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Why does posture really matter?
We know we are supposed to have better posture. Our parents and our chiropractors kept telling us to stand up straight and pull our shoulders back. But most of us don’t understand just how important that proper posture is. Sadly, some of us consider 5 minutes of proper posture at the dinner table restitution for the rest of the day’s neglect. Even children of chiropractors have be reminded of proper posture (yes, Emma, I mean you.)
Kinetic Chain Fault
The various joints of the body are not disconnected and independent. There are stabilizing factors that occur throughout the body. This is taught to anyone participating in upper body sports. Ask any golf pro where the swing starts? Your answer will be “with the feet.” Even though the club and swing occur in the arms, the foundation is in the proper stance and foot posture. The stabilization of the weight-bearing joints affects the body’s mechanics. Watch basketball players shoot free-throws; they will shift their feet several times in order to get into proper posture and balance. This interconnected movement is known as the kinetic chain.
Kinetic chain faults occur when the body posture is out of balance. Dis-coordinate movements will adversely impact the fine motor control and can lead to injury. This is not just a chiropractic principle. This is taught as part of exercise physiology.
In addition to injury and scar tissue proliferation, poor posture can lead to boney adaptation. When young people are moving through their teen years, their bones are always being sculpted and remodeled. The process takes years to complete. Chronic poor posture encourages the bones take on incorrect shapes and poor adaptations. This leads to arthritis in chronic pain.
Muscles are designed to pull, or contract. They have a “sweet spot” in their muscle length-tension relationship. This “sweet spot” allows the muscle to have neuromusclular efficiency. A muscle which is over-stretched does not have as much pull-strength as a muscle which is under normal load and tone. Chronic poor posture leaves muscles under constant stretch. This weakens the muscles, leading to injury, strains, and acute pain.
Look at the side-ways neck x-rays. Which would you rather have? The neck on the left is showing poor posture, leading to headaches and chronic neck pain. The neck on the right has better posture and better neuromuscular efficiency.
You should visit with an expert St George Chiropractor in order to better understand your posture defects and what you need to do to correct yourself. Taking time now to fix the posture will save time, and money.
Dr. Andrew White
St George Posture Chiropractor | <urn:uuid:e1e3012b-3d88-4285-b81d-48d7c08268e1> | {
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Individual differences |
Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology |
Biological: Behavioural genetics · Evolutionary psychology · Neuroanatomy · Neurochemistry · Neuroendocrinology · Neuroscience · Psychoneuroimmunology · Physiological Psychology · Psychopharmacology (Index, Outline)
Fetal position (British English: also foetal) is a medical term used to describe the posture of the body of a prenatal fetus as it develops. In this position, the back is curved, the head is bowed, and the limbs are bent and drawn up to the torso.
This position is used in the medical profession to minimize injury to the neck and chest.
Sometimes, when a person has suffered extreme physical or psychological trauma (including massive stress), they will assume the fetal position or a similar position in which the back is curved forward, the legs are brought up as tightly against the abdomen as possible, the head is bowed as close to the abdomen as possible, and the arms are wrapped around the head to prevent further trauma. This position provides better protection to the brain and vital organs than simply lying spread out on the ground, so it is obvious as to why it is an instinctual reaction to extreme stress or trauma when the brain is no longer able to cope with the surrounding environment, and in essence "shuts down" temporarily.
The fetal position has been observed in drug addicts, who enter the position when experiencing withdrawal. Sufferers of anxiety are also known to assume the fetal position during panic attacks.
Many people assume this position when sleeping, especially when the body becomes cold.
A study by Professor Chris Idzikowski, director of the Sleep Assessment and Advisory Service found that people who sleep in the fetal position consistently tend to have a shy and sensitive personality.
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Little Diomede Island (U.S.) in the Bering Strait (not the Aleutians, as I mistakenly wrote earlier) is reckoned to be some tens of thousands of kilometers west of Big Diomede Island (Russia), despite the obvious fact that Little Diomede is about four kilometers east of Big Diomede.
The reason for that is that in the state of nature, Europe is east of North America, which is east of Asia, which is east of Europe. So it makes no sense to ask "Is X east or west of Y?" unless we have instituted a convention of some sort.
One possible convention is: "X is east of Y if and only if the easterly great-circle course between them is shorter than the westerly one." That's the rule we apply in ordinary life, and by that rule, the Russian island is west of the U.S. one.
But the navigator's convention unwraps the globe at the 180 degree meridian, and says that the entire Eastern Hemisphere is east of the entire Western Hemisphere. Using this convention, the Russian island is east of the U.S. one.
And by the same token, Alaska, since it sticks into the Eastern Hemisphere, is the easternmost U.S. state as well as the westernmost and the northernmost. The southernmost state is Hawaii. Of the 48 contiguous states, the westernmost is Washington, the easternmost Maine, the southernmost Florida (thanks to Key West), and the northernmost Minnesota, due to a surveying error. | <urn:uuid:e76e1cdf-856b-4a38-87b1-26eac84e76bb> | {
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LOCKFILL and lock Rozenburg
Lockfill has been validated with quite some measurement data from scale model tests. These tests have been performed by Delft Hydraulics for different locks in the Netherlands.
One of these tests was done for Lock Rozenburg. Lock Rozenburg connects the Calandkanaal and the Hartelkanaal. The lock contains two chambers. The total length of the connected chambers add up to 330 meters. The width of the lock is 24 meters. The levelling process in this lock takes place through the lock gates.
The lock has been opened in 1971. In that time the Calandkanaal contained salt water and the Hartelkanaal contained fresh water. After the removal of the Beerdam both canals became brackish.
From September 1967 until June 1968 scale model tests have been performed to determine the longitudinal forces on ships during the levelling process. These tests could not distinguish the different sources of the longitudinal force; only the total force could be measured. This total force can be compared with the calculation of Lockfill.
Important input parameters for Lockfill are the levelling system, the waterlevel difference and in this case also the density difference.
The results of one of the measurements and the Lockfill calculation can be found in the following figures.
It can be seen that the measurement data and the Lockfill calculation have a good agreement. The maximum forces are quite close and the behaviour is also quite well represented. | <urn:uuid:dd003508-3446-4bce-a5d5-d1cc51423dae> | {
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Over the past century, the Pearl Harbor Naval Shipyard has helped the country by keeping the Pacific Fleet “fit to fight,” but it also has a special significance for the people of Hawaii. In the following pages, HONOLULU explores the past and present of the shipyard, which celebrates its centennial anniversary this month.
courtesy of the Pearl Harbor Naval Shipyard
But for tens of thousands of us, Pearl Harbor is not just a day trapped in time. It’s a part of life. Maybe your dad retired from the shipyard after 30 years, or one of your nephews just joined the apprenticeship program. Civilian workers like them—welders, pipefitters, engineers, divers and others—have maintained the ships and submarines of the U.S. Navy for decades.
The Pearl Harbor Naval Shipyard turns 100 this month. Its official birth date is May 13, 1908, when Hawaii was still a territory, and Congress appropriated nearly $3 million to establish the Navy yard. It wasn’t until World War II that its workers adopted the motto “We keep them fit to fight.” They’d earned it. After the attack on Pearl Harbor, the Navy Yard ran round the clock, with thousands of workers scrambling to put torpedoed ships back in the water as quickly and safely as possible—one of the greatest salvage operations in naval history.
We don’t hear those stories enough. And we rarely get to see the photographs that bring them to life. With the shipyard’s centennial anniversary this month, we’ve decided to look back on its 100 years in Hawaii, with historical accounts from the people who were there and images from the photographic collections of the State Archives, the University of Hawaii and the shipyard itself.
Because we’re not just talking about a part of Hawaii’s past, we’ve also talked to the workers who make the shipyard what it is today.
A Timeline from 1887-2008 | <urn:uuid:52839b56-6c05-4e2c-a1d8-8cd45fdd850f> | {
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any member of a ship's crew
bluejacket, navy man, sailor, sailor boy(noun)
a serviceman in the navy
boater, leghorn, Panama, Panama hat, sailor, skimmer, straw hat(noun)
a stiff hat made of straw with a flat crown
One who follows the business of navigating ships or other vessels; one who understands the practical management of ships; one of the crew of a vessel; a mariner; a common seaman.
Origin: From sailer.
one who follows the business of navigating ships or other vessels; one who understands the practical management of ships; one of the crew of a vessel; a mariner; a common seaman
A sailor, seaman, mariner, or seafarer is a person who navigates water-borne vessels or assists as a crew member in their operation and maintenance. The term blue jacket or bluejacket may be used for British or US Navy sailors, the latter especially when deployed ashore as infantry. The Bluejacket's Manual is the basic handbook for United States Navy personnel. 700,000 of the world's mariners come from the Philippines, being the world's largest origin of seafarers. Etymologically, the name "sailor" preserves the memory of the time when ships were commonly powered by sails, but it applies to the personnel of all vessels, whatever their mode of propulsion, and includes military maritime personnel and members of the merchant marine as well as recreational sailors. The term "seaman" is frequently used in the particular sense of a sailor who is not an officer.
The Foolish Dictionary, by Gideon Wurdz
A man who makes his living on water but never touches it on shore.
British National Corpus
Rank popularity for the word 'sailor' in Nouns Frequency: #2752
The numerical value of sailor in Chaldean Numerology is: 8
The numerical value of sailor in Pythagorean Numerology is: 2
Sample Sentences & Example Usage
A sailor without a destination cannot hope for a favorable wind.
A woman knows the face of the man she loves like a sailor knows the open sea.
To win a medal here you have to be a complete sailor, you have to be able to sail in a wide range of conditions.
If you want to appreciate the Sun, be a miner; to value the land, be a sailor and to long for freedom, get married!..
Money mad. My wife says I spend money like a drunken sailor. Wonder what she'd say if I spent it like a sober congressman
Images & Illustrations of sailor
Translations for sailor
From our Multilingual Translation Dictionary
- maríCatalan, Valencian
- Matrose, SeemannGerman
- ναυτικός, ναύτηςGreek
- maristino, maristoEsperanto
- matruusi, merimiesFinnish
- matelot, marinFrench
- muireach, maraiche, loingear, seòladairScottish Gaelic
- tengerész, hajós, matrózHungarian
- sjóari, sjómaðurIcelandic
- marittimo, navigante, marinaioItalian
- 水兵, セーラー, 船員, 水夫, 船乗りJapanese
- 수병, 선원Korean
- jūreivis, jūreivėLithuanian
- kuģiniece, kuģinieks, jūrnieks, jūrnieceLatvian
- hēramana, kaumoanaMāori
- kelasi, anak kapalMalay
- seiler, matros, sjømannNorwegian
- táłkááʼ siláo, chʼah łigaiNavajo, Navaho
- marynarz, żeglarzPolish
- marinheiro, marujoPortuguese
- marinar, matelot, matrozRomanian
- матрос, морякRussian
- морнар, mornarSerbo-Croatian
- matros, sjömanSwedish
- mellah, bahriyeli, seylani, bahharTurkish
Get even more translations for sailor »
Find a translation for the sailor definition in other languages:
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Alarums and excursions:
In 1760-1 these news items appeared in the English press with a conflation of Turks and Algerians that was probably quite typical of the time.
‘London, October 2. An express has been received from Mount’s Bay, that between the 26th and 27th ult. an Algerine Chebeck, of 20 guns, and full of men, was driven ashore by a strong southerly wind, and entirely lost; 170 of the crew got on shore, which terribly affrighted the country people. It is 25 years since an Algerine cruizer was in any of our ports in England…’ (Newcastle Courant, 11.10.1760, No.4385, p1)
‘London, January 3. His Majesty’s frigate Bland is arrived at Falmouth, to convoy the Turks, which were stranded at Mount’s Bay, to Algiers.’ (Newcastle Courant, 10.01.1761, No.4398, p1)
Why were the local people so ‘terribly affrighted’? They clearly suspected the ship of being a Barbary Corsair, or Sallee Rover, from Salé in Morocco, privateers of the Mediterranean who sometimes ranged further north in feats of daring seamanship, since their lateen-rigged triangular sails were less suited to the rougher waters of the Atlantic. They were occasionally active in British waters in the 17th and 18th centuries, and ventured as far north as Iceland in 1627, when the Revd. Olafur Egilsson was captured – which was why people were so afraid. (A recent English translation of his travels and travails has been made available.)
A household name, albeit fictional, who also spent time as a ‘guest’ of the Sallee Rovers, was Robinson Crusoe!
As was the case where privateers of any nationality were concerned, it was not uncommon for ships to be ‘taken and retaken’, captured by an opposing force, then recaptured by their own, or to suffer serial capture, as the two following ships with some connection to Corsairs demonstrate.
The Fountain was captured from the Algerians in 1664 and taken into the service of the Royal Navy. She was intended to be used as a fireship but was prematurely set ablaze by a shot from the Dutch side at the Battle of Solebay in 1672.
Similarly, the Dutch fluyt Schiedam, one of our Designated wrecks, was wrecked in Jangye-Ryn Cove, Cornwall, after serial capture. Laden with a cargo of timber from Spain, she was captured in the Mediterranean in 1683 by Barbary Corsairs. She was then captured by the English under Sir Clowdisley Shovell (shipwreck seems to have hung around his career: he just missed being wrecked in 1703 in the Great Storm, before being finally lost with his fleet in the Association disaster off the Isles of Scilly in 1707), and despatched for Tangier to act as a transport for England, on which voyage she was finally lost. | <urn:uuid:6ec8b6b6-c4b5-4925-bc02-11743301a4cc> | {
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Reprint, First Rights to Mature Years-1998, Lutheran Digest-2009 and locally in Kutztown Historical Society newsletter 2000.
“The true mince pie should be an inch thick with a flaky crust tinted by its imprisoned juices, which threaten to break through. Around its edges must be a slight crinkle made by the tines of a fork, and in its top a hole here and there from the stroke of a knife to let the steam out. This steam, once known, can never be forgotten,” according to Mr. Arr, an old authority on holiday customs, from the book Customs of Mankind.
Mr. Arr may have been a true connoisseur of mince pies; however, the mince pie has a longer tradition in the medieval English Christmas pie.
Although the English always had been known for making pies (British pies were a main dish of meat or fish with vegetables under a potato or pastry cover. In effect, they were the stews in pie form.) The origin of this popular pie derives from the Crusades to the Holy Land. Military men returned with Oriental spices. Thus, the idea arose to use the spices from Christ’s native land to make a special Christmas pie to celebrate the Feast of the Nativity.
The contents of this pie consisted of spices and sweetmeats---minced venison, pheasant, partridge, peacock, rabbit, apples, sugar, suet, molasses, raisins, currants, and spices in differing combinations. The pies were made in the oblong form of a manger with the image of the Christ Child on top.
According to the “Food Encyclopedia,” mincemeat “came about as a matter of preserving various meats, including such game as venison and rabbit. Alcohol and various spices were added to retard spoilage.”
Some of the early recipes called for “chopped or minced partridges, pheasants, and hares,” another calls for “chopped meat, suet, sugar, apples, molasses, cider, raisins, currants, citron, cloves, and nutmeg,” “neats” (cows) tongues, chidken, eggs, raisins, orange and lemon peel.” Some early recipes called for as much as six pounds of meat.
According to Christmas Facts and Fancies, by Alfred Carl Hattes, the largest known pie was made in England in 1770 for Sir Henry Grey---a mere 165 pounds!
Perhaps the Christmas pie of the nursery rhyme, Little Jack Horner, was a mere six-pound pie. If you recall:
LITTLE JACK HORNER
SAT IN A CORNER
EATING A CHRISTMAS PIE;
HE PUT IN HIS THUMB
AND PULLED OUT A PLUM
AND SAID WHAT A GOOD BOY AM I.
English legend tells us that Jack Horner, during the reign of Henry VII, was steward to Richard Whiting, the abbot of Glastonbury monastery. The story goes that, in order to placate the monarch who wished to seize as many lands as possible, Whiting gave Horner the task of delivering a Christmas pie to Henry. Hidden inside the pie were a number of deeds to some manors to be given to the king. Horner is said to have stolen (pulled out) a deed (plum) and lived happily thereafter on a profitable manor.
This Christmas pie of Homer’s has also had a variety of names during England’s early days: shred, god-cakes, mutton, and the wayfarers pies given to holiday visitors of carolers.
As with most foods, the mince pie was associated with superstitions, especially throughout the feasting during the twelve days of Christmas.
Whoever ate a mince pie on each of the twelve days would look forward to twelve happy months. Special good luck was gained by eating pie every day of the twelve at a different person’s house. Never was a mince pie to be eaten before Christmas or after Twelfth Night; nor should one refuse a pie during the season, or else one would have bad luck for twelve months.
Most of these old rites and customs of the mince pies have been forgotten, especially with the Puritans who came in power in the seventeenth-century England and in the early American settlements.
This seemingly innocent Christmas mince pie so outraged the Puritans that, it, too, along with the joy and frivolity of Christmas, was forbidden. It was the Catholic and Anglican mince pie custom to place the image of Jesus on top of the pie. The Christ Child image was considered to be idolatry to the Puritans. Thus, the ban on the original form of the pie. It was during this controversy that the shape was changed to circular (the one we use today) and decorated with green sprigs. In this manner they were included on the Thanksgiving table.
Today the mince pie superstitions, the religious legend of the Crusades, the background of the Little Jack Horner tale, and even the “meat” of the pies have been forgotten or lost.
Yet, not all is lost. Take a seat at the table at your next Thanksgiving or Christmas Day feast and wait for the cook to bring forth a steaming mince pie, “This steam, once known, can never be forgotten”---mince pie.
Carole Christman Koch grew up in Berks County and has been published in numerous publications. She has a passion for writing and has many stories from growing up on a farm to raising children to humorous stories about her and her husband to everyday stories to season stories and more. | <urn:uuid:79714171-cdd0-4d4b-90f0-1aca09445116> | {
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Statistical Manual of Mental Disorders (DSM-5) is clear, accurate criteria for diagnosing mental disorders, the motivation behind the book's revision was the improvement of diagnosis and clinical care. Somatoform disorders are one area where definitive progress was made.
Somatoform disorders are characterized by symptoms suggesting physical illness or injury, but which may not be fully explained by a general medical condition, another mental disorder, or by medication or substance side effects.
The symptoms are either very distressing or result in significant disruption of an individual's ability to function in daily life. People suffering from somatoform disorders are often initially seen in general medical settings as opposed to psychiatric settings.
The DSM-5 makes a significant change to the diagnostic criteria from previous editions by shifting the emphasis from medically-unexplained symptoms to the impact of those symptoms on a person's thoughts, feelings and actions. In DSM-IV, it was required that somatic symptoms be medically unexplained -- that is, if symptoms could be traced to an identifiable underlying medical disorder like depressive symptoms in hypothyroidism, the diagnosis of somatoform disorder could not be made. The problem with this exclusion is that it did not take into account some patients who exhibit an unusually negative reaction to their symptoms (like excessively-high anxiety) even when symptoms are medically-explained. Such patients may benefit from treatment.
disproportionate or excessive. However, in cases where somatic symptoms are medically-explained, DSM-5 requires that all other criteria for the disorder be met. In addition, the narrative text notes that it is not appropriate to make a somatic diagnosis solely because the symptoms are medically-unexplained.
In other words, symptoms may or may not be associated with another medical condition, but in order to meet criteria for somatic symptom disorder, they must be accompanied by disproportionate or excessive thoughts, feelings or behaviors.
The new narrative text for somatic symptom disorder notes that some patients with physical conditions such as heart disease or cancer will indeed experience disproportionate and excessive thoughts, feelings and behaviors related to their illness and, depending on the severity of symptoms, that these individuals may qualify for a diagnosis of somatic symptom disorder.
This change encourages comprehensive assessment of patients for accurate diagnoses and holistic care, as it recognizes that mental problems can occur in patients with medical problems and ensures that patients get the care they need for both. In this sense, somatic symptom disorder is like depression or anxiety or many other mental disorders; it can occur in the context of a serious medical illness. As with all mental disorders, diagnosis requires clinical training and judgment to recognize when a patient could benefit from focused treatment.
The change to allow diagnosis in the context of symptoms that are
medically-explained removes the mind-body separation implied in previous editions and encourages clinical judgment and comprehensive assessment rather than a checklist that may arbitrarily disqualify many people who are suffering from both somatic symptom disorder and another medical diagnosis from getting the help they need.
