needs encouragement. The popularity of these books show us that many people around us are crying out for someone to understand them and love them. At times it is easy to forget that the Bible was written to instruct and encourage us. Paul tells us that the accounts in the Old Testament were recorded so that we could learn from those who have gone before us. I had to remind myself of this fact this week as I worked in Genesis 21:8-21. This morning we are going to take a rather awkward look at this text. It is awkward because we are going to come to it from two different directions. At first we will draw lessons from the historical record. Secondly we will look at some of the spiritual truths from the text which Paul has made known to us in the fourth chapter of Galatians. HISTORICAL LESSONS We are told that Abraham hosted a gathering in celebration of the weaning of his son, Isaac. We don't see anywhere that this is the common practice. So, this was a special celebration. It may have been that Isaac was two or three years old at this time. In Genesis 17:25 we are told that Ishmael was 13 when he was circumcised. Abraham was 99 at this time. Abraham was 100 and Ishmael would have been 14 when Isaac was born. So, at the time of this ";weaning party"; Ishmael was 16 or 17 years old. During the party Ishmael began mocking Isaac. Any of us who have children don't find this hard to believe. But it upsets Sarah. For all we know there had been a rising tension ever since Isaac was born. Maybe she felt a divided loyalty in Abraham's heart. Perhaps she thought he loved Ishmael more than Isaac . . . we don't know. All we do know is what Sarah said, ";Get rid of that slave woman and her son, for that slave woman's son will never share in the inheritance with my son Isaac."; (v. 10). Sarah puts Abraham in a horrible situation. The wife he loves is asking him to send his son, who is almost a man, away. No matter how special Isaac was, Ishmael still held a special place in his fathers heart. Abraham is in a very hard situation. Life is Sometimes Hard This brings us to our first lesson: Life is sometimes hard. Life is often accompanied with painful situations, strained relationships and difficult choices. Sometimes the difficulty is a consequence of our own behavior. Because we have been involved in a systematic study of Genesis we are well aware that having a son by Hagar was Sarah's idea! This was a situation of her own making. She was the one who suggested that Abraham father a child through her slave, Hagar. Abraham and Hagar became willing participants in this attempt to ";help God"; fulfill His promise. It was a sinful thing to do and now they are facing the consequences. We know that Hagar did not help things. From the moment she knew she was pregnant we read that she ";despised"; Sarah. She took every opportunity to rub Sarah's nose in the fact that she had given Abraham what Sarah could not. So, there is a sense in which Hagar is reaping what she sowed too. We are confronted here with the painful truth that there are consequences to our sin. We know that Abraham's household faced turmoil from the very moment Hagar became pregnant. I suspect problems began from the very first night Abraham stayed in Hagar's tent. Sin brings consequences. Now, I believe God had forgiven Abraham. He had even promised to bless Ishmael when Sarah wanted them to leave once before. But, the negative consequences remain. This is a fact that we have to face. When we sin and confess that sin, we are forgiven .. . but the consequences of those choices often carry on. The person who engages in illicit sex may face consequences of disease, pregnancy, a broken relationship or the guilt of having given away something precious. The person who lies has to try to rebuild the trust that was destroyed.
The one who habitually abuses a substance has to face the consequences of the effect that substance has on their bodies and their relationships.
The person who has (or had) abusive patterns with their family will find it difficult to establish any kind of relationship with those they have abused. The person who constantly feeds their mind with pornography will have a difficult time getting away from those images as they seek to live a life of purity.
The person who has been ensnared in the insatiable desire for material things may have enormous debt to pay off. You get the idea, I hope. Sin has consequences. Sometimes they are painful. But sometimes difficult times are not a result of our own actions. Hagar originally was only being an obedient servant. She was told to try to have a child with Abraham and she did what she was told. And what about Ishmael? He certainly didn't ask to be born into this situation. Was it his fault that he was born? Sure he was mocking Isaac, but isn't that normal to some degree. Wasn't he just parroting the behavior he had certainly seen in his mother. Sometimes we are innocent players in a tough circumstance. Consider some examples of those who are in situations they had little if anything to do with, Children of Divorce
Children raised in homes where there is substance abuse
Those who are in physically abusive situations
Those are raised in economic hardship
Those who suffer from a devastating illness or injury that they had nothing to do with
Those who have genetic disorders
There are a host of things that happen in life that we have not asked for or deserved. Sometimes the difficulties of life come upon us and we don't know why. Difficult times happen. GOD IS CLOSE TO THE BROKEN-HEARTED Abraham is caught in a difficult situation. He asks God for help and God tells Abraham to ";send Hagar and her son away."; The word for ";send away"; may have been the word that meant ";give a divorce to";. God seemed to be telling Abraham to sever his ties with Hagar and with his firstborn son. Why would God command such an action? I don't know. God may have known that there would always be conflict. He may have seen that Isaac would not be able to serve as he needed to if Ishmael was around. Maybe God saw that Abraham's heart was divided. But . . . it is all conjecture. The only way out of this bad situation was to make a clean break. And that is sometimes what needs to happen in our lives as well. But it isn't easy. We read that ";early the next morning, Abraham took some food and a skin of water and gave them to Hagar. He sent her off with the boy. I can only imagine that Abraham's heart broke as he watched them move into the dessert. How horrible it was to see His son walk out of his life. And think about it from Ishmael's perspective. This is not some unknowing infant. He knows very well that His Father is sending him away. There must have been many tears. But for whatever reason, it was necessary, and Abraham trusted God. Hagar and Ishmael went on their way and wandered in the dessert of Beersheba. What probably happened was that Abraham gave ample provisions for Sarah to get to the next town. Due to spoilage Easterners seldom carried more than they needed for their journey. On the journey Hagar and Ishmael made a wrong turn and got lost. The provisions ran out and Ishmael (who would burn calories and sweat more than his mom because of his age), felt the effects of the heat first. Hagar, who was probably already quite distraught at having been sent away, feels she cannot bear any more. While Ishmael lies in the shade Hagar sobs. There is nothing in the text that implies that either Hagar or Ishmael was praying. Nothing that says they asked for God's help. But God, because of the fact that Ishmael was Abraham's son, sends the angel of the Lord to Hagar. He reiterates the promise that God had made regarding Ishmael and then we are told that God ";opened her eyes and she saw a well of water."; God did not make a well appear. He took the blindness from Hagar. Apparently the well had been there all along. Hagar in her distraught state, didn't see it! God watches over even this one who had been born contrary to God's will. And we read that God continued to be with the boy. What a great comfort to those who feel like they are castaway. What a wonderful message to those who feel that they have been in situations that are less than ideal. Perhaps you were born out of wedlock, or are products of a broken home. Perhaps you have been helpless players in a bad situation. The message here is simple but important . . . God sees you and cares about you. Listen to David's words, The Lord is close to the brokenhearted and saves those who are crushed in spirit (Psalm 34:18) Record my lament; list my tears on your scroll [INVALID] are they not in your record? (Psalm 56:8) David says God keeps a list of our tears. He knows what is going on. He cares. And then there are these words from Isaiah which were claimed by our Lord as His mission in life, The spirit of the Sovereign Lord is on me, because the Lord has anointed me to preach good news to the poor. He has sent me to bind up the brokenhearted, to proclaim freedom for the captives and release from darkness for the prisoners, to proclaim the year of the Lord's favor and the day of vengeance of our God, to comfort all who mourn, and provide for those who grieve in Zion [INVALID] to bestow on them a crown of beauty instead of ashes, the oil of gladness instead of mourning, and a garment of praise instead of a spirit of despair. (Isaiah 61:1-3) God may have told Abraham to send Hagar and Ishmael away . . . but He did not abandon them. They may not have understood why things happened the way they did, but they were not alone. God not only provided for the needs of Hagar and Ishmael at the time . . . He helped them build a new life together. Ishmael became an archer and as we have seen before, his descendants became the Arab nations of today. This text screams that there is hope for all of you who have a scared past. You may sympathize with Hagar more than you sympathize with Sarah. You may feel more like Ishmael than you do Isaac in terms of your situation. But God has not forgotten you. You may need to make a clean break with your past and it will be hard. But you won't be alone. Turn to Him. He has resources to help you. He will see you through. THE SPIRITUAL LESSONS But as I said, there are also spiritual lessons in this story. We must shift gears here because in Galatians 4: 21-31 Paul uses this text as an illustration of his teaching about salvation. GRACE VS. WORKS Paul tells us that Isaac and Ishmael denote two different ways of trying to get to Heaven. Ishmael represents those who try to get to Heaven through their own ingenuity and devices. If you remember, Ishmael was born because of the schemes of men. Abraham, Sarah and Hagar decided that they could ";help God";. And there are many today who teach that we are saved by our own efforts. They would have us believe that we cannot get to heaven unless we do certain things
have a certain experience
practice certain disciplines
There are many who teach the way of Ishmael today. Paul says that Isaac, on the other hand, represents those who believe salvation is the result of God's work alone. Isaac was born a result of God's promise and not human effort. Abraham and Sarah were dead as far as being able to have a child. They could not bring Isaac into the world unless God did something supernatural in them. Isaac was born of grace through the faith of his parents. Abraham and Sarah believed that God would fulfill the incredible promise he made to them. This contrasts two ways of salvation: trying to earn heaven and receiving heaven as a gift. The one is the way of Ishmael the other is the way of Isaac. Paul tells us that we need to get rid of the slave woman. Just as sometimes we have to make a break with our past in order to find health and joy in our lives, so we need to banish any notion that salvation has come as a result of our efforts. God alone is to get the credit for eternal life. Those who place their faith in human effort or goodness have misunderstood the gospel. Those who add anything to God's grace, diminish God's glory. Now here is why that is important, There are many who feel they cannot get into heaven because they are not good enough. You've heard them: ";If I could only clean up my life first . . . "; The Bible [INVALID]s (Romans 3) NO ONE is good enough. Yet, God in His gracious mercy extends salvation to ANY who would believe. That's why the church is made up of people from all kinds of backgrounds. Executives and criminals all get to Heaven the same way. . . . by grace through faith. Many are living in fear that they will somehow lose their salvation. They believe this because somehow they have come to believe that salvation is contingent on their performance. Salvation is based on what God has done for us in Christ! Salvation is ours because of His promise . . . not our deeds.
Many seek to obey God for the wrong reasons. It's like children. Much of the time they obey because they hope to avoid a punishment or gain a reward. However, it is a new and better relationship when the child obeys and serves because they have seen the wisdom of the guidelines and they seek to act out of of love for the family.
We write some people off regarding the gospel because of their past or their present. We look at the lives of some people and we conclude that they could never be saved. That is arrogance on our part. We are basing our evaluation on the things those people are doing. And the implication is that we are doing better . . . we are qualified for Heaven. This thinking only goes to show that we don't know the horror of sin. We don't understand how offensive sin is to God. We are denying our own sin which makes us totally dependent on grace. Salvation comes because of God's promise and not our effort! Sure, we seek to follow God. Yes, we want to obey Him . . . but not because we think it will get us to Heaven. We do so because we have been changed by God's Spirit which He gave us when He made us His own. We obey out of gratitude and love. This may seem like theological hair-splitting to you but it is not. Let me state it again: I am not going to heaven because I am a Pastor. I'm not going to Heaven because I have tried my best. I'm certainly not going to heaven because I'm a good guy. The truth is, I don't have enough good in me apart from Christ to earn one day of Heaven. I am going to Heaven because Christ rescued me. I am able to go to Heaven because God caused his spirit to bring me to life . . . He led me to faith and so I am saved. The implications of this teaching are many: There is no reason for boasting. My salvation does not say anything good about me . . . the glory and the praise goes to the Lord.
There is every reason for hope and joy in living. I don't have to keep looking over my shoulder. I can now let God's Spirit begin to renew and change me. I can live confidently not because of my performance but because of His mercy.
I can face death unafraid. It's not a matter of having enough time to confess all my sins before I die. I am confident of my eternal destination because of Jesus . . . not because of me.
I can proclaim good news to everyone. There is no better news than this. Many people we meet daily feel they have no hope. The news we have is simple . . . .everyone can have hope. Christ's death can wipe any slate clean. His Spirit can renew ANY heart. It doesn't matter where you are starting. It doesn't matter what baggage you carry . . . . His grace can make you clean.
I can stop feeling inferior to those around me. My background may be different. My spiritual ability may not be as sharp (I may have trouble finding a verse in my Bible). But I have gained entrance into Heaven in the same way as everyone else . . . as a gracious and loving gift from God. So you see, the story of Hagar and Sarah is a story that illustrates the most essential elements of faith. CONCLUSIONS So, I ask you which part of the message does God want you to hear today? Are you one of those who feels tossed aside, rejected, unloved? Do you feel that you have been dismissed without ever being given a chance? Are you a victim in a bad situation? If so . . . hear the words of comfort in this passage. Friend, God cares about you. It doesn't matter how or why you are where you are . . . He sees You. He loves You. And He wants to comfort you and care for you. Turn to Him today. Maybe you are one who is trying to live in both worlds. Maybe you, like Abraham, are being told to make a break with your past. Maybe today is the day when you have to send the Hagar's of your life away. Those things that keep you from living in the promise may need to be disposed of. Those things that weigh you down may need to be set aside. It's hard . . . but it may be necessary. Let them go and entrust them to God. Maybe you needed to hear the clear teaching about the gospel of grace. Perhaps you have been uncertain of your standing before God. Maybe you have been working hard but feel you are still very far away. Friend, please hear the message . . . the work has already been done. Christ has done what was necessary . . . your job is to receive it. You don't have to become something, you don't have to change anything first . . . your job is to take Him at His Word and let Him begin the process of transformation in your life. Are you willing to do that this morning? Are you willing, in a simple act of faith, to trust God rather than your own ability? Are you willing to place your hope and confidence in the work of Jesus rather than the work of your hands? If so, [INVALID] that faith to God today. The Bible is clear, ";If you believe on the Lord Jesus Christ, you will be saved."; Who would have thought that this story in Genesis could lead us to such a life changing conclusion. God cares and He has sent Christ to do for us what we could not do for ourselves. That's why we spend the rest of our lives living with a sense of gratitude and wonder. And that's why this strange story is Chicken Soup for the Soul.
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Biosensor chip selection is a critical step in planning and running a surface plasmon resonance (SPR) experiment. Chip selection depends on the ligand or target that needs to be immobilized on the sensor chip, the analyte that is flowed over the target to study the binding, and the purpose of the biosensor assay (i.e., determination of kinetics, affinity, or analyte concentration).
In this article, we will discuss SPR chips, what they are made of, what surface coatings can be added and their uses, how to determine which type of chip to use for an experiment, and the latest advances in chip design and production.
The Sensor Chip Surface
A typical SPR biosensor chip is a glass chip coated with a thin layer of chemically inert metal, usually gold. This chip is normally functionalized by an additional chemical coating, called the immobilization matrix, which is attached to the chip via an adhesive linker layer (Figure 1).
Ligands or target molecules are attached to the immobilization matrix via either chemical coupling, where a permanent covalent bond is formed, or via capture coupling, where a non-covalent bond is formed.
Figure 1. Schematic showing the surface of a typical sensor chip with immobilized ligand over which analyte is flowed
The Adhesive Linker Layer
The adhesive linker layer provides an anchor for the hydrophilic immobilization matrix and keeps it from being washed away (Figure 1). The thickness of this layer must be 2–5 nm because chip sensitivity declines significantly for layers greater than 10 nm in thickness. This is because the evanescent field strength decays exponentially with distance above the chip. Coatings thinner than the recommended range may be non-uniform and unstable.
Additionally, the refractive index (RI) of the adhesive layer must be lower than that of the base. Because SPR biosensing relies on the difference in RI between the sensor and the medium—a higher RI at the adhesive layer would interfere with detection. For chips coated with metals (for example, gold, as shown in Figure 1), alkyl derivatives of thiols, disulfides, and thioethers with hydrocarbon chains of length greater than 10 are commonly used as the adhesive layer. These form self-assembled monolayers (SAMs) on the metal surface with a high packing density. Bifunctional compounds, such as 16-hydroxy-hexadecane-1-thiol and 15-carboxy-pentadecane-1-thiol, are also used to form SAMs and can be used to directly couple target compounds.
For chips coated with glass or ceramic substrates (much less commonly used), the silanes, aminopropyltriethoxysilane and glycidylpropyltrimethoxysilane form monolayers to which either the immobilization matrix or the ligand can be attached.
Modification of plastic surfaces, another much less common substrate, involves dry or wet etching to generate surface layers carrying charged or polarizable groups. For instance, treatment of polyethylene with chromic acid or sulfuric acid generates surface layers carrying –COOH or –R2C=O groups. These surfaces are easily coated with appropriately charged polyelectrolytes. After etching, the plastic surface can be coated with a layer of stabilizing polymer or directly coupled to the immobilization matrix.
The Immobilization Matrix
The immobilization matrix minimizes nonspecific binding of the ligand to the adhesive linker layer. It often consists of a layer of hydrophilic polymers, such as dextran, alginic acid, pectin, carboxymethyl cellulose, carboxymethyl dextran, polyglycerol, polyethylene glycol, poly-L-lysine, or polyacrylic acid, among others.
These hydrophilic polymers form highly flexible, non-cross-linked, brush-like structures extending 100–200 nm from the surface (Figure 1). The three-dimensional nature of the hydrogels formed by these polymers offers the largest surface area for ligand binding of all matrix materials. Therefore, they are commonly used for studies involving low molecular weight analytes.
Planar or two-dimensional immobilization matrices are also available. These surfaces have a lower binding capacity and are suitable for studying interactions between proteins and other large molecules, such as high molecular weight proteins, viruses, whole cells, lipid monolayers, and lipid bilayers. Examples of such matrices include shorter chain dextran and SAMs of alkanethiolates.
Coupling of Ligands to the Biosensor Surface
There are four methods for coupling ligands to the biosensor surface—covalent, capture, ionic, and adsorptive.
- Covalent coupling involves formation of an actual chemical bond of the ligand to the sensor chip. A linker can be used to attach proteins via amide or other bonds.
- Ligands may also be affinity captured based on their specific binding to interaction partners bound to the immobilization matrix (Table 1).
- Ionic immobilization is used to couple highly charged ligands, such as oligonucleotides, to polyamine matrices. This method is rarely used, given its reversibility and instability with changes in pH, ionic strength, and the addition of chelating agents.
- Adsorptive methods are used for attaching ligands to plastic surfaces via hydrophobic interactions or gold or silver surfaces through thiol-metal bonds.
Below we discuss the two most widely used methods — covalent coupling- and affinity-based capture.
Covalently Coupled Biosensor Chips
Covalent immobilization of the ligand or target is carried out using the amine, thiol, aldehyde, carboxyl, or maleimide groups on the ligand.
Amine coupling is by far the most common choice because the main requirement of having available primary amines on the target is most easily met. A linker mix flowed over the immobilization matrix results in the addition of NHS esters that are then used to couple the target at free primary amine groups to form permanent ester bonds. Chips coated with carboxylated matrices, such as carboxymethyl dextran, are widely used for immobilizing ligands ranging from carbohydrates to proteins at high densities (Table 1).
The –SH groups of ligands can also be used for coupling via disulfide bond formation. This is less common because not all proteins have available thiol groups for coupling (although thiol groups can also be introduced). Disulfide bond coupling can be reversed by using reducing agents to regenerate the chip surface.
Carbohydrates and glycoproteins can be coupled by reactions involving their –CHO groups with hydrazide-derivatives of carboxylated matrices, but this is not commonly done.
Because covalent coupling involves forming a permanent covalent bond of the ligand to the sensor chip surface, only the analyte is removed after each sample injection (Table 2). An advantage of covalent coupling, particularly amine coupling, is that it is straightforward and points of multiple attachment are possible so high density surfaces can be prepared. Because a permanent bond is made, the surface is stable. However, ligand orientation cannot be controlled and may result in low or no binding of the analyte. Also, the ligand may be deactivated or denatured either during coupling or due to use of a regeneration solution between analyte injections (if needed) that is not suitable.
Sensor chip surface chemistry
|Long chain dextran/carboxymethyl dextran/alginate||General purpose; suitable for protein-protein interactions and small molecule analytes|
|Short chain dextran/carboxymethyl dextran/alginate or planar SAMs||Suitable for protein-protein interactions and for large analyte molecules and particles|
|Immobilized streptavidin||Capture of biotinylated ligands|
|Immobilized NTA||Capture of poly-histidine tagged ligands|
|Immobilized Protein A||Capture of IgG|
|Lipophilic modification||Capture of liposomes and supported lipid bilayers|
|Hydrophobic surface||Capture of lipid monolayers|
|Plain gold surface||Surface interaction studies and custom design of surface chemistry|
Table 1. Summary of biosensor chip surface chemistries and their applications
Capture Sensor Chips
Affinity capture relies on using a capturing molecule to attach the ligand to the surface of a sensor chip. To use this method, a capturing surface is first prepared either off-line or on-line. Ligand is then flowed over the surface and captured via an affinity-based approach. Examples of capture chips include the Ni-NTA chip for the capture of His-tagged proteins, a streptavidin or NeutrAvidin chip for biotinylated ligands, a protein A chip for IgG antibodies, hydrophobic chips for the capture of lipids, or antibodies for the capture of other antibodies or ligands (Table 1).
Ligand capture results in a temporary bond, except for Streptavidin/NeutrAvidin-biotin binding. The ligand is usually dissolved directly in running buffer when captured, so it is more likely to stay active. Most capture chips can be fully regenerated between sample injections, meaning both ligand and analyte are removed (Table 2), so ligand denaturation/deactivation is not common. However, this can also be a disadvantage. Fresh ligand is needed for each sample injection, which results in increased ligand or target consumption. Also, because the capture does not create a permanent bond, a decaying surface may result. Notable advantages of affinity capture are that ligand orientation is specific and highly purified samples of ligand are not required.
Ligand immobilization method
Lower ligand consumption
|Irreversible nature of ligand binding renders chip unusable if ligand is denatured or inactivated
Random orientation of ligand, which can result in binding pocket being inaccessible
|Amine-carboxyl or –CHO based||Easy to perform and consistent|
Most macromolecules contain –NH2 groups; therefore, amine coupling is the preferred method
|Amine coupling not suitable for acidic ligands (pI < 3.5)
|Disulfide-based||Binding is more specific|
Ligand binding can be reversed using reducing agents
|Some ligands don't have available thiol groups (although they can be added)
Ligand consumption can be high
|Ligand is specifically captured on chip|
Does not require highly purified ligand
In many cases, no permanent bond to the surface is made and the chip can be regenerated
|Requires the added step of
capture molecule immobilization
Ligand consumption high
In many instances, ligand needs to be tagged
|Biotin-avidin based||Given the very high affinity of biotin-avidin binding, ligand capture results in a stable surface|
|Ni-NTA based||Convenient for the capture of ligands carrying poly-histidine purification tags|
Chip is easily regenerated using imidazole and/or EDTA
|Can result in a decaying surface|
|Antibody based||Covalent coupling of antibodies provides a stable reusable chip|
|Protein A-IgG based||IgG ligand is easily eluted using a number of methods, which include low pH, high pH, high ionic strength, and competitive binding, for chip regeneration|
Table 2. Pros and cons of the various methods for immobilizing ligands on the sensor ship surface
The Plain Gold Sensor Chip
The plain gold chip can be used to directly couple ligands containing natural or introduced thiol groups. Such an approach suffers from the problem of nonspecific binding of analyte molecules to the sensor chip owing to non-uniform ligand coverage, which may not be completely remedied by using blocking solutions. However, the SPR signal is enhanced by the proximity of the ligand and analyte to the gold surface.
In addition, it can be used to study redox reactions if an electrochemical accessory and a potentiostat are available for use with the SPR.
New Trends in Chip Design and Production
While a number of researchers have, over the past decade, tried to improve chip design, none of these newly designed chips has yet become widely used as a biosensor assay by the general SPR user population.
One such example is the use of metamaterials, especially those with negative refractive indices that amplify evanescent surface plasmon waves as well as convert them into propagating waves. These properties enhance the sensitivity of the chip to refractive index changes in the bulk medium. Proof-of-principle experiments using the biotin-streptavidin binding model have demonstrated the applicability of these materials to biosensing.
Substitutes for the glass base, the gold layer, and the adhesive layer have also been developed. Notably, an increase in sensitivity has been reported with the use of a ceramics base and a ZnO/Au nanocomposite instead of an Au/Cr layer.
Another trend is the integration of microfluidics with SPR chips. This generally involves fabricating microchannels on a suitable base, which is then bonded to the base bearing the SPR-compatible metal. The combination of microfluidics with SPR reduces the sample requirement and reaction time while enabling real-time label-free multiplexed detection within a single chip. This integrated technology promises to lower costs and is being explored for use in point-of-care diagnostics. It could also be valuable to researchers seeking automated high-throughput platforms.
No matter if you’re investigating protein-protein interactions, analyzing protein-small molecule binding, or conducting a more specialized assay, there is a sensor chip that can accommodate your application. The above review can help you make the decision about which sensor chip to use. For a comprehensive guide to SPR biosensor chip selection, check out our SPR chip selection guide.
- Abbas A, Linman MJ, Cheng Q. (2011) New trends in instrumental design for surface plasmon resonance-based biosensors. Biosens Bioelectron. 26(5):1815–24.
- Arnoud Marquart. SPR Pages. Sensor Chips.
- Arnoud Marquart. SPR Pages. Immoblization.
- Chang CC, Chiu NF, Lin DS, Chu-Su Y, Liang YH, Lin CW. (2010) High-sensitivity detection of carbohydrate antigen 15-3 using a gold/zinc oxide thin film surface plasmon resonance-based biosensor. Anal Chem. 82(4):1207–12.
- Ekgasit S, Thammacharoen C, Knoll W. (2004) Surface plasmon resonance spectroscopy based on evanescent field treatment. Anal Chem. 76(3):561–8.
- Kravets VG, Schedin F, Jalil R, Britnell L, Gorbachev RV, Ansell D, et al. (2013) Singular phase nano-optics in plasmonic metamaterials for label-free single-molecule detection. Nat Mater. 12(4):304–9.
- Micheletto R, Hamamoto K, Fujii T, Kawakami Y. (2008) Tenfold improved sensitivity using high refractive-index substrates for surface plasmon sensing. Appl. Phys. Lett. 93:174104.
- Vashist SK, Dixit CK, MacCraith BD, O’Kennedy R. (2011) Effect of antibody immobilization strategies on the analytical performance of a surface plasmon resonance-based immunoassay. Analyst. 136:4431–36.
- Vashist SK, Schneiderc EM, Luongd JHT. (2014) Surface plasmon resonance-based immunoassay for human fetuin A. Analyst. 139:2237–42. | <urn:uuid:969a8455-1c26-440f-906b-99b0890109bd> | {
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There is no place for individualists in this day and age of collaborative economy. Today’s business culture is moving from an “I” to a “We” perspective which speaks so much of the desire to include everyone in the process of a creative economy. It’s a concept that links social responsibility, corporate performance, and business excellence altogether. It’s an idea that values teamwork over self-interest as the driver of business models and economic systems.
We vs. I
Just how powerful is our choice of words in the way we deal with others and build personal and business relationships? Well, it’s powerful enough to make or break our success. Our choice of words is powerful enough to change views, opinions, actions, and situations. Take the power of “we” for example. Choosing “we” over “I” can prove to be one of the most crucial factors in creating a positive, creative, and productive workforce. In fact, there’s even a study suggesting that people who use pronouns such as “I,” “my,” and “me” tend to have an inward focus of their thoughts, feelings, and behavior. Meanwhile, those who used “we,” “us,” and “you” showed an outward focus and considered the feelings, thoughts, and behaviors of others. Furthermore, the study revealed that people with lower status were more inclined to use the pronoun “I” compared to individuals with higher status who tended to use the pronoun “we”. The “I” perspective not only promotes selfishness, but it also lowers the morale of individuals, and disregards the efforts of others. The “we” perspective, on the other hand, creates a harmonious relationship among individuals and avoids unhealthy competitions brought about by self-centeredness. Admit it or not, partnerships, trust, and collaborations are as crucial or even more crucial factors than salaries and perks in any organizational setup. A lot of individuals, no matter how high-paying their jobs are, quit when work becomes too individualistic and competitions abound. This also speaks true for some people who, despite having a lower-paying job than their high-paying counterparts, remain committed to their work because they are engaged and their efforts are being acknowledged. Now, what does this study say about leadership? Or what does this even have to do with leadership?
Leader vs. Boss
Would you rather be a leader of a boss? If you think you’re the type of person who tends to use or apply the “I,” “me,” or “my” concept a lot, then you’re likely to be identified as a boss. On the other hand, if you’re the type of person who always considers others in your decisions or actions, then you’re likely to be called a leader. A leader empowers and serves others while a boss wants power and demands to be followed. A boss instructs while a leader mentors others hands-on. A leader inspires while a boss uses fear or authority for people to comply. Why do these things matter? Truth is, the more that we engage others in our endeavors, the more that we become effective and productive. By being a leader and bringing out the best in others instead of focusing only on your own goals and growth, everyone is given the opportunity to rise, grow, succeed, and discover their potentials that would not have been possible if teamwork did not exist.
Raising a “We” Culture
Just imagine how fulfilling it is to be able to contribute to your organization, more so on a greater scale. So, how do we create a “we” culture? As the leader, how do you shift from an “I” to a “we” perspective if you’re the “I-centric” type? As a team member, how do you embrace collaboration if ever you’re not used to it?
Today, more and more individuals and teams are shifting their work paradigms from an individual-focused culture to a team-oriented one. The Power of We Consortium (PWC), for instance, is providing the residents of Michigan’s Ingham County a model for organizing and leveraging resources using the power of communication, collaboration, and accountability. The PWC believes in the interrelatedness of issues facing communities and thus, collaboration and engaging all community resources are the only means of solving the challenges effectively. Isn’t it amazing how the power of “we” can create a self-sustainable community? But what’s more remarkable is the fact that we’re able to discover a lot of hidden skills and talents, and maximize the resources we have.
Alternative business schools are also changing the academic landscape by molding learners to be more socially, economically, and environmentally responsible individuals. Take Knowmads for example. More than teaching about the technical aspects of businesses and economies, they encourage individuals to think beyond themselves. They ask questions that make students think deeply and conscientiously. Questions that let these learners create projects or models that impact positive changes to societies. Again, we can see how the “we” perspective, the others-centered mindset can make a huge difference in the world.
In gist, what these two organizations are telling us is that we can cultivate a “we” culture by learning about others – what their strengths and weaknesses are, what they are passionate about, what they can contribute to the group – and integrating the things we’ve learned from others with the things we know about ourselves. Cultivating a “we” culture starts when we stop thinking about ourselves.
Patrick Roupin is an expert in innovation, design, strategy & entrepreneurship.
Ashrefunisa Shaik is an expert in organizational transformation & sustainability. | <urn:uuid:3b1b8065-e6d4-4fef-803f-5c0a03eea02d> | {
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OWL THEME MATH SORTING ACTIVITY
SORT THE OWLS: NUMBER SENSE GAME! FALL MATH CENTER
FALL NUMBER SENSE GAME CONTAINING TEN FRAMES, TALLY MARKS, DOMINOES, NUMERALS, NUMBER NAMES AND FINGER REPRESENTATIONS.
This fun original Fall Math game (focusing on NUMBER SENSE
) will surely engage all students and can be played individually or in small groups. It is perfect to enhance number sense.
This game provides children with lots of practice by counting fingers, spots on dominoes, identifying tally marks and ten frame representations and recognizing numerals and number names.
Children will surely have a blast!
All you have to do is cut out the owls for sorting (numbers 1-10). You could also laminate for durability. Shuffle the owl cards so that children can sort and place them on the corresponding mats.
Please note that you can mark the correct answers on the back of each owl using a sticker or write the numbers with a permanent marker to let students self-check. Enjoy!
I have also provided another version of the mats (white backgrounds) so you could save on ink. You could ask kids to color the background.
FALL NUMBER SENSE GAME
FALL COUNTING PUZZLES
FALL TEN FRAMES PUZZLES
FALL: CANDY CORN TEN FRAMES PUZZLES
FALL COUNTING CLIP CARDS
FALL MAKING TEN: PUMPKINS MATH TASK CARDS
FALL COUNTING BY FIVES TASK CARDS
FALL COUNTING BY TENS TASK CARDS
FALL SECRET WORDS: CRACK THE CODE
FALL: PUMPKIN CONTRACTIONS JIGSAW PUZZLES
OTHER NUMBER RESOURCES:
NUMBER VALUE COUNTING CLIP CARDS - LOTS OF COUNTING PRACTICE ON EACH CARD!
NUMBERS AND THEIR VALUE - NUMBERLINES 1-20 WITH PICTURES TO SHOW VALUE
TEN FRAMES JIGSAW PUZZLES- 1-20 - MATCH TEN FRAME: NUMBER WORD: NUMERAL
ANIMAL NUMBER POSTERS WITH TEN FRAMES- ZOO ANIMALS THEME - NUMBERS 0-10
COUNTING JIGSAW PUZZLES- 1-10 - BIRTHDAY THEME: COUNTING AND MATCHING TO NUMERAL
NUMBER TRAIN DISPLAY - FUN NUMBER POSTERS WITH TEN FRAMES AND NUMBER WORD TOO!
ALL NEW ITEMS IN MY STORE ARE DISCOUNTED FOR THE FIRST 48 HOURS.
Be the first to know about my GREAT DISCOUNTS, freebies and product launches:
Look for the green star
next to my store logo and click it to become a follower
. As simple as that! You will now receive email updates about this store. | <urn:uuid:8a7c0661-28c5-4125-82be-e5cb665498ec> | {
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Transcatheter Aortic Valve Replacement (TAVR) Program
Aortic stenosis (narrowing) is a potentially life-threatening condition. The aorta is the main artery carrying blood from the heart to the rest of the body. When blood leaves the heart, it flows through the aortic valve, into the aorta. In aortic stenosis, the aortic valve does not open fully. This condition decreases blood flow from the heart. In patients in whom the stenosis progresses and becomes severe, the result is a life-threatening condition. Aortic stenosis is one of the common aortic valve problems, along with aortic regurgitation (leakage), that we treat in different ways at the Valve Center. The 2011 FDA approval of the Sapien aortic valve replacement device, which can be passed "over a wire" into the heart without major "open heart" surgery, represents a breathtaking advance in the way heart surgery is performed to treat aortic stenosis. It is the first artificial aortic heart valve placed without open heart surgery.
What Is the Transcatheter Aortic Valve Replacement (TAVR) Program?
The Stony Brook Valve Center offers new hope for high-risk patients with severe symptomatic aortic stenosis in need of valve replacement surgery. Without valve replacement, studies indicate that more than half of all patients with severe aortic stenosis will not survive an average of two years. Unfortunately, many of these patients are too ill to undergo open valve replacement surgery, still considered the gold standard treatment.
But now there's a new, less invasive approach — and with it, hope — even for patients with significant other medical issues. Stony Brook University Hospital is one of a select number of sites in the United States to offer the new minimally invasive procedure called transcatheter aortic valve replacement (TAVR) or implantation (TAVI) that uses the Sapien transcatheter heart valve.
Our TAVR team performs the transfemoral TAVR procedure (going through artery in groin to heart) and the transapical TAVR procedure (going between ribs to heart). Use of the two different procedures allows for more patients to be candidates for this life-saving valve replacement, as one may be feasible when the other is not.
The innovative procedure delivers a replacement valve via catheter while the heart is still beating. Clinical trial data is promising: The two-year, all-cause mortality rate is 43% compared with 68% for patients treated medically. Recovery time averages from one to two weeks.
Patient selection and follow-up care involve a collaborative effort between referring physicians and our valve specialists.
Stony Brook's TAVR program is leading the way in the new era in heart surgery, where valve surgery can be performed without the surgery. Our multidisciplinary team of physicians includes two heart surgeons and four cardiologists — all with special expertise in valve disease and treating aortic stenosis (click on the Our Team tab above).
Our program is patient-focused in every aspect, from patient selection to procedure planning to treatment and postoperative care. Indeed, the care provided at the Valve Center is distinguished by our team approach, together with easy access to our valve specialists and excellent communication with referring physicians. In most cases, patients are seen at the Valve Center within one week of referral.
If you are a patient with severe aortic stenosis, or if you are a physician caring for a patient with this condition who could benefit from further evaluation, please call 631-638-2101 to make an appointment, or to obtain more information about our TAVR program.
Our multidisciplinary TAVR team has years of training and experience in cardiology including interventional cardiology and in cardiothoracic surgery including valve surgery. This enables us to use the TAVR technology effectively in treating aortic stenosis and to provide comprehensive care for patients.
Harold A. Fernandez, MD
Luis Gruberg, MD
Sandeep Gupta, MD
Allen Jeremias, MD
Smadar Kort, MD
James R. Taylor Jr., MD
Jonathan B. Weinstein, DO
Questions about TAVR:
- How many TAVR procedures have been performed?
- When was TAVR approved?
- Does Medicare/Medicaid cover TAVR?
- What are the risks with the TAVR procedure?
- How long does the TAVR procedure take?
- How long does it take to recover after having the procedure?
Q: How many TAVR procedures have been performed?
A: As of February 2012, more than 25,000 patients have been treated with the TAVR procedure by multidisciplinary heart teams worldwide.
Q: When was TAVR approved?
A: In November 2011, the U.S. Food and Drug Administration (FDA) approved the Sapien aortic valve replacement device for use in treating patients with severe native aortic valve stenosis who have been determined by a cardiac surgeon to be inoperable for open (conventional surgery) aortic valve replacement, and in whom co-existing illnesses would not preclude the expected benefit from correction of the aortic stenosis.
Q: Does Medicare/Medicaid cover TAVR?
A: Yes, the Centers for Medicare and Medicaid Services approved the TAVR procedure for coverage on May 1, 2012.
Q: What are the risks with the TAVR procedure?
A: There are still risks associated with TAVR, as with surgical aortic valve replacement. These risks should be taken into consideration when discussing the TAVR procedure with your cardiologist.
Q: How long does the TAVR procedure take?
A: The average time required to perform the procedure is 4 to 5 hours.
Q: How long does it take to recover after having the procedure?
A: Recovery time averages from one to two weeks.
Transcatheter valve replacement (TAVR) is performed in the hospital, with the patient asleep under general anesthesia. It generally takes around 4 hours, with more or less time depending on the individual patient and the particular TAVR procedure that is used.
The videos here of the two different procedures that we use present animations showing how the artificial aortic valve is placed by means of a catheter (flexible thin tube) in the heart to treat the aortic stenosis.
One video shows the transfemoral TAVR procedure (going through artery in groin to heart) and the other the transapical TAVR procedure (going between ribs to heart), both of which are performed at Stony Brook University Hospital, depending on which procedure is best for the patient.
Stony Brook Valve Center
Stony Brook Heart Institute
Nicolls Road and Health
Sciences Drive intersection
Stony Brook, NY 11794
Phone: (631) 638-2101 | <urn:uuid:b21582aa-fae2-44f8-bf86-29051f9738f8> | {
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This download includes two games– a fairy game and a pirate game- for consonant /r/, some vocalic forms of /r/, and /r/ blends. There are 24 consonant /r/ pictures, 24 -er pictures, 12 -or pictures, 12 -ar pictures, 12 -air pictures, and 24 /r/ blends pictures (one set with pirates and one set with fairies).
Preparation: Print, cut, mount, and laminate the picture cards and game cards, as well as the game boards.
To Play: Put cards in a pile facedown on the table. Have students select a card and say the /r/ word. If working at phrase or sentence level, have them use the word in a phrase or sentence. You may use the included game boards or the student with the most fairies/pirates at the end wins the game.
Variation: Print out two copies of the cards and use for Go Fish or Concentration.
Permission for single classroom use only.
Graphics from Scrappin’ Doodles http://www.scrappindoodles.com/ and My Cute Graphics www.mycutegraphics.com | <urn:uuid:abd28caf-26a6-413b-8d56-7e0a04d2f7b7> | {
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International development cooperation
Sweden has a long tradition of generous and ambitious development aid. Development cooperation is about helping to enable poor people to improve their living conditions. Swedish development aid is often channelled through international organisations such as the UN and the EU. Humanitarian assistance refers to Sweden’s activities to save lives, alleviate suffering and maintain the human dignity of those affected by natural disasters, armed conflicts or other similar circumstances.
Responsible for international development cooperation
News about international development cooperation
The Ocean Conference concluded in New York
"I truly believe this conference will constitute the gamechanger we so desperately need. Now the work really begins to save our oceans", said Minister for International Development and Climate Isabella Lövin as The Ocean Conference concluded in New York on Friday. The Conference adopted a Call for Action where all 193 Member States agree to a set of measures to reverse the decline of the sea. Over 1 300 voluntary commitments were made in order to to save the world’s oceans.
New policy framework for Swedish development cooperation and humanitarian aid
In December 2016, the Government adopted a new policy framework outlining the direction of Swedish development cooperation and humanitarian aid. The policy framework has now been translated into English.
The Global Goals and the 2030 Agenda for Sustainable Development
The Global Goals and the 2030 Agenda for Sustainable Development seek to end poverty and hunger, realise the human rights of all, achieve gender equality and the empowerment of all women and girls, and ensure the lasting protection of the planet and its natural resources.
The Ocean Conference
The Ocean Conference will be held on 5–9 June and, in its capacity as co-initiator together with Fiji, Sweden wants to be sure of ambitious voluntary commitments to step up work on sustainable oceans, which are crucial to both combating poverty and economic development.
New strategy for humanitarian aid
In situations of armed conflict, natural disasters and other disaster situations, humanitarian aid is one of the most effective and tangible means of saving lives and alleviating the suffering of the women, men, girls and boys affected. In January 2017, the Government adopted a new strategy for Sweden’s humanitarian aid via the Swedish International Development Cooperation Agency (Sida) for the period 2017–2020.
The Government’s measures for a more peaceful world
The need for peace in the world is greater than it has been for a long time. The number of conflicts in recent years has increased. Violence in countries such as Syria, Yemen and Afghanistan has turned back decades of economic, social and political development. Climate change, with the accompanying droughts, flooding or lack of freshwater, is accelerating and aggravating the challenges that already exist in fragile states.
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You can filter the information so that only what you are interested in is displayed
Can't find what you're looking for? Do an advanced search. | <urn:uuid:15f09b68-d5eb-475a-9a8b-0b7ff0aca86a> | {
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Facts About The Sexual Deviant Everyone Should Know
Black death researchers extracted plague DNA from 14th century skulls found in east London.
Archaeologists and forensic scientists who have examined 25 skeletons unearthed in the Clerkenwell area of London a year ago believe they have uncovered the truth about the nature of the Black Death that ravaged Britain and Europe in the mid-14th century.
Analysis of the bodies and of wills registered in London at the time has cast doubt on “facts” that every schoolchild has learned for decades: that the epidemic was caused by a highly contagious strain spread by the fleas on rats.
Now evidence taken from the human remains found in Charterhouse Square, to the north of the City of London, during excavations carried out as part of the construction of the Crossrail train line, have suggested a different cause: only an airborne infection could have spread so fast and killed so quickly.
The Black Death arrived in Britain from central Asia in the autumn of 1348 and by late spring the following year it had killed six out of every 10 people in London. Such a rate of destruction would kill five million now. By extracting the DNA of the disease bacterium, Yersinia pestis, from the largest teeth in some of the skulls retrieved from the square, the scientists were able to compare the strain of bubonic plague preserved there with that which was recently responsible for killing 60 people in Madagascar. To their surprise, the 14th-century strain, the cause of the most lethal catastrophe in recorded history, was no more virulent than today’s disease. The DNA codes were an almost perfect match.
According to scientists working at Public Health England in Porton Down, for any plague to spread at such a pace it must have got into the lungs of victims who were malnourished and then been spread by coughs and sneezes. It was therefore a pneumonic plague rather than a bubonic plague. Infection was spread human to human, rather than by rat fleas that bit a sick person and then bit another victim. “As an explanation [rat fleas] for the Black Death in its own right, it simply isn’t good enough. It cannot spread fast enough from one household to the next to cause the huge number of cases that we saw during the Black Death epidemics,” said Dr Tim Brooks from Porton Down, who will put his theory in a Channel 4 documentary, Secret History: The Return of the Black Death, next Sunday.
To support his argument, Brooks has looked at what happened in Suffolk in 1906 when plague killed a family and then spread to a neighbour who had come to help. The culprit was pneumonic plague, which had settled in the lungs of the victims and was spread through infected breath.
The skeletons at Charterhouse Square reveal that the population of London was also in generally poor health when the disease struck. Crossrail’s archaeology contractor, Don Walker, and Jelena Bekvalacs of the Museum of London found evidence of rickets, anaemia, bad teeth and childhood malnutrition.
In support of the case that this was a fast-acting, direct contagion, archaeologist Dr Barney Sloane found that in the medieval City of London all wills had to be registered at the Court of Hustings. These led him to believe that 60% of Londoners were wiped out.
Antibiotics can today prevent the disease from becoming pneumonic. In the spring of 1349, the death rate did not ease until Pentecost on 31 May.
What do Michael Jackson, Madonna, Britney Spears, and Anna Nicole have in common? All of these celebrity’s shoes are displayed at the Hard Rock Cafe where Anna Nicole died.
Could it be that what we are witnessing in our top pop stars recently is the result of trauma-based mind control? Have the Monarch mind-controlled slaves gone wild? Anna Nicole mysteriously dies, Britney shamelessly shaves herself bald, Astronaut Lisa Nowak sets off on a mission of doom in diapers; what is going on!?
There is a program so grim, its aspects are difficult to talk about. I am referring to Satanic Ritual Abuse. It is widespread and goes to the upper echelons of the world’s rulers. Most Americans won’t believe that mind control is going on in the “homeland.” Well, it is. Many of the rituals and methods employed in the mind control projects are inspired by the ancient mystery schools; blood and sex rituals to the god and goddess. From ancient Babylon to Nazi Germany and on into America, trauma-based mind control has been the modus operandi of the Illuminati.
The idea that a butterfly’s wings might create tiny changes in the atmosphere that ultimately cause a tornado is called the “Butterfly Effect”. The flapping wing represents a small change in the initial condition of the system, which causes a chain of events leading to large-scale phenomena. What unseen trigger set these latest pop star phenomena into motion?
The movie “The Butterfly Effect”, starring Kabbalist Ashton Kutcher, is a recipe for trauma-based mind-control. Rape, murder and child pornography are just a few of the concepts presented in this AOL Time Warner production. In the film, Ashton’s character, Evan, is passed genes from his father that give him the ability to go back in time. The MKUltra mind-control project known as “Monarch” is so named because the Monarch butterfly learns where it was born (its roots) and it passes this knowledge via genetics on to its offspring. The Monarch program is based upon Illuminati and Nazi goals to create a master race in part through genetics…it is important that parents be found that can pass the correct knowledge onto those victims selected for the Monarch mind-control.
The Illuminati Formula Used To Create An Undetectable Total Mind Controlled Slave
Child prostitute rings, human slavery, and bloody ritual sacrifice are used everyday by those in power. Few have escaped the grasp of this dark force to bring forth this knowledge; the Mother Goddesses themselves, Cathy O’Brien and Arizona Wilder are two made popular through the works of Fritz Springmeier, Cisco Wheeler and David Icke. They tell us that, most victims of Monarch come from broken homes that usually involves sexual abuse. The Illuminati seek parents that are pedophiles. They want fathers that will abuse baby girls. The handlers program the children with the expectation that they will be “thrown from the freedom train” when they get to age 30. They own you, and when they are done, they kill you. Could our leading stars be part of an Illuminati Satanic Ritual Cult that eats babies for Moloch? The idea is not as far out as it seems. The truth is, this is the more likely reality.
“The people have been hoodwinked for thousands of years. Hoodwinked about their history, hoodwinked about who they really are and the true nature of life. Hoodwinked about the true background and Agenda of those they have allowed to rule them. How apt, therefore that this word should also derive from Freemasonry. Dr. Albert Mackey, the 33rd degree Freemason and foremost Freemason historian of the 19th century, defined the term ‘hoodwinked’ in his Encyclopedia of Freemasonry as: A symbol of secrecy, silence and darkness, in which the mysteries of our art should be preserved from the unhallowed gaze of the profane.
The human race has indeed been hoodwinked.” David Icke Biggest Secret
After checking out of Eric Clapton’s Crossroads Centre (named after Robert Johnson’s deal with the devil) Britney Spears walked into Esther’s Continue reading Anna Nicole, Britney, and MInd Control | <urn:uuid:477f22ea-915a-4f1f-91e2-a793beabbbba> | {
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Read the submission guidelines
May 2012. When one thinks of the term “new literacies,” the plurality of the term literacy immediately suggests that there are multiple forms of literacy. The use of new signals a realization of expanded epistemologies, methods, contexts, and meaning-makers who are engaged with computer literacy, visual literacy, performative literacy, Internet literacies, digital literacies, information literacy, new media literacies, multiliteracies, and information & communication literacies. For this issue, we invite articles that illustrate how these new literacies can be remixed with the best instructional practice for adolescent learners. In preparation of these articles, it is important to illustrate that new literacies are additions to, rather than replacements for, the literacies that have traditionally enabled students to communicate and collaborate within both their school and out-of-school communities. The focus of these articles should address questions such as: Where is an active teacher in this new remix of learning? How are these new literacies accommodating guided instruction, grouping practices, and collaborative and independent work? How are teachers broadening their knowledge base through the outside-of-school literacies they are inviting their students to incorporate into school tasks? Remember to offer readers myriad classroom examples of how teachers have engaged and motivated literacy development among their students by incorporating new literacies into the instructional mix. Deadline: May 2, 2011
Background Knowledge and Vocabulary
September 2012. Students differ in a number of ways, including their background knowledge. They have different experiences, have read different books, and have had different teachers. Yet we know that background knowledge is critical to understanding. Is there anything that teachers can do to build and activate their background knowledge so that relevant information is available for reading and learning? What ways, direct and indirect, have teachers ensured that student knowledge is valued and used? How do you determine what their background knowledge is, and what do you do to address these differences? Background knowledge is expressed through the words students know and use, so what might be the instructional relationship between vocabulary and background knowledge? We hope to highlight the importance of background knowledge, despite its current lack of popularity. We also hope to provide teachers with useful classroom ideas that will ensure students’ funds of knowledge are validated and extended. Deadline: September 1, 2011
Grouping in Middle School: Why? How?
December 2012. When middle school teachers are asked why they hesitate to incorporate productive group work into the instructional plan, they often mention problems with assessment, tasks, and questions about grouping practices. They wonder if the benefits are worth the effort. We invite papers that view group work as an essential part of the classroom community. Articles should address teachers’ concerns about grouping by providing examples that will offer an understanding of the purposes for grouping, how to form groups, and the multiple roles that students can play in a group as problem solvers and idea generators. Authors should also address how to manage, monitor, and assess productive group work in ways that scaffold and support learning for each student. Deadline: December 1, 2011
March 2013. Acceptance and respect are importance concepts students learn in middle school. They do so through their interactions with adults and peers in school as well as through the literature they read and discuss. How has tolerance education changed in the 21st century? What possibilities do Web 2.0 applications provide educators interested in social justice and multicultural education? How have you addressed cyberbullying? What professional experiences do teachers need to engage students in discussions about individual differences? Deadline: March 1, 2012 | <urn:uuid:25f12417-95e5-472f-957e-6f3892abb97c> | {
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How You’ll Fly to the MOON (Mar, 1947)
How You’ll Fly to the MOON
THE days of dreaming about a trip to the moon are over. The research destined to make that trip an actuality is already well under way.
Next May the first step on the long, long trail into space may be made: Man hopes to send something up that will never come down again (see “Going Up for Keeps,” p. 66). In the words of Dr. Fritz Zwicky, the California Institute of Technology physicist who suggested the May satellite-making experiment, “We first throw a little something into the skies. Then a little more, then a shipload of instruments—then ourselves.”
And other scientists agree. Dr. James A. Van Allen, of the Johns Hopkins University Applied Physics Laboratory, anticipates sending a rocket to the moon (one way, no crew) within 15 years. “A conservative estimate,” he says. Maj. P. C. Calhoun, chief of the AAF’s guided-missile branch, expects to travel to the moon and back in his lifetime. And the University of California at Los Angeles already offers a course in rocket navigation!
How the journey will be made is even now known in considerable detail. Rocket experts at Johns Hopkins and Caltech report that the space ship will look like this: A number of separate rocket motors (probably between three and five), each with its own fuel tanks. and controls, make up the power plant. The first motor, or stage, pushes the ship up a few hundred miles, when, its fuel exhausted, it is dropped off. The second stage then starts automatically and accelerates the ship until it uses up its fuel and is jettisoned. This process continues, each stage adding more speed, until the last stage completes the job of getting the 22,000-m.p.h. velocity needed to escape from the earth’s gravitational pull. Once free of the earth, the space ship can coast to the moon (there would be no air resistance). Only a little power would be needed for steering.
The multistage system eliminates the dead weight of big, almost-empty fuel tanks and seems to offer the most economical method of securing extremely long range. Tests of one of the first practical rockets of this type have already been made.
This rocket, the Tiamat, developed by the National Advisory Committee on Aeronautics, has two stages. One of its most important features is an accurate control system that permits it to be flown through fairly complicated maneuvers. Although quite small—less than 15 feet long and weighing about 600 pounds—it is probably a good indication of the design of the moon rocket of the future.
The jump from the Tiamat’s 600-m.p.h. speed to the 22,000 m.p.h. needed for a trip to the moon is a big one, but not impossible. Twenty-two thousand miles an hour is not as fantastic a speed as it seems. The single-stage V-2 already gives 3,500 m.p.h., and succeeding stages would have the big advantages of reduced gravitation and complete absence of air resistance— both important factors.
Not that you can ride to the moon by hitching three V-2s together. If a multistage rocket uses a V-2 for the first stage (that, essentially, is the satellite-making rocket to be fired during May) the pay load in the final stage is a steel fragment smaller than a dime. Engineers can also calculate how big a ship able to reach the moon would be if its final stage were a V-2. Alfred Africano, pioneer in rocket development and now project engineer for the Curtiss-Wright Corporation, did the arithmetic. The answer is 5,500,000 tons.
But these calculations are based on the motor and fuels employed in the V-2. Although this power plant is the most efficient now known to be in use, it still needs nine tons of liquid oxygen and alcohol and four tons of motor and airframe to lift a one-ton pay load. Much higher efficiencies are re-, ported to be possible with fuel and motor combinations already being tested by the rocket researchers.
Better fuels—that is, hotter fuels—have been available for a long time. Rockets run on heat. The hotter the gases in the combustion chamber, the greater their pressure, the higher their speed as they shoot out the nozzle, and the faster the rocket is pushed ahead.
On that basis, hydrogen and oxygen would make the most effective fuels. When these two elements combine to form water, the reaction releases more heat per pound than any other now known. The best rocket would actually be a steam engine! Using hydrogen and oxygen as fuels, a moon rocket would need only five stages, according to the calculations of Martin Summerfield, of California Institute of Technology, a leading American authority on rockets. It would be 72 feet long and would weigh about 25 tons, about twice the size of the V-2.
Yet the tremendous heat available in oxygen and hydrogen—the characteristic that makes them so desirable—is the very reason they are not used. No lightweight motor can stand that temperature.
Present rocket motors are cooled by double-walled jackets through which one of the fuels is pumped. The fuel takes heat away from the motor and at the same time is warmed up itself for easier burning in the chamber. Ethyl alcohol, the V-2 fuel, works very well; its rate of burning (which determines how fast it is pumped through the cooling jacket) is about the same as its rate of heat absorption. For hydrogen, this is not true. It absorbs less heat per pound and must therefore be pumped through the cooling jacket, and burned, faster. The result is an inefficient flame—or else the motor burns out.
If hotter fuels are to be used, new heat-defying motors must be made. Research in that direction has already been quite successful.
One group of materials that can withstand almost any temperature is ceramics—basically the same thing as dinner china. A ceramic motor, or motor lining, would never burn up. The problem is to make it strong enough. And recent advances in the ancient art of pottery making promise ceramics that will hold together under thousands of pounds of gas pressure.
Another possibility is powdered metal-finely ground metal dust that is solidified under terrific heat and pressure. Powdered-metal parts are hard, strong and porous. In a powdered-metal rocket motor, the tiny holes would permit much of the heat to escape outside to empty space.
A rocket with a ceramic or powdered-metal motor, using the most powerful chemical fuels and constructed with extremely light, strong materials, seems certain to be able to make a one-way trip to the moon. This is the feat scientists foresee before 1962—and maybe in 1948. But a one-way rocket could carry no men.
Building a true space ship—one that could take a crew up and back—is far more difficult because the pay load necessary is many times greater. To the weight of the men themselves must be added the weight of the things needed to keep them alive: a strong, airtight cabin; air, food and water supplies; some kind of cooling system to keep them from baking to death under the direct blaze of the sun, which would no longer be impeded by the blanket of air protecting the earth; and perhaps equipment to safeguard them against cosmic rays, too. Most important, however, is the weight of fuel for the return flight and braking during landings. Even with the best chemical fuels, operating at 100 percent efficiency, a round-trip rocket would be unreasonably large.
The fuel that can do the job is plutonium or uranium. About five pounds of uranium are enough for a round trip to the moon with a one-ton pay load. Only one stage is necessary.
In an atomic rocket a new feature, the “working fluid,” would be added. The fuel —uranium—would not be ejected itself, as in a chemical rocket, but would heat up the working fluid which would then be shot out of the base of the rocket to furnish the propelling power. The working fluid is required because a nuclear motor gives off energy in all directions—half the fission particles would fire out of the nozzles to push the space ship up, but the other half of the radioactive fragments would fly forward and heat up the fuselage. In fact, they would heat it up to about 28 million degrees! The working fluid traps all this energy, more than doubling the efficiency of the rocket, as well as preventing the passengers from burning up. Hydrogen, the lightest element, promises to be the best working fluid. Few scientific obstacles stand in the way of an atomic-powered space ship. The one big task remaining is the design of a small, lightweight “pile” capable of releasing large, controllable amounts of power.
And recent statements by leading physicists associated with the atomic-energy project indicate that such a power plant can be expected soon, perhaps within 10 years. Then the Buck Rogers boys will really take over.
To the first crew, the ride would be uncomfortable, at the very least. The cabin would have to be small, with food and water supplies extremely limited. The acceleration during the start would push the men down into their seats with a force equal to five times the pull of gravity—about the same thing the pilot of a fast fighter plane feels in a tight turn.
As for danger, there would be plenty of it. The foreseeable risks—such as running out of fuel, getting lost, breakdown of the air-conditioning system, etc.—are probably minor compared to the hazards we won’t know anything about until after a trip is actually made. The harm to be expected from cosmic rays, those high-speed particles so plentiful in the upper atmosphere, is already being measured by instruments carried in V-2s. The danger of running into a stray meteor can be forgotten; the chances are a million to one against it.
These first space travelers will find their itinerary all set, and complete with road maps. The astronomers, already well acquainted with at least one side of the moon, want to know what lies under the dense clouds that completely obscure the planet Venus; what is on Saturn, always hidden by its big rings of satellites; and what is the meaning of those strange lines on Mars— the so-called “canals.”
But our old, friendly moon would probably be the first stop on any space route. First of all, it’s close. The 240,000-mile trip could be made in about 12 hours by a rocket traveling 22,000 m.p.h., the final speed needed to shake free from the earth.
And we already know a great deal about the moon—more than we know about some parts of the earth, in fact. Its geography has been fairly accurately mapped (but only on the side facing the earth; the other side is a complete mystery). Its temperature has been recorded. It has little or no atmosphere.
The moon’s small size, which gives it a gravitational pull one-fifth that of the earth, is another advantage. Less power would be needed to get away for the return trip.
But all these plans must wait for the two basic elements: more powerful, lighter fuels; and motors to withstand their heat and pressure. So don’t rush to your travel agent. You won’t be able to buy a ticket for the moon tomorrow, or even the next day. But the day after that… | <urn:uuid:414642c0-c59a-4257-9449-5579f90d53c1> | {
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Depression is a common mental health problem affecting approximately 15% of all individuals. The individual usually suffers from depressed mood, loss of interest and enjoyment, and reduced energy, leading to increased fatigability and diminished activity. Marked tiredness after only slight effort is common. The lowered mood varies little from day to day, and is often unresponsive to circumstances, yet may show a characteristic diurnal variation as the day goes on. Other common symptoms can include: reduced concentration and attention; reduced self-esteem and self-confidence; ideas of guilt and unworthiness; bleak and pessimistic views of the future; ideas or acts of self-harm or suicide; disturbed sleep; and diminished appetite. | <urn:uuid:f2aa2d61-0f06-4418-a934-f99c9ac6cf1b> | {
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Unsurprisingly, this time we’ll look into the MTQueue. The multi-threaded queue is the blocking, fully threadsafe big brother of the LFQueue discussed last week.
The MTQueue is fully thread-safe, that is, any public method can be called from any thread at any given time. Any request which will wait until it can be satisfied.
Naturally, the most common use case is to pop() items from the queue, potentially waiting for them. This is used extensively in Equalizer, e.g., by the pipe render threads which pop tasks received from the server to execute them. For pop, there are also a non-blocking tryPop() and bound timedPop() methods which may fail.
But the MTQueue goes further in the blocking paradigm: getFront(), getBack() operator and even push() may block. For the blocking push, the queue has a runtime-configurable maximum size which limits the number of items in the queue. This is useful when linking a slow consumer thread with a fast producer thread to limit memory usage and eventually slow down the producer. Even the setMaxSize() blocks until the queue meets the new maximum size requirement!
To implement the thread-safety and blocking semantics, almost every operation uses a Condition lock/unlock and signal or wait. Since this condition has a certain overhead, bulk operations such as push( std::vector ) amortize this cost over multiple items. This is for example used by the RSPConnection, which will push multiple buffers at once to to application when possible (see last weeks post).
Fun fact: During the writing of this post, I discovered and fixed a thread-safety issue with the copy constructor and assignment operator. | <urn:uuid:1281db3f-75f1-4101-a287-1f4005f4cb36> | {
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Polar bear biologists Ian Stirling and Andrew Derocher continue to insist that western Hudson Bay (WHB) polar bears are already showing negative effects of reduced sea ice due to global warming. In their 2012 summary paper (Stirling and Derocher 2012), they updated someone else’s graph of global sea ice (to 2011) but used a graph for Hudson Bay (HB) ice breakup dates that ended in 2007. However, we know from other evidence that at least one of those years (2009) would have required extending the scale of the breakup date graph upwards and flattened the slope of the trend line. Updating the HB breakup date graph would not have supported Stirling and Derocher’s premise that polar bears in WHB are starving due to increasingly earlier sea ice breakup, so they simply left the data out (see Fig. 1).
In other fields, this is called fraud.
Is it fraud here? You decide.
I’ve expressed my outrage about this before (here and here), because we know from news reports that in 2009, breakup of Hudson Bay sea ice was unusually late: the Port of Churchill (in WHB) did not open for ship traffic until Aug. 12, a full three weeks later than average (July 21) – and the latest opening of the Port since records began in 1974.
I try not to keep thinking of Stirling and Derocher’s unscientific behaviour but was reminded of it again on Monday (March 4) when I attended a lecture at the University of Victoria given by paleoclimatologist Michael Mann. To my disbelief, Mann tried to argue that global temperatures predicted by NASA scientist James Hansen in 1988 have “closely resembled” actual temperatures since then – by presenting a graph of actual temperatures (observations) that ended in 2005, despite the fact that recent temperatures have not risen at the rate depicted in his graph (see previous post, #8). He did say, as an aside, that “you could argue that if the data were extended out to the present, the line might more closely resemble scenario C [a flat line]” but then continued with his story that observations were matching the ever-rising-temperatures of Hansen’s scenario B (see Figure 2 below).
For both parties – Stirling/Derocher and Mann – the recent data points left off their graphs did not fit their narrative: sea ice in Hudson Bay is not on a steady, precipitous decline and global temperatures have not continued to rise as predicted by Hansen in 1988. The graphs look like science, but they are not.
Breakup dates for Hudson Bay are not something you can look up on the Canadian Ice Service (CIS) website. “Breakup,” as used in the scientific literature, is a calculated date. It is defined as the point where 50% of the bay is ice-free, determined from a point-by-point calculation over a grid. Stirling has chosen to use passive microwave data supplied daily by NASA for his recent graphs rather than the weekly CIS ice charts (see Stirling and Parkinson 2006; for a discussion of the weekly method, Scott and Marshall 2010).
It is virtually certain that adding a data point for 2009 would make Stirling and Derocher’s trend line flatten; the Y-axis of the graph, which ends in this version at 31 July (Fig. 1), would almost certainly need to be extended into Aug to accommodate the 2009 date. See my discussion of a virtually identical figure that appears in Stirling’s new (2011) polar bear book, reviewed here.
I call this omission of data a shameful misrepresentation of fact. It is not how science should be done. In my opinion, Stirling and Derocher’s trick with their sea ice graph is no different from Mann’s trick of truncating his temperature graph: both hide the fact that recent data are no longer supporting their story. And it appears I am not alone in thinking there is more to these incidents than that these guys are just lazy.
There has been outrage recently over Mann’s use of out-of-date graphs here. Statistician Steve McIntyre draws attention to a scathing critique of a paper published in 2007 that did something very similar:
In a 2007 realclimate article, Raymond Pierrehumbert condemned use of non-updated temperature data, when the effect of the failure to use up-to-date data was that the image gave an entirely different impression to the reader. In that situation, Pierrehumbert even called into question the ethics of the author.
[said Pierrehumbert] “…there is no legitimate reason — in a paper published in 2007 — for truncating the temperature record at 1992 as they did. There is, however, a very good illegitimate reason, in that truncating the curve in this way helps to conceal the strength of the trend from the reader, and shortens the period in which the most glaring mismatch … occurs.”
It seems I have a great deal of company in finding this kind of behavior appallingly unethical and unscientific. Anyone who is outraged by this suggestion should ask Stirling and Derocher to publish an updated graph of Hudson Bay breakup dates – show me I am wrong in assuming that adding 2009 would change the slope of their trend line.
Scott, J.B.T. and Marshall, G.J. 2010. A step-change in the date of sea-ice breakup in western Hudson Bay. Arctic 63:155-164. Available here (open access) http://arctic.synergiesprairies.ca/arctic/index.php/arctic/issue/view/55
Stirling, I. 2011. Polar Bears: The Natural History of a Threatened Species. Fitzhenry & Whiteside.
Stirling, I. and Derocher, A.E. 2012. Effects of climate warming on polar bears: a review of the evidence. Global Change Biology 18:2694-2706. doi:10.1111/j.1365-2486.2012.02753.x
Stirling, I., Lunn, N.J. and Iacozza, J. 1999. Long-term trends in the population ecology of polar bears in Western Hudson Bay in relation to climate change. Arctic 52:294-306.
Stirling, I. and Parkinson, C.L. 2006. Possible effects of climate warming on selected populations of polar bears (Ursus maritimus) in the Canadian Arctic. Arctic 59:261-275. http://arctic.synergiesprairies.ca/arctic/index.php/arctic/issue/view/16.
Stroeve, J., Holland, M.M., Scambos, T. and Serreze, M. 2007. Arctic sea ice decline: faster than forecast. Geophysical Research Letters 34: L09501, doi:10.1029/2007/GL029703. | <urn:uuid:529e93e2-2253-47fc-8cbe-71b7e6fe648c> | {
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“Multiplication is just repeated addition.” Explain why this statement is false, giving examples.
Now this is when things get sticky.
It is a strong and presumptuous claim to say what an idea is.
In recent years, I have come to an understanding of why repeated addition is not the strongest foundation on which to build the idea of multiplication. But that is a far cry from making claims about what it is.
You see, any rich enough mathematical idea has multiple meanings. What is subtraction? Is it the inverse of addition? Is it the distance between two points on a number line? Is it takeaway? Subtraction is all of these, sort of.
And what is a fraction? The only definition of a fraction that is good enough to withstand the test of time and mathematical scrutiny is that a fraction is an equivalence class resulting from the equivalence relation,
if and only if
Is that what a fraction is?
No. But I am off task.
I suspect that my answer may vary from some others out there. (Although perhaps it will not.)
Repeated addition is shaky ground for establishing multiplication because it doesn’t capture the unique structure that multiplication represents.
There is additive structure, and there is multiplicative structure. Additive structure is about comparisons and changes involving the same units. Apples plus apples gives apples. Miles plus miles give miles.
Multiplicative structure is about comparisons and changes involving different units. Hours times miles per hour gives miles. Three different units; one of them a unit rate. Always.
These are related structures but they are different.
Multiplicative structure is captured better by this idea: means A groups of B (I am pretty sure I first ran across this particular characterization in Sybilla Beckmann’s textbook for math courses for elementary teachers). A, in this interpretation, is expressed in one unit. B is the unit rate (things per group). The product is expressed in a third unit.
This difference shows up in the following conversation between a mom and her daughter as they count the number of things in this array of meatballs.
Maya counted the top and bottom, 4 + 4 = 8. Then she counted L and R. 3 + 3 = 6. 8 + 6 = 14. 14 + 2 in the middle = 16. When I asked her why, she said, “Because you double count the corners when you count an array.”
She asked me to count so she could show me how. I counted 4 across the top and 3 down the side. “See, Mommy! You’re counting the corner one twice.”
Why do we count the corner one twice in this scenario? This seems to violate a fundamental principle of counting—one-to-one correspondence. One number word for each object, and one object for each number word.
The answer is that mom really did not count the corner meatball twice. The first time, she counted the meatball to establish that each row has 4 meatballs. The second time, she counted the rows. There are 3 rows, so there are 3 groups of 4 meatballs.
Much, much more on arrays in many places in my writing. Especially these:
Beyond the textbook wrap up (or What does this have to do with mathematics?)
Twister (on sister site, Talking Math with Your Kids) | <urn:uuid:243b1b3a-ce13-4186-b738-6b12c3571b27> | {
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Manure's potential energy punch
A recent Texas AgriLife Research survey of Texas and California dairies found that cows, like people, are big energy users.