In addition to this critical change, the chapter as a whole -- termed somatic symptom and related disorders -- clarifies and reorganizes the disorders
contained within to reduce overlap and confusion in terminology, both of which were often a source of complaint among non-psychiatrist physicians. Because individuals suffering from somatic symptoms are primarily seen in general medical settings as opposed to psychiatric settings, the criteria in DSM-5
better define terms and reduce the number of disorders and sub-categories to make the criteria more useful to non-psychiatric-care providers.
To ensure that the new criteria would indeed help clinicians better identify individuals who need care, scientists tested them in actual clinical practices during the DSM-5 field trials. The diagnostic reliability of somatic symptom disorder performed very well in these field tests.
The changes, approved by the American Psychiatric Association Board of Trustees in late 2012, better reflect the complex interface
between mental and physical health. The DSM-5 will be released this May.
David J. Kupfer, M.D., is chair of the DSM-5 Task Force.
As sited: http://www.huffingtonpost.com/david-j-kupfer-md/dsm-5_b_2648990.htmlutm_hp_ref=fb&src=sp&comm_ref=false#sb=1550823,b=facebook
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All chemicals, including hazardous ones, are commonly described in terms of their physical, chemical, and biological properties. It is necessary to understand the meaning and importance of the various individual properties and also to have some grasp of the significance of the numerical values given to chemical properties in order to fully use this information to recognize and predict behavior so as to avoid potentially dangerous situations.
The Federal Department of Transportation (DOT) groups chemicals into 9 classes, depending on specific properties. Some classes are also broken up into divisions to further clarify groups within each class. Examples and general hazardous properties of different substances are shown in Table DOT.
DOT 1: Explosives
DOT 2: Gases
DOT 3: Flammable Liquids
DOT 4: Flammable Solids
DOT 5: Oxidizing Substances
DOT 6: Poisons
DOT 7: Radioactive Materials
DOT 8: Corrosive Materials
DOT 9: Miscellaneous Hazardous Materials
Labels and Placards: The identification system used in transportation consists of labels and placards.
Labels: Labels are symbols (minimum of a 4-inch square diamond) that are attached to the shipping package. Packages classified as hazardous must have appropriate DOT markings or labels, unless otherwise specified.
- When required, the label(s) must be attached to, or printed on, the surface of the package near the proper shipping name.
- Hazardous materials having more than one hazard classification, new DOT regulations have detailed a complex hierarchy for the labeling, packaging and shipping of packages containing these materials.
Placards:Placards are larger symbols (10-3/4” square diamond) that are attached to each side and end of a rail car, freight or portable tank container, or motor vehicle containing hazardous materials (> 640 ft 3).
Highway transportation does not require placards unless more than 1000 lbs of material is being transported. There are exceptions regarding this amount and the type of placard required. One common type of labeling is the NFPA (National Fire Prevention Association) symbol (Fig. NFPA).
Class 1 -- Explosives: Explosives are materials that can react very rapidly, releasing a lot of energy. Flammables can act like explosives, depending on the container. Explosions are extremely difficult to protect against since they are not detectable. TNT (2,4,6-trinitrotoluene) and nitroglycerin are examples of explosives. The explosives hazard class placard is orange with an exploding ball icon.
Class 2.1 -- Flammable Gas: Any material which is a gas at 20¡C (68¡F) or less which is ignitable when in a mixture of 13% or less by volume with air; or has a flammable range with air of at least 12% regardless of lower limit. The placard for flammable gas has a red background with white lettering.
Class 2.2 -- Non-flammable Gas:Non-flammable gases are usually non-toxic, but pose hazards because they can displace oxygen, are under high pressure, and can be extremely cold or cryogenic. Examples of non-flammable gases are nitrogen, argon, and helium. The placard for non-flammable gas has a green background with white lettering.
Class 2.3 -- Inhalation Hazard: A material poisonous by inhalation (see ¤ 171.8 of 49 CFR Part 171, May 6. 1997).
Class 3 -- Flammables and Combustibles: The ease of which a material burns can be categorized as either flammable or combustible. The flashpoint is what determines whether a material is flammable or combustible.
Flammable liquids have a flashpoint equal to or less than 141 o F and are by far the most common hazard class. Most solvents are flammable and can cause irritation and defatting when in contact with skin. Inhalation of vapors can cause dizziness and headache. The DOT placard for flammable materials is a flame on a red background with white lettering.
Combustible liquids do not meet the definition of any other DOT hazard class and have a flashpoint more than 141 o F and up to 200 o F.
Liquids that do not meet the definition of any other DOT hazard class and have a flashpoint of more than 200 o F are classified as non-combustible.
CLASS 4 - Flammable Solids; Substances that Spontaneous Combust or Substances, Which In Contact With Water Emit Flammable Gases
Class 4 deals with substances, other than those classified as explosives, which, under conditions of transport, are readily combustible or may cause or contribute to a fire. Class 4 is subdivided as follows:
Class 4.1 -- Flammable solids:Solids which, under conditions encountered in transport, are readily combustible or may cause or contribute to fire through friction; self-reactive substances (solids and liquids) which are liable to undergo a strongly exothermic reaction; solid desensitized explosives which may explode if not diluted sufficiently. The DOT placard for flammable solids is a red and white vertical striped background with black lettering and a black flame.
Class 4.2 -- Substances liable to spontaneous combustion: Substances (solids and liquids) which are liable to spontaneous heating under normal conditions encountered in transport, or to heating up in contact with air, and being then liable to catch fire. The DOT placard for spontaneously combustible materials is a black flame with a white upper and a red lower background with black lettering.
Class 4.3 -- Substances, which in contact with water emit flammable gases: Substances (solids and liquids) which, by interaction with water, are liable to become spontaneously flammable or to give off flammable gases in dangerous quantities. The DOT placard for water sensitive materials is a white flame on a blue background with white lettering.
Class 5 -- Oxidizers:Oxidizing agents are usually recognizable by their structures or names. Oxygen is usually in their structure and often released as a result of thermal decomposition. Oxidizing agents often has "per-" prefixes ( perchlorate, peroxide, and permanganate) and often ends in "-ate."
Strong oxidizers have a larger potential incompatibility than perhaps any other chemical group (with the exception of water reactive substances). It is safe to assume that they shouldn't be stored or mixed with any other material except under carefully controlled conditions.
The placard for the Oxidizer hazard class has a yellow background with black lettering. The icon is a burning " 0" which stands for oxygen. Oxidizers give off oxygen and promote the combustion process in other materials; therefore they are a fire hazard. Oxidizers increase the hazard of a material catching fire. Oxidizers can make flammables extremely flammable, and they make many corrosives act like flammables. Some oxidizers are very reactive and can cause burns similar to corrosives. Oxidizers can also bleach skin and hair.
Class 6.1, Packing Group I or II -- Poisons: A material, other than a gas, which is known to be so toxic to humans as to afford a hazard to health during transportation; or which, in the absence of adequate data on human toxicity, is presumed to be toxic to humans because it falls within any one of the following categories when tested on laboratory animals: oral toxicity, dermal toxicity, or inhalation toxicity. Poisons must enter the body to cause injury or illness and usually only a small amount of material is needed. The extent of injury depends on the route of exposure, the concentration or strength of the chemical, and the length of exposure time. Arsenic and cyanide are examples of poisons. The poison hazard class placard has a white background with black lettering and a skull and cross-bones icon.
Class 6.1, Packing Group I or II -- Inhalation Hazard:A material poisonous by inhalation (see ¤ 171.8 of 49 CFR Part 171, May 6. 1997).
Class 6.1, Packing Group III - Keep Away from Food: Substances that are liable to cause death, serious injury or harm to human health if swallowed, inhaled, or contacted by skin. This poison hazard class placard has a white background with black lettering and an X-ed out ear of corn.
Class 6.2, -- Infectious Substance:A viable microorganism (or its toxin) which causes or may cause disease in humans or animals. Includes those agents listed in the Department of Health and Human Services' Regulations (42 CFR 72.3) and any other agent that has the potential to cause severe, disabling, or fatal disease.
Class 7 - Radiation has two sources: Natural background sources (70%) such as rocks which emit radon gas or contain other radioactive elements, and man-made sources (30%) such as X-ray machines. Man-made or naturally occurring radioactive isotopes are used every day and waste products from these manmade sources fall into two categories: High-level radioactive waste and low-level radioactive waste. There are two common types of radiation.
- Ionizing Radiation(concentrated package of energy).
Alpha radiation: Alpha particles are double-charged helium ions and are produced when a radioactive substance such as radium decomposes to produce radon and an alpha particle. Alpha emitters are of concern if ingested or inhaled (internal radiation hazard). Alpha particles can be stopped by a piece of paper and can only travel a few tenths of a centimeter in air.
Beta radiation: Beta radiation is a fast moving electron that is produced by radioactive decay and it require about 1000 times more mass to stop than does an alpha particle. A one Mev electron can travel 400 cm in air but only 0.5 cm in water. Therefore, water provides a good shield against beta radiation. Do not use shielding materials with high atomic numbers; X-rays will be produced (low atomic number items such as plastic are goodshields).
Gamma, X-ray: Gamma rays and X-rays are commonly classified as electromagnetic radiation . Both gamma rays and X-rays are similar in properties to UV and visible light. The wavelengths are much shorter and therefore, the energy is greater. More energy means that more damage may occur in the receiving body if most of the energy is deposited. Gamma rays are produced by radioactive nuclei. X-ray production requires an electrical source and high-speed electrons (which are accelerated in a vacuum), which emit X-rays after striking a target. A one Mev gamma ray can travel over 7000 cm in air and 10 cm in water. Lead is frequently used for shielding material.
- Non-ionizing Radiation (energy transmitted as a wave).
These types of radiation are heat producing:
- Microwave radiation
- Ultra-Violet radiation
Non-ionizing radiation can be created or is utilized for many operations. Radar detectors, microwaves, radio, TV, and cellular phones all use non-ionizing radiation. Electromagnetic radiation is emitted as two fields (magnetic and electrical). The electrical field is produced from the transmitted current and the voltage transmitted produces the magnetic field.
Radiation protection measures are based upon limiting or minimizing the absorbed dose. This can be accomplished by reducing the time exposed, increasing the distance from the source, and utilizing shielding (i.e., water, concrete, steel, soil, etc.).
Class 8 -- Corrosivesare defined in terms of pH by the EPA and have a pH < 2 or > 12.5. The DOT defines corrosivity in terms of the substance's ability to cause visible destruction or changes in skin tissue at the site of contact or a liquid that has a severe corrosion rate on steel or aluminum. Strong acids and strong bases are corrosive.
Acids are compounds that yield H+ (hydrogen) ions when dissolved in water. Chemicals ending with "ic" are always acids. Examples of these acids include hydrochlor ic and acet ic acids. The terms "concentrated" and "dilute" refer to the concentration of the acid in solution. Acids are defined as solutions with a pH < 7. The pH is defined as the negative logarithm of the molar H+ concentration (i.e. Ðlog[H+]).
Bases are materials that produce hydroxide ions (OH-) when dissolved in water. The words "alkaline," "basic," and "caustic" are often used interchangeably. Chemicals ending with "ide" are bases 60% of the time and are bases 100% of the time when ending with "hydroxide." Common bases include sodium hydroxide (lye), potassium hydroxide (potash lye), and calcium hydroxide (slaked lime). Strong versus weak bases, and concentrated versus dilute bases are terms that are exactly analogous to those for acids. Strong bases dissociate completely while weak bases such as the amines dissociate only partially. As with acids, bases can be either inorganic or organic.
The halogens such as iodine, fluorine, chlorine and bromine are also very strong corrosives. Although they are too reactive to occur naturally in the environment, they can form dangerous compounds. Extreme caution is necessary when handling halogen compounds because they are also strong oxidizers and readily bond with hydrogen to form acids.
The placard for corrosives consists of white lettering on a split background showing a hand and a piece of material being eaten away. Contacting corrosives causes immediate damage to skin or eyes, and inhalation of vapors will cause irritation and burning of the nose, throat, and lungs. Ingesting corrosives will irritate and bum the mouth, throat and stomach. Corrosives will chemically react and generate heat that can act as an ignition source, potentially causing a fire.
Class 9 -- Miscellaneous: A material which presents a hazard during transport but which is not included in any other hazard class. This class includes any material which has an anesthetic, noxious, or other similar property which could cause extreme annoyance or discomfort, or any material (not included in any other hazard class) which meets the definition of a hazardous substance or hazardous waste. This placard has a white background with black vertical stripping on the upper half.
|General Category DOT Classification||Examples||General Hazardous Properties|
|Explosives and Blasting|
|Class 1.1||Dynamite, Dry TNT, Black Powder||Sensitive to heat & shock|
|Class 1.1-1.3||Propellant Explosives, Rocket Motors, Special Fireworks||Contamination could cause explosion|
|Class 1.4||Common Fireworks, Small Arms Ammunition, Ammonium Nitrate -- Fuel Oil Mixtures||Thermal and mechanical impact potential|
|Class 1.5||Blasting caps||Low sensitivity, possible ignition|
|Gases (Compressed, Liquefied or Dissolved under Pressure)|
|Class 2.1||Liquefied Petroleum Gas, Acetylene, Hydrogen||Explosion potential, Vapor-air flammability hazard|
|Class 2.2||Carbon Dioxide, Sulfur Dioxide, Anhydrous Ammonia||Compressed, some toxic or corrosive|
|Class 2.2 Cryogenic||Nitrogen, Oxygen||Liquefied gases -- cold temps -- frostbite, high expansion ratio|
|Class 2.3||Chlorine||Toxic and corrosive|
|Class 2.3||Carbon Monoxide||Poison|
|Flammable and Combustible Liquids|
|Class 3||Acetone, Gasoline, Methanol||Flammability hazard (flash-point < 141o F)|
|Class 4.2 (also some gases here)||Aluminum alkyls, Alkyl Boranes, Silane||Explosion potential, pyrophoric|
|Class 3||Fuel oils, Ethylene glycols, Ink||Flash point 100o to 200o F; potentially corrosive, toxic, thermally unstable|
|Class 4.1||Pyroxylin Plastics, Magnesium-Aluminum Powder, Charcoal||Readily ignites & burns ex- plosively, some spontaneously|
|Class 4.2||Phosphorus||Pyrophoric or spontaneously combustible|
|Class 4.3 -- Dangerous When Wet||Sodium and Potassium Metals, Calcium Carbide||Water reactive potential; Toxic & corrosive potentials|
|Oxidizers & Organic Peroxides|
|Class 5.1||Ammonium Nitrate fertilizer, Hydrogen Peroxide Solution||Supply O2 to support combustion of normally nonflammable material|
|Class 5.2||Benzoyl Peroxide, Peractic Acid Soln||Explosively sensitive to heat, shock, friction. Potentially toxic|
|Poisonous and Infectious Substances|
|Class 6.1 (Poison A)||Arsine, Hydrocyanic Acid, Phosgene||Extremely harmful by inhalation, ingestion and absorption of tiny amounts|
|Class 6.1 (Poison B)||Aniline, Arsenic, Methyl Bromide, Tear Gas, Xylyl Bromide||Flammability potential a moderately harmfull|
|6.1 pg III||Dichloromethane, Copper salts, Caffeine||Harmful if ingested or inhaled. Largest toxic category|
|Class6.2 (Infectious Agents)||Anthrax, Botulism, Rabies, Tetanus||Biological Agents|
|Irritant (obsolete in DOT)||Tear gas, many solvents & oxidizers||Severe -- Lachrymator; Chronic -- Sensitizer; Mild -- Local irritation|
|Class 7||Plutonium, Cobalt, Uranium||Particulate -- alpha & beta|
|Uranium Hexafluoride||Radiation -- gamma rays (internal & external)|
|Class 8||Acids -- Hydrochloric Acid, Oleum, Nitric Acid||Disintegration of tissues, fuming potential|
|Other Regulated Materials|
|Class 9 -- ORM A||Dry Ice, Carbon Tetrachloride||Toxic|
|Class9 -- ORM B||Quicklime, Metallic Mercury||Corrosive|
|Class 9 -- ORM C||Oakum, Bleaching Powder||Unique hazards|
|Class9 -- ORM D||Consumer Commodity||Limited hazards|
|Class 9 -- ORM E||Hazardous Substances- Pentachlorophenol, Adipic Acid, & Hazardous Wastes||Special hazards not otherwise covered|
Chemical incompatibility can manifest in many ways, with combinations resulting in fires, explosions, extreme heat, evolution of toxic gases, and polymerization. Because of the great number of chemicals and subsequent multiple numbers of potential reactions, it is impractical to list all potential reactions; five of the more common incompatibility reactions are shown below. Different hazard classes should never be stored together because violent reactions occur when the following hazard classes are mixed together:
- Corrosives + Flammables -- Explosion/Fire
- Corrosives + Poisons -- Poison Gas
- Flammables + Oxidizers -- Explosion/Fire
- Acids + Bases -- Salts/Heat
- Water Reactives + Water -- Toxic/Flammable gas
NFPA Labeling System
The diamond shaped diagram gives a general idea of the inherent hazards and the severity of these hazards under emergency conditions. The Health, Flammability and Reactivity are designated with 0 (or blank) indicating no hazard and 4 indicating an extreme or severe hazard; Special Hazards contain symbols that designate other hazards (if present). Table NFPA contains the full explanation of the numbering system for Health, Flammability and Reactivity. The symbols seen in Special Hazards include:
|Use NO WATER||W|
|Use NO AIR||A|
|Health Hazard||Flammability Hazard||Reactivity Hazard|
|Health hazards are noted in the blue quadrant and are rated from 0 to 4 with 4 as the most dangerous level||Flammability hazards are noted in the red quadrant and are rated from 0 to 4 with 4 as the most dangerous level||Reactivity HazardReactivity hazards are noted in the yellow quadrant and are rated from 0 to 4 with 4 as the most dangerous level.|
|Type of Possible Injury||Susceptibility of Materials to Burn||Susceptibility to Release of Energy|
|4: Extremely Hazardous (deadly) -- very short exposure can cause death or major long-term injury.||4: Extremely Flammable (below 73o F) -- turns into a gas rapidly under normal conditions and burns easily.||4: Extremely Unstable (may detonate) -- under normal conditions, this chemical may explode or react violently.|
|3: Highly Hazardous (extreme danger) -- short exposure can cause serious temporary or possible long-term injury.||3: Highly Flammable (below 1000 F) -- liquid or solid can be ignited at almost any ordinary temperature.||3: Unstable (shock or heat may detonate or explode) -- may react with water, or may need heating or another strong initiating source.|
|2: Moderately Hazardous (hazardous) -- intense or continued exposure can cause temporary or possible long-term injury.||2: Moderately Combustible (between 100o F and 200o F) -- must be heated somewhat or be in a very hot place before ignition can occur.||2: Unstable (violent chemical changes) -- may react violently with water, or undergo violent chemical changes without exploding.|
|1: Slightly Hazardous (slightly hazardous) -- exposure can cause irritation, but only minor injury.||1: Slightly Combustible (above 2000 F) -- must be heated before ignition can occur.||1: Unstable if Heated -- normally stable, but can become unstable when hot or under pressure. Reactions with water are not violent.|
|0: No Health Hazard (normal) -- exposure under fire conditions would offer no hazard beyond that of ordinary combustibles.||0: Nonflammable or Noncombustible -- will not burn.||0: Stable -- normally stable, even in a fire. Does not react with water.| | <urn:uuid:58665159-d1a9-4747-aa26-90e6fd2a672c> | {
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NASA Spacecraft Make First 3-D Images of Sun
Rani Gran / Nancy Neal-Jones
Goddard Space Flight Center, Md.
301-286-2483 / 0039
NASA Jet Propulsion Laboratory, Pasadena, Calif.
GREENBELT, Md. - NASA's twin Solar Terrestrial Relations Observatory (STEREO) spacecraft have made the first three-dimensional images of the sun. The new view will greatly aid scientists’ ability to understand solar physics and thereby improve space weather forecasting.
"The improvement with STEREO's 3-D view is like going from a regular X-ray to a 3-D CAT scan in the medical field," said Dr. Michael Kaiser, STEREO Project Scientist at NASA's Goddard Space Flight Center, Greenbelt, Md.
The STEREO spacecraft were launched October 25, 2006. On January 21 they completed a series of complex maneuvers, including flying by the moon, to position the spacecraft in their mission orbits. The two observatories are now orbiting the sun, one slightly ahead of Earth and one slightly behind, separating from each other by approximately 45 degrees per year. Just as the slight offset between a person’s eyes provides depth perception, the separation of spacecraft allow 3-D images of the sun.
Violent solar weather originates in the sun's atmosphere, or corona, and can disrupt satellites, radio communication, and power grids on Earth. The corona resembles wispy smoke plumes, which flow outward along the sun's tangled magnetic fields. It's difficult for scientists to tell which structures are in front and which are behind.