That's the bad news. The good news is there's enough potential energy within the manure dairy cows produce to pay their electrical bill and more -- a lot more, according to Dr. Cady Engler, AgriLife Research agricultural engineer.
"Total energy usage ranged from as low as 464 kilowatt hour per year per animal for a pasture dairy in Northeast Texas to as high as 1,637 kilowatt hour for a hybrid facility in Central Texas," Engler said.
"The estimated daily potential energy availability from manure – 25 kilowatt hours per day per cow – is much greater than the average daily on-farm energy requirement of 3.2 kilowatt hours per day per cow," he said.
To read the entire article, link here. | <urn:uuid:c93afa69-4410-49e9-ad87-955abede91e4> | {
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Click on pictures for larger
Ulva fasciata, also known as limu palahalaha and
sea lettuce, is a common green alga that is used for consumption in many
parts of the world. High nutrients and fresh water are often indicated
by its presence.
in a tidepool at O‘ahu.
Thalli thin, sheet-like, consisting of wide blades, 10 - 15
cm wide at base, tapering upward to less that 2.5 cm wide at tip. Up to 1
meter long. Basally broadened, but upper portions divided deeply into many
ribbon like segments; margins smooth, often undulate. Holdfast is small
without dark rhizoids. Bright grass green to dark green, gold at
margins when reproductive. May be colorless when stressed.
U. rigida is similar but has tough dark rhizoids,
smaller, more rectangular cells, and separates easily into two sheets.
Thalli with expanded blades two cells thick; parenchymatous:
cell division may occur anywhere on the thallus but always in a plane
perpendicular to the thallus surface. Cells usually square, 8-20 µm wide,
14-40 µm long, irregularly arranged and quadrate to slightly elongate
anticlinally. Cell walls fibrillar and made up of cellulose.
Ulva fasciata is commonly found on intertidal rocks, in
tidepools, and on reef flats. Often abundant in areas of fresh water runoff
high in nutrients such as near the mouth of streams and run-off pipes.
Hawai‘i: All Hawaiian Islands.
Mechanism of Introduction:
Indigenous to Hawai‘i.
Eastern Atlantic, Caribbean, Indian and Pacific Oceans.
Ulva fasciata, or "sea lettuce", is commonly found in
areas where nutrients are high, wave forces low and herbivory reduced. It is
tolerant of stressful conditions, and its presence often indicates
freshwater input or pollution.
Ulva species are early-successional algae, quickly
taking over new substrate on boulders that are cleared by storm disturbance.
U. fasciata and Enteromorpha flexuosa are generally the first
macroalgae to colonize newly opened substrate in intertidal areas with high
nutrients. Their opportunistic success can be attributed to their simple
morphologies and fecundity. In Ulva species, between 20 to 60 percent
of their overall biomass can be allocated monthly to reproduction. The
alga’s reproductive success is partly due to the reproductive cells’
photosynthetic ability. The zoospores’ and gametes’ ability to
photosynthesize subsidizes their motility and rapid growth once attached to
the substrate. Reproductive cells of U. fasciata have similar
photosynthetic rates to adult vegetative cells, with higher respiration
Ecologically successful green alga like U. fasciata
are potentially invasive. Coastal waters near harbors, industrial complexes
and residential areas with nutrient- rich and/or fresh water input often
have blooms of Ulva species that coat ships’ hulls, cover pilings and
shorelines, and restrict outflow pipes. U. fasciata is classified as
a marine fouling organism, and studies in control and eradication are
In Hawai‘i, U. fasciata, or Limu palahalala is
a popular seaweed for consumption. Preparation methods include chopped in
salads with other limu varieties, boiled in soups, or as a relish.
Abbott, I.A., 1996. Limu: An ethnobotanical study of some
Hawaiian seaweeds. National Tropical Botanical Garden, Lawai, Kaua‘i,
Hawai‘i. 4th edition.
Beach, K.S., C.M. Smith, T. Michael, and H.W. Shin, 1995.
Photosynthesis in reproductive unicells of Ulva fasciata and
Enteromorpha flexuosa: implications for ecological success. Mar. Ecol.
Prog. Series, 125: 229-237.
Littler, D.S. and Mark M., 2000. Caribbean Reef Plants.
OffShore Graphics, Washington, D.C.
Magruder, W.H. and J.W. Hunt, 1979. Seaweeds of Hawai‘i.
Oriental Publishing Company, Honolulu, Hawai‘i.
Russell, D. J. and G. H. Balazs, 2000. Identification
manual for dietary vegetation of the Hawaiian green turtle, Chelonia
mydas. NOAA TM-NMFS-SWFSC-294. 49 pp.
Introduction to Marine Botany, Stanford University.
Hawaiian Reef Algae. | <urn:uuid:288c5d2e-fd3a-45fa-a49e-5474825b4d79> | {
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Students with learning support needs
- Assistive technology
- Behaviour services to help schools and students
- Day special schools for students with high needs
- In-Class Support funding
- Intensive Wraparound Service (IWS)
- National Transition Guidelines for students with learning support needs
- Ongoing Resourcing Scheme (ORS)
- Our service promise
- PB4L – Positive Behaviour for Learning
- Regional health schools for children who can’t attend school because they are unwell
- Residential special schools – for students with vision, hearing, behavioural and learning needs
- Resource Teachers: Learning and Behaviour service
- School High Health Needs Fund (SHHNF)
- Section 9 agreement for special education (now learning support) services
- Special Assessment Conditions (SAC)
- Special Education Grant: A handbook for schools
- Specialist Teacher Outreach Service
- Children who are blind or have low vision
- Children and young people with autism spectrum disorder (ASD)
- Children who are deaf and hard of hearing
- Students with communication needs
- Teacher aide resource funding information
- Moderation process for teacher aide funding — for students in ORS and SHHNF
- Request a review of teacher aide funding – for students in ORS or SHHNF
- The Physical Disability Service
- Further information
Assistive technology is the specialised equipment and technology that students with special education needs, use in class to participate and learn.
PB4L – Positive Behaviour for Learning is for people throughout our schools and early childhood centres. Its programmes are for individuals, groups, schools, teachers, parents and whānau. Programmes offer tools for supporting positive behaviour in situations of clear need, and in more settled environments.
The National Resource Teachers: Learning and Behaviour (RTLB) service works with kura and kaiako or schools and teachers to find solutions for student learning and behaviour needs.
Services to support teachers and parents to manage children and students with extreme behaviour needs.
The School High Health Needs Fund supports students at school and kura who have significant health conditions. The fund pays for a teacher aide when the student has a high health need and care is needed for more than 6 weeks.
Teachers from the Specialist Teacher Outreach Service (Outreach Service) can travel to schools in their local areas to support students on the Ongoing Resourcing Scheme (ORS).
If a student at school has a physical disability, the Physical Disability Service can help to support them to learn at school.
Day special schools are part of the schooling network in New Zealand and offer specialist teaching to students who have a high level of need.
Residential special schools - for students with vision, hearing, behavioural and learning needs.
Children or students who are blind or have low vision can get support from the Blind and Low Vision Education Network of New Zealand (BLENNZ).
Children who are deaf and hard of hearing can get support from the Ministry’s Advisers on Deaf Children (AoDCs) and Resource Teachers of the Deaf (RTDs).
If a child is unwell and can’t go to school, then teachers from regional health schools can teach them.
The Communication Service employs speech-language therapists who support children with high communication needs in schools.
The Intensive Wraparound Service (IWS) is for the small number of students with highly complex, challenging behaviour across several settings – at school, with their family and whānau, and in the community.
Our process for schools who are receiving teacher aide resource funding for verified students.
Successfully transitioning students with special needs from school to adult life is a focus for special education.
In-class support funding provides teacher aide funding to primary or secondary students with high learning needs.
A section 9 agreement allows students to enrol in a special school or regional health school. It also allows students to enrol outside the legal age in exceptional circumstances. The name ‘section 9’ refers to a part of the Education Act 1989 that deals with special education services.
Special Assessment Conditions (SAC) provide extra help for approved students when they are being assessed for their NCEA (National Certificate Educational Achievement). New guidelines are now available to help heads of learning support design school practices to support effective assessments of all students. There is also an online module for reader writers.
The Ongoing Resourcing Scheme (ORS) provides support for students with the highest level of need for special education to join in and learn alongside other students at school.
The Special Education Grant provides funding for students with special education needs. All schools receive this grant as part of their operational funding. Use this handbook to help your school to identify and meet the special education needs of your students.
Special Education is a fund holder for students in the Ongoing Resourcing Scheme (ORS) and the School High Health Needs Fund (SHHNF). We follow an annual moderation process to decide teacher aide funding for students in ORS and SHHNF.
Schools can request a review of the teacher aide resource allocated to a student or child in the Ongoing Resourcing Scheme (ORS) or the School High Health Needs Fund (SHHNF).
Autism spectrum disorder (ASD) is different for everyone who has it.
Every child has the potential to learn and succeed. The adults around them must work well together for this to happen. Our Promise sets out our commitment to make things work well and to provide excellent service.
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The most healthy behaviour is simply for you to be authentic. Yet often we avoid our own authentic behaviors thinking they are unhealthy ones. Your own mind and body know what you need. And if you need a reminder why it is important to follow your authentic self, look at these common behaviors which are often considered negative which can actually be healthy.
Anger is something many of us avoid expressing and yet it can often be very liberating. Being angry and expressing it in a healthy way can create powerful and positive change in our lives. Anger is simply a type of emotional energy that rises up in us when we have been wronged and a personal boundary has been crossed. That energy is set out on a mission to dismantle the inappropriate situation that has caused our suffering.
So, learn how to embrace that energy and put it to positive use. When you become angry, examine how you can express that anger in a positive way that will create change for the better. It is when we deny our anger and avoid it that it can turn into more unhealthy ways of being, such as rage or depression. Know that healthy anger is there for a reason, to be your protector and liberator.
2. Being Lost
We are feeling lost when we have lost our sense of direction. Yet when we are lost, it makes us pay attention to the moment and to our instincts. If you have ever been lost in a big city or a foreign land, you likely also made some wonderful discoveries while trying to find your way.
The same is true for life. Be okay with knowing it is the journey that is important, and sometimes in being lost and going down paths we never would have thought to choose we find out things about ourselves that are amazing. We discover unknown talents in ourselves, and meet friends or allies who otherwise would have remained a mystery. Being lost now doesn’t mean you will be lost forever. It simply means you are taking your time in finding your way, and also allowing the world around you to give input into the path which is best for you. Often it is that input we never would have dreamed to ask for that sets us on our true path.
Crying, like anger, is a healthy human emotional response to certain situations. Although few of us would want to be crying all the time, it is important to honor those times in life which may bring us to tears. Those tears can be tears of loss but also of joy. When we cry, it helps our psyche unleash energy that if we were to hold on to may become toxic or make us rigid.
Crying also softens our personalities as well as our appearance to the outside world, letting others know we feel, care, grieve and are effected by the world around us. So, crying not only lets us release our grief and sorrow, but also sends a signal to others that we are open and vulnerable as human beings, making us more attractive as friends and partners than those who never shed a tear for any reason.
4. Being alone
Being alone doesn’t have to be seen in a negative way and often can mean that we are just cutting off some of the not necessary social activities to dive into a deeper level of our being. It’s true that there are some situations where a person isolating themselves might be a reason of concern, but know as well that many of the worlds greatest artists, writers and thinkers found supreme value in solitude to find deeper inspiration and re-ignited their sense of creativity. Sometimes we just need to turn off the external stimuli and be with ourselves.
If you are feeling the need to be alone, trust and honor it. Sometimes a walk by yourself in the park, or even going on a solo vacation can lead to a level of self reflection that completely renews our sense of purpose. In some situations, the most healthy thing you can do for yourself is to be alone.
5. Not listening
Not listening to others may often be seen as an anti-social or even arrogant form of behavior, and yet there are times when you need to just go on your own intuition and be free with what your inner calling is. Keeping your eye on a strong vision sometimes requires you to ignore or tune out those voices who may not understand or be in alignment with that vision. Trust yourself and know that if advice is being given to you there may be some very good reasons not to listen to it.
Not listening can also simply display a level of discernment, as we have all seen those people who listen to what everyone else tells them, and how they can often appear to be captains on a rudderless ship, lacking an internal strong sense of direction. Be wise and know when to listen to others and when not to. If that inner bell says to go on your own gut feeling in spite of what others say, then trust it.
6. Breaking the rules
Breaking the rules at times can improve your life, as well as the lives of others. Rules are made by people, and none of us are perfect. So, trust in your own ability to find the heart behind the rule, and then decide for yourself if that rule promotes the greater good. Most innovations in art, science and society happen because someone stopped abiding by the rules as they were written and had the courage to challenge those rules that were unjust. Some of the world’s great rule breakers were Rosa Parks, Gandhi, John Lennon, and Martin Luther King Jr. Don’t be afraid to be like them.
7. Not fitting in
Not fitting in can be painful and awkward, especially during teenage years, but it can also mean you’re an innovator and that you have something to offer beyond the norm. When we fit in, it is usually because our thoughts, feelings and even our imagination is in tune with our community. Stepping outside that box of what others might expect of us can lead us into a place of not fitting in, but it can also lead us to explore outside the zone of commonly accepted beliefs and thoughts, which is the fertile ground for new ideas and new ways of thinking that beget innovation.
The future never fits nicely into the past, so embrace who you are in the now even if it doesn’t fit in with others. Know that your innovations may forge a new path that others may eventually follow.
– Written by Reiki master Brett Bevell, an author of several books, including Energy Healing for Everyone. | <urn:uuid:61e25a1d-6bf5-49aa-a2ac-43131556ab0f> | {
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Jump to navigation Jump to search
- thick is part of the Basic English 850.
- If something is thick, there is some distance from one side to the other.
- He was a workman with big hands and thick fingers.
- The tree was too thick to put his arms around.
- The ice on the lake is about 40 cm thick in the winter.
- If something is thick it has a lot of stuff in it.
- If a liquid is thick, it can't flow very quickly. | <urn:uuid:92813002-2491-498c-847b-1018c1769082> | {
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How Does The Water Get To You?
Most of the water we drink is pumped from City Lake and processed into treated drinking water at the Ward Water Plant on Kivett Drive. We have a state-of-the-art treatment facility where we remove those contaminants water picks up as it is collected in our watershed.
Where Does Our Water Come From?
High Point's water comes from a 62 square mile area known as a watershed. We do not have any large river systems, such as the Yadkin or Neuse River, to rely on. As a matter of fact, we are the first to use water from the beginning, or headwaters, of a larger river system called the Cape Fear River. Our water comes from rainfall and runoff in a area roughly bordered by U.S. Highway 421 on the north (above I-40), Main Street on the southwest, N.C. Highway 66 on the west, Montlieu Avenue on the southeast, and Guilford College Road on the east. The water collects in streams that flow together into what becomes the east and west forks of Deep River. It is then collected and stored in our two lakes: Oak Hollow and City Lake. Before we can send the water to you, it needs to be treated to remove contaminants it has picked up on the way to our water supply lakes.
There are four basic steps to treating water.
First, we add alum (aluminum sulfate) to water, speeding the removal of most dirt and other larger particulate matter. This step is known as settling. Once completed, water is filtered to remove smaller pieces of debris and bacteria. The water is chemically treated to kill any remaining bacteria. Next, fluoride is added to protect teeth and chemicals to protect pipes are included. Federal, State, and local health laws and ordinances require these additives during treatment. Then, water is stored. Finally, it is pumped into homes and businesses around High Point and the surrounding area. | <urn:uuid:63233930-bfdd-40ef-b7cf-b7000ec25a3f> | {
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The Food and Drug Administration has warned for years about the risk of serious injuries or accidental death from the fentanyl pain patch. Because of its extreme potency, patients who should not be prescribed fentanyl products by their doctor or who accidentally receive too much of the drug may be at risk of serious and potentially fatal injuries.
Deaths caused by the pain patch may occur when patients who are not eligible to use the drug—including patients with short term or post-operative pain—are prescribed fentanyl by their doctor. The fentanyl patch may interact with other drugs that depress the central nervous system, which could lead to a combined drug overdose.
Potentially fatal injuries may also occur when patients are prescribed too much fentanyl by a physician. Patients who are switched to fentanyl from another opioid medication may inadvertently be given too much of the drug. Doctors who do not have enough experience with pain management may also prescribe excessive amounts of fentanyl to their patients.
Many deaths due to a fentanyl overdose have occurred as a result of manufacturing defects by the companies who produce the pain patch. At least six fentanyl recalls have been issued since 1994 due to manufacturing defects with the pain patch that could cause the gel inside the patch to leak and become exposed directly to the skin. Because fentanyl is about 80-100 times more potent then morphine, direct exposure to even a small amount of the gel inside the patch can be fatal.
The FDA has received reports of at least 10 children who died after they were accidentally exposed to the fentanyl patch. Accidental exposure to fentanyl can occur when patches are improperly disposed of or improperly stored. Accidental overdoses may also occur when a fentanyl patch user is holding a child and the patch becomes partially detached from the skin. Because of the dangers to young children of a fatal overdose—especially those under two years old—the FDA has advised parents and caregivers to make sure that fentanyl patches are properly stored and discarded after being used to prevent children from finding them accidentally.
The FDA has also warned that heat can increase the rate that fentanyl is absorbed from the pain patch into the bloodstream, placing patients at an increased risk of an overdose. Several deaths have been reported among fentanyl patients who were using a heating blanket or who were exposed to other sources of excess heat while wearing the patch. Because of this risk, the FDA has warned that sources of excess heat—such as heating pads, electric blankets, saunas, hot baths, sun bathing, or heated waterbeds—should not be used by patients while wearing a fentanyl patch. The agency has also warned fentanyl patients with a fever higher than 102 degrees to contact a doctor immediately.
If you or a loved one has suffered an accidental overdose caused by the fentanyl pain patch, you may be eligible to file a lawsuit and seek compensation. The first step in filing a lawsuit is to consult with an attorney who is experienced in handling cases involving the pain patch and other fentanyl products.
Our law firm has successfully handled hundreds of lawsuits involving fentanyl products. These cases include those of a Florida man who died while wearing a Duragesic pain patch and an Illinois woman who died from a fentanyl overdose.
For a free legal consultation about your case and to find out whether you may be eligible to file a fentanyl lawsuit, contact the lawyers at Heygood, Orr & Pearson by calling us toll-free at 1-877-446-9001. You can also reach us by filling out the free case evaluation form located on the left side of this page. | <urn:uuid:6bc93188-1e7a-4d90-a713-384b35a31ef3> | {
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MIT professor Joost Bonsen talks about the creative process at MIT. From the new book Creating Innovators: The Making of Young People Who Will Change the World
MIT professor Joost Bonsen talks about the creative process at MIT. From the new book Creating Innovators: The Making of Young People Who Will Change the World
This year was no exception, as MIT students turned a campus science building into a giant game of Tetris.
What goes on in the classroom is certainly important, but student's creativity is often best sparked by doing something they aren't supposed to do - perhaps having to ask for forgiveness - but which fires their imagination.
The "skills" students learn in a hack are the ones that will serve them best in life - imagining the impossible, working as a team, communicating with colleagues, taking the initiative, experimenting and solving problems.
Oh yeah - and having fun :)
And if we did, according to parents and high-school guidance counselors, we could pretty much count on a career, just about depend on a decent income and more or less expect security. A diploma wasn’t a piece of paper. It was an amulet.
And it was broadly accessible, or at least it was spoken of that way. With the right mix of intelligence, moxie and various kinds of aid, a motivated person could supposedly get there. College was seen as a glittering centerpiece of the American dream, a reliable engine of social mobility.
Because of levitating costs, college these days is a luxury item. What’s more, it’s a luxury item with newly uncertain returns.
According to an AP analysis of data from 2011:
-> 53.6 percent of college graduates under the age of 25 were unemployed or, if they were lucky, merely underemployed, which means they were in jobs for which their degrees weren’t necessary.
“Thirty years ago, the U.S. led the world in the percentage of 25- to 34-year-olds with the equivalent of at least a two-year degree; only Canada and Israel were close.
As of 2009, the U.S. lagged behind 14 other developed countries.”
That situation isn’t helped by the cost of higher education, which has escalated wildly over the last three decades and has left too many students with crippling Everests of debt.
Today, students who are facing “an incredibly tough job market” need to know “how their particular program will stack up and what kind of debt they’re going to rack up.”
That you can’t gain a competitive edge with just any diploma from just any college is reflected in the ferociousness of the race to get into elite universities. It’s madness out there.
Tiger Mom's and $125-an-hour tutors proliferate, and parents scrimp and struggle to pay up to $40,000 a year in tuition to private secondary schools that then put them on the spot for supplemental donations, lest the soccer field turn brown and the Latin club languish.
The two Americas are evident in education as perhaps nowhere else. And even among the gilded elite, career success and life happiness are far from guaranteed by a diploma.
Few entrepreneurs, scientists or engineers are more passionately engaged, or more personally involved, in motivating the next generation to understand, use and enjoy science and technology.
Inventor Dean Kamen he holds more than 440 patents. Best know as the inventor of the Segway, he also pioneered products ranging from insulin pumps, to dialysis treatments, to therapies for treating T-Cell lymphoma.
As importantly, Kamen has been a tireless advocate for science and technology education. In 1989, he founded FIRST® (For Inspiration and Recognition of Science and Technology).
Through hands-on application -- building robots that compete in complex tournaments - kids learn that science and engineering can be exciting, fun and rewarding. Today, FIRST serves over 250,000 young people in more than 50 countries.
Tom Friedman talks about why America must educate its young people to be innovators. This video is one of 63 video interviews in the new book Creating Innovators: The Making of Young People Who Will Change the World.
Harvard researcher Dr. Tony Wagner and filmmaker Bob Compton have teamed up to produce a new book - Creating Innovators: The Making of Young People Who Will Change the World.
Wagner provides a powerful rationale for preparing kids for an innovation-driven economy. He identifies a pattern in the lives of young innovators — a childhood of creative play leads to deep-seated interests, which in adolescence and adulthood blossom into a deeper purpose for career and life goals. Play, passion, and purpose: these are the forces that drive young innovators.
More than a book about innovation, Creating Innovators pioneers an entirely new reading experience. Noted filmmaker Bob Compton, who teamed up with Tony to make the movie "The Finland Phenomenon," has produced more than 60 original videos that expand on key ideas and passages in the book through interviews with young innovators, their parents, teachers and mentors.
This essay was published in the Super Bowl edition of the Indianapolis Business Journal
Much as the explorers in “Lost Horizon” stumbled into Shangri-La in the Himalayas, I found myself in the small Kingdom of Bhutan last October. As this tiny place moves into the 21st century, it has committed itself to be a society centered on the pursuit of happiness.
Poignantly, they measure Gross National Happiness, not Gross National Product. With goals of good health, community vitality, good governance and sustainable development, they are also creating a unique education system. No modern country has taken so much time to ponder, puzzle over and promote happiness in its schools.
I’ve been passionate about education from my first documentary film in 2007, “Two Million Minutes,” to my most recent, “The Finland Phenomenon.” Eager to learn about teaching for happiness, I spent several weeks touring Bhutan talking with parents, meeting the minister of education and interviewing teachers.
I was surprised by how the idea of happiness is woven into the fabric of everyday lives. And when conversation turned to schools, people were passionate that educating for happiness be the goal.
My visit to Bhutan and my research in China, India and Finland have caused me to ponder more deeply the purpose of school and the policies and practices that best support it.
China and India educate for commercial advantage, and each country has more than 200 million school children. Our 55 million kids will face extraordinary competition. But we can’t just teach the way they do. Our culture and our kids won't allow it. Nor is the Asian way the best for our children. Preparing our kids to be the world’s innovation leaders, and reviving our middle class, requires a uniquely Western approach.
Another country, similar in size to Indiana, has found a way to elevate its students to first in the world in problem solving, scientific literacy and math—Finland. What works in its schools is the muse of open-ended projects where kids learn by doing. Testing is included, but in moderation.
But the Finnish model only works if you have amazing teachers. And amazing teachers only come through a recruitment and training process that is highly selective and rigorous.
In Finland, just 10 percent of applicants are accepted into one of only eight colleges of education. By contrast, Indiana has 45 colleges offering teaching degrees and enrolling is easy. Where Indiana has thousands of teachers leaving each year, Finland has less than 1-percent attrition. Carefully selected and trained, great teachers stay in the profession.
With some effort, Indiana has made progress in raising the standards to become a teacher. Graduates from colleges of education must now have more comprehensive content knowledge, for example taking biology courses from the biology department, not the teachers college.
Also, industry professionals can finally be recruited into teaching as well as recent graduates with degrees in physics, biology and chemistry. Progress to be sure, but with a long way to go.
Bhutan’s approach is also worth pondering. Remarkable teachers can bring joy, inspiration and delight to American education. Schools that help kids find passions and purpose lead them toward happier lives. It also is the only way our kids can meet the Asian challenge.
Over 235 years ago, another country considered “the pursuit of Happiness” so important that it included that goal in its own Declaration of Independence. In 1776, Thomas Jefferson wrote, “The care of human life and happiness is the first and only object of good government.”
We had it right when we started. Perhaps it’s time to revisit our roots and consider the direction the Bhutanese are taking in the Kingdom of Happiness.●
Compton was a new venture investor in Indiana for 20 years and was Chairman of ExactTarget. He now lives in Washington, DC, where he produces documentary films about education and innovation
This is a Guest Post by Lindsey Wright from Onlineschools.org:
Creating the Political Will to Change Educational Performance
In his recent post on this blog, Lessons From Finland #1 - Teacher Education and Training, Bob Compton states that the quality crisis in the US education system can be solved by changing teacher's educational requirements to stipulate higher levels of education, specialization in the fields teachers teach, and an increase in the amount of time student teachers spend in classrooms under the guidance of experienced master-level teachers, rather than just in online courses or teacher training. He notes that these educational changes require the action of each state's governor and its legislature, and further states "All it takes is courage to withstand the screams from colleges of education - the sacred cash cow of most universities." At the heart of this issue is the question: "what does it take to effect political change?"
Actually making political changes, of course, is for better or worse ultimately in the hands of our elected officials. Unfortunately the primary concern for many politicians becomes getting elected, even if their motivations are purely to serve their constituencies. We must also recognize that their constituencies are comprised of both individuals and businesses or other organizations, some of which often have very different priorities. Because corporate entities are frequently the largest political donors, their needs are often addressed first. Call it corruption or simply the nature of democratic government; either way, corporate contributors' interests often lead politicians to prevent legislative changes that might threaten business. Education reform is no exception.
So what can be done to spur the process? Unfortunately, there is no simple formula for creating the political will to change educational performance standards in this country. However, there are steps that can be taken to slowly turn the political behemoth in the right direction.
First and foremost, our elected leadership must be willing to put education reform near the top of the political agenda. To make this happen, concerned constituents in each district must unite in pressuring politicians to respond to this priority. For individuals, this means expressing concern for the education of the children in their local school district. Local businesses must weight the costs of higher taxation against the advantages of having an educated workforce to rely upon in the future. This view is not always taken into account in commercial enterprises, but would benefit our economy immensely in the long term.
Secondly, we need to make school and teacher improvement a national economic priority. A very large number of American schools are currently embroiled in economic crises, without the funding to maintain reasonable classroom sizes or retain teaching professionals with experience and outstanding credentials. Alex Johnson of MSNBC states that "Federal education figures show that employee salaries make up about 80 percent of the typical school district’s budget." He quotes Eric Churchwell, superintendent of schools in Palmyra, Mo., who points out “if you have to reduce your budget substantially the only way to do that is to reduce your teaching staff." This causes not just a reduction in the number of teacher in our schools, but a reduction in quality of instruction. Teachers possessing the master's degree that Compton would have us require will cost more to hire and retain. In part this is because they will cost significantly more to train, and it would make little economic sense for aspiring teachers to pursue additional education without the prospect of better earnings.
Thirdly, we need continued support for post-graduate teacher education. If we require teachers to possess a master's degree, we must provide potential teachers with economic support through grants, loans, loan forgiveness programs, and scholarships to access this higher level of training. Since teachers often earn significantly lower salary as educators than they would in comparable private sector jobs in their fields, an economic incentive is necessary to keep them in the classroom when they might instead transition to the boardroom.
Finally, we need to address the upcoming teacher shortage. According to Sam Dillon of the New York Times, "Over the next four years, more than a third of the nation’s 3.2 million teachers could retire." This means that we will be loosing our most experienced teachers at a time when our educational system is already in crisis, leaving potential student teachers with far fewer resources for obtaining the full year of classroom experience that Compton proposes. Much of this shortage is a result of early retirement incentives given to older teachers to alleviate budget crunches in local school districts. To replace these retiring teachers, we will need the aforementioned financial support for post graduate teacher education more than ever.
Changing our educational system boils down to economics and politics. While our politicians often bemoan the current state of our educational system at election time, they fail to put the necessary funds into educational development when making fiscal decisions. They rely on business donations to make it in the political arena and can't afford to alienate the people who put them in power. Therefore, business interests are considered before those of individual constituents, and businesses simply don't want to pay to educate the populace. The only thing that will effectively change this viewpoint is a real effect on the bottom lines of corporate interests. When corporations are unable to find qualified, educated individuals to fill positions, then they will begin to see the need to change. In an employer's market, such prevails at the moment, this will take time. It may represent a profound misplacement of priorities on the part of politicians and the companies that pressure them, but nevertheless it's realistically the nature of the situation.
In the meantime it is up to schools, organizations, and individuals to continue expressing their concerns to their governing officials. While business pays for elections, only people can vote (and recall) our elected public servants if they fail to perform. In order to initiate educations reforms for teachers, we must make our politicians perform in the best interests of our children and our future.
One of the many things I learned producing my film The Finland Phenomenon, was the importance of setting a very high standard for the education and training of teachers.
Finland's high school teachers are required to have both a Bachelors and Masters degree in the subject they teach (e.g. - math, physics, history, etc) combined with one-year of pedagogical training with very heavy emphasis in real classroom teaching experience under the guidance of an outstanding seasoned teacher.
By contrast, most U.S. States require only a Bachelors degree from a college of education with an emphasis in the subject to be taught - and frequently that subject matter is taught by professors in the Education School, not in the actual subject department. Think of it as content and rigor "light" for teachers.
So, what should America do to apply this obvious lesson from Finland? My thoughts:
1- each U.S. State needs to cut off the supply of teachers not sufficiently prepared to teach this generation at its source. The source is colleges of education. A State legislature and Governor can change the requirements to be a teacher in their State. All it takes is courage to withstand the screams from colleges of education - the sacred cash cow of most universities.
2- To teach at the high school level, a State should require the prospective teacher to have at least an undergraduate degree in the subject they plan to teach and from the department that teaches that subject (e.g. - teaching math? Require a B.S. from the Math department).
3- Prospective teachers need more classroom training before they land in front of a group of their own students. The Finns (and Indians, Chinese, Koreans, Singaporeans, etc,) get this. A one-year pedagogical training, that includes at least 6 months of assisting a master teacher in the classroom, is critical to the new teacher's success. Observing great teaching, absorbing proven lesson plans, practice teaching with critique by the master teacher, learning classroom management, etc. This one year would be the prospective teacher's 5th year of study before certification - and is just crucial to their success.
The failure of all 50 U.S. States (plus DC) to prepare teachers for the demands of the classroom results in a staggering level of "churn" of new teachers.
From the data I have been able to gather, it appears that each year somewhere between 150,000 and 200,000 first time teachers are hired (I get conflicting numbers). So, as many as 20,000-30,000 of those teachers are simply replacing the beginning teachers who quit after their first year.
The data would suggest that about half of the first time teachers hired each year are replacing other beginning teachers hired within the past 5 years who have simply quit. The remaining are replacing teachers who retire, are let go or are mid-career teachers who leave the profession. Check my math (I did go to public school) and verify the data, but that is my reading.
In business, if I saw anything close to that level of "churn" at the entry level of say, a sales organization, I'd be alarmed. You want your new hires to be successful early on. It is a hugely expensive undertaking to recruit and train a new employee - "churn" drives up costs enormously. Moreover, customer relationships - or student-teacher relationships - deteriorate terribly with this pattern.
SUMMARY: Raise the education requirements and require classroom-based training for new teachers and education costs will decline while results goes up. Moreover, one does not need to micro-manage highly trained, well prepared teachers.
All it takes is political will.
A college degree is just about essential to make a lot of money in a career, but what if you don’t want to work all that hard to get a diploma?
Slackers wanting to earn the country’s easiest college major should major in education.
5 Highest Grade Point Averages
5 Lowest Grade Point Averages | <urn:uuid:a31207b2-adeb-4c13-9971-672e31708243> | {
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Obesity and Snoring Fat is the most important cause of snoring, and when overweight people also smoke or drink alcohol there is a very high risk of sleep disturbances and snoring.
Obesity is a risk factor for very serious problems, such as heart disease, diabetes, blood clots, respiratory disorders and other diseases, and therefore it is of utmost importance to fight the phenomenon that is gaining momentum in Israel and around the world.
Obesity causes snoring in a variety of mechanisms, and weight loss helps to overcome sleep disturbance and snoring very significantly.
Obesity is not an ideal condition for the body, and many systems are damaged as a result. The appearance of snoring in people who are overweight is influenced by several factors:
Airway obstruction by excess neck fat – The main reason for obesity causes snoring is narrowing of the airway by excess fat appearing in the neck. People who are overweight suffer from an increase in the volume of fatty tissue throughout the body, as well as in the neck. When the neck thickens, airway a product and during the night appear snoring. This gets worse when a person is lying, and excess fat presses the airway further and causes it to be blocked.
Increased risk of obstructive sleep apnea – obstructive sleep apnea is a medical condition that causes severe sleep disturbance manifested by strong snoring and fatigue during the day. Obesity is one of the major risk factors for obstructive breathing apnea, which occurs after the throat muscles are slack during sleep and prevent the airway from remaining open properly. Obstructive sleep apnea is a condition that appears mainly in people who are overweight, and requires diagnosis and medical treatment.
Decreased physical fitness and muscle tone – overweight people often suffer from poor physical fitness and low muscular tone. Low physical fitness leads to poor pulmonary function and increased breathing effort. When overweight people struggle to breathe, their chance of snoring increases. In addition, low muscle tone also relaxes the muscles of the breath and causes the airway to be damaged.
Weight loss will contribute greatly to sleep disorders
Sleep disorders make life very difficult, and in cases of obesity, sleep disorders can be significantly alleviated by weight loss and exercise. The weight of the body depends on the amount of calories inserted against the amount of calories left, and in order to lose weight effectively it is important to maintain a negative caloric balance.
Weight loss is a very difficult process that takes a long time and requires great motivation and responsibility. In order to successfully lose weight and improve sleep quality, the following rules are important:
A balanced and balanced diet – It’s important to make a calorie count and keep regular, regular meals. Continue to eat healthy foods such as vegetables and fiber, and reduce as much as possible fat and sweets.
Exercise – Burning calories by exercise is essential in order to lose weight in a good way. It is important to exercise regularly and start gradually, so as not to get discouraged early or be injured.
Besides calorie burning, physical activity helps to improve physical fitness and cardio-vascular capacity, and to strengthen muscles and tone enhancement, which are also important for stabilizing the airway and preventing snoring.
In extreme cases – gastric bypass surgery
Bariatric surgeries, also called gastric surgeries, anti snoring devices, have become very popular in recent years and help many people lose weight. It is a proven way to achieve the most significant weight loss, which can, of course, help overcome sleep and snoring. Bariatric surgery can now be performed in a number of techniques, and this is a very effective analysis of weight loss and improving quality of life. | <urn:uuid:6a94cd69-81b3-4a73-bda4-fce45dd59696> | {
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The Dornier Do P.252 was designed in 1943, but was later to be submitted
for the optimum Luftwaffe night fighter contract specification from January
27, 1945. Three studies (P.252/1, /2 and /3) were made from this design,
all were similar despite their slightly different dimensions and wing plan
The P.252/3 had a lengthy fuselage, with room for a three man crew. The wings were swept back at 22.5 degrees and featured dihedral. There were two Junkers Jumo 213J liquid-cooled 12 cylinder engines (1750 horsepower for takeoff each) with MW 50 boost, which were tandem coupled to an extension shat that drove two 3.2 meter (10' 6") contra-rotating three bladed propellers that featured a blade sweep of 50 degrees. The front engine was fed by round air intakes located in the wing roots and on the starboard side of the fuselage, the rear engine was fed by an air intake located on the port side of the fuselage; there was also a large air intake on top of the rear fuselage just forward of the cruciform tail unit. One advantage of this tail design was that the bottom fin also served as a tail bumper to keep the propellers from hitting the ground on takeoff. The landing gear was of a tricycle configuration, with the main gear retracting inwards into the fuselage and the nose gear retracting to the rear. A three man crew sat in the cockpit located in the forward fuselage, with the pilot and radar operator sitting back-to-back on the left, while the navigator sat facing the front and to the right of the pilot and radar operator. The P.252 had a formidable armament (please see the table below), and there was an internal radar dish inside the interchangeable nose section.
Although there were definite advantages to this design, such as excellent visibility (due to the fact that the engines and propellers were in the rear), heavy armament and good endurance (approximately four hours), the official specification was only for aircraft to be powered by turbojets. So, the Do P.252 design was abandoned reluctantly.
|Dornier P.252 Models|
|There are no models of the Dornier P.252 available at the present time|
Above color images from:
Geheimprojekte der Luftwaffe: Jagdflugzeuge (top) & Luftwaffe Secret Projects: Fighters (bottom) | <urn:uuid:40128291-2561-4403-9cd6-4275e3dfd1fe> | {
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Places of Interest nearby
Number of texts: 2
The Städel, officially the Städelsches Kunstinstitut und Städtische Galerie, is an art museum in Frankfurt am Main, with one of the most important collections in Germany.
The Städelsches Kunstinstitut exhibits ‘The Geographer’ of Johannes Vermeer. This painting is very much related to the painting ‘the Astronomer’ by Vermeer, which is on display in the Louvre in Frankfurt am Main. | <urn:uuid:ad8ab222-c21a-4b7c-b61c-6bed5b7c7168> | {
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NOAA Fisheries now requires U.S. commercial fishermen who fish for yellowfin tuna, swordfish, and other species with longlines in the Gulf of Mexico to use “weak hooks,” a new type of hook designed to reduce the incidental catch of Atlantic bluefin tuna. The Gulf of Mexico is the only known spawning area for the western stock of Atlantic bluefin tuna, and protecting these fish during spawning can help the long-term rebuilding of the depleted bluefin tuna population.
- Ocean perch
- Sea Bass
- Turbot (Greenland)
Western Atlantic Bluefin Tuna
ALSO KNOWN AS:
Tuna, Bluefin Tuna, Toro, Maguro, Giant Bluefin, Northern Bluefin Tuna
U.S. wild-caught from Maine to Louisiana
- FISHING RATE
- HABITAT IMPACTS
Click the icons to learn more about each criteria
School of bluefin tunaLAUNCH GALLERY
Three species of bluefin tuna are found around the world – Northern (or Atlantic) bluefin tuna (Thunnus thynnus), Southern bluefin tuna (Thunnus maccoyii), and Pacific bluefin tuna (Thunnus orientalis). Atlantic bluefin tuna is divided into two stocks, the western (harvested off the coast of North America by Canada, Japan, and the United States) and the eastern (harvested off the coast of Europe and Africa and in the Mediterranean Sea).
Fisheries for bluefin tuna date back thousands of years in the Mediterranean but didn't emerge in the western Atlantic until the 1950s. Although today they're widely known as the most prized species of tuna, there was no commercial market for bluefin tuna in this area until the late 1950s. In fact, fishermen regarded giant bluefin tuna (greater than 310 pounds) as a nuisance because of the damage they caused to fishing gear. Ironically, a giant bluefin can fetch hundreds of thousands of dollars at fish markets today. As sushi and sashimi markets developed in the 1970s and 1980s, the demand and prices for bluefin tuna soared. Fisheries expanded, fishing pressure increased dramatically, and, in an all too familiar scenario, the western Atlantic bluefin tuna population plummeted.
Unfortunately, similar stories can be told for other bluefin tuna populations around the world, including in the eastern Atlantic and Mediterranean. Since bluefin tuna are late to mature, slow-growing, and long-lived, they're especially vulnerable to fishing pressure compared to faster growing, more productive species. On top of that, many nations harvest bluefin tuna and effective conservation and management of this resource and its fisheries are not possible without strong international cooperation.
In 1981, the International Commission for the Conservation of Atlantic Tunas (ICCAT) attempted to stop the decline in the western Atlantic population, prohibiting capture of bluefin tuna for the next fishing year and closing the Gulf of Mexico (the major spawning area for bluefin tuna) to directed bluefin fishing. In 1991, they determined that the stock was stable but not recovering as anticipated. They further reduced the amount of bluefin that could be harvested and increased the minimum size of bluefin that could be retained. After several more years of reduced harvests, the western Atlantic stock remained below sustainable levels (overfished), and in 1998 ICCAT adopted a rebuilding plan for the stock, with a goal of rebuilding the stock by 2019. This plan has been amended several times.
Today, fisheries for western Atlantic bluefin tuna are highly regulated. ICCAT sets catch limits based on scientific advice. The most recent catch levels set for 2011 and 2012 are expected to support continued growth and recovery of the stocks, as long as member nations comply with these limits. Strict measures are in place to ensure compliance – on the water, in port, and at the marketplace – through the implementation of the catch documentation scheme, which allows trade tracking for individual shipments of fish. The plight of bluefin tuna has received significant attention from the public, and this attention should encourage ICCAT and its member nations to continue their efforts to ensure the effective conservation and management of this important resource.
Finally, because the western and eastern stocks mix, western Atlantic bluefin are also affected by fishing pressure in the eastern Atlantic. There was rampant overfishing in the eastern Atlantic/Mediterranean during the 1990s and early 2000s. However, in recent years, catches in the eastern Atlantic have been reduced to levels consistent with scientific advice, and new monitoring and control measures have been adopted to address illegal, unreported and unregulated (IUU) fishing on that stock. Scientists advise that improved stock conservation in the eastern Atlantic would likely benefit the western stock as well.
LOCATION & HABITAT
Northern, or Atlantic, bluefin tuna are found throughout the entire North Atlantic and its adjacent seas, including the Mediterranean. In the western Atlantic, bluefin are found from Newfoundland to the Gulf of Mexico; in the eastern Atlantic, they’re found from south of Iceland to the Canary Islands, and throughout the Mediterranean Sea.
Bluefin tuna live near the surface in temperate waters but frequently dive to depths of 500 to 1,000 meters. Bluefin tuna are a highly migratory species – they can migrate thousands of miles across an entire ocean. Tagging studies have indicated that bluefin tuna move across the east/west boundary in the Atlantic. Although they’re highly migratory, they tend to spawn in the same areas in the Gulf of Mexico and Mediterranean.
Bluefin tuna grow more slowly than other tunas and have a long life span, up to 20 years or more. In the western Atlantic, they mature late in life, around age 8. They spawn from mid-April to June, mainly in the Gulf of Mexico. Females can produce up to 10 million eggs a year. The eggs are fertilized in the water column and hatch in about 2 days.
Bluefin tuna are top predators. Juveniles eat fish, squid, and crustaceans, and adults feed mainly on baitfish such as herring, bluefish, and mackerel. Sharks, marine mammals (including killer whales and pilot whales), and large fishes feed on bluefin tuna. Bluefish and seabirds also prey upon juvenile bluefin tuna.
The bluefin tuna has a large, torpedo-shaped body that is nearly circular in cross-section. They are the largest of the tuna species and can reach up to 13 feet and 2,000 pounds. Bluefin tuna are dark blue-black on the back and white on the lower sides and belly. Live bluefin have colorless lines alternating with rows of colorless spots on their lower sides. The second fin on their back (dorsal fin) is reddish brown, and they have short pectoral fins. These characteristics separate this species from other members of the tuna genus, Thunnus.
There are two stocks of Atlantic bluefin tuna: 1) western Atlantic and 2) eastern Atlantic and Mediterranean. The International Commission for the Conservation of Atlantic Tunas’ (ICCAT) scientific committee typically assesses the abundance of both the western and eastern Atlantic stocks every 2 years. Managers use the results of these stock assessments to develop new conservation and management measures as needed.
Scientists estimate the spawning stock biomass (a measure of the amount of bluefin that are able to reproduce) of the western stock declined steadily between 1970 and 1992. Since then, spawning stock biomass fluctuated between 25 and 36 percent of the 1970 level. In recent years, however, spawning stock biomass appears to have gradually increased from 27 percent of 1970 levels in 2003 to an estimated 36 percent in 2011. Since 1998, when the rebuilding plan was adopted, spawning stock biomass has increased by 19 percent.
In 2011, scientists estimated the biomass of the eastern stock to be between 37 and 89 percent of the target level, a substantial improvement from the 2009 levels of 19 to 35 percent.
Based on this information, ICCAT set catch limits for the 2011 and 2012 fishing seasons that would support continued growth for both stocks, as long as member nations comply with these limits. Scientists are expected to assess the stocks again in 2015.
The United States supports research that concentrates on stock structure, migration, aging, spawning behavior, reproductive biology, and population modeling analyses. NOAA Fisheries also collects data on fishing effort and catch from the United States for bluefin tuna to support ICCAT stock assessments and reports.
NOAA Fisheries scientists continue to study the possible effects of the 2010 Deepwater Horizon/BP oil spill on Atlantic bluefin tuna, as the Gulf of Mexico is one of the only known spawning grounds for the western stock of Atlantic bluefin tuna.
Harvesting Bluefin Tuna
U.S. fishermen harvest bluefin tuna with purse seines and handgear (rod and reel, handline, and harpoon). They generally target schools of tuna, and these fishing gears are fairly selective and allow for the live release of any unintentionally caught species. Fishing gear used to catch bluefin tuna rarely contacts the ocean floor and therefore has minimal impact on habitat.
Although fishermen are not allowed to use pelagic longline gear to target bluefin tuna directly, strict regulations allow them to retain a limited number of bluefin tuna caught incidentally while fishing for other species such as swordfish and yellowfin tuna. NOAA Fisheries requires pelagic longliners fishing for swordfish and yellowfin tuna in the Gulf of Mexico to use “weak hooks” to reduce the number of bluefin tuna that are incidentally caught and help rebuild the depleted bluefin tuna population.
Who’s in charge? Management of highly migratory species such as bluefin tuna is complicated because these species migrate thousands of miles across oceans and international borders and are fished by many nations. Effective conservation and management of these resources require international cooperation as well as strong domestic management. With Atlantic bluefin tuna, NOAA Fisheries Atlantic Highly Migratory Species Management Division sets regulations for the U.S. fishery based on conservation and management recommendations from ICCAT, consistent with applicable U.S. laws.
International: Taking into consideration the results of the most recent stock assessment, ICCAT member nations develop new conservation and management measures as needed. ICCAT sets and allocates western Atlantic bluefin tuna quotas by country. The total allowable catch is set for 1,750 metric tons for 2011 and 2012. There has been a history of strong compliance with these quotas and other conservation measures in the western Atlantic
ICCAT began to limit catches of eastern Atlantic and Mediterranean bluefin tuna in the mid-1990s. Unfortunately, limits were set in excess of scientific advice and compliance was poor for many years. However, adherence to individual quotas in the eastern Atlantic and Mediterranean has greatly improved in the past few years and catch limits are within the range of scientific advice and are expected to support continued growth, provided parties comply with the agreed limits. The United States does not fish in the eastern Atlantic; however, because the two stocks sometimes mix, management of the larger stock in the eastern Atlantic can have an impact on the western stock.
- Annual quotas and limits on the amount of fish a vessel can keep per trip, seasons, gear restrictions, and minimum size limits, all designed to manage total U.S. harvests to conform to ICCAT recommendations.
- Regulations prohibit directed fishing for bluefin tuna in the Gulf of Mexico due to the area’s value as an important spawning ground, but regulations allow for a limited number of incidentally caught bluefin tuna to be retained by the Gulf of Mexico pelagic longline fleet.
- Pelagic longliners fishing for yellowfin tuna and swordfish in the Gulf of Mexico must now use “weak hooks” to reduce the number of bluefin tuna caught unintentionally. These regulations are designed to manage total U.S. catches consistent with ICCAT recommendations.
- Vessels must have a permit to fish for, retain, possess, or sell Atlantic bluefin tuna and must report landings of all bluefin tuna. They can only sell to permitted dealers.
- Management also regulates trade of Atlantic bluefin tuna – all fish dealers purchasing regulated Atlantic tunas from vessels holding an Atlantic tunas permit or an Atlantic Highly Migratory Species permit must obtain an Atlantic tunas dealer permit. An International Trade Permit is required for the international trade of all fresh or frozen bluefin tunas.
- NOAA Fisheries monitors the bluefin tuna fishery and has the authority to take in-season actions (such as closing fisheries and adjusting retention limits) to ensure available quotas are not exceeded or to enhance scientific data collection from, and fishing opportunities in, all geographic areas.
- Federal management for Atlantic tunas apply to state waters as well, except in Maine, Connecticut, and Mississippi; NOAA Fisheries periodically reviews these states’ regulations to make sure they’re consistent with federal regulations.
Over half the global catch comes from the eastern and western Atlantic Ocean. ICCAT implemented harvest quotas for the western stock in 1982, and since then total western Atlantic catch has been relatively stable. U.S. commercial and recreational fishermen caught 884 metric tons of bluefin tuna (landings and dead discards) from the Atlantic and Gulf of Mexico in 2011. U.S. catch comprised 45 percent of total western Atlantic bluefin tuna catch and 7.5 percent of Atlantic-wide bluefin tuna catch (including the Mediterranean Sea).
Ex-vessel prices (the price fishermen receive for their catch) for bluefin tuna have risen by over 50 percent since 2003. The ex-vessel price depends on a number of factors, including the quality of the fish (e.g., freshness, fat content, method of storage), the weight of the fish, the supply of fish, and consumer demand. Specifically, bluefin prices are influenced by many factors, including market supply and the Japanese yen / U.S. dollar exchange rate. In 2011, the annual ex-vessel revenue for the fishery was $10 million.
Over half of U.S. Atlantic bluefin catch is exported, mainly to the sushi markets in Japan. Exports of Atlantic bluefin tuna generally increase when commercial landings increase; domestic consumption of U.S. landings of Atlantic bluefin remain fairly constant from year to year.
In addition, recreational fishing for highly migratory species such as bluefin tuna also provides significant economic benefits to coastal communities through individual angler expenditures, recreational charters, tournaments, and the shoreside businesses that support those activities.
Recreationally caught Atlantic tunas may not be sold. Bluefin tuna must be larger than 27 inches to be retained. Depending on the recreational fishery, there is also a limit on the maximum size of bluefin that can be retained and a limit on the amount fishermen can keep per fishing trip. Regulations do not allow recreationally caught bluefin tuna to be retained in the Gulf of Mexico, an important spawning area for the species. All released bluefin tuna must be released in a manner that will maximize its survival, and without removing the fish from the water. For the latest information on current retention limits, see www.hmspermits.gov.
Bluefin tuna flesh is the darkest and fattiest of any tuna. Because of its high fat content, bluefin tuna is especially prized for sushi and sashimi. A higher fat content in bluefin tuna is equated with a higher-quality product. Also, because of the high fat content, cooking is not advised as it produces a strong fish taste and odor when cooked. (Seafood Business, 2011)
|Serving Weight||100 g (raw)|
|Fat, total||4.9 g|
|Saturated fatty acids, total||1.257 g|
|Sugars, total||0 g|
|Fiber, total dietary||0 g|
Western Atlantic Bluefin Tuna Table of Nutrition
- Coming Soon... | <urn:uuid:c919b4b4-0f20-4d85-b33a-4807f6dbbe9b> | {
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Family stress study seeks Iraq, Afghanistan veterans with kids
Millions of American children have seen a parent deploy to Iraq or Afghanistan in the past decade. Now researchers want to examine how they have coped, with the goal of helping military families negotiate the long-term effects of war.
“The media often focuses [on] the grave physical and mental risks that soldiers face during deployment, and rightfully so,” said Candice Alfano, associate professor in clinical psychology at the University of Houston.
“But there are other stressors and risks that service members face here at home also deserving of our attention — specifically risk to the adjustment and well-being of their families,” she added in a news release from the university. “We know very little about how these unique stressors impact children.”
Alfano is principal investigator for the pilot study, titled “Risk and Resilience in Military Families.” It will probe the effects of single and repeated deployments by examining family relationships, child behaviors and emotions, parenting stress and practices and coping within the family.
Deployment of a parent can trigger anxiety and depression that may negatively impact parenting and relationships, said Alfano, a licensed clinical psychologist.
Researchers will collect information from every member of the family, instead of relying only on parent reports, and will ask each of them about their sleeping patterns. Alfano also serves as director of the Sleep and Anxiety Center for Kids (SACK).
While insomnia is the most common problem reported by soldiers after deployment, Alfano said, “Research shows that children struggling with emotional problems tend to also struggle with sleep. In fact, sleep can be the first place that signs of stress pop up.”
A lack of sleep “affects your physical health. It affects the way you parent. It affects the way you deal with stress and conflict,” she added.
Family stress and hardship do not necessarily end when service members return home, Alfano noted. “A parent’s new physical and/or psychological disability, occupational and financial stressors, and altered family roles have the potential to create more long-term challenges for families.”
She hopes the study’s findings might be used to develop prevention and intervention programs for military families. Researchers will examine specific types of coping strategies used within families.
“We know that some kids deal with deployment better than others, and we want to learn from these children so that we can help the kids who cope less well,” she said.
To be eligible to participate in the study, families must:
• Have at least one parent who has deployed as part of Operation Enduring Freedom and/or Operation Iraqi Freedom; and
• Have at least one child between the ages of 2 and 17.
The families will complete confidential questionnaires by mail, and no in-person visits by researchers are required. Each family member will receive a $10 gift card for their participation.
To learn more, contact Jessica Balderas at (713) 743-3400 or by email at [email protected]. | <urn:uuid:3bbf0bc9-958c-4748-9835-83d4fdcce172> | {
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How can we expect parents to address a topic considered to be the most fascinating and fantastic machine in existence, with no one understanding all of its many mysteries; and no single source doing justice to its many parts? Considering this, how can we expect parents to educate their children about the Human Body System? The majority of the population does not know how their bodies work or how to take care of them. When the curriculum set by our National Science Standards contains little or no reference to our Human Body System, how has this lack of knowledge affected the human race and continues to affect us?
Want to know our Next Generation of Science Standards focus?
“To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students’ interest and provide them with the necessary foundational knowledge in the field.”
Hmm, am I the only one who believes this field of focus is a little one sided? Let me get this straight. The Next Generation of Science Standards intend on providing our children with a ‘foundation of knowledge’ to assist businesses in being more competitive and to better prepare our children to work for businesses. Is that right? Yes, I think it’s important for the U.S. to be ‘competitive’ and that we have a ‘prepared workforce’. However, I’m not sure this field should be the ‘foundational knowledge’ of our children. How is ‘U.S. competitiveness’ and a ‘prepared workforce’ more critical than the ‘most fascinating and fantastic machine in existence; where apparently ‘no one understands all of its many mysteries; and no single source can do justice to its many parts’?
Who the heck is supporting these ‘New Standards’? They are businesses, scientists and educators, and the public. In order to get the full picture of whose interests these standards are benefiting, you would need to get beyond the names. We know DuPont, Chevron and Eli Lilly. Do these businesses have our children’s best interests in mind? Do we want this Next Generation of Science Standards focus to be ‘U. S.competitiveness’ and a ‘prepared workforce’? Or something more? I don’t have children. However, the first thing that comes to mind is that I’d like all children to be healthy, unafraid and strong. The Human Body System should not be ‘mysterious’. The Human Body System should not be ‘invisible’ or just a footnote in our curriculum.
It is imperative that our ‘Next Generation of Science Standards’ place equal emphasis on educating our children about The Human Body System; there must be a single source who can do justice to its many parts. We are deserving of no less! Doing so will enhance and insure a healthy body (and Mind) for every child.
When I was growing up, talking about my body or anyone’s body was taboo. And now, 65 years later, it’s still pretty much the same story. Why are we so afraid of leaning about how our bodies work? Why do the majority of schools barely allow an ‘intro-level’ about the Human Body System? The human body should be the foundation of our reading, writing and arithmetic! Then, as we grow, we understand our importance. We grow with the knowledge of how best to maintain our bodies. We grow to have health and skills to better enter the workforce and help our businesses become more competitive. A people who have complete knowledge about their Human Body System is a healthy, strong and happy people. A people who can make better choices to maintain their health is the ultimate key to our nations critical problems!
Happy Educational Trails! | <urn:uuid:b3cdda8d-3aed-4144-b4e5-33b483523a93> | {
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Although meditation practitioners have known the benefits of meditation for thousands of years, it is only now that scientific research is beginning to prove that meditation has a positive effect on us on a physiological level.
It has recently been discovered that the brain has the ability to change its structure and function—strengthening and expanding circuits that are frequently used and weakening and shrinking those that are rarely engaged. This flexibility in the brain is what is called ‘neuroplasticity’.
Previously documented by research on professional musicians that shows changes in the brain related to frequently repeated movements of the fingers, recent tests were conducted on experienced meditation practitioners in universities in the United States.
The tests were carried out on practitioners with up to forty thousand hours of meditation experience, and involved different kinds of meditation practice. They showed a remarkable range of results, such as:
• a high level of activity in the parts of the brain that help to form positive emotions, such as: happiness, enthusiasm, joy, and self-control,
• a decreased level of activity in the parts of the brain related to negative emotions like depression, self-centeredness, and a lack of happiness or satisfaction,
• a calming of the section of the brain that acts as a trigger for fear and anger,
• the ability to reach a state of inner peace even when facing extremely disturbing circumstances, and
• an unusual capacity for empathy and attunement to emotions in other people.
It is interesting that when practitioners meditated on ‘non-referential, all-pervasive’ compassion , the regions of the brain responsible for planned action were activated, as if they were poised and ready to go to the aid of those in distress.
These findings seem to show that training the mind through meditation can have an extremely significant impact on the function of the brain. It appears that emotional tendencies can be altered, and destructive tendencies can be lessened.
“The state of unconditional loving-kindness and compassion is described as an ‘unrestricted readiness and availability to help living beings.’ This practice does not require concentration on particular objects, memories, or images, although in other meditations that are also part of their long-term training, practitioners focus on particular persons or groups of beings. Because ‘benevolence and compassion pervades the mind as a way of being,’ this state is called ‘pure compassion’ or ‘nonreferential compassion’ (mik mé nying jé in Tibetan).
— Antoine Lutz, Lawrence L. Greischar , Nancy B. Rawlings , Matthieu Ricard and Richard J. Davidson, ‘Long-Term Meditators Self-Induce High-Amplitude Gamma Synchrony During Mental Practice’.
Fig. 1. High-amplitude gamma activity during mental training. (a) Raw electroencephalographic signals. At t = 45 s, practitioner S4 started generating a state of nonreferential compassion, block 1.
Fig. 3. Absolute gamma power and long-distance synchrony during mental training. (a) Scalp distribution of gamma activity during meditation. The color scale indicates the percentage of subjects in each group that had an increase of gamma activity during the mental training. (Left) Controls. (Right) Practitioners.
For more details: http://www.pnas.org/cgi/content/full/101/46/16369 | <urn:uuid:9e5df6d2-a901-4727-8099-5381e1bae4b0> | {
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Image via Wikimedia by Damzow
Several street names are repeated throughout NYC–sometimes more than twice. Why is this? New York has amassed its size through the annexation of smaller towns, the streets of which were laid out and named in similar ways to those on Manhattan. In some cases, the names were intentionally repeated for clarity’s sake, even if that doesn’t quite make sense today. We decided to round up all these confusing repetitions in the hopes that taking Rockaway Parkway to Rockaway Boulevard to Rockaway Point Boulevard on the way to Rockaway Freeway will be less confusing when all you wanted was a nice day at the beach.
1. Broadway (All Boroughs)
Bowling Green. Image via Library of Congress as seen in the book Broadway by Michelle Young
“Broadway” is one of the only street which appears in all five boroughs, along with Main Street. The most notable “Broadway” originates at a bull in Lower Manhattan before snaking its way 33 miles north to a small village by the name of Sleepy Hollow (yes, the one from the ghost story) in Westchester. But that Broadway is just one of five, and Brooklyn’s 4.5 mile thoroughfare of the same name notably carries the oldest section of rapid transit rail tracks in the city–the elevated BMT Jamaica Line (J-M-Z). This Broadway served as the dividing line between the old City of Brooklyn and the Town of Bushwick before the former annexed the latter in 1854.
Queens boasts two Broadways – the first a notable northwest-southeast thoroughfare from Ravenswood to Elmhurst. Most New Yorkers, though, probably have not heard of the other Broadway, which is a one-block suburban drive in Springfield Gardens near JFK Airport. And then, for symmetry’s sake, there’s a Broadway in Staten Island. It runs north-south along the border of Port Richmond and Randall Manor.
Order the book Broadway by Untapped Cities founder Michelle Young, filled with nearly 200 vintage photographs of the street in Manhattan. | <urn:uuid:5bbef290-9bd6-4bb2-a19a-0f8d41a2448a> | {
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In an commentary piece, "What Makes Catholic Education Catholic?", published recently on the National Catholic Register
site, Mark Brumley, President and CEO of Ignatius Press, asks three
questions about the mission and nature of Catholic education:
“Catholic education” seems like a known commodity. How can we have
serious questions about it, given the array of Catholic schools in this
country? Surely, the history of Catholic education has clarified the
matter. Unfortunately, things
aren’t so simple.
Recently, Kolbe Academy-Trinity Prep a classical, liberal arts K-12
school in Napa, Calif. asked me to participate in a faculty in-service
discussion. Given that it was the start of the school year, I took the
opportunity to re-examine the mission of Catholic education.
There are three basic issues in Catholic education: What is education? What is Catholic education?
And how do the “education part” and the “Catholic part” fit together?
This last question is what I call the “two friends keeping each other
honest” part of Catholic education.
What Is Education?
The Second Vatican Council’s Gravissimum Educationis (Declaration
on Christian Education) insists that “a true education aims at the
formation of the human person in the pursuit of his ultimate end and of
the good of the societies of which he as man is a member and in whose
obligations as an adult he will share” (1).
The same document speaks of helping young people “to develop
harmoniously their physical, moral and intellectual endowments,” and it
insists that because young people need moral formation, “together with a
deeper knowledge and love of God,” public authority should make sure
they get what they’re entitled to.
The Vatican’s Congregation for Catholic Education defines a school as
“a place of integral formation by means of a systematic and critical
assimilation of culture” (“The Catholic School,” 26). Integral means all the pieces are there and they fit together. Formation means education concerns the kind of person one becomes, not just what one knows.
In other words, it concerns intellectual and moral knowledge but also
virtues habits of acting for the true, the good and the beautiful.
Integral formation also includes spiritual formation.
Education involves the systematic and critical assimilation of culture. It’s not a haphazard and uncritical endeavor.
“The Catholic School” continues:
Read the entire essay | <urn:uuid:b4719e45-3b73-414d-b3ac-234f2cfaf80b> | {
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How Do You Decaffeinate Coffee Beans?
There are a number of ways to cut the eye-opening power of a cup of joe, but the methods are basically pretty similar. First, processors use water or steam to swell the green beans, then they extract the caffeine using a solvent. Water, ethyl acetate, methylene chloride, or highly pressurized carbon dioxide strip the caffeine away from the beans, which are then steamed to remove any solvent residues and dried.
Do these methods get all the caffeine out?
Not quite, but it strips away quite a bit. According to U.S. law, any decaffeinated coffee must retain less than 2.5% of its caffeine, while in the EU only 0.1% of decaf beans’ dry weight can be caffeine. According to the International Coffee Organization, a cup of decaf has around 3 mg of caffeine in it, while the average 5 oz. cup of drip coffee contains 115 mg.
What happens to all the caffeine that gets stripped from the coffee?
It would be a shame for all that caffeine to go to waste—there are undercaffeinated children in third-world countries, you know—so processors save and sell the jittery gold. Pharmaceutical companies and soft drink makers are the big customers for the extracts; although the kola nut provides a bit of a jolt for your cola, the majority of the caffeine in your soda comes from the addition of caffeine extracted from coffee beans during decaffeination.
This post originally appeared in 2010. | <urn:uuid:59a6ded0-0e63-4241-9bca-9a10efbf6c0f> | {
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The notion of a “Jane Austen legacy” seems more salient every year. Austen’s name—often invoked without any explanation—appears in so many places that it seems to stand for certain ideas. It shows up in popular culture, in scholarly books, and in newspapers and magazines, and, of course, the six novels and versions of her “own” life keep being turned into movies and new television productions. Just to suggest the variety of invocations of “Jane Austen,” consider a recent scholarly use of her name. In his 2006 history, The Fall of the Roman Empire, Peter Heather describes the lives of wealthy Romans on their country estates in this way: “Leisured, cultured and landed: some extremely rich, some with just enough to get by in the expected manner, and everyone perfectly well aware of who was who. And all engaged in an intricate, elegant dance around the hope and expectation of the great wealth that marriage settlement and inheritance would bring. . . . [T]here is certainly a touch of Jane Austen in togas about the late Roman upper crust,” Heather concludes (138). In this portrait of wealthy and not-so-wealthy Romans at their villas, Heather makes us think of Austen characters like Willoughby in Sense and Sensibility, waiting for Mrs. Smith to die but then settling instead for marriage to the wealthy Miss Grey.
Such a reference suggests that Austen’s legacy is so well known that using the words “Jane Austen” is sufficient to evoke a whole world, and that no further comment is needed to know what world is being described. College students who have read only Pride and Prejudice, and that while they were in high school, or who have only seen the movies of Austen’s novels tend to think of “Jane Austen” as predictable in another specific way: in telling the same old story of a worthy young woman finding her romantic partner. To keep Austen’s legacy fresh and alive, in my teaching I try to help students measure her achievements by identifying what is inventive and experimental in the distinctive qualities of her prose in different novels. Recently, I have asked students to detect the changing ways that Austen depicts consciousness in successive novels by considering passages from Pride and Prejudice, Mansfield Park, Emma, and Persuasion. Various critics have illuminated Austen’s depiction of her characters’ thinking or inner lives, starting perhaps with Dorrit Cohn’s 1978 book, Transparent Minds: Narrative Modes for Presenting Consciousness in Fiction. Many others follow, including James Wood with “Jane Austen: The Birth of Inwardness” (1998). The most sophisticated and perceptive study of this quality of Austen’s prose is John Wiltshire’s Recreating Jane Austen, especially in the fourth chapter where he analyzes Austen’s achievement of “inwardness” in Mansfield Park and Persuasion. My essay is deeply indebted to his work.
Attentive student readers can discern fascinating differences among the novels when they think beyond plot summary. Highlighting the distinctive ways that Austen depicts characters’ inner lives in the various novels implicitly counteracts students’ tendency to think of the novels as similar to each other, a tendency especially common among readers who have seen the Austen films but have little experience in close reading. Classroom conversations, reading aloud, and writing assignments that focus on Austen’s prose enable students to make fresh and authentic observations about specific moments in each book. Approaching the novels this way, students can see the increasing subtlety in Austen’s presentation of consciousness. In a one-semester course, we usually read at least one of the Steventon novels (Northanger Abbey, Sense and Sensibility, and Pride and Prejudice) and all three of the novels written entirely at Chawton (Mansfield Park, Emma, and Persuasion). Among discussions and assignments on various topics, we often look at Austen’s way of depicting of characters’ inner lives in each book. Student readers can see differences among well-chosen passages, and they can articulate ways that Austen in the last three novels shows greater assurance in capturing the complexity of thought than in those first drafted at Steventon. As Wiltshire writes in Recreating Jane Austen, “In her last three novels, those both begun and completed at Chawton after 1809, there is a development of techniques which represent struggles between incipient thoughts and feelings” (81).
I want to begin by briefly discussing a famous instance of Austen’s depiction of a mind in action in the greatest of the first three novels, Pride and Prejudice, and then I want to explore more fully another famous, and I think even more brilliant, chapter in Austen’s last novel, Persuasion. In each part of this essay, I hope to capture some of the experience of discovering these scenes in classroom conversations.
In Chapter Thirteen of the second volume of Pride and Prejudice, Elizabeth laboriously reads and absorbs Darcy’s letter, and this chapter lends itself beautifully to careful analysis in class discussion and in students’ writing. We read aloud some paragraphs of the chapter in class. The narrator notes the “contrariety of emotion” that Elizabeth experiences as she starts to read the letter, and the narrator attempts to name the elements of this “contrariety” of feeling with painstaking exactitude (204). Students see that although Elizabeth’s “feelings as she read were scarcely to be defined,” the narrator does try to find language for them. Elizabeth begins reading “[w]ith amazement,” and “[w]ith a strong prejudice against every thing he might say,” in a spirit consistent with her interpretation of Darcy’s behavior in all previous scenes (204).
With these emotions, Elizabeth reads “with an eagerness which hardly left her power of comprehension, and from impatience of knowing what the next sentence might bring, was incapable of attending to the sense of the one before her eyes.” This psychologically astute sentence captures the experience of a mind frantic to absorb written words and yet almost in rebellion against paying attention. In class, we talk about what it is like to read an emotionally charged document. Someone in class can usually describe that experience—how it makes one’s eyes blur, how one’s racing mind keeps sentences from registering, how one hurries to read ahead and yet cannot absorb what is right there on the page.
When Elizabeth gets to the part of Darcy’s letter where he tells the story of Wickham, “her feelings were yet more acutely painful and more difficult of definition. Astonishment, apprehension, and even horror, oppressed her” (204). We examine the narrator’s solution to the problem of defining those feelings that are “more difficult of definition” and “yet more acutely painful.” We pause over the words and describe what they must refer to: “astonishment” at new information, “apprehension” that what Darcy is saying may be true, and “horror” at having to surrender her “cherished opinion” (204). We talk about why Elizabeth briefly resolves never to look at the letter again.