"In the solar atmosphere, there are no clues to help us judge distance. Everything appears flat in the 2-D plane of the sky. Having a stereo perspective just makes it so much easier," said Dr. Russell Howard of the Naval Research Laboratory, Washington, the Principal Investigator for the SECCHI (Sun Earth Connection Coronal and Heliospheric Investigation) suite of telescopes on the spacecraft.
"With STEREO's 3-D imagery, we'll be able to discern where matter and energy flows in the solar atmosphere much more precisely than with the 2-D views available before. This will really help us understand the complex physics going on," said Howard.
STEREO's depth perception also will help improve space weather forecasts. Of particular concern is a destructive type of solar eruption called a Coronal Mass Ejection (CME). CMEs are eruptions of electrically charged gas, called plasma, from the sun's atmosphere. A CME cloud can contain billions of tons of plasma and move at a million miles per hour.
The CME cloud is laced with magnetic fields, and CMEs directed toward Earth smash into our planet’s magnetic field. If the CME magnetic fields have the proper orientation, they dump energy and particles into Earth's magnetic field, causing magnetic storms that can overload power line equipment and radiation storms that disrupt satellites.
Satellite and utility operators can take precautions to minimize CME damage, but they need an accurate forecast of when the CME will arrive. To do this, forecasters need to know the location of the front of the CME cloud. STEREO will allow scientists to accurately locate the CME cloud front. "Knowing where the front of the CME cloud is will improve estimates of the arrival time from within a day or so to just a few hours," said Howard. “STEREO also will help forecasters estimate how severe the resulting magnetic storm will be.”
“In addition to the STEREO perspective of solar features, STEREO for the first time will allow imaging of the solar disturbances the entire way from the sun to the Earth. Presently, scientists are only able to model this region in the dark, from only one picture of solar disturbances leaving the sun and reaching only a fraction of the sun-Earth distance, said Dr. Madhulika Guhathakurta, STEREO Program Scientist, NASA Headquarters. Washington.
STEREO's first 3-D images are being provided by NASA's Jet Propulsion Laboratory, Pasadena, Calif. STEREO is the third mission in NASA’s Solar Terrestrial Probes program within NASA’s Science Mission Directorate, Washington. The Goddard Science and Exploration Directorate manages the mission, instruments, and science center. The Johns Hopkins University Applied Physics Laboratory, Laurel, Md., designed and built the spacecraft and is responsible for mission operations. The STEREO imaging and particle detecting instruments were designed and built by scientific institutions in the U.S., UK, France, Germany, Belgium, Netherlands, and Switzerland.
For STEREO images, visit:
For more information about STEREO, visit:
For NASA TV streaming video, downlink and schedule information, visit: | <urn:uuid:ab8f69b3-2425-493e-848f-6c611839e103> | {
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Proper name: Hmong, Na Mieo
Other names: Meo, Mieu Ha, Man Trang
Local groups: White Hmong, Chinese Hmong, Red Hmong, Black Hmong, Green Hmong, Na Mieo.
Population: 558,053 people
Language: The Hmong speak a language that belongs to the Hmong – Dao language family.
Production activities: Farming is done on terraced or swidden fields where corns, rice, and wheat are planted. The farmers inter-plant other crops together with the main product, including such crops as lotus, potato, vegetable, peanut, sesame, beans, etc. The plough of the Hmong is famous for its good quality as well as its efficiency. Growing flax, poppy (in the past), and fruit trees such as apple, pear, peach, plum, together with weaving flax are distinctive activities of the Hmong. The Hmong raise water buffaloes, cows, pigs, chickens, and horses. The horse is the most effective source of transportation in these mountainous areas, and they are beloved animals of each Hmong family. The Hmong handicraft industry is well-developed with works like embroidery blacksmithing, and the making of horse saddles, wooden furniture, rice paper and silver jewelry. All of the above items are produced according to need. Though the Hmong practice their crafts part-time, their products, such as ploughs, barrels, and wooden furniture are quite famous and well known. Markets of the Hmong satisfy not only the trading need but also fulfill their other social pursuits as well.
Diet: The Hmong usually eat 2 meals per day, but during harvesting time, they increase to 3 meals per day. There are traditional dishes in a daily meal, like steam corn flour or rice, fried vegetables and soups. The Hmong use wooden spoons to eat the corn flour, and rice on holidays and festivals. The Hmong like to drink wine made from corn and wine. They smoke tobacco in long pipes. Offering guests pipe which the tobacco is stuffed by the host is an affectionate gesture of hospitality. In the past, smoking opium was fairly popular.
Clothing: Hmong clothing is rich in color and types. White Hmong women grow flax, and weave it into textiles. They dress in white skirts, and buttoned shirts ornamented with embroidery patterns on the sleeves and back. They shave some of their hair, and wrap a long scarf around their head. Chinese Hmong women wear indigo skirts with a flower patterns embroidery design. They wear quilted tops which split above the under arm. Hmong women wear their hair long, and wrapped in a bunch affixed with a twig. Black Hmong wear skirts made from indigo, ornamented with batik flower-patterns, and buttoned shirts. Green Hmong women wear long wrapped skirts. Those who are married arrange their hair in a chignon or bun on the top of their head, and fastened with a little bone or animal hoof comb. On top of that, they wear a scarf that is tied in the shape of two horns. The main decorations on their dresses are made by quilting and embroidery.
Housing: The Hmong live gathered in villages, each one composed of several dozen households. Their houses are one story, with 3 rooms, 2 wings, and 2 or 3 doors. The family altar is located in the middle room. The houses of well-to-do families may be decorated with wallpaper, have wooden columns placed on pumpkin-shaped stone, tiled roof, and wooden floors. The altar is placed in the middle room. More typical, though, are houses made with bamboo walls and straw roofs. Food-staffs are stored on high shelves. In some places, there are food storage areas right next to residential houses. Cattle barns are paved with planks, and are high and clean. In high mountainous areas, there is often a big space between two houses, and there are 2-meter-tall stone walls to separate them.
Transportation: The Hmong use horses for transportation. They use carrying baskets that have two handles.
Social organization: There are many skin lines in a village, and several prominent lines that tend to play a more decisive role in the village’s social structure. The head of the village takes care of all the disputes, either by fine or by social pressure. Inhabitants of each village voluntarily follow its rule in agricultural production, cattle raising, forest protection, and more over in helping each other. The Hmong pay a great deal of attention to family branches which share the same ancestors. Each of these has some special traits, which are evident in rituals to honor the ancestors and the spirits, and include how many incense bowls there are, where they are placed, and how to pray. There are also differences in the funeral customs of different branches of a family: where the corpse is placed in the house, how to leave the dead outside before burying, where to locate the graves, etc. People in the same kinship line, though do not necessarily always knows each other, and though they belong to different generations, could still recognize each other by these special customs, it’s a taboo for people in the same family line to marry each other, because those kinsmen are very close. The head of a family tree has much authority, is respected and trusted by every one. The Hmong have small patriarchal families. The bride, once she is introduced in the wedding ritual and walks through her husband’s family’s doorway, is said to completely belong to the husband’s family line. Husbands and wives are very affectionate, and are always side by side; they go to the market, work in the terrace, and visit relatives, etc, together.
Beliefs: There are many sacred places in the house that are reserved specifically for worshiping, such as a place for ancestors, for house spirits, door spirit, and kitchen spirit. Those men who are traditional healers or ritual specialists have altars to worship the founders of their profession, there are many rituals duding which the strangers are forbidden to walk into the Hmong’s houses and villages. After worshiping a spirit to pray for someone, a good-luck charm is worn.
Education: The Hmong writing though edited like the national alphabet since the 60s is no longer widely used today.
Festivals: While the Vietnamese are busy to finish those last days of the year, the Hmong have already started those first days of the next year. Counting by the Vietnamese Lunar Calendar, the Hmong’s New Year is in December to coincide with their traditional agricultural calendar, and it is about one month earlier than the Vietnamese Tet. During the New Year’s Festival, villages play shuttlecock, swing, flute, and sing and dance at public areas around the villages. The second biggest holiday is the 5th of May (lunar calendar). Outside these two, depending on location, some places celebrate the 3rd of March, 13th of June, or 7th of July holidays (of the lunar calendar)
Artistic activities: Young people like to play pan-flutes while dancing. Flutes and drums are also used in funerals, when visiting someone, or during worshiping. Flutes made from leaves and whistles are vehicles for young people to express their feelings.
The Hmong Ethnic Group
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The utility functions I learned in economics are history-agnostic. They look at the current state of the world and calculate a “utility”. For example, you might say the utility of money is the logarithm of the amount of money you have.
Prospect Theory says that this view of the world does not match how people actually behave. Instead, the history of how you got to a certain point matters in how you value it. There's an asymmetry around a “reference point”:
(credit: Wikipedia, Prospect Theory page)
Consider these scenarios:
- You get $200 and have a 90% chance of losing $100 of it.
- You get $100 and have a 10% chance of gaining an additional $100.
These are mathematically equivalent. Both have a 90% chance of giving $100 and 10% chance of giving $200. However, they are not equivalent to humans. That's because humans consider not only the final result but how it was reached. Having $200 and then losing $100 feels different from having just the $100 in the first place. Even though the outcomes are the same, the reference point is different, so it feels different. Prospect theory takes this into account somewhat.
In game AI, I've only used regular utility functions. However, it seems reasonable to try using prospect theory in some way. Even prospect theory isn't complete; there are more human behaviors in decision making and valuation that it doesn't account for. Maybe FTT or something else. But sometimes you want to balance simplicity and comprehensiveness. In any case, it's something I'll want to ponder the next time I'm writing AI evaluation functions for NPCs.
Suppose I’m telling a story about someone walking through the woods to get to grandma’s house. Let’s look at how much time is spent in each activity:
I don’t write the same number of sentences in the story on each minute of the adventure. The sentences might be distributed like this:
Let’s look at how interesting each part of the story is over time:
If the storyteller were forced to match the pacing of the story with the amount of time each actually took, we’d have long periods of boring story.
Instead, the storyteller can stretch out interesting times and compress boring times to more evenly distribute interesting events:
Let’s look at where the events occur on this distorted timeline:
They’re much more evenly distributed.
Think about every story you have read and every movie you have watched. Most of them will stretch and shrink time by omitting or elaborating various details. They also use flashbacks and replays to further disconnect the time you experience from the time in the story.
We want to do this in many types of games.
In a game that directly tells a story, you can follow the technique used by storytellers. But what about more open ended games?
If you can’t stretch and shrink time, try to stretch and shrink space.
Let’s look at some games that stretch and shrink game maps.
Ultima 4 and 5 have a continental map that’s almost all wilderness. In Ultima 6, the towns were integrated into the world map. Surrounding areas were shrunk to make room for the towns. In Ultima 7, the towns grew even larger and boring parts of the wilderness shrunk even more. Here’s a rough sense of how that looked:
If you want to see the actual maps, there’s a high resolution map of Ultima 4 from Nick Moore, and there are high resolution maps of Ultima 6 and Ultima 7 from Ian Albert. You can find some scans of the cloth maps that came with these games on Xe Dragon’s site.
Let’s look at the path from Trinsic to Britain. In Ultima 4, most of that time is in the wilderness, which I found relatively uninteresting in that game:
Ultima 4 and 5 solved this problem by having a separate map for towns. When you entered the town on the main map, you were taken to a more detailed map with the town. Ultima 6 and Ultima 7 solve the problem a different way, by changing the world map:
By stretching and shrinking the map, the Ultima series made the walk from Trinsic to Britain more interesting, but less realistic.
Skyrim and World of Warcraft
Ultima not only shrinks the repetitive areas between cities but also repetitive areas within cities. Most buildings have something interesting inside; other buildings are omitted.
The same is true in many other open-world games. Skyrim’s towns have very few people. Wowwiki says World of Warcraft’s Stormwind City has 200,000 residents. Walk around and you’ll see fewer than 100 buildings and people. Both games also shrink wilderness areas relative to cities. Stormwind City is as large as Elwynn Forest. Towns are much smaller than realistic towns would be; wilderness areas are extremely small compared to realistic counterparts.
Civilization and Age of Empires
We see this same pattern in conquest games, but it manifests differently. You’re not an adventurer walking across a map but you instead control military units walking around. Repetitive elements include wilderness, natural resources such as trees, military units, and town buildings. Each of these is reduced in size or number. A large army may consist of tens of “soldiers”.
Civilization also has a slowing of time. At the beginning of the game, a turn might mean 50 years. At the end of the game, a turn is only 1 year.
In a transportation game the repetitive elements will be vehicles. A freight train in real life might have hundreds of cars but in Transport Tycoon will have fewer than ten. This makes cars easier to manage. A freight track might be 100 trains long; in Transport Tycoon distances between resources are shrunk so the track to train length ratio is much smaller than in real life. This also alters the balance for gameplay. Relative to real life, trains meet each other much more often. Double tracks and complex junctions are needed far more often than single track, making the layouts far more interesting and fun.
Look at the player’s experience in your game. Identify the repetitive elements, both things the player has to look at and the things the player has to do. Shrink repetitive elements in time and/or space. Expand interesting gameplay elements to occupy more of the time and space. These changes will reduce realism but increase fun.
Update: [2015-06-25] Added chart showing relationship between reader's time and story's time.
I have a long list of things I want to write about, but the list is getting longer instead of shorter. I've been thinking lately about my writing process: writing down ideas, fleshing them out, learning a topic, writing a blog post, and making diagrams.
It's fun to write code for diagrams but it takes a long time. Bret Victor's talks make me painfully aware of how limited my tools are. Munificent Bob says he draws his illustrations by hand to save time. LostGarden has beautiful diagrams but it takes me a long time to use those tools. I've pondered a Wacom Cintiq or a Surface or a Galaxy Note or even a regular drawing tablet but I think paper and pen is simplest.
- Big pages: 1-4 months, learning + writing + interactive diagrams. These include Curved Roads, 2d Visibility, and Polygon Map Generation. The Noise Functions page was mostly learning, but I had very few interactive diagrams, so it went quicker. The Hexagons Guide was some learning and some things I already knew, and the interactivity is low, so it went quicker.
- Medium pages: 1-4 weeks, for topics I know, writing + interactive diagrams. Tower Defense Pathfinding and Probability for Damage Rolls would fit in this category. I knew the topics well, so much of the time was figuring out how I wanted to explain it, and implementing the diagrams.
- Small pages: 1-4 days, writing + non-interactive diagrams.
I'm pondering doing more of the small pages. I can upgrade them later if needed. | <urn:uuid:61044a2c-ecfb-4ffd-9b11-f783ac849be1> | {
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A big war told small
The Civil War remains "Our War" as a nation and a people, but first it belonged to the generation that lived it. In his new book, Mike Pride uses letters, diaries, and contemporary newspaper accounts to shape fifty stories of death, love, bravery, and survival. One story leads to another, and the war unfolds as New Hampshire men and women lived it from the heady days of 1861 to the bittersweet victory of 1865.
No historian has been more imaginative than Mike Pride in weaving together the intricate relationships between home front and the army. Beautifully written and brilliantly researched, compelling and important
Peter Carmichael, Director,
Civil War Institute, Gettysburg College
The Civil War Is 'Our War'
Meet the Author
Mike Pride is a historian and journalist. He is editor emeritus of the Concord Monitor, where he ran the newsroom for thirty years. Pride served on the Pulitzer Prize board for nine years. He has co-authored or co-edited five previous books, including My Brave Boys, a history of Colonel Edward E. Cross and the Fifth New Hampshire Volunteers. Pride graduated from the University of South Florida with a degree in American studies and was a Nieman Fellow at Harvard University and Hoover Media Fellow at Stanford University. He lives in Concord with his wife Monique.
Read the Latest
Roll call of death for a company of the 7th New Hampshire
Sergeant Teel was 21 years old when he was wounded at Fort Wagner. Evacuatedto Hilton Head, S.C., he...(read more)
Summer of 1862: In a green regiment on Capitol Hill, it was all confusion for the boys from Sutton
Confederate Gen. Robert E. Lee's army chased George B. McClellan's Army of the Potomac across the Virginia...(read more) | <urn:uuid:58daffe1-3fc7-443a-b30f-95d2f1adc59d> | {
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This is a group activity I created and have a lot of fun using in my classes. It can be used as a review activity at anytime because all you need to do is create 10 or 12 problems. It came from a desire to have a collaborative activity where each person in the group had their own distinct role to play.
Students form a Math Council in groups of 4. Each student then gets or chooses a role to play. Each role has unique things that they are graded on. The end goal is to create a poster that highlights the problems that the group worked on. But in the creation of that end product, each member of the council has certain responsibilities.
Each student must do every problem on their own paper. Then as a group they decide what the right method was and then that gets transferred onto a poster.
There are four roles: Leader, Scribe, Sage, Runner. Here are descriptions of each:
The Leader is in charge of making sure the poster finishes, as well as selecting the problems that group works on. Each group is initially given an envelope of problems and the Leader chooses which ones the group works on. Typically the envelope will have about 10 problems of which the leader selects 4 or 5 for the group to work on. Interesting for me to see which ones they choose.
The Scribe is in charge of the poster. Other members can help work on it, but their grade is most directly tied to the quality of the poster.
The Sage is responsible for coming up with key points for each problem.
The Runner is the only person who can ask me a question. The Runner must report my answer back to the group.
– I do not answer any of the Runner’s questions near the group. I make the Runner come to me and report my answer back to the group because I want to make sure that the group must rely on the Runner to explain to them what I’ve said, rather than them simply hearing me say it.
– I give each group an envelope with lots of problems in it, and then have the leader choose 4 or 5 for the group to work on.
– Each student must complete every problem on their own paper. That is the “work shown” grade.
The Executive Council
This is a fun thing I added to
mess with the students help students work on their collaborative ability to adapt to changing circumstances. I have what I call the “Executive Council” and they call me periodically during the activity and make new demands upon the students. I pretend to be receiving a phone call and then announce that the Execute Council just contacted me and they now want this or that. Here are some common things the Execute Council calls for:
– They demand that every council has a name and that name goes on the poster.
– They require a certain problem out of the bunch to be on every poster.
– They require the Sage’s key points to be on every poster.
– They want a picture of a penguin drawn on every poster.
– They give extra credit for their favorite posters.
It’s pretty fun – after awhile when I act like I’m getting a phone call the students will call out “If that’s the Executive Council don’t answer it!”. They will continuously ask who the Executive Council is – but of course I am not allowed to reveal that. | <urn:uuid:290f386b-4332-47de-9f40-dd37c3785d84> | {
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Armenian literature. The Armenian Church fostered literature, and the principal early works are religious or hagiographical, most of them translations. The first major Armenian literary work is a 5th cent. translation of the Bible; its language became the standard of classical Armenian. Early Mesopotamian influence resulted in Syriac translations (Aphraates and St. Ephraem Syrus). Armenia then turned to the West for literary inspiration, producing translations of many religious works (Athanasius, Basil the Great, Gregory of Nyssa, Gregory Nazianzen, and John Chrysostom). Among secular works are renderings of Aristotle and of the romance of Alexander. The original writings of the golden age are confined to saints' lives and histories. The 5th-century history of Moses of Khorni contains practically all that is known of pre-Christian Armenia, its folklore and epics. Later historians include Thomas Ardzruni (10th cent.), Matthew of Edessa, who described the Crusades, and Stephanos Orbelian, who wrote of the Mongol hordes (13th cent.). A tradition of nationalistic epic poetry, influenced by Muslim form, emerged; the best-known example is David of Sassoun. The principal figure of the 12th cent. is Catholicos Narses IV, a prelate and poet notable for his literary style. After the decline of Armenian cultural centers in the 14th cent., the literature of Armenians abroad was heavily influenced by their host countries. In 18th-century Constantinople, Mechitar (1676–1749), a monk of the Catholic Armenians, founded a community (the Mechitarists) to cultivate Armenian letters. Their headquarters are now in Venice, and they are the principal Armenian publishers. Anticipated by the late 18th-century folk poetry of Sayat Nova ( = Haroutioum Sayadian), the 19th cent. saw a considerable revival of Armenian letters and the establishment of a modern literary language. The major novelists of the 19th cent. were Khachatur Abovian and Hagop Melik-Agopian (called "Raffi"). The 1915 Turkish massacres sent many Armenian writers (including Hagop Ochagan, Nigoghos Sarafian, and Zareh Vorpuni) into exile, which became the subject of their writing. After the incorporation of part of Armenia into the Soviet Union in 1921 the poet Leguiche Tcharentz and novelist Alexander Bakountz perished in Stalin's purges. Notable writers of the period were the poet Avetik Issahakian and the historical novelist Derenik Demirdjian. More recent figures include the poets Parouyr Sevak, Hovhannes Chiraz, and Hrant Matevosian.
See Z. C. Boyajian, ed., Armenian Legends and Poems (2d ed. 1959); J. Etmekjian, An Anthology of Western Armenian Literature (1980).
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.
More on Armenian literature from Fact Monster:
See more Encyclopedia articles on: Asian Literature | <urn:uuid:13a64a47-a3ff-4f0a-b411-060c2e3b239e> | {
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(PhysOrg.com) -- For centuries historians have believed that the spark that led to the popular Scottish uprising against Edward I in 1297 was William Wallaces killing of the English Sheriff of Lanark, William Hesilrig. But new research from Professor Dauvit Broun of the University of Glasgow has raised questions about Wallaces leadership involving a tangled web of double-dealing and deceit. Did Wallace emerge as the pivotal figure in Scottish resistance to the English by accident and default?
In an article to be published today on the website Breaking of Britain - www.breakingofbritain.ac.uk Prof Broun reveals that Wallace was not the sole leader of the band that killed Hesilrig. The deed was as much down to a knight called Richard of Lundie, as it was by Wallace.
Richard of Lundie was a close ally of William Wallace and rose with him in opposition to the English occupation of Scotland. It was Lundie who led the band with Wallace that was responsible for the killing of the Sheriff of Lanark on 3 May 1297. But just a few weeks after this, when it seemed as though the most prominent leaders of the rebellion, including the future King Robert the Bruce, James Stewart and the Bishop of Glasgow, would sue for peace, Lundie decided to go over to the English, presumably to save his own skin.
His decision to switch sides meant that when the Scots, now led by William Wallace and Sir Andrew Murray, prepared for the decisive Battle of Stirling Bridge in September 1297, Lundie was part of the English force, under the Earl of Surrey.
According to a chronicle of the time, Lundie urged that a detachment be sent over the River Forth to attack the Scots from the rear. Had this advice been heeded, the outcome of the battle might have different from the overwhelming rout that secured the Scottish victory and with it fame for William Wallace. But Prof Broun offers up another, intriguing element to the story:
Nothing is heard about Richard of Lundie after the Battle of Stirling Bridge. But an English song of the time blames their defeat on his treachery. Could it be that Richard of Lundie swapped sides again once he saw the way the battle was going?
Whatever happened to Lundie it is not hard to imagine how his name disappeared from history. As the myth of William Wallace grew it would have been hard to accept that a turncoat and a renegade such as Richard of Lundie could have been responsible for the slaying of the Sheriff of Lanark that set in train the popular revolt against English rule.
As Prof Broun concludes, This puts Wallaces leadership in a new light. It is known that he was co-leader with William Douglas when the English justiciar was attacked, and co-leader at Stirling Bridge with Andrew Murray. Now we can see that he was no more than co-leader at the iconic slaying of the Sheriff of Lanark too. Wallace became the legendary leader of Scottish resistance by accident, by the death, capture or surrender of his colleagues.
New information on William Wallace and the Guardians of Scotland is the feature of the month for September on The Breaking of Britain website.
Explore further: New Mexico library has Billy the Kid letters | <urn:uuid:0d21b766-ee73-40d3-9fb0-ccab460f133e> | {
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Special Conditions of Service for Agricultural and Commercial Members
Protecting Your Electric Supply
How your farming operation or business uses electricity affects the quality of service to your neighbors. Welders, hoists, and other equipment that use electricity intermittently (causing the load to fluctuate rapidly) can cause voltage fluctuations that affect the voltage of your neighbors.
Installation of 230-volt motors with an inrush current in excess of 260 amperes is not allowed without the express approval of the Cooperative. Motors draw much more electric power while they are starting up than while they are running. Large motors can cause voltage drops along the Cooperative's distribution system that affect other customers. The Cooperative may require member-consumers to install motor-starting equipment or use other means to minimize voltage drops along the Cooperative's lines.
In order to protect the lives of our line personnel, no member-consumer is allowed to introduce or use any supply of electricity in conjunction with service supplied by the Cooperative without prior approval.
If standby generators are employed, a double-pole/double-throw switch or relay of adequate capacity must be provided and connected so that the Cooperative's lines cannot become energized by a standby power source. | <urn:uuid:f5bc33b7-30e1-4d5a-a5d4-0561865f5eec> | {
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Foods good for babies and Mums to keep both healthy whilst you are pregnant, are very important! Pregnant mums need to eat well and include dairy products, fruit, vegetables, fish, meat, eggs, fat and carbohydrates in their food plan every day.
There are a few great foods that the baby growing inside you needs to have too, so have a read, and try to make sure you cover all the bases.
Broccolli – great in calcium, anti oxidants and chromium which is essential for red blood cells.
Carrots – for vitamin A, beta-carotene, and helps bowel movements.
Citrus fruits – has a lot of uses and very good for vitamins.
Strawberries specifically are a great source of iron in your diet.
Bread,pasta, rice or potatoes will cover iron, starch, and carbohydrates, so try include at least one in your meals every day.
Tuna or sardines – for protein, but you can also eat meat, eggs or beans if you want to vary your diet. Fish twice a week is very important though.
Yoghurt – great for the dairy intake requirement, and sometimes more palatable than cheese or milk when you are pregnant, although I’ve seen friends down gallons of milk when pregnant.
Remember – you are not eating for two, you are eating to be healthy, and to feed the baby the best nutrients you can. That means regular food, often, with the right ingredients, and remember to exercise gently and regularly too. Every little bit helps! | <urn:uuid:a102abfb-1a33-459d-89be-d17b719b9c18> | {
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In the MIPS world, there are different families of MIPS cores. For example Toshiba TX49, SiByte SB1, NEC VR41XX, MIPS32, and MIPS64 to name a few. These different families may have different cache architectures, may be 32-bit or 64-bit, and may or may not have a FP unit. A complete list of families is found in the 'arch/mips/config-shared.in' and 'include/asm-mips/cpu.h' files. When you are configuring your kernel the complete list will appear under the 'CPU type' menu selection. If you are adding support for an entirely new family of MIPS cores, you will need to change the following files:
- arch/mips/config-shared.in - You will need to add your processor family to the list under 'CPU type'.
- include/asm-mip/cpu.h - You will need to add a PRID_COMP and PRID_IMP entries for your processor family if they do not already exist. You will also need to then add the CPU types that you will support in that family. Adding CPU types is covered below.
- arch/mips/kernel/cpu-probe.c - For each processor family, there is typically a cpu_probe_XXX function that probes and fills in the struct cpuinfo_mips which contains information about the CPU type, whether a FP unit exists, the number of TLBs available, etc. Your function is responsible for properly probing and filling in this information for the entire family of processors. Finally, if your family does something special for CPU idle, then you will have to define a 'wait' function. Most likely, you will be able to use one that already exists. If not, add your 'wait' function and enable detection of it in check_wait.
- arch/mips/mm - If your processor family has a unique cache architecture or anything out of the ordinary, you will need to either add or modify files in this directory.
Within each family of MIPS cores, there are multiple processors. For example, Alchemy processors and Broadcom processors are in the MIPS32 family, the Sibyte 1250 is in the SB1 family, and so on. Once you have decided what family your processor is in, you need to verify that a unique CPU identification exists for it. The 'include/asm-mips/cpu.h' file contains all of the currently supported CPU types for the Linux/MIPS kernel.
If your processor is already listed in the 'include/asm-mips/cpu.h' file, the existing Linux/MIPS code should auto-detect it. If your processor is not listed, you will need to change three files to properly detect your processor:
- include/asm-mips/cpu.h - Add your processor at the end of the CPU_XXX definitions. Make sure you update the 'CPU_LAST' value to match that of the processor you added.
- include/asm-mips/mach-<PLAT>/cpu-feature-override.h A file that define a number of flages. This is used to narrow down the CPUs supported by the kernel gaining some size and performance improvments. For details see Cpu features page.
- arch/mips/kernel/proc.c - Add an entry to the cpu_name array so that your CPU name can be properly displayed in /proc/cpuinfo.
- arch/mips/kernel/cpu-probe.c - Add your processor into the case statement in the function check_wait if your CPU can do some sort of wait or idle operation. Add the necessary code in the cpu_probe_XX function to detect and set your CPU type.
Once you have support for your processor family and specific CPU type, you should be able to take full advantage of its capabilities.
Next page: Linux Interrupts | <urn:uuid:d1e8eb29-f417-44b7-92d4-84064ca4d500> | {
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There are these things called “Atmospheric rivers.” They are big long things up in the air that are loaded with water vapor, and much of the rain and other precipitation we experience comes out of them. This is notable when one of these rivers is extra wet, and there is an extra wet one out West in the US.
The Sierra Nevada range will be accumulating something like 16-20 inches of rain, but where that translates into snow, it will be up there in the 12 foot range, maybe more. There will be a very significant risk of flash flooding north of Sacremento and places in northern California and Oregon are going to get very very wet. The Bay Area will see lots of rain but mostly to the north, in Marin County.
A significant rainfall event is underway across portions of the West Coast as unrelenting Pacific moisture slams into the region. Northern California and southern Oregon will see the greatest rainfall totals of 10 to 20 inches by early next week. Strong winds and mountain snow will also impact the area.
The reason I mention this at all (those of you who live there, I’m sure, are totally up on this) is the following: This sort of excess rain is exactly what we expect to see more often because of global warming. This is the effect that global warming has on the hydrological cycle. It fills the Atmospheric Rivers with more moisture than would otherwise develop in them. | <urn:uuid:d9bb9657-d89a-4bfe-ac3e-7a38b35df2b0> | {
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The data types you have seen so far are all concrete, in the sense that we have completely specified how they are implemented. For example, the Card class represents a card using two integers. As we discussed at the time, that is not the only way to represent a card; there are many alternative implementations.
An abstract data type, or ADT, specifies a set of operations (or methods) and the semantics of the operations (what they do), but it does not not specify the implementation of the operations. That’s what makes it abstract.
Why is that useful?
When we talk about ADTs, we often distinguish the code that uses the ADT, called the client code, from the code that implements the ADT, called the provider code.
In this chapter, we will look at one common ADT, the stack. A stack is a collection, meaning that it is a data structure that contains multiple elements. Other collections we have seen include dictionaries and lists.
An ADT is defined by the operations that can be performed on it, which is called an interface. The interface for a stack consists of these operations:
A stack is sometimes called a last in, first out or LIFO data structure, because the last item added is the first to be removed.
The list operations that Python provides are similar to the operations that define a stack. The interface isn’t exactly what it is supposed to be, but we can write code to translate from the Stack ADT to the built-in operations.
This code is called an implementation of the Stack ADT. In general, an implementation is a set of methods that satisfy the syntactic and semantic requirements of an interface.
Here is an implementation of the Stack ADT that uses a Python list:
class Stack : def __init__(self): self.items = def push(self, item): self.items.append(item) def pop(self): return self.items.pop() def is_empty(self): return (self.items == )
A Stack object contains an attribute named items that is a list of items in the stack. The initialization method sets items to the empty list.
To push a new item onto the stack, push appends it onto items. To pop an item off the stack, pop uses the homonymous ( same-named) list method to remove and return the last item on the list.
Finally, to check if the stack is empty, is_empty compares items to the empty list.
An implementation like this, in which the methods consist of simple invocations of existing methods, is called a veneer. In real life, veneer is a thin coating of good quality wood used in furniture-making to hide lower quality wood underneath. Computer scientists use this metaphor to describe a small piece of code that hides the details of an implementation and provides a simpler, or more standard, interface.
A stack is a generic data structure, which means that we can add any type of item to it. The following example pushes two integers and a string onto the stack:
>>> s = Stack() >>> s.push(54) >>> s.push(45) >>> s.push("+")
We can use is_empty and pop to remove and print all of the items on the stack:
while not s.is_empty(): print s.pop(),
The output is + 45 54. In other words, we just used a stack to print the items backward! Granted, it’s not the standard format for printing a list, but by using a stack, it was remarkably easy to do.
You should compare this bit of code to the implementation of print_backward in the last chapter. There is a natural parallel between the recursive version of print_backward and the stack algorithm here. The difference is that print_backward uses the runtime stack to keep track of the nodes while it traverses the list, and then prints them on the way back from the recursion. The stack algorithm does the same thing, except that is use a Stack object instead of the runtime stack.
In most programming languages, mathematical expressions are written with the operator between the two operands, as in 1 + 2. This format is called infix. An alternative used by some calculators is called postfix. In postfix, the operator follows the operands, as in 1 2 +.
The reason postfix is sometimes useful is that there is a natural way to evaluate a postfix expression using a stack:
To implement the previous algorithm, we need to be able to traverse a string and break it into operands and operators. This process is an example of parsing, and the results—the individual chunks of the string – are called tokens. You might remember these words from Chapter 1.
Python provides a split method in both the string and re (regular expression) modules. The function string.split splits a string into a list using a single character as a delimiter. For example:
>>> import string >>> string.split("Now is the time"," ") ['Now', 'is', 'the', 'time']
In this case, the delimiter is the space character, so the string is split at each space.
The function re.split is more powerful, allowing us to provide a regular expression instead of a delimiter. A regular expression is a way of specifying a set of strings. For example, [A-z] is the set of all letters and [0-9] is the set of all numbers. The ^ operator negates a set, so [^0-9] is the set of everything that is not a number, which is exactly the set we want to use to split up postfix expressions:
>>> import re >>> re.split("([^0-9])", "123+456*/") ['123', '+', '456', '*', '', '/', '']
Notice that the order of the arguments is different from string.split; the delimiter comes before the string.
The resulting list includes the operands 123 and 456 and the operators * and /. It also includes two empty strings that are inserted after the operands.
To evaluate a postfix expression, we will use the parser from the previous section and the algorithm from the section before that. To keep things simple, we’ll start with an evaluator that only implements the operators + and *:
def eval_postfix(expr): import re token_list = re.split("([^0-9])", expr) stack = Stack() for token in token_list: if token == '' or token == ' ': continue if token == '+': sum = stack.pop() + stack.pop() stack.push(sum) elif token == '*': product = stack.pop() * stack.pop() stack.push(product) else: stack.push(int(token)) return stack.pop()
The first condition takes care of spaces and empty strings. The next two conditions handle operators. We assume, for now, that anything else must be an operand. Of course, it would be better to check for erroneous input and report an error message, but we’ll get to that later.
Let’s test it by evaluating the postfix form of (56+47)*2:
>>> print eval_postfix ("56 47 + 2 \*") 206
That’s close enough.
One of the fundamental goals of an ADT is to separate the interests of the provider, who writes the code that implements the ADT, and the client, who uses the ADT. The provider only has to worry about whether the implementation is correct – in accord with the specification of the ADT – and not how it will be used.
Conversely, the client assumes that the implementation of the ADT is correct and doesn’t worry about the details. When you are using one of Python’s built-in types, you have the luxury of thinking exclusively as a client.
Of course, when you implement an ADT, you also have to write client code to test it. In that case, you play both roles, which can be confusing. You should make some effort to keep track of which role you are playing at any moment. | <urn:uuid:4a0df5e6-d1e2-41d7-8f44-77b24b016a93> | {
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For graduate student Abe Weintraub, the magic and intrigue of DNA is all in the packaging.
Imagine trying to fit 24 miles of string into a tennis ball, the PhD student in biology says: That is, in essence, what it’s like inside every cell nucleus in the human body, each of which contains about 2 meters’ worth of DNA strands. But, as Weintraub is finding, this packaging sometimes goes awry, which may be the basis for disease.
Although the genetic code that resides in DNA has traditionally been thought of as linear, Weintraub is contributing to a body of knowledge about its 3-D organization. Two genes that may exist far apart when a strand is stretched out straight could actually be right next to each other when the strand is folded inside a cell nucleus — and the same applies to regulatory elements, which tell genes to turn on or off.
Looking at DNA as a 3-D phenomenon may yield insights about how certain genes get turned on or off, and thus how cells differentiate — in other words, DNA’s 3-D structure might actually be what’s behind one cell becoming a skin cell, while another becomes a lung cell.
Weintraub has now been part of the lab of Richard Young, a professor of biology, for one and a half years; his research began in figuring out how DNA gets folded up the way it does, and has more recently shifted to the consequences of improper folding.
DNA gets packed tightly in organized loops, rather than being haphazardly crammed into cell nuclei. Weintraub helped find what causes this ordered looping.
“When we zoomed out, we could see that what creates the particular 3-D structure of DNA are basically large loops, constraining small loops. Science can be pretty meta,” Weintraub jokes.
This looping system looks fairly consistent across cells, and is how the same genes and regulatory elements end up adjacent to each other in every skin cell, for example. To study the 3-D structure of DNA, Weintraub works with mouse embryonic stem cells. He is now working on assembling maps that show normal patterns and gene organization across different types of healthy cells.
While there is a general consistency to DNA’s 3-D structure, Weintraub also noticed variations as he worked to create these maps. He began to wonder whether DNA’s packaging affects its functionality, beyond just allowing it to fit inside a nucleus. So he shifted his research slightly, and now focuses on how slight changes in the way that DNA strands are folded can cause serious problems, like cancer.
In particular, he’s interested in T-cell acute lymphoblastic leukemia.
“That’s a disease that primarily affects children,” Weintraub says. “So it keeps me motivated in my research.”
Outside of the lab, his research also resonates with physicians at Massachusetts General Hospital and Boston Children’s Hospital, grounding this aspect of his work in therapeutic discovery — although Weintraub remains staunchly connected to the importance of basic science, too.
“It’s kind of the best of both research worlds,” he says of his research with DNA, as his project mapping healthy cells’ 3-D DNA structure has broader applications.
For Weintraub, finding his place in the historical context of this field has been interesting. Through reading peer-reviewed journal articles from the 1970s and 1980s, he noticed a number of researchers postulating that DNA had a distinct 3-D structure that affected its functionality, but were unable to prove this hypothesis. With today’s precise technology, he gets to be part of a team that’s finally confirming this notion.
“I like the idea that what I’m doing is identifying principles behind something as central to our biology as DNA,” Weintraub says. “I like that there’s still room for that kind of discovery here.”
While Weintraub grew up and attended college in California, he says he may end up settling in Boston because of the area’s vast resources for biotech research. But with several years left until he completes his PhD, it’s too early to tell whether he’ll choose to go into academia or industry.
“I don’t want to limit myself just yet,” he says. “There’s still a lot to learn.” | <urn:uuid:361ab0b4-b98c-4521-9b59-f2d37e3f581f> | {
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US Naval Era Governors: Contributions and Controversies
Following the conclusion of the four-month long Spanish-American war in 1898, Guam was placed under the control of the United States Department of the Navy by Presidential Executive Order 108-A on 23 December 1898—just prior the ratification of the Treaty of Paris that officially ceded the island from Spain to the US. By 12 January 1899, the first naval governor of Guam was appointed by the Navy.
For fifty-two years, from 1899 to 1950, the US Navy governed Guam. Three types of governors ruled during this period—interregnum local governors (June 1898-August 1899); US Naval Era mid-level ranking navy officers serving as commandant of the US Naval Station Guam (1899-1941); and Post-World War II Era higher ranking navy officers serving as the Island Commander and as commander of the US military forces in the Marianas and in the former Japanese mandated islands in Micronesia (1944-1950). The early tours of duty prior to World War II ranged from just a few months to two years or so. These short tours of duty were intentionally kept brief because of what were considered unhealthy conditions on the island at the time—a humid climate and, compared to much of the US mainland, less developed living conditions.
Twenty-one US naval lieutenants, captains, lieutenant commanders, and commanders—and one vice-admiral—served as governor with some thirteen other naval officers serving as acting governors from time to time (one Postwar Era US Marine Corps Major General was, in effect, the governor of Guam as well). During the Naval Era, the naval governors were assigned to Guam for short tours of duty averaging just seventten months apiece, while the lone naval officer assigned as governor of Guam during the Postwar Era served that post for just under three and a half years.
The change of command ceremony was a regular event. For the governors, this did not allow time to become knowledgeable with the island, the island’s people, or issues in Guam’s governance, although a few had prior experience with Guam. For example, Governor Willis W. Bradley commanded the station ship at Guam, the USS Gold Star, from 1924 to 1926 prior to his serving as Naval Station Commandant/Governor of Guam from 1929 to 1931. A few also maintained connections with Guam affairs after leaving their post. Bradley again serves as an example, continuing to work on behalf of the island and its people. As a California congressman after World War II, Bradley advocated for citizenship and later, civil government for Guam. However, with such short tours of duty, the officers were largely a “blur of…men in starched white uniforms,” according to one historian.