We then watch how Austen makes it plausible for Elizabeth to reverse her long-standing interpretation of Darcy’s character, to come to new conclusions about what she has observed in him and in Wickham, and to grasp her own errors in the past. We trace the steps by which Elizabeth “[g]radually, and painfully” comes to understand that what Darcy says is not just possible but undoubtedly true (Wiltshire 114). Her change requires a kind of discipline characterized by words implying strenuous mental effort: “collecting herself as well as she could” and “command[ing] herself so far as to examine the meaning of every sentence.” She was “forced to hesitate”; she “weighed every circumstance” and “deliberated on the probability of each statement” (205). The narrator describes this process in language that shows Elizabeth moving to new vantage points and reviewing events of the past from a different angle: “[T]he affair . . . was capable of a turn which must make [Darcy] entirely blameless throughout the whole” (205); “How differently did every thing now appear in which [Wickham] was concerned!” (207). These brilliant passages tracing Elizabeth’s thought as she reads each part of the letter are Austen’s patient, nuanced analysis of a mind in action, moving through stages of mental and emotional response to grasp and finally accept unwelcome discoveries. The very explicitness of the narrator’s search for clear language to define Elizabeth’s mental experience suggests how much attention Austen paid to depicting her inner struggle.
As I have recounted in an essay about teaching this novel, my students exclaim about the two chapters that include Darcy’s letter and Elizabeth’s reading of it: “How does she make it so you don’t notice how reasonable Darcy is the first time you read it?” “Look how she makes us read the letter over and over again, too! First we read the real letter. Then we see Elizabeth force herself to slow down and read it one part at a time. Then we find out that Elizabeth has read it so many times that she knows it by heart. In a way, we go through the same thing Elizabeth goes through!” (Folsom 2). Or as Wiltshire more elegantly puts it, “The novelist, by presenting the letter without narrative framing in one chapter and then reviewing the letter through Elizabeth’s consciousness in the next, takes the reader through that travail of reading and rereading, that cumulative assault on previous conviction that is Elizabeth’s experience” (114).
The conclusion of Elizabeth’s reading of Darcy’s letter is a moment of dramatized consciousness when she exclaims to herself, “‘How despicably have I acted! . . . I, who have prided myself on my discernment!—I, who have valued myself on my abilities! . . . How humiliating is this discovery!—Yet, how just a humiliation!’” She ends with, “‘Till this moment, I never knew myself!’” (208). This moment of self-discovery is rendered as internal speech. As Wiltshire says, “Even if this is not what Elizabeth actually says aloud, it has all the confidence of a clearly felt inner conviction that can be immediately expressed in words” (81). And yet, since Austen presents Elizabeth’s thoughts as exclamations and as spoken sentences, they may not seem to be exactly what a person would say in her mind and therefore may not be completely convincing as actual moments of thinking and feeling.
Brilliant as this chapter is, Austen moved in her next three novels to even more subtle examinations of the process of inner debate. Instead of direct exclamations of dramatized inner speech like these of Elizabeth, in Mansfield Park Austen developed new “techniques for the representation of inner life or interior consciousness” (Wiltshire 78). Looking with student readers at one of Fanny Price’s “soliloquies” side by side with Elizabeth’s moment of self-discovery gives students a way to gauge Austen’s changing mastery of representing thoughts, feelings, and even unconscious impulses. Giving students a writing assignment on one or two paragraphs of Fanny’s thinking when she is alone in the East room enables them to perceive Fanny’s complexity and to see how much is going on in her mind and even beneath her consciousness. Such an assignment makes them see how inaccurate are the readings of Fanny as self-righteous or as morally perfect. (One of these moments Wiltshire has analyzed with exceptional perceptiveness and depth, the paragraphs tracing Fanny’s agonized thoughts and feelings after Edmund tells her that she is one of his “‘two dearest objects’” (MP 264, Wiltshire 77-88).
Even greater ease and confidence is evident in Austen’s capturing of mental processes in Emma’s thoughts, of course in the three great epiphany scenes but also in Austen’s succinct indications of Emma’s interior life in half-phrases or brief implied inner colloquies. For example, in her first conversation with Mr. Knightley, the narrator adds after, “said Emma,” the words, “willing to let it pass—,” concisely suggesting Emma’s inner decision not to contest a small point with Mr. Knightley (11). Finally, in many passages of Persuasion, Austen renders the complexity of Anne Elliot’s thought and feeling in sharply compressed language that comes to life in the classroom when students read aloud some of these remarkable passages.
I turn now to one scene of Persuasion—the remarkably complicated and memorable conversation of Anne Elliot and Captain Harville that Captain Wentworth overhears near the end of the novel. In her last novel, Austen’s mastery of representing the inner life is so sophisticated that it warrants the deep attention that we try to give it in class and in writing assignments. I want to suggest how our conversations in the classroom and the written conversations between student writers and me can even shed light on experiences that Austen explores in this scene in Persuasion. As the characters in this scene talk and listen, they adjust what they think and what they are saying to respond to and acknowledge what the others say. Likewise, what my students perceive and put into words makes me adjust my reading and return to Austen’s texts with sharpened attention. I think and hope that what I respond to them inspires new insights, not just about the texts before us, but about ourselves.
In Chapter Eleven of the second volume of Persuasion, Austen brings together Mrs. Musgrove, Mrs. Croft and her brother Captain Wentworth, Captain Harville, and Anne Elliot in the large main room of the Musgrove apartment in the White Hart Inn of Bath. In this scene, Austen not only depicts Anne’s inner life but also allows readers to perceive the inner experience of Captain Wentworth. As my students and I discussed this scene last semester, we noted how many times the narrator uses an unobtrusive word or two to indicate how the characters speak and their tones of voice, and how subtly she locates them within a room where they are able to listen to and hear each other. By reading closely, we could then see how the narrator indicates some of Anne’s implied thoughts, some of Captain Wentworth’s, and even some of Captain Harville’s.
I attempt to diagram the scene and place the characters in it. We read that when Anne enters the room where Captain Wentworth has preceded her, she “immediately heard” that Mary and Henrietta had gone out, and that she has been ordered by the two young women to stay there until they return. She “had only to submit, sit down, [and] be outwardly composed,” even though she was “plunged at once in all the agitations” that she had expected not to begin so soon (229). Capturing Anne’s surprise, the narrator remarks, “There was no delay, no waste of time.” Anne’s inner state when she must “submit” to being in the electrifying presence of Captain Wentworth the narrator describes rather tartly: “She was deep in the happiness of such misery, or the misery of such happiness, instantly” (229). Meanwhile, “[t]wo minutes after her entering the room,” Captain Wentworth addresses Captain Harville and rather impersonally says, “‘We will write the letter we were talking of, Harville, now, if you will give me materials’” (229). Then, without speaking to Anne, Wentworth goes to a separate table to be “engrossed by writing,” “nearly turning his back on them all” (230).
The focus of the scene now turns to the conversation of the two older ladies, with Mrs. Musgrove telling the story of Henrietta’s engagement “just in that inconvenient tone of voice which was perfectly audible while it pretended to be a whisper” (230). The narrator says that “Anne felt that she did not belong to the conversation,” but at the same time, “she could not avoid hearing many undesirable particulars.” My students note that the narrator appeals to the reader’s familiarity with “that inconvenient tone of voice,” suggesting that the reader will of course know how awkward it is to overhear too much information. Mrs. Musgrove recounts such a “great deal” of “[m]inutiae” about the progress of her daughter’s romance with Charles Hayter in her “powerful whisper” to Mrs. Croft that “Anne hoped the gentlemen might each be too much self-occupied to hear” (230). Anne’s private thought hints that she is embarrassed by the excessively confessional quality of Mrs. Musgrove’s chat. One student suggested that Mrs. Musgrove’s indiscreet way of talking about Henrietta’s engagement perhaps inspires Anne to surmise that Captain Wentworth would be contemptuous of such talk, for she has observed disdain in his face on other occasions when he disapproves of something he overhears.
We then discuss the shift in the two ladies’ conversation when they turn to deploring long engagements and uncertain engagements. Mrs. Croft’s comment to Mrs. Musgrove seems almost pertinent to the broken engagement between Anne and Wentworth. She says, “‘To begin without knowing that at such a time there will be the means of marrying, I hold to be very unsafe and unwise, and what, I think, all parents should prevent as far as they can’” (231). Does Mrs. Croft’s caution in some way vindicate Lady Russell’s advice and Anne’s decision eight years ago? Her words make Anne feel “an unexpected interest.” The narrative shifts to Anne’s consciousness: “She felt its application to herself, felt it in a nervous thrill all over her” (231).
Austen skillfully registers Anne’s shock in overhearing this talk about uncertain engagements, and her instant awareness of Wentworth: “her eyes instinctively glanced towards the distant table” where “Captain Wentworth’s pen ceased to move, his head was raised, pausing, listening, and he turned round the next instant to give a look—one quick, conscious look at her” (231). Obviously, Captain Wentworth is not “too much self-occupied to hear” the distant voices, or to grasp some unintended implication of the ladies’ talk. Because of this “look—one quick, conscious look at her,” Anne knows that Wentworth is listening and thinking of her. Now, “Anne heard nothing distinctly; it was only a buzz of words in her ear” (231). We ask, what does Wentworth’s “quick, conscious look” mean? Does he register his sister’s words about “‘the means of marrying’” or what “‘all parents should prevent’”? His meaningful glance at Anne cannot be interpreted, but his “look” makes the voices “indistinct” to her and leaves her mind “in confusion.” Meanwhile, Captain Harville “had in truth been hearing none” of the ladies’ conversation. My students say that one gentleman overhears because he is drawn to listen to any talk that Anne might be listening to; the other gentleman doesn’t hear because he is thinking about other things and tunes out the ladies’ voices.
By looking at Austen’s meticulous attention early in the chapter to the possibilities of overhearing and responding inwardly to conversations that take place in a rather public space, we have set up a way of looking at Captain Wentworth’s incomplete overhearing of Anne’s conversation with Captain Harville. The two ladies cannot know that what they are saying has particular meaning to two people in the room who overhear them. Thus, the narrator introduces the awkwardness of overheard conversation and the secret responses of listeners even before Anne and Captain Harville begin to talk.
A new part of the scene begins when Captain Harville initiates a conversation with Anne with a “little motion of the head” that invites her to come and stand near him. His “unaffected, easy kindness of manner” makes her feel his friendly interest in talking with her (231). Anne rouses herself from her reverie, gets up, and joins him “at the other end of the room from where the two ladies were sitting, and though nearer to Captain Wentworth’s table, not very near” (231-32). With this change of the scene’s location, the ladies’ voices fade out, and the two new speakers’ voices come into range. We can now perceive that Captain Harville, who before “seemed thoughtful and not disposed to talk,” has been preoccupied with thinking about the portrait of Captain Benwick that was originally intended as a gift for his sister Fanny Harville, who has died (230). It is about this portrait that Wentworth is presently writing, for it is now to be given to Captain Benwick’s new fiancée, Louisa Musgrove.
We read this conversation aloud in class, with different students taking the parts of Captain Harville, the narrator, and, for one brief moment, Captain Wentworth. When students read aloud with spirit, sensitivity, and a feeling for drama, a novel comes to life for them in a different way from when they read silently and alone. In reading aloud, they necessarily slow down, and they hear in their own voices the way Austen so brilliantly captures characters’ ways of talking and thinking. Reading aloud is especially effective with Austen’s novels, partly because she wrote dialogue so dramatically and partly because she so deeply knew the hidden layers of each of her characters. When the narrator’s voice is also read aloud, it adds stage directions, insight into tones of voice, and sometimes irony to the vivid dialogue.
In reading this scene aloud, I reserve the part of Anne for myself because of something I learned long ago, in another Austen course, from a student who read aloud Anne’s part in this conversation. She did it so beautifully that I asked her to meet with me later and do it again. Her voice was a little low—an alto—and she read slowly, hesitatingly, capturing the significant pattern of revising and qualifying her assertions that typifies Anne’s way of talking. I’ve tried to read Anne’s speeches as my former student did ever since she gave me that little tutorial in Anne’s way of speaking. Remembering her insights, last semester I wrote to one student, “Notice how often Anne revises her claims and assertions to be respectful of Captain Harville, and to acknowledge the validity of his points.” I point out places like this one where Anne corrects herself: “‘True’ said Anne, ‘very true; I did not recollect; but what shall we say now, Captain Harville?’” (233).
We begin reading aloud with Captain Harville’s mournful remark about his sister. Showing the portrait to Anne, Captain Harville sadly says that his sister Fanny would not so quickly have forgotten Captain Benwick as he seems to have forgotten her. Anne replies to him “in a low feeling voice.” Her heartfelt response, “‘It would not be the nature of any woman who truly loved,’” makes Captain Harville smile and imply that she is making a claim about all women (232). Anne smiles in return and acknowledges that he is right. The two then debate whether men or women are more constant in love, or which sex is more predisposed “‘to be inconstant and forget those they do love, or have loved’” (233).
My students detect in the conversation between Anne and Captain Harville an improvisational quality, as both try out arguments to defend the constancy of their own sex. Their tones seem at first musing, friendly, respectful, and rather relaxed. Each one speaks with feeling and from conviction but responds to what the other says with tact, sometimes with playfulness, and an improvisational spirit. They are not in a hurry, for Anne and Harville are both waiting for someone else to be ready to do something. My student Jarred Lynch wrote that Captain Harville appears at first to be somewhat lightheartedly enjoying the “banter” as he argues for women’s infidelity “but that Anne is much more personally vested in the exchange.”
In writing about this conversation, both Jarred and my student Kathy Hume found language to measure the emotional investment of the two speakers, Anne and Captain Harville, as they each explain their views. Kathy attempted to sort out the various levels of what she called “the characters’ unawareness of the motives of others” as she wrote about this scene. She carefully noted that Captain Harville cannot know that Anne is talking about herself when she replies: “‘We certainly do not forget you, so soon as you forget us’” (232). Kathy wrote that Anne does not fully realize that Captain Wentworth might try to overhear their conversation but that when “Anne declares her opinion that men forget love easily because of their focus on their profession,” she must be talking about him. Kathy perceived that the tone of the conversation is “contemplative and friendly, but for Anne, [the conversation] is more meaningful and anxious [than for Harville] as she is revealing hidden truths. The reader can ascertain these tones while it is impossible for the characters to realize all the parts of what is happening.” Jarred wrote, “Anne’s explanations to Captain Harville, effusing such emotion, are here a surrogate for a conversation she could never have with Wentworth himself.” In response to Jarred’s analysis of the scene, I went back to the text, trying to figure out what Austen allows us to conclude that Wentworth could overhear and whether Anne meant for him to overhear. To Jarred I wrote, “In Anne’s and Harville’s debate, I think you capture beautifully the tone of Harville’s engagement as at least initially lighthearted. But I don’t think it’s true that Anne is directly addressing Wentworth. Anne seems active and expressive, but she believes that he is out of earshot. Later it becomes clear that Wentworth can hear only snatches of what she says.”
By reading aloud Anne’s self-deprecating explanation for women’s tenacious feelings, we could perceive her unwillingness to win the argument by force. Michelle Chernobylsky pointed to Anne’s speeches comparing women’s lives with men’s lives. She wrote about the generosity of Anne’s speech about women’s confinement: “‘It is, perhaps, our fate rather than our merit. We cannot help ourselves. We live at home, quiet, confined, and our feelings prey upon us. You are forced on exertion. You have always a profession, pursuits, business of some sort or other, to take you back into the world immediately’” (232). Or as Evelyne Gagnon wrote, Anne argues that men are “always busy and have no time to brood over love.”
Likewise, we noted Anne’s openly expressed admiration of men’s necessary courage and her respect for the sacrifices their lives demand. Several students cited Anne’s touching description of the lives of sea captains. Anne tells Harville,
“You have difficulties, and privations, and dangers enough to struggle with. You are always labouring and toiling, exposed to every risk and hardship. Your home, country, friends, all quitted. Neither time, nor health, nor life, to be called your own. It would be too hard indeed” (with a faltering voice) “if woman’s feelings were to be added to all this.” (233)
Anne’s description of the lives of sea captains is perfectly appropriate for her to address to Captain Harville, and she directs her words specifically to him: “‘You have difficulties, and privations, and dangers enough to struggle with” (italics added). But in this speech she is of course really thinking of Wentworth. The reader knows that Anne had carefully studied the Navy lists during the years when Wentworth was at sea, and that she listens attentively to him when he describes his life on the Asp and the Laconia. She has had external sources for her knowledge of a captain’s life, and her imagination has enabled her to fill in the personal meanings to him of Wentworth’s life in the Navy. Moreover, her speech makes clear that because she has so fully imagined his life at sea, she has forgiven him for seeming to be inconstant in his love for her.
Does he overhear this speech? Some of my students think he does, and some even read this speech as Anne’s deliberate declaration to him of her continuing love. They claim that she is explaining to him and to herself that she understands why his attachment to her was not “‘longer-lived’” (233). One wrote, “She seems to be testing Wentworth,” and another wrote, “Although Captain Harville does not comprehend the significance of Anne’s statements, Captain Wentworth understands them perfectly.” My students’ observations led me back to this moment in the conversation to figure out whether Wentworth seems to overhear this part of the debate. The narrator’s mention of Anne’s “faltering voice” suggests that Anne’s tone at this moment may be too low for Wentworth to hear. But Kathy wrote, “Anne’s faltering voice reveals how affected she is by this thought, and Captain Wentworth is equally moved as well. He drops his pen as he is so distracted with their conversation, then picks it up to compose a note to Anne of his feelings.” As Kathy surmised, it is perhaps at this point in listening to their conversation that Wentworth sets aside the letter he is writing for Harville and begins his letter to Anne.
Another way we tried to figure out whether Wentworth overhears Anne’s contrast of the lives of men and the lives of women is by looking at what Wentworth says that he is hearing as he writes his passionate letter to “Miss A. E.—.” He is writing as the conversation unfolds, so his words reveal the parts of the conversation he is overhearing. He begins with a comment on his place outside the conversation. “‘I can listen no longer in silence.’” Early in the letter, he ardently writes, “‘Dare not say that man forgets sooner than woman, that his love has an earlier death. I have loved none but you’” (237). These sentences respond to Anne’s words about men’s lives, though perhaps he cannot hear her generous concession that “‘[i]t would be too hard indeed . . . if woman’s feelings were to be added to all this,’” spoken in a “faltering voice” (233).
It is at this moment in the conversation between Anne and Harville that
a slight noise called their attention to Captain Wentworth’s hitherto perfectly quiet division of the room. It was nothing more than that his pen had fallen down, but Anne was startled at finding him nearer than she had supposed, and half inclined to suspect that the pen had only fallen, because he had been occupied by them, striving to catch sounds, which yet she did not think he could have caught. (233-34)
Again the narrator measures the distance between the speakers and the listener by mentioning the “slight noise” that calls the attention of Anne and Harville to Wentworth’s place at the “separate table.” It is only the sound of Wentworth’s pen falling—a sound that breaks the perfect silence in his part of the room. This fascinating sentence makes ambiguous the imagined distance between speakers and listeners: Anne is “startled at finding him nearer than she had supposed,” but she still surmises that Wentworth had been “striving to catch sounds, which yet she did not think he could have caught.” Because of Anne’s almost telepathic understanding of Wentworth’s perceptions and his inner life, the reader can deduce that Wentworth is trying to hear, that he can hear something of the conversation but cannot quite catch every word or sentence.
His letter corroborates this interpretation. Later in the letter he says, “‘I can hardly write. I am every instant hearing something which overpowers me. You sink your voice, but I can distinguish the tones of that voice, when they would be lost on others’” (237). He is “‘every instant hearing something,’” and he is moved by the characteristic “‘tones of that voice’” he knows so well but perhaps cannot pick up her exact words. To my student Evelyne, I wrote, “you definitely perceive the way that Anne’s heartfelt declarations have the effect of moving Wentworth to write his impassioned letter. But I think perhaps you are attributing to Anne purposes that are really Austen’s. The author wanted to find a way for Anne to be active in the reconciliation with Wentworth, and gave her this conversation with the kind, brotherly Captain Harville as a way for her to voice her own deep feelings. That’s why this chapter is so much more powerful and dramatic than the cancelled final chapters that Austen decided not to use. I don’t think Anne is declaring her love to Wentworth; she is only speaking truthfully to Captain Harville, who cannot know that she is telling him about her enduring love for Wentworth. Austen is the one who makes if possible for Anne actively to declare her constant love and to be more than a passive recipient of Wentworth’s renewed offers.”
Student readers easily fathom that after Wentworth’s pen drops, Harville raises his voice as he calls out to him: “‘Have you finished your letter?’” Wentworth answers, “‘Not quite. . . . I shall have done in five minutes’” (234). Harville reassures Wentworth that he is in no hurry to leave as he is quite happy where he is. He then turns his attention back to the conversation, “smiling at Anne” and “lowering his voice.”
The wonderfully improvisational quality of Anne’s and Harville’s next exchange returns the debate to its earlier relaxed tone. Harville offers the argument that literature supports his side of the debate: all stories, prose and verse, all books, support his argument about “‘woman’s fickleness.’” But he also kindly offers Anne a possible rebuttal of his argument: “‘But perhaps you will say, these were all written by men’” (234). Again, improvisationally, Anne accepts his suggestion and answers: “‘Perhaps I shall.—Yes, yes, if you please, no reference to examples in books,’” adding with wonderfully ironic aptness about men’s advantages in education and in telling their own stories: “‘the pen has been in their hands’” (234). This is funny because Wentworth himself has had the pen in his hand and funny because he just dropped it. Anne rejects the argument that books prove Captain Harville’s side, saying, “‘I will not allow books to prove any thing’” (234).
As a student reads Harville’s next speech aloud, we can hear the intensity of the character’s feelings. Giving up the argument that literature proves men’s constancy and women’s inconstancy, Harville instead uses his own personal experience. He revises the terms of his argument, and the “lightheartedness” that Jarred noted in his earlier “banter” changes to ardent self-disclosure. Harville’s earnest, pleading speech is spoken “in a tone of strong feeling,” as he bursts out with an “‘Ah!’” and a wish that “‘I could but make you comprehend what a man suffers when he takes a last look at his wife and children’” (234-35). His heartfelt portrait of the anguished farewell of a sea captain to his vanishing family, and then his rapturous description of such a man’s return and the self-deceiving calculations he makes about when he can possibly expect to see them all again, are obviously his own vivid memories of parting and reuniting with his wife and children. He wants to make Anne understand these feelings. He exclaims, “‘If I could explain to you all this, and all that a man can bear and do, and glories to do for the sake of these treasures of his existence!’” And then, perhaps realizing that his own personal experience does not necessarily translate into a generalization about all men, he concludes: “‘I speak, you know, only of such men as have hearts!’” as he is “pressing his own with emotion” (235).
In response to such a burst of feeling and such a personal revelation, Anne likewise raises her voice.
Oh!” cried Anne eagerly, “I hope I dojustice to all that is felt by you, and by those who resemble you. God forbid that I should undervalue the warm and faithful feelings of any of my fellow-creatures. I should deserve utter contempt if I dared to suppose that true attachment and constancy were known only by woman.” (235, italics added)
The exclamation and the words “‘God forbid’” and “‘utter contempt’” mark the vigor and energy of Anne’s acknowledgement of Harville’s touching speech. But when she returns—more gently and less categorically—to their general argument she reduces her claim about women’s faithfulness to the famous final sentence: “‘All the privilege I claim for my own sex (it is not a very enviable one, you need not covet it) is that of loving longest, when existence or when hope is gone’” (235). What she says in parenthesis is necessarily spoken in a softer (parenthetical) voice, and it seems that her voice would sink further as she utters the words “‘when hope is gone.’” The narrator’s comment about Anne’s demeanor at the end of this speech confirms that Anne’s voice has become softer as she makes this last claim: “She could not immediately have uttered another sentence; her heart was too full, her breath too much oppressed.” Harville’s tender acknowledgment of her beautiful speech comes in his final concession, “‘There is no quarrelling with you.—And when I think of Benwick, my tongue is tied.’” And he puts his hand on her arm “quite affectionately,” allowing her to have the last word (235-36).
When Anne raises her voice to acknowledge the ardor of Harville’s description of yearning for his wife and children, Wentworth overhears all that she says. He actually cites the first sentences of her last speech at the end of his letter. It is striking evidence that Wentworth is listening intently to the conversation and hearing it all, for he picks up the exact words of her speech: “‘Too good, too excellent creature! You do us justice indeed. You do believe that there is true attachment and constancy among men. Believe it to be most fervent, most undeviating in F. W.’” Both incredibly touching and comically ironic, Wentworth’s letter and his renewed passion for Anne Elliot partly refute her side of the argument about men’s and women’s constancy. He has loved only Anne. As I wrote to Kathy Hume, “You capture the final irony of the scene: that Wentworth is not inconstant, though Anne has argued with great delicacy and sympathy that men cannot be as constant as women. His constant love disproves her argument.”
Wentworth’s letter is almost too nakedly emotional to read aloud, but student writers respond powerfully to its immediacy and the way it connects directly to Anne’s words. My student Martin Busch chose to write about Wentworth’s letter. He began, “Captain Wentworth’s letter to Anne is easily Austen’s most poetic, heart-wrenching, and beautiful proposal (and maybe even passage) that I have seen in any of her novels this semester. This passage could easily melt the cold heart of any Ice Queen and inspire any future Casanova.” Marty found Wentworth rather reserved throughout the novel, but when he read the letter, Marty was stunned. He cited its central lines:
“You pierce my soul. I am half agony, half hope. Tell me not that I am too late, that such precious feelings are gone for ever. I offer myself to you again with a heart even more your own, than when you almost broke it eight years and a half ago. . . . I have loved none but you. Unjust I may have been, weak and resentful I have been, but never inconstant.” (237)
Commenting on these sentences, Marty wrote, “Wentworth here is not only declaring his love but attempting to justify his actions. He attempts to apologize for his resentment but at the same time reveals that he is still hurt. . . . It also seems that Wentworth feels remorse for feigning an interest in Louisa Musgrove because he says he has not loved another since Anne.” Entering fully into the logic of the letter, Marty discerned the complexity of character that Austen imagined in Captain Wentworth. Although Wentworth admits to being “‘unjust,’” “‘weak,’” and “‘resentful,’” when he enters the debate on men’s and women’s constancy, he says that he was “‘never inconstant.’” He always loved Anne, even when he was angry.
In his conclusion, Marty argued that Anne’s response to this “heart-wrenching” letter was worthy of the letter’s power. “Anne’s reaction to the letter entirely lives up to the strength of the proposal. As happens so many times in the novel, she finds herself completely unable to see or hear her surrounding companions and is overcome with a surge of emotion. . . . ‘She began not to understand a word they said and was obliged to plead indisposition and excuse herself’ (238).” Marty added, “This complete incapacitation of all senses is the only acceptable reaction to a proposal so rich and powerful, proving to the reader how worthy Anne is of the romantic seaman, Captain Wentworth.”
Once again, a life-changing letter is read by a woman whose eagerness to understand can scarcely be put into words. Anne’s relation to her letter is opposite to that of Elizabeth, who wants vigorously to reject every word of Darcy’s letter: “stedfastly was she persuaded that he could have no explanation to give, which a just sense of shame would not conceal” (204). Anne’s eager hope that Wentworth’s letter will be a renewed declaration of his love does not need to be stated. The narrator succinctly captures the intensity of Anne’s reading of Wentworth’s letter by saying, “her eyes devoured” it, suggesting that she almost ingests the astounding sentences (237). But even Anne, who knows Wentworth so well, could not have expected sentences of such articulate and agonized passion: “You pierce my soul”; “a heart even more your own than when you almost broke it eight years and a half ago” (237). The narrator simply observes, “Such a letter was not to be soon recovered from” (238). Colleen Kavanagh wrote about Anne’s reaction after “her eyes devoured” (237) the words of the letter. Anne feels “an overpowering happiness” (238), but as Colleen observed, “Anne is overwhelmed by her intense emotions, but never once does she question the action she will take. Immediately, she begins to think of how she will get word to Captain Wentworth.” She went on, “the tone in this passage is one of desperation.” Colleen wrote that Anne “needed time to process her thoughts, but she didn’t have that luxury. When she realized that she had to get word to Wentworth, she was desperate to find him. The passage makes you want to read desperately and quickly to make sure that these characters will finally find happiness.”
In describing my experience of teaching these novels, I am borrowing Anne’s ironic language about the “privilege” she claims for her own sex as she finally reduces her argument about women’s constancy: “‘All the privilege I claim for my own sex (it is not a very enviable one, you need not covet it) is that of loving longest, when existence or when hope is gone’” (235). The privilege I claim for my profession as a teacher is quite enviable: I reread Austen’s writing every year with relatively new readers, and go through the pleasure of rediscovering her works as my students are reading them and writing about them. Austen’s legacy stays fresh for me partly because of the living experience of the classroom and my discoveries in reading and responding to student writing. Students’ perceptions—sometimes startlingly accurate, sometimes incomplete, and sometimes really wrong—constantly lead me to new respect for the layers of thought in Austen’s construction of such scenes as the one when Captain Wentworth overhears some part of the conversation between Anne and Captain Harville.
My students’ lively and heartfelt readings of that conversation and of Captain Wentworth’s letter led me back to the chapter with renewed attention and awe at Austen’s superb management of the complexities of overheard conversation and her skill at succinctly capturing the inner experience of her characters. The narrator’s subtle and unobtrusive indications of where the characters are located physically, the volume of their voices, and their deeply imagined responses to words spoken, overheard, partially heard, understood and not understood emerge with new brilliance as I follow the logic of the text and the logic of students’ fresh readings.
Austen, Jane. The Novels of Jane Austen. Ed. R. W. Chapman. 3rd ed. London: Oxford UP, 1933-69.
Cohn, Dorrit. Transparent Minds: Narrative Modes for Presenting Consciousness in Fiction. Princeton: PUP, 1978.
Folsom, Marcia McClintock. “Introduction.” Approaches to Teaching Austen’s Pride and Prejudice. Ed. Marcia McClintock Folsom. New York: MLA, 1994. 1-13.
Heather, Peter. The Fall of the Roman Empire: A New History of Rome and the Barbarians. Oxford: OUP, 2006.
Wiltshire, John. Recreating Jane Austen. Cambridge: CUP, 2001.
Wood, James. “Jane Austen: The Birth of Inwardness.” The New Republic 24 Aug. 1998: 25-28. | <urn:uuid:ce6b3f6a-3e9c-4b24-bf74-214b9b52dd6e> | {
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Currently in Kentucky, there are a little over 6,500 children in the foster care system, and that number seems to be growing.
Children are placed in the foster care system when the state takes them away from their parents due to being neglected, or being abused emotionally, physically, or sexually.
These children are sent to live at a temporary group home or with families who agree to keep them while they wait to be reunited with their biological families. According to those that work in the system, the number of children in foster care is growing.
"People have children without realizing the responsibility that goes with it and not being able to, for different reasons, being able to live up to that. That results in alot of children being in foster care", says Attorney Wesley Milliken.
"This year particularly we've had a significant number of children placed at birth because of methanphetamine and other drugs that were being used by the pregnant mother during pregnancy", says Warren County Family Court Judge, Margaret Huddleston.
Reasons such as this are why the amount of children in the system increases everyday, and why more foster homes continue to become more essential as the number rises.
"Primarily to provide a safe and nurturing environment for the children so they can recover from any trauma they may have suffered with their parents or the adults they were with before being placed in foster care", says Huddleston.
According to the Pew Commission on Children and Foster Care, one-fourth of all Americans know nothing about the foster care system. If you're one of those and want to know more, or are interested in being a foster parent, you can contact The Cabinet for Health and Family Services at (270) 746-7447. | <urn:uuid:7406910e-a711-43e0-806c-863ad0aadb6f> | {
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Today's Clan MacLachlan
Games & Gatherings
Heritage & Symbols
Clan Merchandise & Links
From R.R. MacIan's The Clans of the Scottish Highlands, 1848
Clan MacLachlan is one of the oldest of all Scottish Clans. According to Irish manuscripts, the Clan is descended from the same line as the O'Neills, High Kings of Ireland. The name MacLachlan means "son of Lachlan", and Lachlan itself is from the older Gaelic name Lachlann which literally means "land of lochs". It was a common Christian name in the family tree of the High Kings.
As early as 1230 Gilchrist MacLachlan witnessed a land charter and in 1292 Gilleskel MacLachlan received a charter for his land in Argyll. A MacLachlan served in the first parliament of Robert The Bruce in Saint Andrews. The MacLachlans were loyal supporters to the Stewarts and fought in all the royalist campaigns. In the 1745 uprising with Prince Charles Edward Stewart, the Chief of the Clan served the Prince and was lost at Culloden while commanding a regiment of 300 men. The loss of the battle and war resulted in the destruction of the castle by the British in 1746.
The present Castle Lachlan was built in 1790 and is the home of Euan John Rome Maclachlan of Maclachlan, the 25th Chief. It is located in Strathlachlan, near Strachur, on the banks of Loch Fyne in Argyll.
|History of Clan MacLachlan|
|Castle Lachlan and Strathlachlan|
|Clan MacLachlan Cadet Families|
|Clan MacLachlan and the Jacobite Rebellion|
|Legends of Clan MacLachlan|
|Clan MacEwen - Both A Clan and A Protectorate|
|The Gilchrists - A Sept of Clan MacLachlan|
|Irish Or Scottish - We Are One Family|
The crest is the family emblem usually displayed on top of the helmet as part of the family's coat-of-arms. When encircled by a strap and buckle bearing the Clan's motto, any member of the clan may wear the crest on a badge. The Clan MacLachlan Crest is a triple towered castle standing upon a rock with the rock cradled in a crown.
The Clan MacLachlan motto is Fortis Et Fidus which means Strong and Faithful (trusty), terms that accurately describe the history of our clan.
The plant badge is believed to be a charm or magic plant that is carried beside the Clan standard or fixed on a staff or spear. It was also used as a form of identification. Clans folk can wear a sprig of the plant pinned behind the silver crest on their bonnet or sash-badge brooch. The Clan MacLachlan plant badges are the Rowan (or Mountain Ash) tree and the Lesser Periwinkle.
The Clan MacLachlan pipe song is Moladh Mairi (In Praise of Mary).
Clan MacLachlan has five registered tartans and one tartan associated with the clan that predates registration: Modern, Dress, Hunting, Ancient and Weathered. In addition to these, any MacLachlan may wear the Moncreiffe tartan, known commonly as Old MacLachlan or Pattern 66.
The battle cry Life or Death was used by the United Regiment of MacLachlans and MacLeans, commanded by Lachlan MacLachlan, 17th Chief of Clan MacLachlan, in their charge against the government lines at the Battle of Culloden. It has since been adopted as the Clan's war cry.
The Gaelic spelling of the name is MacLachlainn.
There are over 500 different spellings of the three names associated with Clan MacLachlan: MacLachlan, Gilchrist and MacEwen. This number is growing as new variations are identified.
The first name, MacLachlan, is the chief's surname. The second, Gilchrist, is a sept. The third, MacEwen, is a protectorate dating from the middle of the 15th century.
Through the efforts of autonomous organizations from around the world, Clan MacLachlan has been represented at Scottish and Celtic gatherings and events for over three decades. From small groups of dedicated people who gave of their energies to foster these young organizations, Clan MacLachlan now has members from all corners of the earth.
The objectives of Clan MacLachlan Association of North America, Inc., are to promote the general interest of the Clan and to cultivate the spirit of kinship and fellowship among its members throughout the world; to generate, collect and preserve literary, historical, and genealogical records, documents and relics relating to the Clan and to Scotland; to honor our Scottish heritage and to cultivate among our members and descendants the pride and spirit of our Scottish ancestors.
Outside North America:
Clan MacLachlan is a proud member of the Council of Scottish Clans and Associations, Inc. (COSCA).
This site is maintained by the Clan MacLachlan Association
of North America, Inc.
This page was last updated on January 21, 2013.
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The Australian Indigenous HealthInfoNet is an innovative Internet resource that aims to inform practice and policy in Indigenous health by making research and other knowledge readily accessible. In this way, the HealthInfoNet aims to contribute to ‘closing the gap’ in health between Indigenous and other Australians.
Our resource is a 'one-stop info-shop' for people interested in improving the health and wellbeing of Indigenous Australians. It makes published, unpublished and specially-developed material about Aboriginal and Torres Strait Islander health freely accessible to people involved in the area of Indigenous health with the aim of enhancing their knowledge and skills, and improving their practice and/or policy work. For students and the general community, the knowledge accessible via our resource will improve their understanding of Indigenous health and related areas.
We also encourage and support information-sharing among practitioners, policy-makers and others working to improve Indigenous health. Our 'yarning places' (electronic networks) allow people with common interests and purposes to share information, knowledge and experience from different States, Territories, regions and sectors.
Our core functions are made possible by grants (particularly from the Australian Department of Health and Ageing's Office for Aboriginal and Torres Strait Islander Health, and Indigenous Programs and Psychostimulants Section). Specific research activities are supported by funds from a variety of sources.
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If you are interested in the effective and realistic use of the combative methods recorded within kata, it is important that you have some understanding of their history. Without an understanding of this history, you will be unable to appreciate kata in the correct context. You will therefore have little chance of unlocking the methods they contain. Kata has always been an integral part of karate practice. To understand the history and development of kata, it is vital to look at the history and development of karate as a whole.
The recording of information through physical movement is an ancient practise. Even today, many cultures use 'dances' and sequences of physical movements to tell stories and to pass on their cultural heritage to the next generation. There can be little doubt that groups would also wish to pass on the fighting and hunting techniques they had refined and found to be most successful. When an individual learned the fighting and hunting skills of the group, they would be asked to copy the movements of those who were more experienced. The elders would demonstrate the various movements, and the younger members of the group would try to emulate these movements. These skills would eventually be further refined and then passed onto subsequent generations. It is in this way that the first "kata" will have been created.
It was upon the island of Okinawa that the system of fighting that came to be known as karate was developed. Okinawa is one of a chain of islands that are collectively known as the Ryukyu Islands. Okinawa lies five hundred and fifty miles east of mainland China, approximately halfway between China and Japan.
During the 11th century, a number of Japanese warriors that were fleeing from the Taira-Minamoto wars made their way to Okinawa. Many of the Minamoto samurai remained upon the island for the rest of their days. The bujitsu of the Minamoto samurai will have had a large influence upon the fighting methods employed by the Okinawan nobles. It is believed by some that one part of Minamoto bujitsu that had an influence upon the development of Okinawan fighting methods was the idea that all motion is essentially the same. Whether striking, grappling or wielding a weapon, it is said that the Minamoto samurai taught that all fighting techniques relied upon similar physical movements. An individual would be taught a particular physical movement, and would then be shown how that movement could be adapted to achieve varying results. The results of this combat philosophy can perhaps still be seen in modern day karate as it is not uncommon to see a single movement in a kata being given several effective applications.
By affording a movement multiple applications, great amounts of information could be contained in a kata of a manageable length. The use of multiple applications also helps ensure a quick response in combat. The reason being that the practitioner has not learned many different movements for many different situations - which is extremely undesirable as the brain will have to shift through large amounts of information before being able to determine the appropriate movement - but will instead have learnt a relatively small number of movements that can be applied to many situations.
In 1377, the king of Okinawa expressed his allegiance to the emperor of China, which resulted in a huge influx of Chinese culture and customs. Chinese fighting systems and ideas were included in this cultural exchange. The methods of the skilled Chinese martial artists had a huge influence on the growth and development of the native Okinawan fighting systems. These Chinese martial artists also transported many of the kata practised within modern karate to Okinawa, and their methods were the inspiration behind many others. Indeed, many of the kata are named after the Chinese martial artists who created or inspired them e.g. Kushanku, Wanshu, Chinto etc.
In 1429, King Sho Hashi wished to improve the standing of Okinawa and as a result the Okinawan people increased their trade with other countries. This resulted in increased trade with Indonesia, South-East Asia, Korea, Japan and China. The towns of Shuri and Naha became famous as trading centres for luxury goods. Later these towns would also gain notoriety for the systems of fighting that bore their names. This increase in trade will also have led to more people visiting Okinawa; and in all probability a further increase in the exchange of combative ideas. This will have further influenced the native fighting systems, and the kata used to record those systems.
In 1477, Sho Shin (the king of Okinawa) imposed a ban on the private ownership of weapons by civilians. This attempt to control the population of Okinawa had a huge effect on the nature of the native fighting skills.
In the majority of fighting systems throughout the world, weapons were always the first choice. No warrior would choose to fight with their bare hands when they could use a weapon. The banning of weapons resulted in the Okinawan people having no other option but to use their unarmed combat skills in the event of attack. This acted as a catalyst in the advancement of the empty handed fighting skills of Okinawa.
At this time, all the Okinawan nobles were required to live close to Shuri castle. The moving of the nobles close to Shuri castle also had an effect on the development of karate. It was common practise throughout the world for kings to keep nobles close at hand. This made the organising of meetings a great deal easier and ensured that the families of the various nobles were within hostage-taking distance. This would ensure loyalty to the king and could be used as a strong negotiating tool in the event of any disagreements. As was common place throughout the rest of the world, the Okinawan nobles would also be granted favours and social status for their loyalty and service. Many of the nobles would therefore practise martial arts to ensure that they had the skills needed to maintain order and to protect the king should the need arise (just like the knights of England). Strong fighting skills would be acknowledged and rewarded by the king.
It was the upper classes of Okinawa that were predominately responsible for the cultivation and development of karate, and not, as is commonly thought, the lower classes. The upper classes of Okinawa had the resources, time and opportunity to actively seek out instruction in the martial arts.
In 1609, Japan was ruled by the Tokugawa shogunate, which maintained power through the skilful playing off of one group against another. The Tokugawa clan had previously defeated the Satsuma clan, but they still considered them to be a threat, and hence they were sent to invade Okinawa. This would ensure that the Satsuma samurai were out of the way and it also resulted in the punishment of the Okinawans for failing to supply Japan with supplies it required for a previous attack on China.
The invasion was successful and once again the Okinawans were prohibited from possessing weapons. Any Okinawan found in possession of a weapon would be severely punished. To defend themselves, the Okinawans again had no option but to rely upon their empty-handed fighting skills, in addition to the combative use of domestic and fishing tools.
Various laws were imposed by the Japanese to eradicate all traces of the Okinawan fighting systems. This resulted in karate being practised in secret. This had a profound effect upon karate and it became a system that was only meant to be understood by a chosen few. The kata and, in particular, their applications became further shrouded in secrecy. A kata and its combative applications would only be revealed to the most trusted student. The effects of this are still felt today as many of the meanings of kata movements have gone to the grave with the kata's early practitioners.
The Satsuma clan maintained control over Okinawa for nearly three centuries until Okinawa officially became part of Japan. The system of fighting employed by the Satsuma samurai was Jigen-Ryu Bujitsu. Some of the Okinawan nobles were eventually instructed in this system. Indeed, Bushi Matsumura - a karate master who was employed by the king of Okinawa as a bodyguard - gained his teaching certificate in Jigen-Ryu. There can be little doubt the some aspects of Jigen-Ryu Bujitsu will also have had an effect upon what became known as the Shuri-te style of karate.
From what we have seen so far, we can conclude that karate is a synthesis of many different fighting systems. Okinawa's unique position in the world and the various bans on weaponry made it the ideal place for a highly effective system of empty hand combat to develop. Over many centuries, the Okinawans had the opportunity to study a significant amount of differing combative traditions, and hence take the most effective techniques and concepts from each to form a very efficient system. Not only did the Okinawans have the means, but they also had the motivation. Whilst in other cultures the development of effective empty hand skills would take second place to the development of weapon skills, the Okinawans were not afforded the same degree of luxury. It is also important to understand that the Okinawan fighting systems were closely guarded secrets.
Many of the kata practised at this time were Chinese in origin, but they would have been influenced by the techniques and concepts gleaned from fighting traditions originating from other parts of the world. The Okinawans also developed their own kata to record their fighting systems. The only purpose behind a kata at this point in history was to record highly effective and brutal methods of combat, and to provide a training method to help perfect those methods. But things were soon to change. As modern karate practitioners, who desire effective combat skills, we need to be aware of these changes.
In 1868, Japan moved from feudalism to democracy. During this time the Japanese abandoned many of the aspects of their culture that were attached to feudalism. The class structure, the wearing of swords by samurai, the styling of the hair in to the "top-knot" etc were all to be abolished. However, the Japanese authorities were keen to continue to foster many of the values associated with the past. It was felt that the practise of martial arts would promote health, would develop strong sprit and encourage morality in the Japanese people. It was also felt that martial practice would help the Japanese to maintain a sense of national identity in the wake of political change and foreign influence. The development of "sporting" martial arts, that were thought to continue the values associated with bushido, was supported by the ministry of education and hence arts such as Judo and Kendo were strongly promoted in Japan's education system. It was also felt that the healthy bodies and strong spirits developed through the practise of Budo would be an aid to Japan's growing army.
In 1891, during their medical for recruitment into the army, the exceptional physical condition of some karate exponents was noted. As a result, the military enquired as to whether karate could be of use to the Japanese army, as Judo and Kendo had been. This idea was ultimately abandoned due to the disorganisation of the karate fraternity, the length of time it took to become competent and due to fears that the Japanese troops may use their new found skills in brawls.
At the turn of the twentieth century a group of karate practitioners campaigned to get karate placed onto the Okinawan school system's curriculum in the belief that karate practise would promote healthy bodies, improve character and would result in students who were more productive in Japanese society.
In 1901, Anko Itosu campaigned successfully to get karate onto the physical education program of an Okinawan elementary school. As it stood, Itosu believed karate to be too dangerous to be taught to children and set about disguising the more dangerous techniques. As a result of these modifications, the children were taught the kata as mostly blocking and punching. It is also said that Itosu also changed many of the more dangerous strikes (taisho, nukite etc.) into punches with the clenched fist. This enabled the children to gain such benefits as improved health and discipline from their karate practice, without giving them knowledge of the highly effective and dangerous fighting techniques that the kata contain.
Itosu was eventually appointed as karate teacher to an Okinawan collage, and a few years later he wrote a letter to the education department that outlined his views on karate. In this letter, he asked that karate be introduced onto the curriculum of all Okinawan schools. Itosu was granted his wish and karate became part of the education of all Okinawan children.
Itosu's modifications resulted in huge changes in the way the art was taught. The emphasis was now placed firmly upon the development of physical fitness through the group practice of kata. The children would receive no instruction in the combative applications associated with the kata and deliberately misleading labels were adopted for the various techniques. Today, it is Itosu's terminology that is most commonly used throughout the world and it is important to understand why this terminology developed.
When studying the combative applications of the kata, you must remember that many of the names given to the various movements have no link with the movement's fighting application. Terms such as "Rising-block" or "Outer-block" stem from the watered down karate taught to Okinawan school children, not the highly potent fighting art taught to the adults. When studying bunkai be sure that the label does not mislead you. Itosu's changes also resulted in the teaching of kata without its applications. The traditional practice had been to learn the kata, and then when it was of a sufficient standard (and the student had gained the master's trust) the applications would then be taught alongside the kata. However, it now became the norm to teach the kata for its own sake and the applications may never be taught (as is sadly still the case in the majority of karate schools today).
Itosu is often criticised for "blunting" karate due to the changes he instigated, but I feel this is grossly unfair. At that time, karate was essentially a dying art and had Itosu not ensured that it adopted the modern characteristics - as already taken onboard by Judo and Kendo - karate may well have died out. Itosu will have had no idea that his "children's karate" was due to become the world's most popular martial art, and hence will not have known what a profound effect his changes (and the changes of those who followed him) were to have. The majority of today's karate practitioners practice the art in the "children's way" and not as the effective combat art it was originally intended to be. Indeed Itosu himself encouraged us to be aware of this difference. Itosu once wrote, "You must decide whether your kata is for health or for its practical use."
In the mid 1930's, Gichin Funakoshi - a student of Itosu and the founder of Shotokan karate - led a movement to gain karate national recognition from Japan's leading martial arts association. After numerous meetings and demonstrations, karate was finally granted national recognition, but there were a number of conditions attached. The Japanese insisted that karate develop a unified teaching curriculum, distance itself from its Chinese origins, adopt a standard training uniform (a lightweight Judo gi was decided upon), assign a system of ranking (the Kyu-Dan grade system of judo), develop a system of competition and to further reduce some of the more violent methods employed. Funakoshi and his group were successful in these tasks and karate gained national recognition and hence continued to spread.
These changes were vital if karate was to continue to grow, but again they had a negative effect on the combative aspect of the karate kata. The more potent techniques and methods contained within the kata were further obscured. The birth of competition and of the grading system eventually resulted in many practitioners being more concerned with the "look" of the kata in order to win trophies and pass exams. Competitive sparring also resulted in karate beginning to focus on the defeat of other karateka in competition, as opposed to the defeat of a violent and untrained attacker in actual combat. I would again caution the reader against viewing these changes in a negative light. Certainly they had a negative effect on the effectiveness of the way karate was practised, but they also ensured the survival and spread of karate. If these changes had not been made it is extremely unlikely that karate would ever have left Okinawa, if it survived at all! These changes ensured the survival of karate, and the kata associated with it. The kata contain all the principles and methods of the original fighting art, and if we wish to practice the original karate all we need to do is alter the way we approach the kata.
In conclusion, the kata are a collection of highly effective fighting techniques and concepts that have been developed and refined after exposure to many systems. The kata were closely guarded secrets that would only be taught to the most trusted individuals and the unique culture upon the island of Okinawa created an ideal situation in which effective empty handed fighting skills could develop. But various historical events - which were vital for the survival and spread of karate - have resulted in the combative applications of the kata being obscured. It is hoped that after reading this article you are more aware of the evolution of kata and some of the issues associated with understanding their applications. Thanks for taking the time to read this article. I hope you found it useful. | <urn:uuid:9003d30b-81e6-4935-a680-6fab0f2749d3> | {
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New Hollow-Strut Nanoporous Graphite Frameworks Break World’s Lowest Density Solid Record
The record for the world’s lightest solid material appears to have been broken yet again, and this time an advanced form of carbon takes the cake!
For those of you who missed the recent hubbub in the realm of ultralow density solids, last November, Schaedler and colleagues at HRL Laboratories, LLC (formerly Hughes Research Laboratories) published an article in the journal Science describing an approach for making nickel “microlattices” with densities as low as 0.9 mg/cc. The Guinness Book of World Records currently recognizes a silica aerogel with a density of 1 mg/cc made by Lawrence Livermore National Laboratory as the world’s lowest density solid, so obviously this is an exciting claim!
Well move over metallic microlattices–researchers at the Hamburg University of Technology and the University of Kiel report a new kind of ultralow density hollow-strut graphite frameworks called “aerographite” with densities as low as 0.2 mg/cc–egad, that’s a vanishing 200 micrograms per cubic centimeter! If you could scale such a material to the size of a person weighing, say, 84 kg (185 lbs), that person-sized piece of aerographite would only weigh 16.8 g (a little over half an ounce)! The full details of the discovery are available in their June 12, 2012 article in the journal Advanced Materials.
(Before we go any further, a brief note to those of you who are wondering if these materials magically float in air given that the standard density of air is a relatively leviathanic 1.225 mg/cc–the densities reported for these materials are the bulk densities of the lattice material sans air, that is, a hypothetical version of the material with the air sucked out. As a result, both metallic microlattices and aerographite, like classical ultralow density aerogels, don’t float in air unless you do some parlor tricks such as backfilling the material with helium and dropping it into an aquarium filled with a dense gas such as xenon.)
Both metallic microlattices and the newly reported aerographite are elastic even in their lowest density forms, meaning they can squish and rebound, and have impressive strength properties and good electrical conductivity. It’s important to note that not all metallic microlattices or aerographite materials are this low in density, and in fact the most useful materials are probably going to be heavier than these record-setting versions.
Thus it appears a new class of ultralow density solids, hollow-strut nanoporous frameworks (we’re calling them “HNFs”), has emerged and is demonstrating new ways of making really, really low-density materials!
For those of you interested in making aerographite yourself, we’re publishing a beta version of the experimental details under the Make section here on Aerogel.org (beta because we haven’t tested it ourselves yet). | <urn:uuid:7289a5cb-6244-4dcb-ba7d-aded0b43fa86> | {
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its introduction into England, was considered, as in other
countries, to be a matter of state. “The press was,
therefore,” as Lord Erskine said, “wholly under the coercion
of the Crown, and all printing, not only of public
books, containing ordinances, religious or civil, but every
species of publication whatsoever, was regulated by the
King’s proclamations, prohibitions, charters of privilege,
and, finally, by the decrees of the Star Chamber”. The
abolition of the court of star chamber and the final
expiration of the Licensing Acts during the reign of William
and Mary “formed the great era of the liberty of the press
in this country, and stripped the Crown of every prerogative
over it, except that which, upon just and rational
principles of government, must ever belong to the chief
magistrate in all countries, namely, the exclusive right to
publish religious or civil constitutions - in a word, to
promulgate every ordinance by which the subject is to live,
and be governed. These always did, and from the very nature
of civil government always ought, to belong to the
Sovereign, and hence have gained the title of prerogative
It is proposed
to enquire what are the “prerogative copies” which are now
the property of the crown as well as what rights by way of
copyright are enjoyed by the universities, and whether, and
to what extent, similar rights exist in Canada.
The law of
copyright in Canada presents a number of points of
difficulty and uncertainty, many of which have been left
unsettled by the enactment of the Copyright Act of 1921,
which, modelled on the British act of 1911, was intended
to constitute a comprehensive code of copyright law for
Canada and to resolve the doubts and uncertainties which
existed owing to the inadequate and complicated system under
which Canadian copyright could be obtained prior to 1924.
Among the points which that statute has left
unclarified are those relating to the position in Canada of
the bar of the house of commons, as counsel for Carnan, the
bookseller, who resisted the supposed crown prerogative
copyright in almanacs.
Chitty, Prerogatives of the Crown (London, 1820), at
and 12 Geo. V, c. 24, revised as R.S.C. 1927, c. 32.
and 2 Geo. V, c. 46.
Canadian Copyright Act of 1921 came into force on January 1,
to the crown and to the universities. In order to
understand the difficulties which face any adequate
examination of this subject it is necessary to review
briefly the historical position of copyright generally in
England as well as in Canada prior to 1924 and the method by
which it was proposed, in the act of 1921, to pick up the
loose threads of that system and to bind them into a
comprehensive code. For this purpose an examination of that
branch of the law dealing with copyright in literary
productions will serve as an adequate guide to the situation
in regard to copyright generally. At any rate, copyright in
musical, dramatic, and artistic productions has little
relative bearing on the particular subject under discussion.
position of copyright prior to the enactment of the first
Copyright Act in England in 1709 may be said to have
been that copyright for the most part existed in the hands
of the printers and booksellers, rather than in the hands of
the authors. Printing privileges were granted, in the
main, not to authors to encourage them to write, but to
printers to induce them to print suitable works already in
manuscripts Although there is no doubt that Caxton, upon
his introduction of printing into England in 1472, could
have obtained a valid grant of monopoly under the common
law, he did not do so and printing thereupon became free to
the public upon its introduction and disclosure. Caxton was
never made king’s printer, the first to describe himself as
“Regius Impressor” being Bartlet in 1503. The first
recorded example of a printing privilege was that granted to
Bartlet’s successor, Richard Pynson, in 1518 and from
that date until well into the seventeenth century, the
practice of granting printing privileges became the
effective means of controlling and censoring the publication
of books.
Anne, c. 19.
W. Pollard, Shakespeare’s Fight with the Pirates
(Cambridge, 1920), p. 2. 8. 8. C.B. Judge., Elizabethan
Book-Pirates (Cambridge, 1934), p. 5.
statement that Caxton introduced printing into England at
this date is disputed. It is claimed that the art of
printing was practised at Oxford as early as 1468.
Bowker on Copyright (1912), at p. 21 states that the
first English copyright to an author was issued in 1530 to
John Palsgrave who received a privilege for seven years for
the printing of a French grammar prepared at his own
expense. The first complaint of infringement seems to have
been made in 1533 by Winken de Worde, who complained that
Peter Trevers had infringed upon the patent of privilege
granted to him by Henry VIII for the printing of Witinton’s
The basis of the exercise of these royal restraints upon and
regulations of printing is not clear. Some authorities
state that the right flowed from the statute of 2 Hen. IV,
c. 15 against heresy. Others base it upon prerogative.
However, the idea of prerogative control over printing was
shown to be a fallacy by Lord Mansfield
[in Millar v. Taylor, (1769) 4 Burr.
2404. But, while Lord Mansfield disproved the idea of
prerogative control over printing he did not, as some
subsequent writers and courts have supposed “shatter the
idea of prerogative” as a basis for the existence of crown
copyright nor did property replace prerogative as the basis
of copyright by the time of Lord Mansfield. Copyright and
the right to grant patents of the exclusive right to print
are matters quite different from, and must not be confused
with, the control of printing. If patents of monopoly with
respect to manufactures and the industrial arts were validly
within the exercise of the prerogative, as the decisions in
Davenant v. Hurdisy (1599) Moore K. B. 576; Darcy
v. Allin, (1603) Moore K. B. 675; and the
Clothworkers of Ipswich Case, (1615) Godb. R. 252 held
they were, there is no reason to suppose that patents for
printing were in any different position. The view of the
common law on the validity of monopoly patents was that they
were valid if for the good of the realm. Obviously,
printing would fall into the same class as the industrial
arts for that purpose, and this view is strengthened by the
provisions of section 10 of the Statute of Monopolies which
excepted patents for printing from the prohibitions of the
on page 100 of original
basis of copyright prior to the first Copyright Act of 1709
must be looked for in the various proclamations
regulating printing, the records of the stationers’ company,
the proceedings of the courts of star chamber and high
commission and the various licensing acts. Proclamations of
Henry VIII issued in 1533 and in 1538 restrained
importation and sale, and an order of the privy council of
August, 1549 prohibited printing and sale of books except
upon approval of one of the secretaries of state. A
decree of the star chamber in 1556, confirmed by further
decree of June 29, 1566, regulated the manner of printing
and restrained it within limits prescribed in the order. By
statute of 1559, the printing of books was forbidden except
the same was first licensed by the queen by express words in
writing or by six of her privy council, or by certain
specified ecclesiastical officers. Further provisions for
the licensing of printing were made by the decree of the
star chamber of June 23, 1585, the proclamation of September
25, 1623, and the decree of the star chamber of July 11,
company, created by Henry VIII, was incorporated by Queen
Mary on May 4, 1556 with the declared object of preventing
the advancement of the protestant reformation. Although it
had existed as one of the craft guilds since 1403, there are
no records of its history prior to 1554. By its
charter its members were granted the sole right to print
throughout England, excepting the holders of the royal grant
Anne, c. 9.
Hen. VIII, c. 15.
Cf. Bowker on Copyright, at pp. 19-20; Pollard,
Shakespeare’s Fight with the Pirates, pp. 5-6.
Judge, Elizabethan Book-Pirates, p. 15.
Cf. E. Arber, 1 Transcript of the Registers of the
Stationers’ Company (London, 1875-94), pp. xix-xxiv.
upon its wardens was conferred the power of search and
seizure of any books printed contrary to the form of any
statute, act, or proclamation. The charter was confirmed by
Elizabeth in 1559. Printing without prior registration and
the printing of another member’s book were punished by fine.
In Millar v. Taylor, Willes J. observed: “In 1558,
and down from that time, there are entries of copies for
particular persons. In 1559, and downward from that time,
there are persons fined for printing other men’s copies. In
1573 there are entries which take notice of the sale of the
copy and the price. In 1582, there are entries with an
express proviso, ‘that, if it be found any other has a right
to any of the copies, then the license touching such of the
copies so belonging to another shall be void’.”
The sole right
of printing a work, whether obtained by royal grant or by
registration on the books of the stationers’ company and
subsequent transmission, was, by the end of the sixteenth
century, regarded and accepted as a proprietary right.
While the court of star chamber acted in protecting
infringement as a contempt of royal prerogative, it is
obvious that, once it accepted the doctrine that a right
flowed from recording a “copy” in the registers of the
stationers’ company, in accordance with the decree of 1585,
that right was recognized as a right of property.
Although the by-laws of the stationers’ company protected
none but its own members, nevertheless at common law an
author of any book or literary composition had the sole
right of first printing and publishing it for sale, and
might bring action against any person who printed,
published, and sold it without his consent.
Until the year
1640, the crown exercised an unlimited authority over the
press, which was enforced by the summary powers of search,
confiscation, and imprisonment conferred on the wardens of
the stationers’ company, and by the jurisdiction of the star
chamber, which were not interfered with either by the courts
at Westminister hall or by parliament. But in 1640
(1769) 4 Burr, at p. 2313.
The court of high commission exercised a like jurisdiction.
Cf. Reports of Cases in the Courts of Star Chamber and
High Commission (Camden Society, 1886), at pp. 274, 296,
304, 305, 314, 321.
no other principle could the court have entertained
proceedings based upon a right which had been the subject of
transmission, whether upon death, as in the case of
Richard Day et al. v. Ponsonby et al., 1585, Star
Chamber, Eliz. D.4/1; D.28/7; Arber, 2 Registers of the
Stationers’ Company, 790-3, or upon purchase, as in the case
of Christopher Barker v. Stafford, (1598) Star
Chamber, Eliz. S.7/22; referred to in Arber, 2 Registers
of the Stationers’ Company, and Judge, Elizabethan
Book-Pirates. See also Ponsonby v. Legatt and
Waldegrave, (1599) Star Chamber, Eliz. P.5/6; Records of
the Court of the Stationers’ Company, pp. 82-8.
Millar v. Taylor, (1769) 4 Burr, 2303, at p. 2376 (per
parliament abolished the court of star chamber and all
regulations of the press and restraint of unlicensed
printing, by proclamations, decrees of the star chamber, and
charter powers given the stationers’ company, were swept
aside as illegal. The rapid spread of licentious and
libellous printing caused parliament to pass an ordinance in
1643 prohibiting printing, unless the book was first
licensed, and entered in the register of the stationers’
company. This was followed by an ordinance of 1649
prohibiting the printing of any book legally granted, or any
book entered without the consent of the owner.
Then came the
Licensing Act of 1662, prohibiting the printing of any
book unless first licensed and entered in the register of
the stationers’ company, and also the printing of any book
without the consent of the owner. This act recognized
the existence of certain patents with respect to printing
and the right of the crown to grant them, although, like all
the preceding enactments, it was aimed chiefly and directly
at the press. The sole property of the owner was
acknowledged in express terms as a common-law right and
remedies were granted for the enforcement of that right.
The cases of disputed property which arose after the
passing of that act arose from the conflict whether the
property belonged to the author, from his invention and
labour, or to the king, from the subject-matter. The
Licensing Act of 1662 was continued and revived from time to
time, finally expiring in 1694. After a short hiatus
the first statutory protection of copyright was enacted in
1709. It was only the final expiration of the
licensing acts which, as Lord Erskine observed,
stripped the crown of every prerogative over printing,
except that which belonged to it as chief magistrate under
the title of prerogative copies.
In Millar v.
Taylor Willes J., stated it as his opinion that
copyright existed, without any positive statute, prior to
the year 1640. It is certain that, down to that time,
copies were protected and secured from piracy for
and 14 Car. 2, c. 39.
Cf. The Stationers v. The Patentees about the Printing of
Rolle’s Abridgment, (1666) Cart. 89, at p. 91.
House of Commons Journal, p. 425; Drone on
Copyright (Boston, 1879), at p. 57.
G. Fox, Canadian Law of Copyright (Toronto, 1944), at
p. 16; Copinger on Copyright (7 ed., London, 1936),
at p. 7; W. S. Holdsworth, 6 History of English Law
(London, 1922-6), at p. 377.
Jac. 2, c. 17; 4
Win. and Mary, c. 24; cf. Millar v. Taylor, (1769) 4
Burr. 2303, at 2317.
Copyright Act, 8 Anne, c. 19.
See supra, note 1.
(1769) 4 Burr. 2303, at p. 2313.
the reason that
no licence could be obtained “to print another man’s copy,”
and he who printed without licence was liable to severe
penalties. The decree of the star chamber in 1637 expressly
supposed copyright to exist otherwise than by patent, order,
or entry in the register of the stationers’ company, which
could only be by common law. The ordinances of the long
parliament in 1643 and 1649 show that both houses took it
for granted that copyright existed at common law. This view
is confirmed by the Licensing Act of 1662 and its
successors, and the case of Millar v. Taylor is
authority for the statement that at common law an author of
any book or literary composition had the sole right of first
printing and publishing the same for sale, and might bring
an action against any person who printed, published, and
sold the same without his consent.
Act of 1709 gave authors of books then printed the sole
right of printing them for a term of twenty-one years from
April 10, 1710 and of books not then printed, the sole right
of printing them for a term of fourteen years, subject to
renewal for a like term. The titles of all books had to be
registered with the stationers’ company.
In the case of
Donaldson v. Becket over-ruling Millar v.
Taylor on this point, the house of lords held that
the effect of this statute was to extinguish common-law
copyright of private citizens in published books, though
leaving the common-law copyright in unpublished works
unaffected. The statute therefore had the result of
curtailing copyright rather than giving greater protection.
Common-law copyright in published works was thus
extinguished by the statute of Anne, but remained operative
in Canada, until the commencement of the 1921 act, so far as
unpublished works were concerned.
The statute of
1709 was replaced by the Literary Copyright Act, 1842,
which remained the governing statute as to literary
copyright until it was repealed by the Copyright Act, 1911.
(1769) 4 Burr. 2303.
1774 ) 4 Burr. 2408.
1769 ) 4 Burr. 2395.
v. Hood, (1897) 7 Term Rep. 620; lefferys v. Boosey,
(1854) 4 H.L.C. 815.
v. Valley Printing Co., 2 Ch. 441; Prince
Albert v. Strange, (1849) 1 Mac. & G. 25; Caird v.
Sime, (1887) 12 A.C. 326; Exchange Telegraph Co. v.
Gregory, 1 Q.B. 147; Exchange Telegraph Co. v.
Central News Agency, 2 Ch. 48; Philip v.
Pennell, 2 Ch. 577.
and 6 Vic., c. 45.
35.Imp. 1 and 2 Geo. V, c. 46.
to a consideration of copyright legislation in Canada,
the first Canadian enactment, passed under the authority
conferred on the parliament of Canada by the British North
America Act, 1867 was the Copyright Act of 1868.
This statute, subject to amendments, appeared in the
revision of 1906 as chapter 70 and formed the basis of the
copyright law of Canada prior to the coming into effect of
the Copyright Act of 1921. Under the terms of this statute
it was necessary that a literary work be printed and
published or reprinted and republished in Canada and that
copies of the work be deposited at the copyright office,
THE UNIVERSITY OF TORONTO LAW
notwithstanding the strict provisions of the Canadian
statute and the fact that the Canadian parliament had
exercised its power, as set forth in the British North
America Act, 1867, to pass such a statute relating to
copyright, it was held by the judicial committee, in
Routledge v. Low that the Imperial Copyright Act of
1842 extended the protection of British copyright to all the
British dominions, even to a colony having its own copyright
act. That view was adopted by the Ontario court of appeal
in Smiles v. Belford and by the supreme court of
Canada in Black v. Imperial Book Co. The
important point in this connexion is that, although the
imperial act of 1842 provided for registration at
stationers’ hall, this was only a condition precedent to
suit, and that copyright in any work first published within
British territory was still a good and valid right even
though not so registered.
The scheme of
the Canadian Copyright Act of 1921 may, in general, be
said to consist of three separate principles. By the first
of these it defined copyright and specified in what works
copyright might subsist. By the second it repealed all
legislation of the parliament of the United Kingdom so far
as operative in Canada and abolished all copyright
apart from its own provisions. By the third it
provided for a transition of all copyrights in existing
works to the rights provided under the new
Disregarding the act of Lower Canada of 1832, 2 Will. IV, c.
53, and the act of the province of Canada of 1841, 4 and 5
Vic., c. 61.
91 (23 ) .
Vic., c. 54.
(1868) L.R. 3 H.L. 100.
(1877) 1 O.A.R. at p. 447.
1904 ) 8 O.L.R. 9; 35 S.C.R. 488.
Morang and Co. Ltd. v. Publishers’ Syndicate Ltd.,
(1900) 2 Can. Com. R. 232; 32 O.R. 393; The International
Copyright Act, 1886, 49 and 50 Vic., c. 33, s. 8.
and 12 Geo. V, c. 24; R.S.C. 1927, c. 32.
Ss. 3 and 4.
Ss. 45 and 42(5).
to such works instead of whatever copyright they possessed
prior to January 1, 1924, the substituted right of copyright
provided by the new statute while preserving rights existing
by virtue of imperial legislation.
Copyright by Statute
crown publications is provided for by section 11 of the
Copyright Act, 1921 in these terms: “Without prejudice to
any rights or privileges of the Crown, where any work is, or
has been, prepared or published by or under the direction or
control of His Majesty or any government department, the
copyright in the work shall, subject to any agreement with
the author, belong to His Majesty, and in such case shall
continue for a period of fifty years from the date of the
first ‘publication of the work.”
therefore, a work is prepared under the direction or control
of the crown or a government department, the copyright will
immediately vest in the crown and will there remain until
publication, whenever that may occur, and for fifty years
after publication. Where the work is independently prepared
but is later published by or under the control of the crown
or a government department, the copyright will remain in the
author until publication when it will automatically pass to
the crown, and there remain for the ensuing period of fifty
years. In the case of a work prepared by or under the
control of the crown or a government department the vesting
of the copyright in the crown occurs quite apart from the
existence of a contract of service such as is required in
the ordinary case of employment under section 12(b).
If it were not
for the opening phrase of section 11 crown copyright might
be limited in scope to those works prepared or published by
or under the direction or control of the crown or a
government department. But the crown, in Great Britain at
any rate and probably in Canada, claims a much wider right
than is expressed in section 11. It is, therefore,
are here referring only to copyright of the crown in its
corporate capacity. In its private capacity the reigning
sovereign has the same rights of authorship and ownership of
copyright as the subject (Prince Albert v. Strange,
(1849) 1 H. & T. 1; 2 De G. & Sm. 652). Nor must the crown,
in this connexion, be confused with crown companies, or what
are sometimes called “emanations from the crown,” which
operate under licence from his majesty. These are entitled
to own and hold copyright in the same manner as other
corporations in the works prepared under their direction.