Some naval governors were more capable than others and held a range of personal philosophies towards their duties and what constituted proper civil order, with some being more strict, liberal, invasive, or racist than others. These personal philosophies and capabilities are important to consider because, unlike civil government on the island today in which the people of Guam vote for political leaders and their governmental and personal philosophies, the people of Guam had no say in the selection of naval governors who were appointed to duty out of Washington, DC during the naval administration.
The naval governors ruled Guam during several important periods of US history with the territory and its people often viewed as a strategic cog in the American machine. Guam became a territory during an era of US imperial expansion and emergence as a world power. The island remained under US control through World War I, as the Northern Marianas became territories of Japan, and through the Great Depression. Guam was temporarily removed from US control during the Japanese occupation from 1941 to 1944, but returned to American occupation as the US established itself as a global superpower at the start of the Cold War Era. The Cold War caused the US military and government officials to maintain a strong presence near Asia through military bases on Guam. Strategic considerations were often used as reasons to support the virtually absolute authority vested in Guam’s naval governors and to withhold the granting of civil liberties and rights to the people of Guam.
Some historians have said that the naval governors also reflected the views of race and the importance of being a white American of their time. Indeed, the US had gained Guam just three decades after the US Civil War (1861-1865), largely fought over slavery, and governed the island while Jim Crow laws were in effect (1876-1965) which required racial segregation (separation) between whites and “colored” peoples. In the US, the Navy limited enlistment of “colored” men to positions of mess attendants. For Chamorro men on Guam specifically, this did not occur until the last years of the first Naval Era in the late 1930s. Further, Europeans and Americans have a lengthy history in believing that other peoples were inherently and naturally inferior.
Directly or indirectly, naval governors often considered themselves and the US as “parents” and Chamorros and other locals as “children.” Additionally, Chamorros were considered “Hispanicized Catholic natives” who no longer had a culture and language uniquely their own. Though the people of Guam were referred to as citizens of Guam at times, there was no definition nor rights or privileges attached to this casual label.
Lack of US federal policy paved the way for a military dictatorship
The lack of a formal US insular policy—including a lack of structure for the people within insular territories to have any real participation in their government—created a vacuum that allowed Guam’s naval governors to rule arbitrarily for fifty-two years. These naval governors had virtually absolute rule (answering only to the Secretary of the Navy) and governed based on their personal philosophies and individual sets of skills and abilities rather than the consent of the governed and without full application of the US Constitution. Naval governors had no training in civil government nor much, if any, prior experience in this field before being assigned as governor to Guam.
During five decades of naval government, Guam was an “unorganized” possession (lacking an official permanent government), while Chamorros and other locals were considered wards of the US. As wards they were not provided a bill of rights, a citizenship status of any sort, or any other such protections despite the fact that Chamorros petitioned for these rights and protections after the arrival of the first naval governor and for decades thereafter. Further, Chamorros and other locals of Guam born after the island became US soil, continued to not be considered US citizens despite the fact that the 14th Amendment to the US Constitution specifies that anyone born on US soil is entitled to US citizenship.
These conditions added up to Guam being a military dictatorship. Rather than having three equal branches of government with checks and balances in place, the naval governor was head of the executive, legislative, and judicial branches. All government administrative departments were created by and answerable to the naval governor. Guam’s government was reflective of classic military structure in which orders are imposed from above rather than by discussion between superordinate and subordinate. In addition, military security and other concerns, along with the American mission to develop local moral character, meant that naval governors issued orders, policies, proclamations, regulations, and other directives to regulate not only political life but social life and personal behavior. These directives had the force and effect of law. The naval governor even had the power of life and death, carrying out some rare executions on Guam by hanging.
Guam’s situation contrasted sharply with the history of other insular territories such as Puerto Rico and the US Virgin Islands. The people of Guam were well aware that within a handful of years of being annexed by the US, non-military civil governments were established in those territories, the islands were formally organized, and US citizenship was conferred, while other areas such as Cuba, the Philippine islands, and neighboring Micronesian islands gained eventual independence.
The naval governors of Guam made many contributions to the island though each is not without some controversy. Each contribution is complex with multiple objectives. Though Guam’s naval governors viewed themselves as providing enlightened rule and the pathway to a better life, in actuality, Chamorros and other locals lost many of the political rights previously allowed under Spanish administration (1668-1898).
Indeed, one naval governor, Seaton Schroeder (1901-1903) noted that that the US’s presence appeared to be hurting the people of Guam economically as during the naval administration, “only those ships necessary to the mission of the Navy stopped at Guam,” as opposed to the number of supply ships that used to visit Guam during the Spanish administration. Some historians have argued that the rhetoric of American-style colonialism masks that it is the colonizer that needs the territory, instead making it appear “as if the colonized are the ones who need and who will truly benefit from the colonization of their lands.”
Naval governors set out to “civilize” and Americanize the people of Guam. They assumed that civilization was achieved through building roads and bridges, bolstering public health and public education, promoting the English language and economic development (being self-sufficient by US standards), separating church and state, and teaching attitudes such as “fair play” that they felt were lacking—transforming the local standard of living as well as the peoples’ bodies and minds. While governors did make inroads in these areas, they placed priority on the needs of the Navy and navy personnel with what was often an inadequate budget provided them. Further, many of these goals were implemented without cultural sensitivity, challenging and devaluing cultural and traditional systems in place. For instance, while island health was improved in many ways and new health care facilities were built offering free services, these measures were instituted without input or consent of the people or respect for traditional health care systems and medicines.
Naval governors ensured that hundreds of miles of road were paved—connecting military points, central and southern Guam, and farm lands to ports and markets. They encouraged economic development through such measures as back-to-the-farm campaigns; promoted education in agricultural industries, thus increasing the expense of town life; and at times, made agriculture compulsory for those not otherwise fully occupied, under penalty of vagrancy. However, these efforts were also self-serving and were aimed more at meeting the dietary needs of US navy personnel on-island and on navy supply ships.
Naval governors also promoted the English language as necessary for progress. English was made the official language and used in education, government, business and other public spaces, while Chamorro was banned outside of private spaces such as the home or church. This resulted in a complex socio-cultural phenomenon in which Chamorros learned to feel ashamed of their cultural practices and language as being backward, while simultaneously resisting English and facilitating the continuity of their native language. In this way, Chamorro language and culture were maintained in various spaces and contexts, and for multiple purposes. Additionally, orders and actions by governors regarding religion—for example, removing Spanish priests, removing religion out of schools, and banning processions and the ringing of church bells—were met with protests.
Perhaps most controversial of all were the different measures that alienated people from their land. This included increased taxes meant to subsidize the naval government as well as incentivize people to be more productive (but led to many foreclosures); restrictions of the sale or lease of land; the Postwar Era reconfigurement of Hagåtña, which ignored traditional allotments of land; and the WWII and Postwar Era military land-takings. During these land-takings, no one’s lands were beyond federal reach. Eventually, sixty-three percent of the island was in military hands, though by 2013 Department of Defense only controlled twenty-eight percent of lands on Guam. Some of these land issues continue to be battled out in court today.
Funding for public schools was inadequate and schools were continually overcrowded. Fearing an unemployed scholarly group, education beyond sixth grade, when eventually offered by the naval government, was severely limited. Further, the promotion of education by the naval governors led students to draw contrasts between the democratic government as pictured in the textbooks and the institutions under which they themselves were governed.
Certain governors are often used to illustrate the two extremes of the types of naval governors of Guam. Governor William W. Gilmer represents one extreme. During his two terms in office (November 1918 to November 1919, and December 1919 to July 1920) Gilmer issued more than fifty general orders—from prohibiting whistling, banning dancing after 10 pm, requiring males to turn in five dead rat heads to their district commissioner each month, to banning interracial marriages.
At the other extreme was Governor Bradley. He recommended the granting of US citizenship to Chamorros and conferment of a bill of rights to protect the islanders from arbitrary decrees of naval governors; proclaimed a Guam Bill of Rights when Washington did not; and allowed for Guam Congress members to be elected for the first time in its history. However, measures he instituted had no protection and, as he feared, succeeding governors resumed old practices.
Throughout the US Naval Era, some governors, such as Governor Seaton Schroeder forwarded requests by Guam local leaders for US citizenship and self-government while such petitions, resolutions, and requests given to other governors were thwarted, lost, or rejected outright. While some governors provided more opportunity for Chamorros and other locals to participate in the administration of the island, the opportunities were never substantial (even under Governor Bradley, for example, the Guam Congress remained advisory) and continued to be dependent upon the naval governor in charge deciding what degrees of opportunity would apply or not.
US citizenship was never attained during the naval administration. In 1946, after four decades of naval administration American anthropologist Laura M. Thompson noted that if, the Navy Department’s assessment was that the Chamorros and other locals of Guam were not ready for citizenship or self-government, this is a reflection on the American regime and not on the Guamanians, as they had shown themselves to be capable during the interregnum period of the US Naval Era.
Long lasting impacts
The naval governors of the island have indeed impacted every phase of Chamorro life. Guam was the first full-scale American experiment in the governing of Micronesia and as noted by a US military officer, “[i]nternationally, it represents what the United States in reality stands for in the governing of dependent peoples.” Some of the tangible impacts include surviving infrastructure; buildings and places (re)named after naval governors; rebuilding Hagåtña based on a California model; and sizable military bases that still dominate much of the island. Intangible impacts include an Americanized social, cultural, and political identity; the primacy of English language usage; the American (vs. Spanish) system of family names; and the adoption of certain patrilineal customs.
Just Another April Day, 1939
[Under US naval governorship]
On most afternoons, young Jose Torres could be found in the village of Merizo helping his father and uncles plant ma’es or suni or dago at their lancho (that is, corn, taro, or yams at their ranch). On an ordinary day, he’d go straight to the lancho after school and help his older male and female relatives until early evening. However, this was a special day. After his noontime release from the Merlyn G Cook School, Jose’s teacher asked him to stay behind and help with a class project. With the annual Health Parade not far away, placards were needed for students to carry on their march through the village. So today Jose got a break from his routine at the ranch.
On his walk home from school, Jose relaxed and played games with his cousins in the village. These were times to unwind, tell jokes, and enjoy the cool breeze of the late afternoon. Off in the distance, Jose could see and hear some of his female cousins and classmates helping Pale’ (from the Spanish Padre, Father) get the church grounds ready for the upcoming San Dimas fiesta. Jose enjoyed moments such as these leisurely breaks from the labor of the ranch or the work around the house. He knew that while his dad was working at the lancho, his mother had stayed home because of a fever. Today his mother and grandmother were busy at home, working with a few aunties, cousins, and his nina (godmother). Whether they were sewing their clothing, hand-washing the laundry, preparing the family dinner, planning for the fiesta, or tending the younger children, a flurry of activities always seemed to be going on. Though he was just a boy, as the eldest in his family, Jose had already learned to appreciate the hard work done by all of his relatives in providing for the family.
He and his cousins were not far from home when one of the boys noticed someone walking far behind them. Squinting their eyes to make out the adult figure, the boys guessed that it was one of the Americans. It was definitely a man, as they could tell by the stranger’s pants. And it was definitely an American, as they could tell from the towering height. Realizing then who was walking in their direction, the boys looked at each other in silence for just a moment. Then one of them shouted, “Lachadek! Sigi ya in sangani I Sainan-miyu!” (Hurry! Go and tell your elders!)
The boys split up, each sprinting in the direction of his home. One of the mothers happened to be in the outside kitchen, supervising some of the girls as they pounded the ma’es on the metati (millstone) for the evening’s tatiyas (tortillas). Hearing the news, she quickly grabbed a machete and began chopping some of the weeds that had shot up behind the house since her husband had fallen ill. The insular patrolman surely would not impose a fine on her for weeds now grown beyond the length regulated by the navy governor.
Jose’s house was farther up the road, and he was panting by the time he made it home, “Nana, Nana,” he called out, “Mamamaila I sindalu” (Mother, Mother, the soldier is coming).
“Ai, Jose, sinapatos! Lachadek!” (Jose put on your shoes! Hurry!), responded his mother, knowing full well that her eight-year-old could be ticketed for going barefoot.
“Yan ayuda yu chumuli halom I finagasi” (And help me bring in the laundry), she further instructed. The governor had recently outlawed the laying of clothes on bushes or lawns, but since Jose’s parents could not yet afford to buy a clothesline and clothespins, they still hung their clothes on the hibiscus shrubs to dry. Jose and his mother quickly raced across the yard, pulling all of their nearly dry laundry off the shrubs and into the house. If they could move quickly, they might avoid the marine and his ticket book.
Jose’s mom nervously grabbed her broom and began sweeping away the few leaves that had blown onto their front porch. “Buenas tatdes” (from the Spanish buenas tardes, good afternoon), she said calmly as the insular patrolman passed by, trying to hide the slight pant in her breath. With a bead of perspiration trickling down her brow as if to betray her anxiety, she asked, “Malagu hao gumimen, Siñot?” (Would you like a drink, Sir?) Politely tipping his hat as he walked by, the marine nonchalantly hid his unfamiliarity with the Chamorro language. Continuing on his rounds, he stared at the still-unopened ticked book in his hands. Surely he’d soon catch someone unprepared—perhaps barefoot or improperly clad, but certainly guilty of at least one of the navy’s many sanitary offenses.
[Author’s Note: “This anecdote typifies a not uncommon occurrence on Guam in the period of naval rule from 1899-1941—the surveillance of village homes and gardens by members of the US Marine Corps. Assigned the title of Insular Patrolman, selected marines were sent to live in villages throughout the island in order to maintain “peace and order,” an assignment that included the enforcement of sanitary regulations(Corbett 1925, 74-75, as cited in Hattori 2004, pp. 2-3)]
For further reading
Bevacqua, Michael L. “American-Style Colonialism.” Accessed 5 September 2013.
Campbell, Bruce L. “General Order No. 12.” Accessed 5 September 2013.
Cox, Leonard M. 1904. The island of Guam. Bulletin of the American Geographical Society, XXXVI(7), 385-395.
Diaz, Vicente M. 1999. “…Paved with good intentions…Roads, citizenship and a century of American colonialism in Guam,” working draft. Originally prepared for the “Legacies of 1898” Seminar, Obermann Center for Advanced Studies, University of Iowa, June 1998.
Forbes, Mark. 1996. “Military.” In Catherine Sablan Gault (Ed.), Kinalamten Pulitikåt: Siñenten i Chamorro, Issues in Guam’s Political Development: The Chamorro perspective. Hagåtña, Guam: Political Status Education Coordinating Commission, pp. 39-44.
Goetzfridt, Nicholas J. “Early American Period has Profound Implications.” Accessed 5 September 2013.
Hattori, Anne Perez. 2004. Colonial dis-ease: US Navy health policies and the Chamorros of Guam, 1898-1941. Honolulu: University of Hawaii Press.
Hattori, Anne Perez. 1996. “Righting civil wrongs: The Guam Congress Walkout of 1949.” In Catherine Sablan Gault (Ed.), Kinalamten Pulitikåt: Siñenten i Chamorro, Issues in Guam’s Political Development: The Chamorro perspective. Hagåtña, Guam: Political Status Education Coordinating Commission.
Leon Guerrero, Anthony. “Early American Economic History” (Entry adapted and reprinted with permission from Issues in Guam’s Political Development: The Chamorro perspective from the 1996 Political Status Education Coordinating Commission). Accessed 5 September 2013.
Mayo, Larry W. 1988. “US administration and prospects for economic self-sufficiency: A comparison of Guam and select areas of Micronesia.” Pacific Studies, 11(3), 53-75.
Micronesian Archaeology Research Services. “Resettlement Patterns Under American Rule.” Accessed 5 September 2013.
Murphy, Shannon J. “Governor Willis W. Bradley.” Accessed 5 September 2013.
Petersen, Glenn. 2011. “Differences, connections, and the colonial carousel in Micronesian history.” Pacific Asia Inquiry, 2(1), 9-20.
Political Status Education Coordinating Commission (PSECC). 1994. Governing Guam before and after the wars, I ma gubetna-ña Guam (1st ed.). Hagåtña, Guam: Political Status Education Coordinating Commission.
Sanchez, Pedro C. 1989. Guahan, Guam: The history of our island. Hong Kong: HM Capital Printers, Ltd.
Saussotte, Marguerite. “US Naval Era: Development of the Code of Guam.” Accessed 5 September 2013.
Saussotte, Marguerite. “US Naval Era: Island Court System.” Accessed 5 September 2013.
Shuster, Donald M. “Guam and Its Three Empires.” Accessed 5 September 2013.
Taitano, Carlos P. 1996. “Political development,” in Kinalamten Pulitikåt: Siñenten i Chamorro, Issues in Guam’s Political Development: The Chamorro Perspective (pp. 45-56). Hagåtña, Guam: Political Status Education Coordinating Commission, pp. 45-56.
Thompson, Laura. 1944. “Guam: Study in military government.” Far Eastern Survey, 13(16), 149-154.
Thompson, Laura. 1946a. “Crisis on Guam.” The Far Eastern Quarterly, 6(1), 5-11.
Thompson, Laura. 1946b. “Guam: Study in Military Government.” (Document #52 – From a publication of Far Eastern Survey, 1944) Hoover Institute, School of Naval Administration. California: Stanford University.
Thompson, Laura. 1947. “Guam’s bombed-out capital.” Far Eastern Survey, 16(6), 66-69.
Underwood, Robert A. “Education During the US Naval Era.” Accessed 5 September 2013.
Useem, John. 1946. “Americans as governors of natives in the Pacific.” Journal of Social Issues, 2(3), 39-49.
Useem, John. 1947. “Book review: Guam and its People by Laura Thompson. Revised third edition.” Princeton: Princeton University Press, 1947. Far Eastern Survey, 16(20), 237.
Viernes, James Perez. 2009. “Won’t you please come back to Guam? Media discourse, military buildup, and Chamorros in the space between.” In Marata A Tamaira (Ed.), The space between: Negotiating culture, place, and identity in the Pacific. Honolulu: Center for Pacific Islands Studies, School of Pacific and Asian Studies, University of Hawaiʹi at Mānoa, pp. 103-118. | <urn:uuid:82906ceb-8432-4ccd-8270-5f3f9b8420fe> | {
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Learn the Colors
- App Store Info
DescriptionChallenge and delight your children as they look through more than 130 beautiful photos to learn and practice 11 different colors by identifying them in the real world objects they see such as flowers, vehicles, foods, animals, clothing, household items, and more.
Learn to identify each color by its written word and the verbal pronunciation. Choose the correct color and be rewarded with a full screen HD photo.
Lots of colorful fun with:
We love to hear from you!
Please send any feedback or questions to [email protected]
965 Studios is a member of Moms with Apps, a collaborative group of family-friendly developers seeking to promote quality apps for kids and families.
Recommended Ages: 1-3, 4-7
Categories: Early Learning, Colors, Games
What's New in Version 2.0- Improved color choice selection
- Improved audio experience
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In the Garden with Urban Harvest: Growing sweet potatoes can turn out sweet
By Bob Randall, Ph.D. | June 6, 2014
Sweet potatoes are an excellent summer crop. It is of course a delicious, nutritious and filling vegetable. But for the summer food gardener, they have several additional benefits.
First, they need almost no irrigation most summers. Second, their quickly spreading vines crowd out almost all weeds, so their care during the hot summer months is almost zero. Third, they love temperatures above 80 degrees Fahrenheit and high humidity. Fourth, their 90- to 120-day requirement for a good harvest fits perfectly as a replacement for finishing spring crops.
Fifth, once three months have passed, they can be harvested whenever the gardener chooses until late November. Sixth, sweet potatoes can be stored in a 55-degree closet all winter, and a raised bed just 15 feet long probably can feed a small family weekly for many months.
Do not plant a sweet potato in the garden to get more sweets. Although this would grow sweet potatoes, it brings pests. The sweet potato weevil, wire grub, and wireworm all live in stored sweet potatoes, so don't infect your garden with them. And try not to grow sweets in the same bed again for several years.
Rather, either buy rooted vines (called sets) or grow them from old tubers away from the garden. If you can't find them at a local nursery, you can order online from many companies such as www.willhiteseed.com. Note however, that the further north the supplier, the earlier in summer they stop shipping, because their season is shorter than ours. Of the many varieties I have tried, the 90-day Beauregard has proven to be the most bug-resistant and productive.
If you choose to grow your own sets, you need to have organic sweet potatoes since they will not have been treated with anti-sprouting chemicals. Put their pointy end up and the opposite end in a container of water. Place them indoors or outside where there will be light in the daytime, and temperatures of 70 degrees all day and night; the warmer the better.
In a few weeks, when sprouts are 4 inches long, pull them off the potato and put their bottoms in a separate container of water. In a few days, they will have roots. You can then plant them directly in the garden by watering daily for a week, or transfer them into pots for a few days to develop their roots, and then transplant.
In order to plant them, you need to modify your raised bed. Sweet potatoes need a very deep, highly drained bed. If your 4-5 foot wide bed is less than 18 inches deep, you need to dig a shovel width and depth of soil from each side of the bed and pile it in the interior of the bed. In this way, you create a center bed 12 inches orhigher, 2 feet rather than 4 feet wide, and as long as your bed. Then plant the sets 10 inches apart in two rows down the bed. Once the vines start running, mulch them well and come back in the fall to dig.
Bob Randall, Ph.D. is the retired co-founder of Urban Harvest and is author of Year Round Vegetables, Fruits and Flowers for Metro-Houston. Contact him at yearroundgardening.me and [email protected]. Urban Harvest produces this column. Learn about gardening classes, community and school gardens, farmers' markets, fruit tree sales and more at urbanharvest.org. | <urn:uuid:191f6130-ce6c-4520-b421-ba003e7a289d> | {
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PHPMyAdmin is an visual system for the management of a MySQL database (see Figure 5-2). It is written in PHP and serves to display the contents of the databases on the server (or client) on which MySQL is installed. Through this interface you can create new databases, modify existing ones and modify the contents of single fields.
Clicking on the left bar, depending on the database you selected, you will see a list menu coming up, showing the structure of the database (and, on the same time, the central page will show the enlarged structure of the database), with a series of options, all of them in the bottom of the page (see Figure 5-3). It is these options we are interested in when installing PHP-Nuke.
What you have to do now, is to click on "browse" and go search for the .sql file that contains the instructions that build the structure of the PHP-Nuke database (see Figure 5-4). Once found, it suffices to click on "Go" and the database will be installed. Of course, if there are errors, they will be reported at the end of the installation procedure. And of course, the same holds for the message "operation succeeded".
Tip: Other options of PHPMyAdmin that are not relative to the installation of PHP-Nuke can be found in the tutorial published on www.spaghettibrain.com and in the Section called PHPMyadmin, administering MySQL via web in Chapter 11.
Ok, the last thing that remains to do before starting with the management of your site, is to configure the file config.php This is important because it sets up a connection between the PHP files of PHP-Nuke and the MySQL database that manages it.
There is only a few parameters to configure. When you open the file "config.php" you will see the following near the top:
$dbhost = "localhost"; $dbuname = "root"; $dbpass = ""; $dbname = "nuke"; $system = "1"; $prefix = "nuke"; $user_prefix = "nuke"; $dbtype = "MySQL";
Let's do an example:
Host DB: 184.108.40.2067
User DB: Pippo
Password DB: Topolino
Database Name: Orazio
Operating System Used: Linux (what else!!! :-) )
The file config.php should then look like:
$dbhost = "220.127.116.117"; $dbuname = "Pippo"; $dbpass = "Topolino"; $dbname = "Orazio"; $system = 0; $prefix = "nuke";
This is case sensitive! Remember to use The Capital Letters!!! On Linux systems, if you write a user name or a password without taking care of letter case, the system will not allow you to log in.
Ok, we are done, the only thing that remains to do is to enter the administration section (www.yoursite.com/admin.php). The very first time you will log in using “God” as username and “Password” as password. I recommend you to change these as soon as possible. | <urn:uuid:d3ecedee-6efa-471d-85ba-3de1563bd5b8> | {
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As part of our campaign asking the people of Wales ‘How healthy is your Town’ we’ve been taking an inside look at the role Environmental Health Officers play in ensuring our towns, cities and villages are clean and safe to live in. Over the past two months we followed Environmental health graduates Caryl and Stephen as they train towards becoming fully qualified Practitioners.
In part 3 Caryl shares with us the importance of education and public feedback play in improving awareness and developing environmental health services
Responding to requests for services from the public can sometimes be challenging for an Environmental Health Practitioner (EHP) because many of our interactions with people are enforcement based in Health and Safety, Housing, Environmental Pollution control or Food safety sector.
Although we interact daily with the public, we do not regularly get feedback, except when it is sought through public consultations or community interventions.
This blog will focus on the importance of public feedback and how it is demonstrated within public health promotions.
One exercise I have been involved in which sought to gather public feedback was a hand washing initiative held at Greenmeadow Community Farm in November 2013. The Project was designed to help children understand the importance of hand washing. A pair of Ultraviolet (UV) light boxes was used for each participating child to inspect their hands under UV light.
Each child patted a toy dog which had been covered in dust detectable only under UV light, the dust representing “germs”. Following the lead of an EHP Student, the child would place their hands under the UV box to see where the “germs” collected on their hands.
The EHP student who accompanied the child then demonstrated effective hand washing technique directing the child to wash their hands using the same method.
Many of the parents also joined in the exercise as well as some of the many other visitors to the event. The initial feedback from visitors commented positively on how good the initiative was to demonstrate effective hand washing to children with the added bonus that it also helps create a positive view of the importance of the work of environmental health officers.
As evidence of the effectiveness of the initiative CIEH students were asked to visit a local nursery to demonstrate the same hand washing exercise to the children.
Another health promotion intervention I have been involved in was the “Step up to the plate challenge”. This intervention, undertaken at the Abergavenny Food Festival in September, was aimed at adults to increase their awareness of exercise versus food consumption.
The challenge was for each participant to arrange food items (cereal bars, meat loaf, sticky ribs, and a Mars bar) from the least to most calories required for the person consuming them to burn the food off whilst walking from Cardiff to Barry. If the person arranged the food items incorrectly, the student arranged them in the correct order and then explained that some foods contained a higher calorific value due to the amount of sugar, and fat content.
We received very positive feedback with many participants telling us that this exercise increased their awareness of calories and that they would apply this information to their daily life.
These examples demonstrate how feedback can be obtained about public health promotional work. This can be important as many of these interventions are designed to tackle the big challenges facing public health, but in a positive way that empowers people to make their own changes.
Our role as environmental health officers is as much about prevention as it is detection and cure. The importance of educating people on how they can play a role in ensuring good standards means we are helping create a society in which people not only pick up good habits but are also aware of the impact they have on their environment.
The Wales Audit Office public consultation on environmental health services is now closed.
If you would like to register for updates on the forthcoming report, you can sign up for the Wales Audit Office newsletter on our website http://www.wao.gov.uk
You can also contribute to the conversation around Environmental Health by following our Twitter hashtag #MyHealthyTown or visiting our Facebook page. | <urn:uuid:04b19e5a-7fe7-456a-952e-862eebca0641> | {
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Introduction To Irony: Or, How To Take A Joke 101
December 4, 2012
I know a few Holocaust jokes. I learned them from the children of survivors. I suspect they’d disagree with the Harvard student who declared that pain was no laughing matter.
“I don’t think that jokes should trigger on any type of pain,” 20-year-old Dakota Rot explained to the Boston Globe. She was responding to satirical fliers distributed on campus advertising a fake social club, noting “Jews need not apply,” and “Coloreds Okay,” and including a reference to date rape. “If you’re a person that’s part Jewish or a person of color or a woman who’s has been in any dangerous situation, you shouldn’t have to read this.” Rot declared.
It should go without saying that, “you don’t have to read this.” But if you’re confronted with offensive speech and fail to avert your eyes or plug your ears, you will probably survive the encounter.
I am “a person that’s part Jewish” as well as a “woman who’s been in a dangerous situation,” and I feel fine reading and writing about “offensive” language in the Harvard fliers. (I have read and viewed much worse over the years, and, even then, felt fine.)
Harvard Dean Evelynn M. Hammonds, however, feels less than fine about the fliers. She denounced them as “hurtful and offensive,” an affront to Harvard’s values and its standards of “thoughtfulness and respect.” Hammond offered the usual, obligatory statement of support for free speech, but it seems limited to support for speech she doesn’t find offensive.
Perhaps Harvard should change its motto to “No Laughing Allowed,” because satire is intentionally, inherently offensive: It laughs at sacred cows; it mocks painful, serious issues and ideas. Consider just a few headlines from The Onion.
“God Answers Prayers Of Paralyzed Little Boy. ‘No,’ Says God.”
“Turkey Pardon Mishap Results in Accidental Release of Serial Rapist”
“Recession-Proof Jobs Include Any in Which You Witness Your Boss Kill Someone.”
I confess to having laughed at these stories. Some people probably found The Onion’s jokes about rape, workplace murder, crippled children and religious faith “hurtful and offensive” and exploitative of extraordinary pain. But I bet I was not alone in guiltlessly finding them funny.
I have even laughed at my old friend’s Holocaust jokes. Here’s one: “In Forest Hills (known years ago as a community of survivors) people crowded into bakeries don’t take numbers; they just raise their arms.” I have laughed at my late father in law’s definition of an anti-Semite as “someone who hates Jews more than he should.”
This doesn’t mean I find the Holocaust or anti-Semitism funny. It does mean I have a sense of black humor, which is utterly lacking on many college and university campuses today, along with any sense of irony. Satire is the enemy of political correctness, which makes it a frequent target of campus censors and speech codes that prohibit offensive jokes.
“(M)uch of comedy is saying what we all know we shouldn’t say,” Greg Lukianoff, president of the Foundation for Individual Rights in Education (FIRE)
observes. His new book, “Unlearning Liberty: Campus Censorship and the End of American Debate,” describes the dramatic decline of humor and free speech on campus.
At Washington State University, a student received death threats after writing and directing a satirical musical mocking identity politics in order to “show people we’re not that different, we all have issues that can be made fun of.” A mob of students disrupted the play and “threatened to turn a theater performance into a full-scale riot.”
At Lone Star College, a student group was “threatened with dissolution for distributing a tongue in cheek flyer listing ‘Top Ten Gun Safety Tips,’” including “No matter how excited you are about buying your first gun, do not run around yelling, “‘I have a gun. I have a gun.’”
At Yale, students were chastised for decorating a T-shirt with an F. Scott Fitzgerald quote, “I think of all Harvard men as sissies.” The administration declared the t-shirts unacceptable and “pulled the design.”
These incidents are not anomalous. They’re typical. Censorship on campus is routine and perversely equated with tolerance. Harvard officials condemned the satirical social club fliers as acts of intolerance, but the only intolerant actors in this familiar controversy are students and administrators who refuse to tolerate offensive speech.
Censors are often blind to their own close-mindedness. They take themselves and their ideas so very seriously; their self-awareness suffers. Place yourself beyond the reach of satire and you’ll never see yourself as others do. Laughing matters. | <urn:uuid:59491552-f87c-4c42-bea0-60a070cb705e> | {
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Tests and procedures
Diagnosing and treating cancer can be complicated. It may involve different tests and procedures to confirm that there is cancer, determine the type of tumour and treat the cancer.
Your doctor may also order tests to check your overall health, to find out how the cancer responds to treatment and as part of follow-up after treatment.
Cancer antigen 125 (CA 125)
Cancer antigen 15-3 (CA 15-3)
Carbohydrate antigen 19-9 (CA19-9)
Carcinoembryonic antigen (CEA)
Cell and tissue studies
Central venous catheter
Clinical breast exam
Colostomy and ileostomy
Complete blood count (CBC)
Computed tomography (CT) scan
Abnormal pap test results
Pelvic lymph node dissection (PLND)
Positron emission tomography (PET scan)
Prostate-specific antigen (PSA)
Pulmonary function test
Taking action against all cancers
The latest Canadian Cancer Statistics report found that of all newly diagnosed cancers in 2017, half are expected to be lung, colorectal, breast and prostate cancers. Learn what you can do to reduce the burden of cancer. | <urn:uuid:3bf1c850-f864-4d62-97d5-fb93d560ca4a> | {
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This app was removed from the App Store.
iOS iPhone Healthcare & Fitness
Whether sunning on the beach, cheering at the kids’ outdoor sporting events or hitting the slopes, chances are you’re being affected by damaging UV rays. MelApp for iPhone is an image-based risk assessment mobile app that assists in the early detection of melanoma.
Melanoma is the fastest growing cancer worldwide, and the most deadly of all skin cancers, if not caught early. However, melanoma can be successfully removed and monitored by regular skin screenings in its early stages. The disease is deadly in its most advanced stages as few treatment options exist. The median lifespan for patients with advanced melanoma is less than one year. Performing regular self-exams could save your life or that of a loved one.
Checking a mole or freckle is quick and easy:
(1) Use MelApp to take a picture of the skin lesions of concern with an iPhone’s camera, enlarging it with the zoom feature to fit into the green box, then circle the mole with your finger
(2) Pin point the mole size and its evolution by sliding the corresponding indicator bar and tap on "Check Risk." Within seconds MelApp will provide a risk analysis of the uploaded picture being a melanoma.
MelApp uses highly sophisticated patent protected state-of-the-art mathematical algorithms and image-based pattern recognition technology to analyze the uploaded image. The app was validated using DermAtlas, an open access, physician-edited database of over 10,000 high quality histological and clinical images of skin conditions.
These pictures also can be stored on MelApp and saved according to date, label or risk. Archiving your pictures lets you review them for changes in the skin lesions occurring over time.
A second way to assess lesions or moles is by using MelApp’s ABCDE feature to manually adjust the Asymmetry, Border Irregularity, Color Density, Diameter and Evolution of your image. You can also check your understanding of melanoma cancer risk by answering a quiz.
This App is made available for educational purpose only and has not been evaluated by the FDA. It is not intended to diagnose, treat, cure or prevent any disease. Please refer to a physician if you have a skin condition that you are concerned about and/or believe requires attention.
This version addresses a bug that could cause the camera to fail to respond to user input on some devices running iOS 5.0 or 5.0.1. | <urn:uuid:77b84584-fff2-48ae-a8a8-f57e95ef87c1> | {
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3. The Fundamentals for Studying a Liberal Arts Subject, with the History of Mexico as an Example
The study of any liberal arts subject in the humanities and social sciences has fundamental concepts, rules, and practices just like any other activity at which individuals and groups seek to succeed and excel while avoiding costly and frustrating mistakes. The purpose of this section is to provide an overview of those fundamentals to facilitate a focused individual and team approach to a liberal arts class, with the history of Mexico as an example.
Fundamentals are those key aspects that contribute to the success or failure of any activity. To make the point, we can draw on the experiences of an area outside of academia that we all know something about: professional sports. It does not matter if men or women are the players. It can be any sport like soccer, baseball, football, volleyball, or hockey. In any of these sports, even a team with brilliant coaches and intelligent and physically talented players adheres to the fundamentals if it hopes to succeed on the field. The coaches and the players know that natural talent applied in a disorganized and undisciplined fashion yields mediocre and disappointing results. They thus study the nature of their sport's environment and organize their lives to focus on their job. They have a vision of where they want to be at the end of the season. They know the rules of the game and adhere to them. They maximize individual success by working together. They are committed to their goal and pay attention to detail. They study the playbook and the films. They have a plan for every game. They are on time for practices and games. The players practice even the most basic techniques of running, passing, catching, blocking, and kicking--whatever is appropriate to the specific sport--consistently throughout the season. They use the appropriate equipment. They analyze opponents and make adjustments from game to game. They train to stay conditioned in the off-season while they evaluate the past season and make plans for the next one. No aspect of the game is too small to leave unexamined. They know a single player can win or lose a game for the whole team. This kind of dedicated and concentrated attention and effort is based on a desire to be doing what they are doing. The players have long-term team and individual goals, but they also get immediate satisfaction from playing the game and practicing for it. This is what makes it possible for them to endure and even enjoy the unglamorous, sweaty, physical training and the strenuous mental preparation that takes their game to such a high level.
The point of this sports analogy is that success and excellence in the study of a course like the history of Mexico will depend on the willingness and ability of the individual students and the class as a whole to understand the environment, identify a vision, follow a plan, commit to consistent hard work, and--most important of all--derive an immediate sense of personal satisfaction from taking the course.
As the professor teaching the course, I believe that understanding and practicing the fundamentals will maximize your motivation and satisfaction in the course. This will, in turn, maximize your commitment and ability to learn and earn a good grade. You can get yourself into a positive cycle in which commitment and satisfaction reinforce each other. On the other hand, ignoring the fundamentals can result in misperceptions and misunderstandings, boredom, confusion, frustration, lack of motivation, feelings of unfairness, poor grades, and--worst of all--a failure to learn.
The following list of fundamentals includes many that apply to other courses in the university, but also some that are specific to the history of Mexico as a course that meets the foreign-culture requirement of the university and the ethnic-heritage requirement of Chicano-Boricua studies. The section below address both the educational paradigm (context, structure, environment) in which the history of Mexico exists and the logistics and mechanics of how to do well in the course and in others like it.
A. Good secondary reasons that do not guarantee you will be interested and motivated include
- The course is a university or program requirement.
- It fits my schedule.
- It will help me get a better job.
- Someone else thinks this course is good for me.
- The course will make me more culturally aware.
- My friends are taking the course.
B. Good primary reasons that will maximize your satisfaction and motivation. If you can state the following with confidence or are working to be able to do so:
- I enjoy reading, thinking, writing, and talking about the subject.
- I really understand why it is a university or program requirement, and I believe in the purpose.
- I really feel the course fits into my transformation as an individual whose knowledge of the world is expanding.
- I really feel the course fits into my transformation as an individual whose analytical skills are continually improving.
- I will be able to apply the knowledge and skills I gain in this course in my social or professional life.
C. If you do not have a set of personal primary reasons, develop a set.
- Make the effort to identify with the purpose of the university (see below).
- Make the effort to understand the subject of the course.
- Find ways of relating it to your existing personal interests.
- Become an active participant in the course.
II. A university education is more than a vocational education.
A. A very common misperception that causes a lot of grief.
- Many people approach the university only as a vocational school to train them for specific jobs and professions.
- This kind of approach devalues the purpose of the university and creates resistance to the mission of the university.
- It also frustrates a lot of students who believe they are forced to take a lot of courses that they think are irrelevant and in which they have no interest.
- Students will feel mentally and emotionally healthier and happier if they
- Recognize and fully accept the purpose of the university.
- Do not try to force the university into a box that is too small for its purpose.
- Do not judge the university by standards that are inappropriate to its purpose.
- It is important that we understand the difference between a strictly vocational education and a university education.
B. The strictly vocational education is characterized by limited goals and methods.
- It has limited aims of training you in the skills of a specific job.
- All teaching and learning is focused narrowly on those job skills.
- A broader world view and its issues are not part of its mission.
- The analytical component is sharply focused on limited skill objectives.
- Skills transferable to another job are not a goal.
C. The university is different from a vocational or technical school because the university has the additional mission of assisting the student achieve a personal transformation by developing other areas of personal and professional growth. The added-value mission of the university is to assist the student to
- Acquire an understanding of the broader world and its issues; and of how these relate to one's life and career.
- Acquire skills that can be applied to many jobs and tasks.
- Develop the ability to read well difficult and large amounts of material in a variety of styles and at many levels.
- Develop the ability to synthesize large amounts of material into a brief summary of the message and its main points.
- Develop the ability to write in clear, powerful prose. Writing is a craft that requires consistent and continuous conscientious practice. It sharpens thinking and adds clarity to communication.
- Transform one's self into an intellectual, that is, to
- Develop one's conceptual, abstract, and analytical thinking.
- Develop the ability to build conceptual models and use these as tools of analysis and organization.
- Become conceptually creative, come up with new ideas.
- Develop a self-image of one's self as a professional.
- Develop a self-image of one's self as a citizen with social responsibilities as well as individual rights.
- Realize one's capacity for inventing and reinventing one's self.
- Develop an appreciation for continuous self-growth.
- Develop an ability to adjust to a continuously changing environment.
D. A fuller definition of the term intellectual is
- A person who thinks conceptually and analytically in a systematic way on both broad issues and on details--most of the functions in section C, above.
- Not necessarily an egghead, nerd, rocket scientist, or absentminded professor. “Intellectual” is not a dirty word for someone with an elitist attitude.
- Someone who may have any kind of job in society as long as he or she thinks conceptually and abstractly. Someone can be a street sweeper or homeless and still be an intellectual.
- Not the same as “intelligent,” although the two terms frequently overlap. Many intelligent people are not intellectuals, but may be very wise (often as a result of experience); and many intellectuals may not be very smart about a lot of things.