Such works are not government publications and the crown
does not acquire copyright therein (British Broadcasting
Co. v. Wireless League Gazette Publishing Co., 1
Imp. s. 19.
ant to analyse
the general scheme of the Copyright Act, as noted above. By
virtue of section 45 no person shall be entitled to
copyright in any work otherwise than under and in accordance
with the provisions of the act, or of any other statutory
enactment for the time being in force. With respect to
copyright in works made before January 1, 1924, copyright
shall not, subject to the provisions of the act, subsist in
such works otherwise than under and in accordance with
section 42. This is the transition section which provides
that where copyright in any work subsisted immediately prior
to January 1, 1924, the owner thereof shall be entitled to
the substituted right provided in the first schedule to the
act. So far as this discussion concerns literary works, the
substituted right granted by the act of 1921 is copyright as
defined by that act.
All this would
seem to indicate that, in order to have copyright under the
1921 act in existing publications of a crown or government
character, the crown must have had copyright in such
publications immediately prior to January 1, 1924, and that,
under the transition section, it obtained the substituted
right provided by the new act. Certainly, the crown will
not be in any worse position than any other copyright owner
and whatever such rights it had prior to the effective date
of the new act will, at the very least, be changed into the
substituted rights of that act. But has the crown any wider
rights than appear from the provisions of these sections we
have discussed? It is suggested that the crown has such
wider rights and that its copyright in a number of works at
least, and probably in all under its ownership, is not
dependent upon the wording of the statute. This question is
not merely academic. If the crown’s rights depend entirely
on the statute, then, in order to obtain the substituted
right in old works provided by the transition section, it
must show that copyright existed in such works immediately
prior to January 1, 1924. In order to obtain copyright in
new works it must show that their production was according
to the terms and under the conditions laid down in section
But there are
two important considerations. Section 45 which denies
copyright in any work other than those under and in
accordance with the provisions of the act does not name the
crown, and therefore, as its effect is to diminish rights
in, certain circumstances, the crown is not bound by its
terms. While at common law the crown may be bound by a
statute by necessary implication or intendment, under
section 16 of the Interpretation Act the crown can be
bound by statute only if the statute expressly
Fox, Canadian Law of Copyright, at pp. 220 ff.
R.S.C. 1927, c. 1, s. 16: “No provision or enactment in any
Act shall effect, in any manner whatsoever, the rights of
His Majesty, his heirs or successors, unless it is expressly
stated therein that His Majesty shall be bound thereby.”
states that the
crown shall be bound. Secondly, section 11 commences
with the words : “Without prejudice to any rights or
privileges of the Crown.” Therefore, whatever rights the
crown may have had by way of copyright at the effective date
of the act of 1921 are in no way affected by the provisions
of that section nor are they affected, it is submitted, by
any other of the provisions of the act, including the
transition section. A close reading of section 11
would seem to show that, in order that the crown may have
copyright in any work it must be, or must have been at some
time in the past, prepared or published under the direction
or control of the crown or a government department. Such an
interpretation would unduly limit the crown in its claim to
copyright in a number of works and would disregard the
opening phrase the effect of which is to preserve the
crown’s claims in full. The right of the crown to copyright
in documents prepared for or published by it or its servants
is a right independent of the right provided for in section
11 of the act, and exists by reason of the rights and
privileges of the crown which are not to be prejudiced by
section 11 of the 1921 act.
Copyright by Prerogative
The right of
the crown to copyright, at least in a considerable number
and variety of works, depends not upon statute but upon
prerogative. We have already discussed shortly the history
of the law of copyright and pointed out that in early times
the crown claimed a prerogative right of control over the
exercise of printing and the licensing of printing by the
court of star chamber. But constitutional changes have
somewhat curtailed the prerogative and today it is accepted
that the crown has no prerogative over printing generally,
the crown being unable to grant an exclusive licence to
print any book, except upon the basis of an interest in the
particular work based either upon prerogative or property.
The question of
copyright by crown prerogative must not be confused with the
prerogative control of printing. Solicitor-General Yorke
observed in the course of his argument in Baskett v. The
University of Cambridge that even Henry VIII,
however arbitrary, never claimed a prerogative over the
press, nor did the crown ever exercise the art of printing
solely by its own servants or patentees either in the time
of Henry VIII or at any time since; “not even in the
memorable era of 43 Eliz. when such a catalogue
In re Silver Brothers: Attorney-General for Quebec v.
Attorney-General for Canada, A.C. 514.
Millar v. Taylor, (1769) 4 Burr. 2303, at p. 2401 (per
Lord Mansfield). 56. (1758) 1 Wm. Bl. 105, at p. 114.
was laid before the House of Commons, that one of the
members said they should soon hear of a patent for the sole
making of bread.” The crown, it is therefore to be
emphasized, did not claim the prerogative of all printing:
merely the prerogative of controlling printing, together
with some special copyright. But while in the time of Lord
Mansfield it began to be questioned whether copyright by
prerogative rested upon executive power or upon a
proprietary right residing in the crown, the claim to the
exclusive right of printing and publishing certain works was
not at any time seriously disputed. The case of Millar
v. Taylor laid down the proposition that the king
is the owner of the copies of all books or writing which he
had the sole right originally to publish. It, therefore,
becomes necessary to examine the nature of those works which
the crown “had the sole right originally to publish.”
(1) Works of
The claim of the crown to the right to control printing has
been said to be based upon its position as caput
ecclesiae. As Coke pointed out, all heretic books that
have been burnt are testimonies of the king’s prerogative.
But it is questionable whether the royal control of
printing was in the beginning based upon prerogative. The
earliest instance of a prohibition of the printing of any
book was in 1526 and was plainly founded on the statute
2 Hen. IV, c. 15 against heresy and not on any royal
prerogative. In 1550 by statute 3 and 4 Edw. VI, c. 10,
parliament interposed with respect to superstitious books
and importation was forbidden by 25 Hen. VIII, c. 15. In
1555, there was a proclamation against importing heretical
books, as all writings of the reformers were styled, and
this likewise was founded on the statute 2 Hen. IV against
heresy. In 1559, a proclamation was issued against
heretical books, containing also injunctions with respect to
the morality of pamphlets, etc., and other provisions, which
required all printers or authors to be licensed by the king,
archbishop of Canterbury, or chancellors of the
universities. As soon as the company of stationers was
formed in 1556, the star chamber interposed in support of
religious matters and in 1566 several ordinances were issued
by Cecil (afterwards Lord Burleigh) and the commissioners
for religious matters. The star chamber intervened in a
number of cases to restrain printing of religious and other
books in infringement of letters patent granting the sole
right of printing. Following upon the decree of the star
chamber of 1623, the court of high commission took over the
(1769) 4 Burr 2303, at p. 2329.
Inst. c. 97.
Cf. Foxe’s Book of Martyrs, p. 290.
infringements of the regulations in respect to printing.
By this time the theory of crown prerogative, at least
so far as ownership of certain copyright is concerned, had
restoration, there were no questions in the courts of common
law concerning crown copyright. The first reported
case in the common-law courts pointed out that “the King’s
prerogative over printing is necessary as to religion,
conservation of the publique peace, and necessary to
preserve good understanding between King and people.”
Counsel further stated to the court that he had a note of
fifty-one patents granted for the printing of divinity
books, such as common-prayer books and testaments, none of
which had been held to be monopolies or grievances.
and publication of the authorized version of the Bible, the
New Testament, and the Book of Common Prayer have, in all
the cases on the point, been held to be a matter of crown
prerogative right. While some of these decisions
appear to base the rule on the fact that King James had the
translation of the bible made at his own expense, the
Thus on April 9, 1632, that court imprisoned Richard
Blagrave for having in his possession a number of “Bibles of
the Geneva print with the notes.” On May 8, 1632, Barker
the printer was brought before the court for false printing
of the bible (in the edition of 1631, Exodus 20, “Thou shalt
commit adultery”; Deuteronomy, 5, “The Lord hath shewed us
his glory, and his great asse”), and for printing it on bad
paper. (Reports of Cases in the Courts of Star Chamber
and High Commission, at pp. 296, 304). On June 21,
1632, Henry Goskin was imprisoned for printing a ballad
“wherein all the histories of the bible were scurrilously
abused” (ibid., at p. 314).
Millar v. Taylor, (1769) 4 Burr. 2303, at p. 2401 (per
The Stationers v. The Patentees about the Printing of
Rolle’s Abridgment, (1666) Car. 89, at p. 90.
The Stationers v. The Patentees about the Printing of
Rolle’s Abridgment, (1666) Cart. 89, at p. 90; The
Company of Stationers v. Seymour, (1677) 1 Mod. 256;
The Company of Stationers v. Lee et al., (1683) 2 Show.
258; 2 Ch. Cas. 66, 76, 93; Hills v. University of Oxford,
(1684) 1 Vern. 275; The Stationers’ Company v. Wright,
cited (1769) 4 Burr. 2303, at p. 2382; Baskett v. The
University of Cambridge, (1758) 1 Wm. Bl. 105, at p.
114; The Company of Stationers v. Partridge, cited 4
Burr. at p. 2403; Stationers’ Company v. Carnan,
(1775) 2 Wm. Bl. 1004, at p. 1007; Eyre and Strahan v.
Carnan, (1781) Exchequer, 6 Bac. Abr., 7 ed., pp.
509-12; cited 6 Ves. Jun. at p. 697; Millar v. Taylor,
(1769) 4 Burr. 2303, at pp. 2381-4; Grierson v. Jackson,
(1794) Ridg. L. & S. 304; Universities of Cambridge and
Oxford v. Richardson, (1802) 6 Ves. Jun. 690; Manners
et al. v. Blair, (1825) 3 Bligh. N.S. 391; In re “The
Red Letter New Testament (Authorized Version),” (1900)
17 T.L.R. 1.
Cf. Baskett v. The University of Cambridge, (1758) 1
Wm. Bl. 105, at 114; Hills v. University of Oxford,
(1684) 1 Vern. 275; Millar v. Taylor, (1769) 4 Burr.
2303, at pp. 2403, 2405 (per Lord Mansfield). Here,
Lord Mansfield, in referring to the
Baskett v. The University of Cambridge, (1758) 1 Wm. Bl.
105, said: “We had no idea of any prerogative in the Crown
over the press; or of any power to restrain it by exclusive
privileges, or any power to control the subject-matter on
which a man might write, or the manner in which he might
treat it. We rested upon property from the King’s right of
on page 110 of original
opinion seems to have been that the ground of the
prerogative was laid down not as property, but duty; to take
care that the works in question were correct. As
Skinner L. C. B. observed in the Eyre and Strahan Case:
“It has ever been a trust reposed in the king, as executive
magistrate, and the supreme head of the church, to
promulgate to the people all those civil and religious
ordinances which were to be the rule of their civil and
religious obedience.” Although all the judges in the
famous case of Millar v. Taylor unanimously
recognized that the crown had the prerogative right of sole
printing of the works under discussion, they differed
respecting the origin of it. But these doubts have been set
at rest by the judgement of Lord Eldon L. C. in
Universities of Cambridge and Oxford v. Richardson
where he observed that “the public interest may be looked
to, upon a subject, the communication of which to the public
in an authentic shape, if a matter of right, is also a
matter of duty in the Crown; which are commensurate. The
principle of law is, that this duty and this right are
better executed and protected by a publication of books of
this species in England by persons confided in by Letters
Patent under the Great Seal of England.”
crown prerogative in the specified works of religion which
we have been considering is a right which is apparently
regarded by the law officers as a subsisting and valuable
right and one which is to be enforced. Thus as recently as
the year 1900 the registration of copyright in a version of
the New Testament was ordered expunged at the suit of the
queen’s printer in England, the locus standi of
the applicants being their possession of letters patent
giving them the sole right of printing and publishing copies
of the New Testament.
It remained for
an Irish court to point the exact limitation of the
Eyre and Strahan v. Carnan, (1781) Exchequer, 6 Bac.
Abr., 7 ed., pp. 509-12; cited (1802) 6 Ves. Jun. at p. 697;
Stationers’ Company v. Carnan, (1775) 2 Wm. Bi. 1004
at p. 1007.
(1769) 4 Burr. 2303.
(1802) 6 Ves. Jun. 690, at p. 696.
See also Manners et al. v. Blair, (1825) 3 Bligh. N.S.
391, at p. 403 (per Lord Lyndhurst), discussed infra.
In re “The Red Letter New Testament (Authorized Version),”
in this regard. In Grierson v. Jackson an
action was brought by the holder of letters patent granted 6
Geo. III for the sole power of printing and selling bibles.
In denying an injunction Lord Chancellor Clare said: “I can
conceive that the King, as head of the Church, may say, that
there shall be but one man who shall print bibles and books
of common prayer for the use of churches and other
particular purposes, and that none other shall be deemed
correct books for such purposes. But I cannot conceive that
the King has any prerogative to grant a monopoly as to
bibles for the instruction of mankind in revealed religion…
The patent could not mean to give an exclusive right in the
printing of bibles.”
It will thus be
seen that the extent of the crown’s prerogative is limited.
The right does not extend to prohibit printing the bible
per se. As Lord Mansfield observed in Millar v.
Taylor: “The copy of the Hebrew Bible, the Greek
Testament, or the Septuagint does not belong to the King: it
is common. But the English translation he bought: therefore
it has been concluded to be his property. If any man should
turn the Psalms, or the writings of Solomon, or Job, into
verse, the King could not stop the printing or sale of such
a work: it is the author’s work. The king has no power or
control over the subject-matter.”
It is obvious
that the dictum in this case, as well as the limitations
expressed by Lord Mansfield have been completely overlooked
in the later cases such as Universities of Cambridge and
Oxford v. Richardson and Manners v. Blair,
in both of which the prerogative right of the crown to
monopolize the printing of the bible was based upon the
character of the duty imposed upon the chief executive
officer of the government to superintend the publication of
those works upon which the established doctrines of our
religion are founded. Such a principle, although it has the
authority of the house of lords to reinforce it, is
justified neither by a perusal of the decisions nor by any
rule of reason or common sense. Whatever may have been
considered the function and prerogative of the crown in the
days of Queen Mary, when the avowed object of the royal
licensing and regulation of the press was to prevent the
spread of the reformed religion, the progress of
constitutional law and custom has shown that it is not now,
and has not been for some time past, the function of the
crown or of the executive part of the government to regulate
matters of religion and the conscience of the public. The
crown may have the duty imposed upon it to superintend the
publication of those works upon which the established
(1794) Ridg. L. & S., 304.
(1769) 4 Burr. at 2405.
our religion are founded but that duty, and the
corresponding prerogative based, upon it, do not go any
farther. They do not progress to the point of permitting
the crown to interfere in the printing of the bible or any
other work of religion, save only those particular examples
in which copyright can be shown. There are very forcible
objections against any prerogative monopoly in bibles and
other works of religion, generally. For example, The
Codex Sinaiticus, lately acquired by the British
museum from the Soviet government, cannot be the subject of
prerogative copyright. The British museum may be entitled
to copyright in the Codex as an unpublished work in its
original form and to the right of permitting or refusing its
translation in accordance with Article 8 of the
international convention. If a translation of it is
permitted, the copyright in that translation resides in the
translator, who is free to publish it and cannot be
restrained by any patent granting the sole right of printing
bibles. To suggest that the crown prerogative goes any
farther than that is to mistake the extent to which it is
The law is not
favourably disposed towards monopolies and, even in the
case of the crown, they are allowed to subsist only when
necessity requires it. Prerogative copyright exists only on
grounds of political and public convenience, and its
applicability must be restrained to the reasons for its
existence It has been many centuries since the crown
or the common law claimed any right to restrain the printing
and publishing of any works contrary to the tenets of the
christian religion. It would be passing strange to
suggest that the obligation and prerogative we have been
discussing had as its object and as its effect, a restraint
only upon the publication of the great works of the
christian religion while leaving the books of all other
“heathenish and pagan” religions completely unrestrained.
and Public Documents.
It has been observed that the power of promulgating laws and
providing for their due execution resides
Chitty, Prerogatives of the Crown, at p. 240.
Cf. Statute of Monopolies, (1623) 21 Jac. I, c. 3.
Chitty, Prerogatives of the Crown, at p. 239.
Cf. Hanson and Evans, 2 Burn’s Ecc. Law 207, at p.
218 (per Lord Mansfield); Bowman v. Secular
Society Ltd., A.C. 405, at p. 475 (per Lord
will be noted that works of religion do not appear among the
enumerated works in the treasury minutes of August 31, 1887
or June 28, 1912 (infra). The inference is not,
however, to be drawn from the omission that the crown
thereby proposes to allow its prerogative to fall into
desuetude. The action brought in 1900 to expunge a
registration of copyright in the New Testament would seem to
indicate that the crown and the crown printers do not
propose to abrogate their rights. See In re “The Red
Letter New Testament (Authorized Version),” at p. 1.
in the crown,
which is the sole executive power. Hence arose the
prerogative of printing acts of parliament, which succeeded
to the proclamations by the sheriff.
exercised the sole right of printing acts of parliament
prior to the time of Henry VIII, for Bartlet styled himself
“Regius Impressor” to Henry VII and Henry VIII from 1503 to
1528. These grants of the office of printer were not,
however, of an exclusive nature, as may be gathered from
civil and literary history. But the copyright of the king
was still asserted, as well to books of religion as acts of
parliament, for various learned men of both universities
obtained grants of these, about the years 1531 and 1533.
exclusive privilege with respect to the printing of matters
of public import first arose for decision in the courts of
common law in The Stationers v. The Patentees about the
Printing of Rolle’s Abridgment. From that time on,
the prerogative right of the crown to the exclusive printing
of acts of parliament, orders-in-council, state papers, and
other public documents appears never to have been
successfully contested. Printing the laws has been
held to be a matter of state and one which concerned the
state. By the latter part of the eighteenth century it
had become established as a principle that the sole right of
printing statutes resided in the crown by virtue of its
prerogative. As
Cf. Coke, 3- Inst. 41; Baskett v. University of Cambridge,
(1758) 1 Wm. Bl. 105, at p. 110; Stationers’ Company v.
Carnan, (1775) 2 Wm. Bl. 1004, at p. 1006. Prior to the
introduction of printing it appears to have been the
practice of the king to send to the sheriff of every county
at the end of every session a transcript of all the acts
made at that session, and to cause them to be proclaimed at
his county court, and there kept, so that anyone might read
them and take copies. This practice continued until the
reign of Henry VII (1 Blackstone’s Commentaries, 18
ed., London, 1795, at p. 184).
(1666) Cart. 89.
v. Streater, (1672) 2 Ch. Cas. 67; Skin 234;.6 Bac.
Abr., 7 ed., p. 507; Company of Stationers v. Seymour,
(1677) 1 Mod. 257; Company of Stationers v. Lee,
(1683) 2 Ch. Cas. 76; Baskett v. The University of
Cambridge, (1758) 1 Wm. Bl. 105; 2 Burr. 661; Baskett
v. Cunningham et al., (1762) 1 Wm. Bl. 370; 2 Eden 137;
Millar v. Taylor, (1769) 4 Burr 2303, at p. 2329;
Stationers’ Company v. Carnan, (1775) 2 Wm. B 1. 1004,
at p. 1008; Eyre and Strahan v. Carnan, (1781) 6 Bac.
Abr., 7 ed., p. 509; Rex v. Bellman, 3 D.L.R. 548;
Manners et al. v. Blair, (1825) 3 Bligh N.S. 391; Attorney-General
of New South Wales v. Butterworth and Co. (Australia) Ltd.,
N.S.W.R. 195.
Company of Stationers v. Lee, (1683) 2 Ch. Cas. 76 (per
Cf. Stationers’ Company v. Carnan, (1775) 2 Wm. B1.
1004, at p. 1008, where counsel admitted that “statutes are
proper subjects of exclusive patents.” Chitty,
Prerogatives of the Crown, at p. 239 states that it is
on grounds of political and public convenience that the
prerogative copyright exists, and its applicability must
[be restrained to
the reasons for its existence. As executive magistrate, the
crown has the right of promulgating to the people all acts
of state and government. This gives the king the exclusive
privilege of printing, at his own press, or that of his
grantees, all acts of parliament, proclamations, and
orders-of-council. See also 2 Blackstone’s Commentaries,
at p. 409.]
on page 114of original
Mansfield observed in Millar v. Taylor: “Acts of
Parliament are the works of the Legislature: and the
publication of them has always belonged to the King, as the
executive part, and as the head and sovereign.”
THE UNIVERSITY OF TORONTO LAW
basis of the prerogative copyright in statutes and
proclamations was indicated by Skinner L. C. B. in Eyre
and Strahan v. Carman:
traces of the ancient mode of promulgating the ordinances of
the state yet remaining to us, suited to the gloominess of
the times when few who heard them could have read them; the
king’s officers transmitted authentic copies of them to the
sheriffs, who caused them to be publicly read in their
county court. When the demand for authentic copies began to
increase, and when the introduction of printing facilitated
the multiplication of copies, the people were supplied with
copies by the king’s command by his patentee. This seemed a
very obvious and reasonable extent of that duty which lay
upon the crown to furnish the people with the authentic text
of their ordinances. Our courts of justice seem to have so
considered it when they established it as a rule of
evidence, that acts of parliament printed by the king’s
printer should be deemed authentic, and read in evidence as
the power of the crown and its prerogative over the printing
of public documents and acts of parliament as well as of
works of religion seems never to have been seriously
questioned, it has been rested by judges upon different
principles. Some have based it upon property, as, e.g., in
the case of the translation of the bible having been
actually paid for by James I. Others have referred to the
vesting of- the prerogative in the king with reference to
his character as head of the church. The better opinion
seems to be that it is referred to another consideration,
namely, to the character of the duty imposed upon the chief
executive officer of the government, to superintend the
publication of the acts of the legislature, and acts of
state of that description, and also of those works upon
which the established doctrines of our religion are founded
- that it is a duty imposed upon the first executive
(1769) 4 Burr. 2303, at 2404.
(1781) 6 Bac. Abr., 7 ed., pp. 509-12.
Manners, Miller and Buchan v. Blair, (1825) 3 Blight.
N.S. 391 (per Lyndhurst, L.C.).
it a corresponding prerogative.
In Millar v.
Taylor, opinion was divided as to the basis upon which
crown copyright rests. Both Lord Mansfield and Willes J.
based it upon property. But Lord Mansfield nevertheless
adhered to the idea of prerogative based on executive power
when he stated that the right of publication of acts of
parliament belonged to the king as the executive part, and
as the head and sovereign. Willes J. stated that the right
to publish acts of parliament derived from the king’s
position as head of the state, while in the case of works
otherwise acquired, as, e.g., by purchase, the right is
independent of prerogative. Yates J. held unhesitatingly
for the prerogative right based on executive power “as head
of the church and of the political constitution.” There is,
therefore, no justification for stating that Millar v.
Taylor is authority for the proposition that, after its
date, crown copyright was based solely upon a proprietary
right and that prerogative no longer played any part. With
respect therefore, it must he said that Baxter C.J. in
Rex v. Bellman misdirected himself when he said:
“By the time of Lord Mansfield the idea of prerogative had
pretty well disappeared and the King’s exclusive right was
put on the ground of property.” What Millar v. Taylor
decided, and the only basis upon which the decision can be
understood, is that crown copyright rests upon prerogative,
based in the case of some works on executive power, and in
other works upon proprietary right. The later cases,
particularly Manners et al. v. Blair and
Attorney-General of New South Wales v. Butterworth and Co.
(Australia) Ltd. accord completely with this view.
(3) Law Reports.
law is settled that copyright may be acquired by a reporter
or editor of those parts of a report of which he is the
author or compiler, such as head-notes, annotations,
additional citations, statements of fact, and abstracts of
the arguments of counsel. In the case of judicial
decisions, however, the matter seems never to have come up
for decision either in Canada or Great Britain. In the
United States the
Donaldson v. Becket, (1774) 4 Burr. 2408 (per
Lord Camden); Eyre and Strahan v. Carnan, (1781)
Exchequer (per Baron L.C.B.); Universities of
Oxford and Cambridge v. Richardson, (1802) 6 Ves. 704;
Grierson v. Jackson, (1794) Ridg. L. & S. 304, at p.
306 (per Care L.C.) ; Manners, Miller and Buchan
v. Blair, (1825) 3 Bligh. N.S. 391 (per Lyndhurst
3 D.L.R. 548, at p. 553.
1825) 3 Bligh. N.S. 391.
N.S.W.R. 195.
Butterworth v. Robinson, (1801) 5 Vies. 709; Sweet v.
Shaw, (1839) 3 Jur. 217; Saunders v. Smith,
(1838) 3 My. & Cr. 711; Sweet v. Maugham, (1840) 11
Sim. 51; Hodges v. Welsh, (1840) 2 Ir. Eq. 266;
Sweet v. Benning, (1855) 16 C.B. 459.
of the courts are not the subject of copyright whether of
the judge preparing and delivering the opinion, the
reporter, or the state. This is on the same principle
which, in the United States, provides that every person is
entitled to print and publish all statutes without
restraint, on the ground that no one can obtain the
exclusive right to publish the laws of a state. In
Canada and Great Britain, on the contrary, judicial
decisions may be regarded as falling within the purview of
crown copyright on the principle stated in Stationers v.
Patentees about the Printing of Rolle’s Abridgment
that the judges are paid by the crown and copyright in their
official pronouncements resides in the crown. It is obvious
that judicial decisions are a proper subject of copyright.
It is equally obvious that copyright in them should not
reside in the judges who prepare them. The property
inherent in them is governed by the same principles that
apply to all literary compositions. A judge is obviously in
the employment of the state under a contract of service
(even though dignified by royal appointment) and the
decisions are prepared and made in the course of his
employment. On the express provisions of section 12 of the
Copyright Act the copyright resides in the employer, namely
the government of which the crown is the chief executive.
Whether the title of the crown to this form of copyright
resides in prerogative or property is immaterial - the title
is clearly in the crown. Whether it would ever attempt to
enforce its right is another question. It is significant
that judicial decisions do not appear among the enumerated
subjects of crown copyright in the treasury minute of August
31, 1887 but it is not claimed that list is by any
THE UNIVERSITY OF TORONTO LAW
As observed by Baxter C. J. in Rex v. Bellman “there
remains in the Crown the sole right of printing a somewhat
miscellaneous collection of works, no catalogue of which
appears to be exhaustive.” In Nicol v. Stockdale et
al., Thurlow L. C. observed that where the crown
directs a voyage of discovery to be made and a narrative of
the voyage to be prepared, that narrative is the property of
Wheaton v. Peters, (1834) 8 Pet. 591; Banks v.
Manchester, (1888) 128 U.S. 244.
Howell v. Miller, (1898) 91 Fed. 129; Davidson v.
Wheelock, (1866) 27 Fed. 61.
(1666) Cart. 89; the house of lords also approved the
principle in Roper v. Streater, (1672) cited 4 Burr.
2316; Skin 234; 1 Mod. 257; Bac. Abr., tit. Prerogative.
3 D.L.R. 548.
(1785) 3 Swans. 687.
If the crown
gives all the benefit of the works to an individual, that
person “is entitled to every benefit which can be derived
under the statute of Queen Anne.” Thurlow L.C. was
obviously quite satisfied as to the crown’s copyright in the
work, but as to the extent of that right, or the basis of
it, he was far from clear. If the crown was entitled to
copyright by prerogative the right would be perpetual. It
will be noted that Thurlow L.C. declared that, in order to
acquire the copyright given by the Copyright Act of 1709 it
must be clearly vested by the crown in that person to whom
the benefit is given. Such a principle appears in no other
case and it would seem that, on this occasion at least, he
was speaking per incuriam.
maps and admiralty and hydrographic charts are the
subject of copyright on the part of the crown, but the neat
question arises whether they are subject to perpetual
copyright arising by prerogative, whether in the nature of
an executive power or a proprietary right, or to the limited
copyright provided by section 11. In Rex v. Bellmann
Baxter C. J., held that such charts were the subject of
crown copyright, but upon what basis and to what extent is
not clear from his judgement. He discusses at length those
works in which perpetual copyright exists by virtue of the
prerogative as well as those in which the rights arise under
the Copyright Act. But he did not say into which category
the hydro-graphic chart under consideration fell. No doubt
this is explainable by virtue of the fact that the question
at issue was one of admissibility of evidence and that crown
copyright arose only as an incident of the resolving of that
In former times
the opinion was held that almanacs fell within the domain of
crown copyright upon the basis that the regulation of time
is in all countries a matter of state, and almanacs are
nothing else but an application to a particular year of the
general calendar prefixed to the prayer book and as such are
parts of an act of parliament. The matter came up in The
Company of Stationers v. Partridge. No decision
was given in that case however. It appears in
Millar v. Taylor , that the crown had been in the
constant course of granting the right of printing almanacs.
James II granted that right by charter to the stationers’
company and the two universities, and for a century they
kept up that monopoly by the effect of prosecutions. In
The Company of Stationers v.
R. v. Mutch, (1914) Macg. Cop. Cas. 159.
(1713) 10 Mod. 105.
Cf. Millar v. Taylor, (1769) 4 Burr. 2402 (per
Lord Mansfield). 102(1769) 4 Burr. 2303, at p. 2402 (per
a patent for the sole printing of almanacs was held valid
on the ground that the almanac which is put in the rubrick
of the prayer book proceeded from a public constitution; it
was established by the church and was under the government
of the archbishop of Canterbury; so that almanacs might be
accounted prerogative copies. At length Carnan, “an
obstinate man,” insisted upon printing them and an
injunction was granted against him. When the matter came up
for hearing, however, in The Stationers’ Company v.
Carnan, on a case stated out of chancery for the
opinion of the court of common pleas, it was certified “that
the Crown had not a prerogative or power to make such a
grant to the plaintiffs, exclusive of any other or others.”
As Erskine L.C. observed in Gurney v. Longman this
case settled the principle that “almanacs were not
prerogative copies.” Following that decision the
house of commons threw out a bill, brought in for the
purpose of vesting the sole right of printing almanacs in
the stationers’ company.
(5) Duration of
Crown Copyright by Prerogative.
An examination of the common-law decisions will show that
copyright by prerogative is in quite a different position
from that enjoyed by private authors. Thus, in Millar v.
Taylor Lord Mansfield stated that “it is and has all
along been admitted that, by the common law, the King’s copy
continues after publication.” And in the same case,
Yates J. observed :
And as printing
has, since the invention of that art, been the general mode
of conveying these publications, the King has always
appointed his printer. This is a right which is inseparably
annexed to the King’s office: but no such right is annexed
to the situation of any private author. The King does not
derive this right from labour, or composition, or any one
circumstance attending the case of authors… From these
authorities, therefore, I say, it seems to me that the
King’s property in these particular compositions called
prerogative copies stands upon different principles than
that of an author; and therefore will not apply in case of
an author.
It is important
to note that Yates J. was here discussing one of the
questions propounded to the court which was, whether an
author had at common law perpetual copyright in his work,
and whether the Copyright Act of 1709 took away that right
on publication. Yates J., in a dissenting judgment, held
that perpetual copyright did not exist at common law in
(1677) 1 Mod. 257.
(1775) 2 Wm. Bl. 1004, at p. 1009.
(1807) 13 Ves. Jun. 493, at p. 508.
Gurney v. Longman, (1807) 13 Ves. Jun. 493, at p. 508
(per Erskine L.C.). 107. (1769) 4 Burr. 2303, at p.
At p. 2383.
the case of
private authors and that copyright under the statute existed
only for the limited time prescribed by the statute upon
publication. The house of lords in Donaldson v. Becket
which over-ruled Millar v. Taylor, held that
the author of any literary composition and his assigns had,
by the common law, the sole right of printing and publishing
the same in perpetuity, but that this right was taken away
by the statute of 8 Anne, being merged, upon publication, in
the statutory right conferred by the Copyright Act. It,
therefore, must be noted that Yates J. excepted crown
copyright from the principles he enunciated with regard to
copyright of authors, and, although he does not so state in
his judgement, he must be taken to have meant by his
differentiation, that, so far as crown copyright was
concerned, he concurred with the opinion of the rest of the
court that the perpetual right at common law was not merged
in and extinguished by, the statutory right.
in Jefferys v. Boosey, Caird v. Sime,
and Macmillan and Co. v. Dent have
effectively disposed of the suggestion that common-law
copyright of private authors continued after publication.
But as Yates J. in his dissenting judgement in Millar v.
Taylor pointed out, there is no analogy between
copyright of private authors and copyright residing in the
crown. These later cases do not affect the authority of the
cases establishing and recognizing the royal prerogative
right of perpetual copyright, nor do they affect the view
expressed by the majority of the judges in Millar v.
Taylor that prerogative, whatever its basis or origin,
is the foundation of this type of property. It will
therefore be seen that the crown has the sole perpetual
right, founded upon prerogative, based either upon property
or executive power, to publish a number of works of a
religious, legal, and state nature, not only by its own
agencies, but by others upon grant of that privilege, and to
prevent their unauthorized publication. This right is not,
as in the case of private authors, lost upon publication but
continues in perpetuity.
Copyright in Canada
So far we have
been considering the existence of copyright by virtue of the
crown prerogative in England. The question naturally arises
109. (1774) 4 Burr. 2408.
110.(1854) 4 H.L.C. 815.
(1887) 12 A.C. 326.
1 Ch. 107.
(1769) 4 Burr. 2303, at p. 2383.
Millar v. Taylor, (1769) 4 Burr. 2401; 5 Bac. Abr.
598; Chitty, Prerogatives of the Crown, at p. 241.
a prerogative right exists in Canada. A number of decisions
enables us to answer that question in the affirmative. Of
these the first is Manners et al. v. Blair where Lord
Lyndhurst L.C., speaking in the house of lords, determined
that the prerogative right existed in Scotland to the same
extent as in England. He said :
THE UNIVERSITY OF TORONTO LAW
In Scotland, as
well as England, patents of this description have been
granted without dispute or contest, for more than two
hundred years… In the course of this argument it was
assumed, as the basis of a part of an argument, that the
prerogative in England depended upon the King’s character as
supreme head of the Church; and it was argued, that the
principle did not apply to Scotland, for that although the
King was the supreme head of the Church in England, he was
not the supreme head of the Church in Scotland; and
therefore the prerogative might well exist in this part of
the island, and yet not exist in Scotland. But, I have
already stated that I do not refer the prerogative to the
circumstances of the King being, in a spiritual or
ecclesiastical sense, the supreme head of the Church in
England, but to the kingly character - to his being at the
head of the Church and State, and it being his duty to act
as guardian and protector of both, - a character which he
has equally in Scotland and England. It is perfectly clear,
that it is the duty of the King to act this part, as the
guardian of the Church in Scotland… I think, therefore,
that this right and prerogative depends upon the King’s
character as guardian of the Church and guardian of the
State, to take care that works of this description are
published in a correct and authentic form; and that those
arguments upon which the authority rests in this country
apply also in Scotland.