- Someone with a learned skill. An intellectual has conditioned and trained the mind like others train the body to gain physical skills.
- Someone with a skill that, in the best of circumstances, can help one become more intelligent and wiser. However, there is no guarantee this will happen.
E. If the components that make up the broad mission of the university sound like hollow, boring words to you--perhaps too abstract and removed from your interests--you may need to work on making them more real.
III. Students will derive maximum benefits from their education if their purpose for being at the university is the same as the mission of the university.
A. Adopting transformation-of-the-self as your personal goal will yield an instant gratification--not just the delayed gratification of a future job or career, because you will value the change and be able to feel it happen.
B. Making a commitment to self-transformation will make course work interesting and motivate you to do the hard work required to learn well and derive pleasure from learning.
C. This happens because acquiring new knowledge and understanding and sharpening your skills as a conceptual, analytical person become goals in themselves, rather than passive experiences that have no relationship to your identity. They become interesting things to do rather than distasteful obligations to postpone and avoid.
D. A deep commitment to self-transformation can be made only if you can derive personal satisfaction and even pleasure from reading, writing, and critical thinking.
IV. Becoming a successful university student often requires great effort and a conscious change in identity.
A. Self-transformation is only possible when we open ourselves to change in our identities and self-images, to the idea that we can really be more than what we have been conditioned to believe we can be due to our personal or group backgrounds. We have to turn off the secret internal commands that tell us we cannot transcend our current limits. We have the power to shape our own identities.
B. Adopting transformation-of-the-self as your personal goal may require a change in your self-identity to incorporate a larger and more complex you. It does not mean you have to give up all of your old self with all of its relationships and contexts; but you have to learn to have additional and multiple identities. Many students who attend the university find it hard to accept for themselves an identity as university students because of peer pressure and the fear they will betray who they were and are--the identities that currently give them a sense of security.
C. Deriving satisfaction from learning and pleasure from doing well educationally often requires practice, conditioning, more practice, and the replacement of old habits with new ones--or at least, the addition of new habits to the old ones. This is how we reshape ourselves. Sometimes we need to learn how to enjoy something we know is good for us. Knowing it and feeling it are two different things. The enjoyment of reading books, writing good essays, and critically examining ideas are all acquired tastes. All of these involve exercising the powers of the mind like one would exercise the muscles of the body. Because this requires a lot of mental effort and sweat, many people neglect their minds the way many people neglect their bodies. If we are motivated to do only the things we enjoy without effort, our lives may be very limited and frustrated. The university is like a gym for the mind. There is no purpose in paying the membership dues if we are not going to work out.
D. Taking a university class should be taken as seriously as working at a job. Some students unintentionally or mistakenly judge a class by the standards of the entertainment industry. You can have fun in a class, but it is usually not the same kind of fun derived from a movie or a television program or compact disc. A class should not be treated as a spectator event. The best way to make it interesting for yourself while learning is to become actively involved as a participant. Do not be a classroom potato.
E. Priorities in life may need to be reorganized temporarily. Make enough time to do the homework for each course you take. Most people have obligations to their jobs, families, and other life concerns and interests. To be a successful student, you need enough time to study calmly and deliberately. A time-management analysis and plan are important. You need to exercise the self-discipline to use your time wisely and effectively every day. If your education is low on your list of priorities, you will probably acquire only a mediocre education.
F. Using the university's many resources like tutoring, supplemental instruction, and labs will maximize your learning. You will only be motivated to use them effectively--and prioritize your time to include them in your schedule--if you enjoy (or want to enjoy) learning as much as whatever else you might do with the time otherwise.
G. Students who have been out in the workplace for several years, usually (not always) appreciate the value of a university education more than students coming directly from high school. Unfortunately, by then, they have a lot of additional obligations that compete for their time and many can only go to school part-time.
V. The history of Mexico is part of the way the university fulfills its multifaceted mission. (Some items below could be placed in multiple categories.)
A. The following list of reasons will not have much meaning unless you have already integrated (or seriously plan to integrate) the broad mission of the university as part of your identity. Refer to section I of “The Fundamentals.”
B. The history of Mexico expands your knowledge of the world around you. It contributes to your understanding of
- One of the most important neighbors of the United States.
- The background of an important ethnic and cultural group in the United States.
- The role of the United States as a hemispheric and world power.
- The world economy shaped by long-distance exchange of technology, capital, and labor.
C. The history of Mexico sharpens your conceptual skills. The course
- Organizes history conceptually, not just according to facts and dates.
- Exposes you to different ways of thinking, different value systems.
- Creates a comparative framework for analyzing our own society and others.
D. The history of Mexico is relevant to your social and professional experience. The course
- Provides you with the opportunity to sharpen skills that can be applied to many jobs and life situations.
- Helps you better understand the links between the United States and Mexican economies, links that will increasingly shape the environment in which your job will exist.
- Provides you with the opportunity to further develop your abilities as a conceptually oriented individual who can survive and flourish in a changing, often hostile, economic environment.
VI. The history of Mexico is a course with a well-defined purpose, goals, actors, environment, rules, and plan of action.
A. The syllabus for the course is an important resource.
- It is a contractual agreement between the professor and each student and among all of the students.
- It has a clear mission statement with goals and objectives.
- It outlines the organization of the course. It can be compared to
- The rules of the road
- A map for a little-known territory
- The rules of a board game
- The rules of a professional sports game
- A game plan
- A handbook or guide
- It clearly states the actions students need to take to learn the subject and obtain a good grade.
- It sets up specific ways to measure student progress.
- It contains provisions for flexibility which can be expanded by agreement between the professor and the students.
B. The fundamentals complement the syllabus in defining the environment for the course and the best approach for success.
C. The students are defined as actors, players, and active participant learners in a dynamic relationship with the professor and with each other.
D. The professor is a guide for the students venturing into the history of Mexico. He cannot teach what the students do not want to learn. Learning is a proactive experience, not a transfer of data from professor to students.
E. A major function of the professor is to provide the students with the themes and concepts that organize the course and that facilitate learning the course subject.
F. A contractual agreement thoroughly understood by all parties will lay a solid foundation for a good course.
VII. Conceptual learning can be a fun way to study if the basics are understood and implemented with diligence and persistence.
A. The most basic elements that form the foundation of conceptual thinking are
- Gathering data and information.
- Absorbing the information. Reading for comprehension.
- Processing the information to extract the main ideas.
- Analyzing the main ideas for their utility and validity.
- Understanding the information and main ideas.
- Using the information and ideas to create new ideas and new perspectives.
- Communicating ideas and information clearly and powerfully by using concepts to organize your thinking and using as few words as possible.
- Practicing until one gets it perfect.
- Persevering until one gets the results desired.
- Realizing there is always a newer idea--although not necessarily a better one.
B. Rote memorization is not conceptual learning.
- It is a boring mechanical function that is often useless.
- It does not create understanding or build one's powers of reasoning.
- It is like loading facts onto a computer disk and unloading them without any comprehension involved.
- There is more retention of knowledge with understanding than with rote memorization.
- With rote memorization individual facts fall out of the mind like water or sand through the holes of a colander.
- With understanding, facts are held together by ideas, and ideas are held together by concepts, theories, and themes. These relationships and structures keep the mind from acting like a colander.
C. Conceptual thinking is a process that refines information and leads to understanding.
- In conceptual thinking, the mind is like a saw mill and furniture factory.
- The mind refines raw data into a finished product. Much of the raw material is transformed into something new and a lot of the raw material is discarded.
- The end product is often a distillation of understanding and insight in a highly concentrated form. This is when you get a great idea, when your language becomes powerful. Facts are meaningless without an interpretation. A dynamic relationship among the facts needs to be established. This is the role of ideas, concepts, theories, and themes.
- Common wisdoms and proverbs, like “practice makes perfect” and “penny-wise, pound-foolish,” are examples of distillations of understanding derived from lifetimes of experience. They are powerful because they say a lot in a few words.
- Mental milling, cooking, and distilling must be done consistently and gradually over the length of the semester. The mind goes into overload if the process is left for the last minute before an exam. You just wind up with a garbage heap of raw materials.
D. There is a step-by-step way of carrying out the basics of conceptual thinking in a course like the history of Mexico.
- Read or listen for the main points in a chapter, article, lecture, or documentary.
- Highlight and underline the main points in a chapter or article.
- Make notes on the margins of pages of the text.
- Take comprehensive notes of lectures and other presentations for further studying and refining.
- Highlight the main points of your own notes.
- “I do not know how to take notes” is no excuse. Effective note-taking is an acquired skill of every good university student and every effective professional.
- Prioritize the main points according to their importance for inclusion or exclusion in subsequent communications.
- Connect the main points, establishing a relationship among them.
- Connect the main points to identify and create larger and larger conceptual building blocks: ideas, concepts, theories, themes, interpretations.
- Connect the main points, ideas, theories, themes, and interpretations from various sources: the text, other readings, lectures, discussions, documentaries, other sources.
- Develop an interpretation and organizing theme that brings it all together.
- Look for organizing themes and interpretations provided at the beginning of books, chapters, articles, and documentaries as well as by the professor in the classroom. If you understand what these are, you can identify the main points and other building blocks much more easily than if you just read or listen without purpose while waiting for some understanding to come magically to you.
- Look for the hidden outline (I, A, 1, b, etc.) with main points and subpoints in a chapter or essay the way “The Fundamentals” document is organized.
- Understand that analyzing the relationships among the main points and related themes opens up the possibility for intellectual creation and invention, for discovering something new, for coming up with an idea no one else has had.
E. Communicating your understanding in a written or oral report is best accomplished if it follows a simple universal pattern.
- State the main organizing theme distilled above as a thesis statement in the first paragraph.
- Support your thesis with a logical sequence of main points in the following paragraphs.
- Every paragraph should be a mini-essay with a thematic lead sentence, supporting facts, and concluding sentence that sets up the next paragraph.
- Provide a conclusion that sums up the central theme and its arguments.
- A good essay can be broken up into an outline with main points and subpoints, the way the same is true for a book chapter and “The Fundamentals” section. If your conceptual skills are good, you should be able to make an outline before you write the essay or make the presentation.
- After you have written a report or essay, go back and revise the initial thesis statement if your thinking has developed in the process of writing the piece.
- The title of the report or essay should contain the heart of your interpretation. It should tell the reader exactly what is coming.
- The best exams have the characteristics of a good report.
XIII. Other ways to learn better
A. Take the risk: ask questions in class and participate in class discussions.
B. Discuss a topic with other people to speed up the process of understanding and to sharpen understanding. Verbalization will help crystallize your thinking as will writing.
IX. There Are No Substitutes
A. For understanding the big picture; using concepts to analyze the larger context.
B. For paying attention to detail. A conceptual structure , like a real building, is only as secure as the building blocks from which it is made.
C. For persistent effort in the face of difficult odds. Thinking conceptually, undertaking the task of self-transformation, running the mind's workshop, is hard work.
D. For the motivation it takes to do A, B, and C. | <urn:uuid:aec305bc-bb63-48e9-aece-d85b00b102cd> | {
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Bone morphogenetic protein
Bone morphogenetic proteins (BMPs) are a group of growth factors also known as cytokines and as metabologens. Originally discovered by their ability to induce the formation of bone and cartilage, BMPs are now considered to constitute a group of pivotal morphogenetic signals, orchestrating tissue architecture throughout the body. The important functioning of BMP signals in physiology is emphasized by the multitude of roles for dysregulated BMP signalling in pathological processes. Cancerous disease often involves misregulation of the BMP signalling system. Absence of BMP signalling is, for instance, an important factor in the progression of colon cancer, and conversely, overactivation of BMP signalling following reflux-induced esophagitis provokes Barrett's esophagus and is thus instrumental in the development of adenocarcinoma in the proximal portion of the gastrointestinal tract.
Recombinant human BMPs are used in orthopedic applications such as spinal fusions, nonunions and oral surgery. rhBMP-2 and rhBMP-7 are Food and Drug Administration (FDA)-approved for some uses. rhBMP-2 causes more overgrown bone than any other BMPs and is widely used off-label.
BMPs for clinical use are produced using recombinant DNA technology (recombinant human BMPs; rhBMPs).
rhBMPs are used in oral surgeries. BMP-7 has also recently found use in the treatment of chronic kidney disease (CKD). BMP-7 has been shown in murine animal models to reverse the loss of glomeruli due to sclerosis. Curis has been in the forefront of developing BMP-7 for this use. In 2002, Curis licensed BMP-7 to Ortho Biotech Products, a subsidiary of Johnson & Johnson.
Although rhBMP-2 and rhBMP-7 are used in the treatment of a variety of bone-related conditions including spinal fusions and nonunions, the risks of this off-label treatment are not understood. While rhBMPs are approved for specific applications (spinal lumbar fusions with an anterior approach and tibia nonunions), up to 85% of all BMP usage is off-label. rhBMP-2 is used extensively in other lumbar spinal fusion techniques (e.g., using a posterior approach, anterior or posterior cervical fusions).
Alternative to autograft in long bone nonunions
In 2001, the Food and Drug Administration (FDA) approved rhBMP-7 (a.k.a. OP-1; Stryker Biotech) for a humanitarian device exemption as an alternative to autograft in long bone nonunions. In 2004, the humanitarian device exemption was extended as an alternative to autograft for posterolateral fusion. In 2002, rhBMP-2 (Infuse; Medtronic) was approved for anterior lumbar interbody fusions (ALIFs) with a lumbar fusion device. In 2008 it was approved to repair posterolateral lumbar pseudarthrosis, open tibia shaft fractures with intramedullary nail fixation. In these products, BMPs are delivered to the site of the fracture by being incorporated into a bone implant, and released gradually to allow bone formation, as the growth stimulation by BMPs must be localized and sustained for some weeks. The BMPs are eluted through a purified collagen matrix which is implanted in the site of the fracture. rhBMP-2 helps grow bone better than any other rhBMP so it is much more widely used clinically. There is "little debate or controversy" about the effectiveness of rhBMP-2 to grow bone to achieve spinal fusions, and Medtronic generates $700 million in annual sales from their product.
Bone morphogenetic protein (rhBMP) should not be routinely used in any type of anterior cervical spine fusion, such as with anterior cervical discectomy and fusion. There are reports of this therapy causing swelling of soft tissue which in turn can cause life-threatening complications due to difficulty swallowing and pressure on the respiratory tract.
BMPs interact with specific receptors on the cell surface, referred to as bone morphogenetic protein receptors (BMPRs).
Signal transduction through BMPRs results in mobilization of members of the SMAD family of proteins. The signaling pathways involving BMPs, BMPRs and SMADs are important in the development of the heart, central nervous system, and cartilage, as well as post-natal bone development.
They have an important role during embryonic development on the embryonic patterning and early skeletal formation. As such, disruption of BMP signaling can affect the body plan of the developing embryo. For example, BMP4 and its inhibitors noggin and chordin help regulate polarity of the embryo (i.e. back to front patterning). Specifically BMP-4 and its inhibitors play a major role in neurulation and the development of the neural plate. BMP-4 signals ectoderm cells to develop into skin cells, but the secretion of inhibitors by the underlying mesoderm blocks the action of BMP-4 to allow the ectoderm to continue on its normal course of neural cell development.
Mutations in BMPs and their inhibitors (such as sclerostin) are associated with a number of human disorders which affect the skeleton.
Several BMPs are also named 'cartilage-derived morphogenetic proteins' (CDMPs), while others are referred to as 'growth differentiation factors' (GDFs).
Originally, seven such proteins were discovered. Of these, six (BMP2 through BMP7) belong to the Transforming growth factor beta superfamily of proteins. BMP1 is a metalloprotease. Since then, thirteen more BMPs have been discovered, bringing the total to twenty.
|BMP||Known functions||Gene Locus|
|BMP1||*BMP1 does not belong to the TGF-β family of proteins. It is a metalloprotease that acts on procollagen I, II, and III. It is involved in cartilage development.||Chromosome: 8; Location: 8p21|
|BMP2||Acts as a disulfide-linked homodimer and induces bone and cartilage formation. It is a candidate as a retinoid mediator. Plays a key role in osteoblast differentiation.||Chromosome: 20; Location: 20p12|
|BMP3||Induces bone formation.||Chromosome: 14; Location: 14p22|
|BMP4||Regulates the formation of teeth, limbs and bone from mesoderm. It also plays a role in fracture repair, epidermis formation, dorsal-ventral axis formation, and ovarian follical development.||Chromosome: 14; Location: 14q22-q23|
|BMP5||Performs functions in cartilage development.||Chromosome: 6; Location: 6p12.1|
|BMP6||Plays a role in joint integrity in adults. Controls iron homeostasis via regulation of hepcidin.||Chromosome: 6; Location: 6p12.1|
|BMP7||Plays a key role in osteoblast differentiation. It also induces the production of SMAD1. Also key in renal development and repair.||Chromosome: 20; Location: 20q13|
|BMP8a||Involved in bone and cartilage development.||Chromosome: 1; Location: 1p35–p32|
|BMP8b||Expressed in the hippocampus.||Chromosome: 1; Location: 1p35–p32|
|BMP10||May play a role in the trabeculation of the embryonic heart.||Chromosome: 2; Location: 2p14|
|BMP15||May play a role in oocyte and follicular development.||Chromosome: X; Location: Xp11.2|
From the time of Hippocrates it has been known that bone has considerable potential for regeneration and repair. Nicholas Senn, a surgeon at Rush Medical College in Chicago, described the utility of antiseptic decalcified bone implants in the treatment of osteomyelitis and certain bone deformities. Pierre Lacroix proposed that there might be a hypothetical substance, osteogenin, that might initiate bone growth.
The biological basis of bone morphogenesis was shown by Marshall R. Urist. Urist made the key discovery that demineralized, lyophilized segments of bone induced new bone formation when implanted in muscle pouches in rabbits. This discovery was published in 1965 by Urist in Science. Urist proposed the name "Bone Morphogenetic Protein" in the scientific literature in the Journal of Dental Research in 1971.
Bone induction is a sequential multistep cascade. The key steps in this cascade are chemotaxis, mitosis, and differentiation. Early studies by Hari Reddi unraveled the sequence of events involved in bone matrix-induced bone morphogenesis. On the basis of the above work, it seemed likely that morphogens were present in the bone matrix. Using a battery of bioassays for bone formation, a systematic study was undertaken to isolate and purify putative bone morphogenetic proteins.
A major stumbling block to purification was the insolubility of demineralized bone matrix. To overcome this hurdle, Hari Reddi and Kuber Sampath used dissociative extractants, such as 4M guanidine HCL, 8M urea, or 1% SDS. The soluble extract alone or the insoluble residues alone were incapable of new bone induction. This work suggested that the optimal osteogenic activity requires a synergy between soluble extract and the insoluble collagenous substratum. It not only represented a significant advance toward the final purification of bone morphogenetic proteins by the Reddi laboratory, but ultimately also enabled the cloning of BMPs by John Wozney and colleagues at Genetics Institute.
At between US$6000 and $10,000 for a typical treatment, BMPs can be costly compared with other techniques such as bone grafting. However, this cost is often far less than the costs required with orthopaedic revision in multiple surgeries.
While there is little debate that rhBMPs are successful clinically, there is controversy about their use. It is common for orthopedic surgeons to be paid for their contribution to the development of a new product, but some of the surgeons responsible for the original Medtronic-supported studies on the efficacy of rhBMP-2 have been accused of bias and conflict of interest. For example, one surgeon, a lead author on four of these research papers, did not disclose any financial ties while with the company on three of the papers; he was paid over $4 million by Medtronic. In another study, the lead author did not disclose any financial ties to Medtronic; he was paid at least $11 million by the company. In a series of 12 publications, the median financial ties of the authors to Medtronic were $12–16 million. In those studies that had more than 20 and 100 patients, one or more authors had financial ties of $1 million and $10 million, respectively. Early clinical trials using rhBMP-2 underreported adverse events associated with treatment. In the 13 original industry-sponsored publications related to safety, there were zero adverse events in 780 patients. It has since been revealed that potential complications can arise from the use including implant displacement, subsidence, infection, urogenital events, and retrograde ejaculation.
Based on a study conducted by the Department of Family Medicine at the Oregon Health and Science University the use of BMP increased rapidly, from 5.5% of fusion cases in 2003 to 28.1% of fusion cases in 2008. BMP use was greater among patients with previous surgery and among those having complex fusion procedures (combined anterior and posterior approach, or greater than 2 disc levels). Major medical complications, wound complications, and 30-day rehospitalization rates were nearly identical with or without BMP. Reoperation rates were also very similar, even after stratifying by previous surgery or surgical complexity, and after adjusting for demographic and clinical features. On average, adjusted hospital charges for operations involving BMP were about $15,000 more than hospital charges for fusions without BMP, though reimbursement under Medicare's Diagnosis-Related Group system averaged only about $850 more. Significantly fewer patients receiving BMP were discharged to a skilled nursing facility.