Upon the same
reasoning, the king’s character as king of Canada, accords
to him the same prerogative right and the same duty to act
as guardian of the church and the state. The extent of the
prerogative right in Canada was effectively settled by the
judicial committee in Liquidators of the Maritime Bank of
Canada v. The Receiver General of New Brunswick, where
Lord Watson said: “The prerogative of the Queen, when it has
not been expressly limited by local law or statute, is as
extensive in Her Majesty’s colonial possessions as in Great
There is also
direct authority on the point. In Rex v. Bellman
Baxter C.J., of the New Brunswick supreme court,
considered the question of crown copyright in an exhaustive
judgement. The case involved a prosecution against the
master of a ship for carrying liquor in violation of the
Customs Act and, on appeal from an acquittal, it was held
that admiralty charts prepared under governmental authority
are admissible in evidence
(1825) 3 Bligh. N.S. 391, at p. 403.
[1892j A.C. 437, at p. 441.
3 D.L.R. 548.
documents as an exception to the hearsay rule. In the view
of Chief Justice Baxter “constitutional changes have
shattered the idea of prerogative” and “by the time of Lord
Mansfield the idea of prerogative had pretty well
disappeared and the King’s exclusive right was put on the
ground of property.” Nevertheless, according to Baxter C.J.
“there remains in the Crown the sole right of printing a
somewhat miscellaneous collection of works, no catalogue of
which appears to be exhaustive.” While discussing some of
the earlier decisions and the terms of section 18 of the
imperial and section 11 of the Canadian Copyright Acts, the
learned chief justice does not attempt to enumerate any of
the catalogue of works in which the crown may have
copyright. The point at issue being, as his lordship is
careful to point out, one of admissibility of evidence
rather than of subsistence of copyright, the judgement
states the applicable principle when the learned chief
justice says that “the Crown has the same capacity of
acquiring copyright as a private individual but as this is
not expressly mentioned in the Imperial Copyright Act I
think this capacity must be referred to the common law right
which I have previously tried to indicate.”
The point at
issue of how far copyright by virtue of crown prerogative
will subsist in a Dominion or colony and whether it subsists
on the same principles and to the same extent as in Great
Britain fell to be decided in an Australian case in the same
year as the BeMilan Case in Canada. The
argument of counsel and the judgement proceed to discuss the
previous decisions in a full and exhaustive manner and Long
Innes C.J. in Eq. sums up the discussion by saying: “A
consideration of the authorities already mentioned
establishes, in my view, the existence of the prerogative
right under consideration..”
elaborate review of the authorities on the constitutional
position Long Innes C.J. in Eq. held that these
established that the prerogative right in question, if it is
to be regarded either as a purely executive power relating
merely to the internal self-government of the state or
commonwealth, or as in its nature mainly executive and so
At p. 557.
Attorney-General for New South Wales v. Butterworth
and-Co. (Australia) Ltd., N.S.W.R. 195.
At p. 236.
Musgrave v. Pulido, (1879) 5 A.C. 102; Fabrigas v.
Mostyn, (1773) 1 Cowp. 161; Hill v. Bigge, (1841)
3 Moo. P.C. 465; Cameron v. Kyte, (1835) 3 Knapp.
332; Phillips v. Eyre, (1870) L.R. 4 Q.B. 225;
Commercial Cable Co. v. Government of Newfoundland,
2 A.C. 610; Toy v. Musgrave, A.C. 272;
Bonanza Creek Gold Mining Co. Ltd. v. The King, 1
A.C. 566; Attorney-General for Ontario v.
Attorney-General for Canada, A.C. 571.
vested in regard to the statutes of New South Wales either
in the crown in right of the state or in the crown in right
of the commonwealth. Furthermore, said Long Innes C.J., “I
think also that they further establish that certain
prerogatives, not of the nature of executive powers, but in
the nature of proprietary rights, which arose by virtue of
the King being the supreme executive authority of a
particular territorial unit possessed of self-government are
also held by the Crown in right of that particular
territorial unit or political entity.”
THE UNIVERSITY OF TORONTO LAW
It is important
to emphasize this last statement for two reasons. The first
is that the learned chief justice points out that
prerogatives in the nature of proprietary rights still exist
as well as those based upon executive power. At a later
stage of his judgement, Long Innes C.J. holds in terms
that the prerogative right to grant patents conferring on
the patentees the exclusive right of printing acts of
parliament is not such a right on the part of the king to do
certain things, at certain times and places, apart from
parliamentary authority, as is embraced within the issue of
letters patent for inventions, and does not fall into
the same category. In the case of patents of invention the
right is not based on any proprietary right in the king in
respect to inventions; while in the case of copyright the
right is based on property. The decision in Millar v.
Taylor that the crown had a property in the nature
of copyright, has not been affected by the later decisions.
The second reason for emphasis lies in the determination of
the question that prerogatives in the nature of proprietary
rights are held by the crown in right of each particular
territorial unit possessed of self-government. On the
specific point, therefore, Long Innes C.J. held that the
prerogative power to print state statutes in Australia,
whether it was in the nature of an executive power or a
proprietary right, was
At pp. 245ff.
1n Great Britain and Australia the grant of patents of
invention flows from crown prerogative; in Canada the
prerogative basis of grant has been merged in the statute.
(1769) 4 Burr. 2303.
This point was more generally settled in .The Liquidators
of the Maritime Bank of Canada v. The Receiver General of
New Brunswick, A.C. 437, where the judicial
committee held that the crown in right of the province of
New Brunswick was entitled to the crown prerogative in
respect of priority in the payment of debts as against other
simple contract creditors, the lieutenant-governor of the
province being “as much the representative of Her Majesty
for all purposes of provincial government as the Governor
General is for all purposes of Dominion Government.” See
also In re Oriental Bank Corporation, (1885) 28 Ch.
D. 643; Commissioners for Taxation for the State of New
South Wales v. Palmer, A.C. 179; In re
Commonwealth Agricultural Service Engineering Ltd.,
S.A.S.R. 342.
vested in the
crown in right of the state immediately prior to the
confederation of the Commonwealth of Australia. Upon the
formation of the Commonwealth this prerogative in the nature
of a proprietary right was not taken away from the state.
The grant of legislative power to a Dominion in respect of
the property of a province does not necessarily and of
itself deprive the province of its proprietary rights,
although the exercise of the power may affect them.
Such legislative power can not be so exercised in Canada as
to deprive a province of proprietary rights which it
It is, of
course, immaterial whether the proprietary right of crown
copyright be asserted to reside in the crown in the right of
the Dominion or of the provinces. The crown is one and
indivisible and ubiquitous throughout the British dominions.
The principle has been stated in an Australian case
by Isaacs J., in the following words: “Where responsible
government exists, it is an axiom of the public life of the
British Commonwealth of Nations that the King’s agents to
regulate the exercise of his royal authority with respect to
each Dominion are those chosen by the people of that
Dominion. In the development of the Federal system in the
Dominions, the doctrine adapts itself to the differentiation
of ministerial agents for different purposes in the same
therefore, seem that the proprietary right of crown
copyright is capable of being asserted by his majesty’s
attorney-general for that constitutional unit which has
jurisdiction to entertain the appropriate action.
While the crown is one and indivisible throughout the
Dominions and their constituent parts it is necessary for
procedural purposes that the crown should be regarded as
separate juristic entities. It would seem, therefore,
that the proprietary right of crown copyright would belong
to the crown in right of the Dominion or of the provinces
Attorney-General for the Dominion of Canada v.
Attorney-General for the Province of Ontario, Quebec and
Nova Scotia, A.C. 700.
Attorney-General for Quebec v. Nipissing Central Railway
Co. and Attorney-General for Canada, A.C. 715;
In re Silver Brothers: Attorney-General for Quebec v.
Attorney-General for Canada, A.C. 514.
Attorney-General for New South Wales v. Butterworth and
Co. (Australia) Ltd., N.S.W.R. 195, at p. 250.
The Commonwealth v. The Colonial Combing, Spinning and
Weaving Co. Ltd., 31 C.L.R. 421, at p. 438.
Attorney-General for New South Wales v. Butterworth and
Co. (Australia) Ltd., N.S.W.R. 195, at p. 250.
Cf. Attorney-General for Quebec v. Nipissing Central Ry.
Co., A.C. 715; In re Silver Brothers:
Attorney-General for Quebec v. Attorney-General for Canada,
A.C. 514.
upon where the copyright came into being. This point will
be referred to at another stage.
THE UNIVERSITY OF TORONTO LAW
therefore, be no question but that crown copyright existed
by virtue of the prerogative immediately prior to the
commencement of The Canadian Copyright Act in 1924. Such
copyright was in no way affected by the enactment of
sections 42 (5), 45, or 11 of that act by reason of the
principles contained in section 16 of the Interpretation Act
coupled with the clear intent of the opening phrase of
section 11 to the effect that it was to operate “without
prejudice to any rights or privileges of the Crown.”
Dunedin in Attorney-General v. De Keyser’s Royal Hotel
Ltd. stated the settled principle that if the
whole ground of something which could be done by prerogative
is covered by a statute, it is the statute that rules,
nevertheless, it is an equally settled principle that the
prerogative can be abridged or curtailed only by specific
words or necessary implication. The crown’s
proprietary right by way of copyright in such works as the
bible, the book of common prayer, acts of parliament,
orders-in-council, regulations and state papers generally,
therefore, still subsists by virtue of the prerogative and
is in no way dependent upon section 11 of the Copyright Act.
The copyright, as we have seen, is perpetual and is not
limited to the term specified in the statute.
It is obvious,
upon an examination of the terms of section 11, that certain
rights by way of copyright residing in the crown are
provided which are both narrower and at the same time wider
than those existing by virtue of the prerogative. They are
narrower in that by virtue of the prerogative right it is
not necessary to show that a work in question “is, or has
been, prepared or published by or under the direction or
control of His Majesty or any government department.” The
prerogative right subsists quite apart from authorship or
from responsibility or expense of publication but depends
solely upon the kingly character of the crown as head of the
church and state and the corresponding duty to act as
guardian and protector of both. This is of some importance
in the consideration of the position of acts of parliament
for in the legal sense there is no author of a statute. It
might of course be reasonably argued that a statute is a
literary work and as such must have an author or authors and
copyright therefore subsists in it, or in the alternative,
that it falls within the
A.C. at 526.
v. Landry, (1876) 2 A.C. 102, at p. 106 (per Lord
Cairns L.C.) Woolley v. Attorney-General of Victoria,
(1877) 2 A.C. 163, at p. 167; The Odessa, 1
A.C. 145, at p. 162 (per Lord Mersey); Jamieson v.
Downie, A.C. 691, at p. 694 (per Lord
section 11 of the Copyright Act. But such an argument
becomes unnecessary when it is borne in mind that statutes
fall within the special type of copyrights which arise by
virtue of prerogative. Then, on the other hand, the statute
provides rights which may be wider than those subsisting by
virtue of the prerogative. There is no case reported where
regulations, reports, briefs, opinions, and a host of other
documents and works of that general type, have ever been
brought before a court on the basis of crown copyright
subsisting therein. The statute throws a wide net over
every work of that nature, which may or may not be the
subject of prerogative copyright. So long as it was
prepared by or under the direction or control of his majesty
or any government department, crown copyright subsists
therein. But the section goes even farther. The crown will
have copyright in any work so long as it is published by or
under such direction or control. Subject to any agreement
with the author, the crown will have copyright merely by
paying for the publication of a work or, even without paying
for it, by having it published under the direction or
control of the crown or a government department. This is a
reversal of the usual position with respect to ownership of
copyright, for the general basis of the statute is that
copyright shall in the first instance be the property of the
author. This principle is departed from in the case
of contracts of service and one or two other minor
particulars, but in the case of works prepared for or
published by the crown or the government no contract of
service is necessary to vest the copyright in the crown.
copyright again is narrower than the prerogative right in
that the former is limited in its duration to fifty years
from the date of publication while in the latter case it is
perpetual. It is of much importance to ascertain whether
the crown is, and has been in the past, entitled to
copyright in these lesser types of publication by virtue of
its prerogative, whether in the nature of an executive power
or a proprietary right. On the principle settled in
Nicol v. Stockdale it would seem that it is. If
such copyright exists it is perpetual in its nature, for the
decisions in Millar v. Taylor and Donaldson
v. Becket clearly indicate that the effect of the
statute of 1709, while effectively putting an end to
common-law copyright in published works on the part of
private authors, had no such effect on works belonging to
the crown. No statute since that time has
See s. 12.
See s. 12 (1) (b).
136.(1785) 3 Swan. 687.
(1769) 4 Burr. 2303.
(1774) 4 Burr. 2408; 2 Bro. C.C. 129.
provided otherwise and in considering this question,
emphasis must again be placed on section 11 of the Canadian
THE UNIVERSITY OF TORONTO LAW
therefore, appear on the principles above discussed that
statutes, orders-in-council, and state documents of all
types are subject to perpetual copyright by virtue of the
prerogative. Copyright in Dominion statutes and other
documents of a Dominion nature or origin will reside in the
crown in the right of the Dominion while copyright in
provincial statutes and other official documents of
provincial import will reside in the crown in the right of
the respective provinces. If, on the other hand, it should
be held that copyright by crown prerogative exists only in
the more important classes of works which have been the
subject of the various decisions herein discussed different
principles will arise. For such a determination there is no
authority in the decided cases and Nicol v. Stockdale
points the other way. But that is not to say that such a
decision may not be made. At what point a work would in
such a case be held to have ceased to be of sufficient
importance to fall into that class of works in which
perpetual copyright subsists by virtue of the prerogative
would obviously be a matter of some nicety.
If this view is
correct, then the earlier discussion of the scheme of the
Copyright Act becomes of considerable importance. Not all
works published before the act of 1921 were the subject of
copyright. The subject is too complicated to discuss in
detail here, but it is sufficient to say, as an
example, that artistic works were not entitled to Canadian
copyright unless the terms of the Dominion Copyright Act of
1906 with respect to their publication and
registration had been complied with. Those works in which
copyright did not subsist immediately prior to January 1,
1924, received no rights under the transition section of the
new act. It is quite probable that considerable numbers of
government documents and works made before 1924 were not
registered under the 1906 act and, subject to any rights in
literary works which might have been acquired by the crown
under the Imperial Literary Copyright Act of 1842,
those works would not acquire copyright under the act of
1921 and, if they did not fall within the class of works
subject to the prerogative proprietary right, would not now
be the subject of any copyright. The discussion, being
hypothetical, need not be pursued farther. It is submitted
that crown copyright does not depend upon statute.
But the decided
cases have so far considered only isolated instances of
crown copyright and have spoken vaguely of the “somewhat
139. See Fox, Canadian Law of
Copyright, chap. XII, at p. 199.
R.S.C. 1906, c. 70.
and 6 Vic., c. 45.
works” the sole right of printing which resides in the
crown. It is submitted that that is hardly an accurate
statement of the law if it is meant to be restrictive in any
way of the works in which the crown may have perpetual
copyright. We have seen that Donaldson v. Becket
held that the effect of the statute of Anne was to
extinguish the right on the part of the private author in
published works so far as perpetuity was concerned,
but an examination of the judgement in Millar v. Taylor
will show that the statute had no effect on crown
copyright. It is therefore submitted that, in any case
where the crown can show the existence of a proprietary
right occasioned by authorship on the part of its servants,
in the course of their employment, it will be entitled to
perpetual copyright apart from the terms of section 11 of
the act. The decided cases, therefore, with respect to
statutes, the bible, etc., are of importance only as
indicating the existence of this proprietary right which
might otherwise be questioned on the ground of non-proof of
authorship. This view is strengthened by noting that it is
only the authorized translation of the bible which is so
protected. Any other version or translation is free for
reproduction at will. On this view of the law, section 11
of the Canadian act is redundant and unnecessary. Perpetual
crown copyright not having been specifically extinguished by
statute subsists in all crown and government documents and
the opening phrase of section 11 serves to emphasize that
of Crown Copyright
Britain the practice relative to the enforcement by the
crown of its copyright in various works has been clarified
by, the issue of two treasury minutes. The first, dated
August 31, 1887, divided crown publications into seven
classes as follows: (1) reports of select committees of the
two houses of parliament, or of royal commissions; (2)
papers required by statute to be laid before parliament,
e.g., orders-in-council, rules made by government
departments, accounts, reports of government inspectors; (3)
papers laid before parliament by command, e.g., treaties,
diplomatic correspondence, reports from consuls and
secretaries of legation, reports of inquiries into
explosions or accidents, and other special reports made to
government departments; (4) acts of parliament; (5) official
books, e.g., king’s regulations for the army or navy; (6)
literary or quasi-literary
(1774) 4 Burr. 2408.
1t is to be noted that perpetual copyright in unpublished
works remained in effect, so far as Canada was concerned,
(1769) 4 Burr. 2303.
the reports of the “Challenger” expedition, the rolls
publications, the state trials, the “Board of Trade
Journal”; and (7) charts and ordnance maps.
treasury minute, that of June 28, 1912 recites the
above classification and then proceeds to state that a
considerable and increasing number of government works falls
into the three last classes above. These, often produced at
considerable cost, are not to be reproduced by private
enterprise for the benefit of individual publishers. They
are to bear on their title page an indication that crown
copyright is reserved; any infringement is to be brought to
the notice of the controller of the stationery office who
will refer to the treasury board for instructions as to
whether such infringement shall be made the subject of legal
proceedings. The publications which fall into the first
four classes are issued for the use and information of the
public, and it is desirable that the knowledge of their
contents should be diffused as widely as possible. In the
case of these publications no steps will ordinarily be taken
to enforce the rights of the crown in respect of them. The
rights of the crown will not, however, lapse, and should
exceptional circumstances appear to justify such a course it
will be possible to assert them. Procedure is indicated if
such a course of action is decided upon, and it is noted
that acts of parliament, except when published under the
authority of the government, must not purport on the face of
them to be published by authority.
treasury minutes above set out constitute no infallible
guide to the copyist. Governments seldom commit themselves
to a divesting of rights without leaving a convenient handle
by which they may be grasped and revested. The words of the
minute of 1912 indicate as much, and two cases show that
care must be exercised in dealing with government
publications. Thus, in Rex v. Mutch, a
defendant was fined for piracy of an ordnance survey map and
ordered to deliver up or destroy all remaining copies. In
the second case, which we have already had occasion to
consider, a well-known Australian law book publisher
was restrained by injunction from printing the statutes of
New South Wales to which copious notes and information of an
original character had been added at great expense to the
publisher. It will be noted that the subject-matter of the
action concerned one of the classes of publications which,
according to the imperial practice, are issued for the use
and information of the public and are to be diffused as
widely as possible. Although this was an Australian
Parliamentary Paper, no. 292 of 1912.
(1914) Mang. Cop. Cas. 159.
Attorney-General for New South Wales v. Butterworth and
Co. (Australia) Ltd., N.S.W.R. 195.
principle is the same and the situation might well arise in
Canada. One is, however, prompted to question whether the
basis of enforcing such a crown prerogative copyright does
not lie more in the profit to be gained by the king’s
printer than in the dissemination of accurate and useful
copies of the statutes to the public. Experience has shown
that most reputable publishing houses are at least as
careful and accurate in their type-setting as the various
directions or minutes of instruction respecting the use of
crown copyright have been issued by the responsible
authorities in Canada. Until such time as they are, it
would seem that the public must rely exclusively on such
publications as are put out by the government and must make
no use of them in any form by way of reproduction. And that
last statement must be taken literally. The crown is not
subject to the terms of the Copyright Act relating to
permitted acts of infringement and it would therefore
seem that the publication of even one section of a statute
would technically constitute an infringement. It may well
be that the Canadian government would not bring action for
such a miniscule infringement of its privilege, but
text-books writers and newspapers should not be left in such
a position of uncertainty.
formerly opinion somewhat vaguely expressed to the effect
that statutes could be printed if they were used purely as a
basis for the writing of comments and annotations. Thus in
Baskett v. Cunningham, a case which concerned the
publication of A Digest of the Statute Law containing
the statutes at large, methodized under alphabetical heads,
with notes from Coke and other writers, the lord chancellor,
in considering the grant of an injunction, stated that in
his opinion the work was within the patent of the king’s
printer, and that the notes were merely collusive. Such a
consideration flowed from the opinion then held, that an
abridgement of a work, fairly made, and upon which skill and
labour were expended, would not be restrained. Such
an opinion, however, confused subsistence of copyright with
infringement of copyright. Such an abridgement may
constitute an original work capable of acquiring copyright,
but that is not to say that its publication will
escape a charge of infringement. Whether, there‑
(1762) 1 Wm. El. 371.
Gyles v. Wilcox, (1742) Atk. 141; Dodsley v.
Kinnersley, (1761) Amb. 403; Hawkeworth v. Newbery,
(1774) Lofft 775; Bell v. Walker, (1785) 1 Bro. C.C.
451; D’Almaine v. Boosey, (1835) 1 Y. & C. Ex. 288;
Hodges v. Welsh, (1840) 2 Ir. Eq. 266.
Leslie v. Young and Sons, (1894) A.C. 335; Macmillan
v. Cooper, (1923) 40 T.L.R. 186.
Tinsley v. Lacy, (1863) 1 H. & M. 747; Dickens v.
Lee, (1844) 8 Jur. 183.
the matter is abridged or added to makes no difference in
principle. The question for decision is whether there has
been a substantial reproduction of protected material. It
may now be taken as settled law that the addition of notes,
comments, annotations, illustrations, or other material,
while it may create a new work capable of acquiring
copyright, will not avoid a charge of infringement.
This principle applies, on direct authority, to annotated
editions of the statutes.
THE UNIVERSITY OF TORONTO LAW
Shortly after the invention of printing, in the reign of
Henry VI, a printing press was set up at Oxford. The
University of Cambridge soon followed suit, and the two
seats of learning claimed thereafter the sole right of
printing a number of works. To this list was added those
works of which the sole right of printing was granted to
them by royal letters patent. These letters patent have
from time to time given to the universities either the sole
right or, what is more usual, the concurrent right with the
king’s printer, of printing the bible, the new testament,
book of common prayer, administration of the sacrament, and
other rites and ceremonies of the Church of England.
But when, in 1774, in the case of Donaldson v. Becket,
the house of lords decided that perpetual copyright at
common law in published works had been extinguished by the
Copyright Act of 1709, the universities applied for and
obtained an act of parliament which gave them perpetual
copyright in all works the copyright in which had been given
or bequeathed to them or might thereafter be given or
bequeathed. This act, which in its preamble was
stated to be for the purpose of amending the act of 8 Anne,
provided that the two universities in England, the four
universities in Scotland, and the several colleges of Eton,
Westminster, and Winchester should, at their respective
presses, have the sole liberty of printing and reprinting
all works theretofore bequeathed or given, or at any time
thereafter bequeathed or given by their authors or their
representatives to or in trust for any such institution
unless given only for a term of years.
Butterworth v. Robinson, (1801) 5 Ves. 709.
Attorney-General for New South Wales v. Butterworth and
Co. (Australia) Ltd., N.S.W.R. 195.
Cf. The Universities of Oxford and Cambridge v.
Richardson, (1802) 6 Ves. Jun. 689; Hills v.
University of Oxford et al., (1684) 1 Vern. 275; The
Company of Stationers v. Parker, (1685) Skin. 233.
(1774) 4 Burr. 2408.
15 Geo. III, c. 53.
was to endure only so long as the books or copies were
printed by the universities and colleges at their own
printing presses and for their sole benefit and advantage;
without derogating from the right to sell copyright under
the Copyright Act of 8 Anne, the right given by the present
act was to be void if any of the copyrights were sold or
licensed, or any other person permitted to print any of the
works. All existing copyrights were to be registered
by a prescribed date in the register of the stationers’
company and all future copyrights were to be so registered
within two months of their gift or bequest. By an act
of 1801 Trinity College, Dublin, was given a similar
perpetual copyright in the same terms as provided in the
case of the other universities.
The rights of
the universities and colleges above mentioned were saved
from the operation of the Literary Copyright Act, 1842, by
section 27, which provided : “That nothing in this Act
contained shall affect or alter the Rights of the Two
Universities of Oxford and Cambridge, the Colleges or Houses
of Learning within the same, the Four Universities in
Scotland, the College of the Holy and Undivided Trinity of
Queen Elizabeth near Dublin, and the several Colleges of
Eton, Westminster, and Winchester, in any copyrights
heretofore and now vested or hereafter to be vested in such
Universities or Colleges respectively, any thing to the
contrary therein contained notwithstanding.”
Copyright Act of 1911, provides that nothing therein
shall deprive any of the universities and colleges mentioned
in the Copyright Act, 1775, of any copyright they already
possess under that act, but the remedies and penalties for
infringement of any such copyright shall be under the new
and not under the old act. The effect of this section is
that while all existing university copyrights are continued
in perpetuity, no new perpetual copyrights can be created.
The Canadian Copyright Act, section 47, repeals all the
enactments relating to copyright passed by the parliament of
the United Kingdom so far as they are operative in Canada,
but provides that such repeal shall not prejudicially affect
any legal rights existing at the time of the repeal.
41 Geo. III, c. 107, s. 3. 1625 and 6 Vic., c. 45, s. 27.
The Copyright Act of 1775, 15 Geo. III, c. 53 is. repealed
by s. 36 of the Imperial Copyright Act of 1911, second
schedule, although, strangely enough, nothing is said as to
the repeal of 41 Geo. III, c. 107 respecting Trinity
situation, therefore, with regard to university copyright in
Canada at the present time depends upon an answer to the
question as to whether the act of 1775 was in effect in
Canada immediately prior to January 1, 1924. This question
has never been adjudicated in any case. The only guide
therefore must be by way of analogy. The first light on the
subject is shed by an examination of the position of the
Literary Copyright Act, 1842. In Smiles v. Belford
the court of appeal for Ontario held that the Imperial
Act of 1842 was in force in that province notwithstanding
the fact that the Dominion parliament had exercised its
power, as set forth in the British North America Act, 1867
to pass a statute relating to copyright. It
must, however, be pointed out that by section 29 of the act
of 1842, its provisions were enacted to extend to “every
part of the British Dominions.” So also, the Dramatic
Copyright Act of 1833, which was held to be in force
in Canada was by its main enacting section170 made
applicable to “any part of the British Dominions.” Section
2 of the act provided for penalties against persons for
performing pieces contrary to the act as well in the British
Dominions as in the United Kingdom. On the other hand, the
Fine Arts Copyright Act, 1862 was held by the judicial
committee not to extend to Canada. The Fine Arts
Copyright Act was not expressed to extend to the Dominions
and the sections which provided remedies for infringement
referred only to acts in the United Kingdom. So also,
in providing for matters of procedure, the act spoke
only of the superior courts of record at Westminster and
Dublin. For the same reason it has been suggested, although
with some doubt, that the Imperial Copyright (Musical
Compositions) Act, 1882, was never in force in Canada
THE UNIVERSITY OF TORONTO LAW
(1877) 1 O.A.R. 436.
38 Vic., c. 88, continued as R.S.C. 1906, c. 70.
Wm. IV, c. 15.
Stniies v. Belford, see n. 165.
25 and 26 Vic., c. 68.
Graves v. Gorrie, [1900-2] 32 O.R. 266; 1 0.L.R. 309;
3 O.L.R. 697; A.C. 496; see also Black v. Imperial
Book Co., 5 O.L.R. 184; Mansell v. Star
Printing and Publishing Co. of Toronto Ltd., 3
All E.R. 912; Francis Day and Hunter v. Twentieth Century
Fox Corporation, 4 All E.R. 192.
45 and 46 Vic., c. 40.
Canadian Performing Right Society v. Famous Players Canadian
Corporation Ltd., 60 O.L.R. 280, at p. 290 (per
consideration is given to the act of 1775 it will be
noted that section 2 provided that the penalty for
infringement of copyright held by the English and Scottish
universities and the three colleges was “to be recovered in
any of his Majesty’s courts of record at Westminster, or in
the Court of Session in Scotland.” The act conferring
perpetual copyright on Trinity College, Dublin, was, by its
terms, made applicable only to “the United Kingdom and the
British Dominions in Europe.” Actions for infringement are
to be brought in the courts of record of the United Kingdom
or of the British Dominions in Europe, in which the offence
was committed.
therefore appear that, on the principles applicable to the
Fine Arts Copyright Act, 1862, neither of the imperial acts
relative to university copyright was at any time in force in
Canada. It must be noted that section 27 of the Literary
Copyright Act, 1842, did not serve to extend the earlier
acts to Canada. Section 27 of the 1842 act merely preserved
the rights of the universities and colleges, and although
the act of 1842 was in force in Canada, the effect of
section 27 was only to save rights and not to extend them.
Little help is
obtainable from internal sources in Canada. As noted above,
no case has discussed the problem. The Canadian Copyright
Act of 1921 contains no schedule of statutes repealed as
does the Imperial Act of 1911. Curiously enough a bill was
brought down before the Canadian parliament in 1911 in
somewhat similar terms to the Imperial Act of the same
year but was not enacted. That bill contained a schedule of
statutes to be repealed which was in terms practically
identical with the like schedule in the Imperial Act. The
only difference between the two schedules was that by the
Imperial Act of 1911, all the sections of the act of 1775
were repealed, but by the Canadian bill it was proposed to
repeal only sections 2, 4, and 5, leaving sections 1 and 3
still in force, thus preserving the perpetual copyright of
the United Kingdom universities and colleges without
requiring registration or providing any penalties for their
infringement. From this it might be supposed that the law
officers of the crown in Canada were of the opinion that the
act of 1775 was in force in Canada and that it was desired
to retain the perpetual copyright
15 Geo. III, c. 53.
41 Geo. III, c. 107.
The main differences in principle were that it required
registration as a condition precedent to the subsistence of
copyright; it granted copyright only to residents of Canada;
it required notice of copyright to appear on the work, and
required works published in Canada to be printed or made in
the universities. This view might have some force if it
were, not for the fact that, in the same schedule, there was
numbered among the acts to be repealed, certain sections of
the Fine Arts Copyright Act, 1862, which eight years earlier
the privy council had held not to extend to Canada.
Although this bill was not enacted as a statute until the
revised bill which resulted in the act of 1921 was brought
down, this incident is another example of the quality of
statutory draftsmanship which from time to time gives so
much trouble and difficulty to the courts of Canada and
provides so much well-earned remuneration to lawyers.
THE UNIVERSITY OF TORONTO LAW
that neither of the acts conferring copyright in the
universities was ever in force so far as Canada is
concerned, what is the position of works given or bequeathed
to the enumerated British universities and colleges so far
as Canadian copyright at present is concerned? Saving any
rights existing at the time of the repeal, section 47
repealed all imperial enactments relating to copyright so
far as they were operative in Canada. The acts of 1775 and
1801, not being in force in Canada, there was nothing to
repeal and no rights to save. By section 45 no person is
entitled to copyright or any similar right otherwise than in
accordance with the terms of the 1921 act. Therefore,
whatever rights the British universities and colleges may
have by way of Canadian copyright, among them cannot be the
right of perpetual copyright to which they are entitled in
Great Britain but only the copyright provided by the act of
1921. In order to obtain this right they must show that
they had copyright subsisting in Canada prior to January 1,
1924, which will thus bring them within the provisions of
the transition section and thus provide the
substituted right set forth in the first schedule.
We need examine
only two types of works, literary and artistic. The first
is answered by a reference to the acts of 1775 and 1801,
which required registration at stationers’ hall. If they
were not so registered they did not obtain perpetual
copyright. But registration did something more than that so
far as our present examination is concerned. It served also
to confirm in the owners of such works copyright under the
Literary Copyright Act, 1842. Under that act, which
remained in force until the enactment of the Imperial
Copyright Act of 1911, the term of copyright was the life of
the author and seven years after his death. If, therefore,
registration in the registers of the stationers’ company was
made by any of the enumerated universities and colleges in
accordance with their particular statutes or under the act
of 1842, or even without registration,
Graves v. Gorrie, A.C. 496.
publication took place in British territory, and that
copyright was subsisting on December 31, 1923, it obtained
the benefit of the transition section of the Canadian Act of
1921, and received the substituted right provided by the
first schedule of that act. It is probably too obvious to
require stating that, if registration had been made under
the Canadian Act of 1906 and that copyright was still
subsisting it would, by virtue of the transition section,
also receive the substituted right under the 1921 act. If a
university had not registered it, of course, obtained no
copyright under the act of 1775 and, if it had not first
published in British territory, it obtained no copyright
under the act of 1842, and therefore obtained no copyright
under the terms of the transition section of the Canadian
act. If such copyright did subsist but the author had been
dead for more than seven years at the time of the
commencement of the 1921 act it obtained no benefit
therefrom. The enumerated colleges are therefore in the
position that, with respect to a considerable number of
works in which they hold perpetual copyright in the United
Kingdom and those other British Dominions to which the
imperial legislation applies, they will, in some, have no
Canadian copyright at all, while in others, they will have
the limited right enduring for the period set out in the
Canadian act. For it must be noted that the effect of the
transition section is, in many cases, to extend the life of
copyright. Whereas under the 1842 act it lapsed seven years
after the author’s death, under the 1921 act it lapses only
at the end of fifty years from the death of the author. As
to present and future works, the universities and colleges
are in the same position here as in England. They obtain
copyright in accordance with the act of 1921 and for the
term therein specified, or they obtain no copyright at all.
With respect to
artistic works the situation is even more simple. If the
universities did not register their copyrights in artistic
works under the Canadian Act of 1875 they did not
obtain Canadian copyright and so had no right which was in
existence at the time of the commencement of the 1921 act,
which could receive the benefit of the transition section.
Registration at the stationers’ company could not serve to
create Canadian copyright in an artistic work as it did in
the case of a literary work and, unless copyright was
subsisting at the effective date, there was nothing to which
the substituted right could be transferred.
So far, we have
been speaking of published works. If, of course, a work was
in the hands of one of the designated universities in an
unpublished condition it was entitled to common-law
copyright which on
R.S.C. 1906, c. 70.
stated in Donaldson v. Becket endured without
limitation until publication. Being entitled to common-law
copyright it obtained the substituted right under the 1921
act. The common-law copyright existing in such
unpublished work was an inchoate right which could be turned
into an actual right by a formal act, and therefore
fell within the classes of works in which copyright
subsisted and which received the benefit of the transition
section. Upon future publication, copyright in such a work
will subsist in accordance with the provisions of the act of
HAROLD G. Fox
School of Law,
University of Toronto.
184.(1774) 4 Burr. 2408; see also Mansell v. Valley
Printing Co., 2 Ch. 441, at p. 447.
In re Dickens, 1 Ch. 267, at p. 307.
E. W. Savory Ltd. v. World of Golf Ltd., 2 Ch.
566; and cf. H. G. Fox: “Some Points of Interest in the Law
of Copyright,” 6 University of Toronto Law Journal
(1945), at p. 119.
The universities in Canada, most of which are corporate
bodies created by statute are capable, as are other types of
corporation, of acquiring and owning copyright. (Cf.
Massie and Renwick v. Underwriters’ Survey Bureau Ltd. et al,
S.C.R. 218, at p. 229.) Some at least of the
provinces have passed special legislation vesting in the
universities the power to acquire and hold patents, trade
marks, and copyright (see, e.g., The University Act. R.S.O.
1937, c. 372, s. 32(iii)), but such provisions are redundant
and unnecessary. Apart from this there are no special
statutory provisions affecting copyright owned by
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