In December 2001 Doctors at the New Hampshire Spine Institute reported on a series of 22 patients who had undergone spinal fusion using rhBMP-2 through a laparoscopic approach. The results were reported in the journal Spine 2001; 26:2751-2756. The research was done as part of a larger multicenter study sanctioned by the FDA. The average hospital stay was only 1 day, shorter than for any other reported fusion procedure. Of the 21 patients who completed the study; all of them reported improvement in back pain, leg pain, and function. They all achieved a solid fusion by 6 months and all of them were able to return to work. This was the first study on spinal fusion that demonstrated a 100% success rate for both clinical and radiographic outcome.
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- Sampath TK, Reddi AH (Dec 1981). "Dissociative extraction and reconstitution of extracellular matrix components involved in local bone differentiation". Proceedings of the National Academy of Sciences of the United States of America. 78 (12): 7599–7603. doi:10.1073/pnas.78.12.7599. PMC . PMID 6950401.
- Sampath TK, Muthukumaran N, Reddi AH (Oct 1987). "Isolation of osteogenin, an extracellular matrix-associated, bone-inductive protein, by heparin affinity chromatography". Proceedings of the National Academy of Sciences of the United States of America. 84 (20): 7109–7113. doi:10.1073/pnas.84.20.7109. PMC . PMID 3478684.
- Luyten FP, Cunningham NS, Ma S, Muthukumaran N, Hammonds RG, Nevins WB, Woods WI, Reddi AH (Aug 1989). "Purification and partial amino acid sequence of osteogenin, a protein initiating bone differentiation". The Journal of Biological Chemistry. 264 (23): 13377–13380. PMID 2547759.
- Wozney JM, Rosen V, Celeste AJ, Mitsock LM, Whitters MJ, Kriz RW, Hewick RM, Wang EA (Dec 1988). "Novel regulators of bone formation: molecular clones and activities". Science. 242 (4885): 1528–1534. doi:10.1126/science.3201241. PMID 3201241.
- Toi Williams (2012-12-20). "Medtronic Accused Of Editing Product Studies". DC Progressive. Retrieved 2013-05-12.
- Rebecca Farbo (2013-01-16). "World-renowned Orthopedic Surgeon Sues Medical Device Company For Breach Of Contract". PR Newswire. Retrieved 2013-05-12.
- Susan Perry (2012-10-26). "Report reveals disturbing details of Medtronic's role in shaping InFuse articles". MinnPost. Retrieved 2013-05-13.
- John Carreyrou & Tom McGinty (2011-06-29). "Medtronic Surgeons Held Back, Study Says". The Wall Street Journal. Retrieved 2013-05-12.
- Carragee EJ, Hurwitz EL, Weiner BK (Jun 2011). "A critical review of recombinant human bone morphogenetic protein-2 trials in spinal surgery: emerging safety concerns and lessons learned". The Spine Journal. 11 (6): 471–91. doi:10.1016/j.spinee.2011.04.023. PMID 21729796.
- Spinal Fusion and Bone Morphogenetic Protein
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- Reddi AH (1997). "Bone morphogenetic proteins: an unconventional approach to isolation of first mammalian morphogens". Cytokine Growth Factor Rev. 8 (1): 11–20. doi:10.1016/S1359-6101(96)00049-4. PMID 9174660.
- Bessa PC, Casal M, Reis RL (Jan 2008). "Bone morphogenetic proteins in tissue engineering: the road from the laboratory to the clinic, part I (basic concepts)". Journal of Tissue Engineering and Regenerative Medicine. 2 (1): 1–13. doi:10.1002/term.63. PMID 18293427.
|Wikimedia Commons has media related to Bone morphogenetic proteins.|
- BMP: The What and the Who
- BMPedia - the Bone Morphogenetic Protein Wiki
- Bone Morphogenetic Proteins at the US National Library of Medicine Medical Subject Headings (MeSH)
- Chen D, Zhao M, Mundy GR (Dec 2004). "Bone morphogenetic proteins". Growth Factors (Chur, Switzerland). 22 (4): 233–241. doi:10.1080/08977190412331279890. PMID 15621726.
- Cheng H, Jiang W, Phillips FM, Haydon RC, Peng Y, Zhou L, Luu HH, An N, Breyer B, Vanichakarn P, Szatkowski JP, Park JY, He TC (Aug 2003). "Osteogenic activity of the fourteen types of human bone morphogenetic proteins (BMPs)". The Journal of Bone and Joint Surgery. American Volume. 85–A (8): 1544–52. PMID 12925636. link | <urn:uuid:3da110c5-29e8-4c00-ac4f-6a6087e7a48c> | {
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As anticipated, Hurricane Florence resulting in monumental rainfall totals, particularly across southern and eastern North Carolina. This past week’s rainfall totals are depicted in Figure 1, derived from the NOAA/National Weather Service Advanced Hydrologic Prediction Service (AHPS). Widespread totals exceeded 10” across most of southern/eastern North Carolina and far eastern South Carolina, with maximum rainfall of more than 20” along and within a few counties of the Atlantic Coast.
The extreme rainfall dramatically impacted the soil moisture, which underwent a substantial transformation from very dry to near-saturation across south-eastern North Carolina. Figure 2 shows soil moisture retrievals before and after Hurricane Florence from NASA’s Soil Moisture Active Passive (SMAP) mission, which estimates near-surface soil moisture (~top 5 cm) in near-real-time derived from passive microwave satellite observations. A 6-day animation of hourly SPoRT-LIS simulated 0-100 cm relative soil moisture images overlaid with Multi-Radar Multi-Sensor rainfall contours (Fig. 3) nicely shows how the predominantly very dry soils across North and South Carolina prior to Florence were quickly moistened to near saturation over just a few days. [Ongoing research at SPoRT seeks to further improve the experimental soil moisture estimates by assimilating SMAP retrievals into the SPoRT-LIS framework.]
Similar to that shown in a companion blog article, Figure 4 shows the evolution of shallow (0-10 cm) to total column/deep (0-200 cm) soil moisture percentiles relative to the SPoRT-LIS 1981-2013 climatological database. Anomalously dry soil moisture is depicted by orange/red colors, while anomalously wet soil moisture is given by green/blue colors. Prior to Hurricane Florence, much of South Carolina and southern parts of North Carolina were experiencing unusually dry soil moisture for this time of year. Despite the capacity for the soils to receive moisture, the historic rainfall was enough to overcome soil moisture deficits, quickly leading to near-saturated soil conditions in all model depths, and ultimately substantial flooding. An interesting feature to note after the storm impact is the very high soil moisture percentiles greater than 98th percentile across South Carolina in the shallow layers. Meanwhile, the deeper soils experienced excessive soil moisture percentiles above the 98th percentile predominantly over North Carolina where the heaviest rainfall occurred and where the pre-storm dry anomalies were not as large as in South Carolina.
Figure 4. Daily animations of SPoRT-LIS soil moisture percentiles relative to 1981-2013 climatology, valid from 10 to 17 September over model depths at (top image) 0-10 cm, (2nd image) 0-40 cm, (3rd image) 0-100 cm, and (bottom image) total model column 0-200 cm. [Click on each individual image for full resolution]
Finally, the dramatic transformation in soil moisture is nicely highlighted by examining the present-day, county-averaged values relative to the 1981-2013 climatological distributions, as shown in Figure 5 at four select counties in North Carolina. Robeson and Cumberland counties (first and third images in Figure 5) experienced the driest soils prior to Hurricane Florence (westernmost counties in Fig. 1), whereas New Hanover and Craven counties (second and fourth images in Figure 5) were more moist prior to Florence’s rainfall. Each of the four sampled counties ultimately experienced record daily soil moisture values by 17 September (99.9th percentiles). However, the moist antecedent soils in Craven county led to record soil moisture values by 15 September, whereas the other counties that began with drier soils achieved record values by 16 or 17 September. In summary, despite predominantly dry soils prior to Hurricane Florence across much of the Carolinas, the tremendous 10-30”+ rainfall totals led to a quick saturation of the soils and massive, widespread flooding.
Figure 5. Daily animations of SPoRT-LIS total column, county-averaged soil moisture histograms, valid from 10-17 September 2018 for (top image) Robeson county, NC [city of Lumberton], (2nd image) New Hanover county, NC [city of Wilmington], (3rd image) Cumberland county, NC [city of Fayetteville], and (bottom image) Craven county, NC [city of New Bern]. Gray bars represent frequency distribution of 1981-2013 climatological 0-200 cm relative soil moisture values, vertical colored lines are reference percentiles, and black dashed line is present-day, county-averaged soil moisture value. [Click on each image for full resolution] | <urn:uuid:957b72ee-1880-49ae-a917-58c0fed45b58> | {
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Aug 16, 2011 | Atlanta, GA
An Atlas V rocket lofted the Juno spacecraft toward Jupiter from Space Launch Complex-41 on August 5 at NASA Kennedy Space Center. The 4-ton Juno spacecraft will take five years to reach Jupiter on a mission to study its structure and decipher its history and that of other planets in the solar system. Watch video of the launch.
As a part of this mission, Paul G. Steffes, a professor in the School of Electrical and Computer Engineering at Georgia Tech, and his team are investigating the properties and structure of the deep atmosphere of Jupiter. For more information, read the August 2 Georgia Tech news release, "Atmospheric Simulations Support NASA Mission to Jupiter." | <urn:uuid:7ec53de3-1ce9-4442-b63d-6b2010748a11> | {
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A computer model was developed to simulate and predict the phenology of Mexican bean beetle (MBB), Epilachna varivestis Mulsant, populations on dry beans, Phaseolus vulgaris. Time-varying distributed developmental rates of the egg, four larval instars, and pupal stages were simulated with degree day models, based on a standardized cumulative probability distribution function from a range of constant temperature experiments. Predictions from the simulation model provided a good fit to the observed constant temperature data and field experiments. Using temperature data in the form of daily maximums and minimums, the model can be used to predict the occurrence of immature MBB stages under field conditions, when the frequency distribution of egg mass recruitment is known.
Maine Agricultural Experiment Station
Mexican bean beetle
Fan, Y., F.A. Drummond, and E. Groden. 1991. Simulating the development of Mexican bean beetle immature stages, Epilachna varivestis Mulsant (Coleoptera: Coccinellidae), on dry beans. Maine Agricultural Experiment Station Technical Bulletin 147. | <urn:uuid:0d72ca8b-092f-4a06-99b1-10492071be68> | {
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Restaurants are the most energy intensive commercial buildings in the United States according to the Energy Information Administration. Restaurants, per square foot, consume nearly three times the energy of the average commercial building. Long hours of operation, specialized equipment and sheer demand make up much of the substantial consumption, but overall the energy consumption by foodservice buildings is excessive and often wasteful.
Along the same lines, groceries are also major energy consumers among commercial buildings. Food sales buildings are the second most energy intensive buildings with around 50% of energy use going to refrigeration alone.
Not surprising, the largest portion of energy use is consumed by cooking and food preparation, followed closely by heating, ventilation and cooling as a whole (HVAC). The pie graph to the right shows the average breakdown of energy use at foodservice operations. The graphs below show energy per square foot and annual energy use in terms of cost in dollars per square foot.
Utilities consume approximately 2.5 to 3.4 percent of total restaurant sales, depending on the type of operation (source: National Restaurant Association 2004 Restaurant Industry Operations Report). While this seems like a relatively low expenditure, energy efficiency is a very cost effective measure. A $1 reduction in energy costs equals $12.50 in sales at an 8% profit margin. There is no need to increase sales, table turnover or your profit margin with efficiency. Many energy conservation efforts require little to no cost, but major changes in habit. Most other efficiency measures demand new equipment or technology that promise returns on investment in as little time as overnight.
Practices and Policies
Possibly the single most important energy conservation effort is human habit. Energy efficient equipment does not save energy if it is not used correctly or properly maintained. Energy conservation must be integrated into the training and daily activities of all staff to ensure successful sustainability efforts.
Comprehensive Energy Management (CEM)
A CEM program measures every watt of energy used in a facility, then implements sustainability programs or updates equipment and facilities to reduce energy consumption. The first step of implementing CEM is to measure and record energy use so you can document progress and determine what measures have been most effective. The easiest, most affordable option is to track energy bills and enter usage into a spreadsheet to compare and graph data. There is an energy use tracking tool on the Tools page that can compare and track electric and gas usage for multiple facilities.
More comprehensive software programs like Portfolio Manager from the Energy Star program track and assess energy and water use then compare that data with other buildings in the same industry. Portfolio Manager helps compare resource costs, find effective facility improvements, compare multiple facilities and track energy management progress. The software is free and available on-line.
A more detailed and very useful option is an interval data collection system that connects to an electric or gas meter and track energy use at set, time-stamped intervals, usually every 30 minutes. These systems are very useful in that you can see energy use rise and fall throughout the day in various graphs and use that information to change practices, startup times or track down energy use problems. For example, your HVAC company recently serviced one large air conditioner, but did not properly reset the unit to your previous configuration. As a result, the unit cycles on all night, seven days a week and the next months bill is higher than average. Without a data tracking system, the only way to discover this is to be in the restaurant at some point in the middle of the night. With the data collection system, you can not only see the energy use increase the day after the HVAC company serviced the air conditioning unit, but also see each time the A/C unit cycled on overnight.
These systems provide on-line access to energy use and a range of tools for comparing and benchmarking the data. Interval data collection systems are available through many utilities and third-party companies for a monthly or one time fee. They are highly recommended for large facilities.
With or without a tracking system, a CEM program looks at everything from equipment types and placement to thermostat settings, employee habits and ways to avoid peak load costs. For example, if your operation can make it though working hours without making additional ice it may be an effective solution to set the icemaker to run overnight to decrease load charges.
One of the simplest methods for reducing energy use is creating an energy checklist that schedules start-up and shutdown times for lighting and equipment so they are turned on only when needed, turned down during slow periods and turned off when not needed. There are literally thousands of ways to reduce energy, but no one CEM solution for all organizations.
CEM, as with sustainability in general, is an evolving program that must develop with its successes and failures. A successful program is incorporated into the mission of the organization and training of its employees.
Restaurants are notorious for abusing equipment and maintaining equipment only when something goes wrong. A regular, documented cleaning and maintenance schedule will help keep equipment running longer and more efficiently. A refrigerator with dirty coils uses up to 23% more energy, 11% more with a bad door seal and up to a 100% with a refrigerant leak. To fix problems like these create a schedule of weekly, monthly and annual dates to calibrate, clean and inspect all the equipment in the house. The Tools page contains a sample maintenance schedule and repair log.
Timely upgrades are also a piece of an energy efficiency program. Old equipment may be so inefficient that upgrading to energy efficient equipment may be a more cost effective solution rather than repairing, even in the short run. It is a good idea to investigate energy efficient alternatives for all the facility�s equipment so if a piece of equipment dies you are not left scrambling to find an efficient replacement or wind up with another standard efficiency unit.
The Lighting page covers many energy efficient lighting options for foodservice facilities.
Additional Restaurant Energy Efficiency Resources
Commercial Buildings Energy Consumption Survey
Database of energy consumption by building types including foodservice and grocery
EIA: A Look at Food
Service Buildings - How Do They Use Energy and the Cost www.eia.doe.gov/emeu/consumptionbriefs/cbecs/pbawebsite/foodserv/foodserv_howuseenergy.htm
Report on energy use in foodservice buildings
Energy Smart Library
Extensive list of energy uses and efficiency opportunities in business
Energy Star for Restaurants
Many resources for energy efficiency in foodservice operations. Also note the links for hospitality, healthcare and K-12.
Energy Star for Supermarkets and Grocery Stores
Guide to energy efficiency in food sales buildings
EPA Power Profiler
On-line tool that creates a greenhouse gas report based on the energy mix of your utility
Nebraska Public Power District
Energy audit checklist | <urn:uuid:d932b3f1-3201-4728-b755-f7f98e119b99> | {
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Radiation Detectors for Handheld Measurement
Handheld radiation meters provide accurate radiation measurements across a wide variety of applications. From performing hand held gamma radiation surveys, to measuring alpha and beta, radiation detectors make it easy to perform the measurements critical to any radiation safety program. These radiation meters provide flexible options for most basic radiation detection scenarios.
I need a RADIATION SURVEY METER for meausring radiation
We supply a number of GM tubed-based handheld gamma radiation detectors. Some, such as the RDS-31, is complemented by a full line of external probes to detect alpha and beta radiation. Its versatile functions and durability make it suited for a wide range of applications.
i need a radiation monitor for detecting surface contamination
Radtronics offers a number of Radiation Contamination Meters that are versatile contamination detectors designed for a wide range of applications in radiation protection. They can be used to easily screen surfaces, objects, and equipment for radioactive contamination. They have rugged construction and are light weight enogh to make them versatile enough to fit a wide range of situations or industries.
we need an Ion Chamber Radiation Survey Meter
The RI-02 is the next generation ion chamber survey meter. This smart meter features accurate dose rate measurement with accumulated dose and programmable modes. The RI-02 is well suited for use in nuclear power plants, nuclear medicine, radiography, life science, research and other industrial applications. The RI-02 is designed for highly stable and accurate measurement of dose rates and integrated dose of gamma, x-ray and beta radiation.
it's risky - we need a Telescopic Radiation Survey Meter
Our Rotem and Mirion telepole selection of telescopic survey meters feature a wide measuring range. The Telepole II, for example, is 11 feet when fully extended. Combined with an integrated LED in the detector head, our telepoles make it easier than ever to survey components in dark or dimly lit areas.
Capable of working as a stand alone instrument, or being integrated into a larger system using an optional onboard WRM2 radio (Mirion Telepole II only), the telepoles are a valuable radiation survey tool for a modern first responders or locations with out-of-reach radiological concerns. | <urn:uuid:83270b55-bcd7-4f6a-8e49-a87cc4e71a98> | {
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Why is it important for youth to set goals?
When should youth set goals?
How do youth set goals?
Planning for action
How do you review and adjust mentoring goals?
Why is it important for youth to set goals?
From time to time, everyone experiences difficulty getting started on the path to success. Each of us has a unique set of strengths that help us, as well as challenges that hinder us on the way. Goal setting helps us separate our strengths from weaknesses and make realistic plans for improving our lives.
Goal setting provides focus and context to a mentor pair. Once you have established a relationship with your protégé, the two of you together can start deciding on goals for the relationship and the coming year.
- You may wish to develop a contract for your relationship, outlining personal, and social and educational goals for both the short term – the next month, the next six months, the next year – and the long term – two or three or five years down the road
- You can periodically assess your protégé’s progress in reaching his or her goals
- You can celebrate when your protégé reaches goals or achieves something significant
When should youth set goals?
The purpose of most mentoring programs is to help youth reach their goals. While it may seem that goal-setting should be one of the first things that happens in a mentoring relationship, that’s not always the best strategy. The various forms in the Tools part of this section are useful, but they’re long and call for a certain amount of soul-baring. They can also be intimidating or off-putting to a youth, especially if his reading skills are poor, or if adults in his life have belittled his ambitions and hopes. If he’s to fill out these forms honestly, he has to believe that you, as a mentor, will respect his decisions and his aspirations.
For that reason, it’s important that you firmly establish your relationship before you start any formal goal-setting. Protégés need time to get to know and trust mentors before they’re willing to reveal themselves and share their goals and dreams. That doesn’t mean that you shouldn’t talk with your protégé about the need for setting goals in some areas – school is a good example – but he has to see you as something more than just another adult trying to get him to do things he doesn’t want to do before he’ll actually buy into goal-setting, and approach it seriously. These are his goals, after all, not yours, and he has to believe that, and believe that you care about helping him to achieve them before he’ll throw himself into the effort. It’s far better to take some time and have the young person set goals he believes in, cares about, and is willing to work toward than to have him pay lip service to the process, with no intention of doing anything about it.
How do youth set goals?
The main thing to remember is that your protégé’s goals must be his or her own, not goals someone else has set for her. Even extremely lofty goals should be respected, and you can show your protégé how to break down that goal into smaller steps on the way to reaching the goal. For example, a good education is an important first step in becoming president of a corporation. Perhaps more to the point, doing tonight’s homework is the first step toward getting a good education.
Characteristics goals should have
- Conceivable: The protégé should be able to define her goal and see it clearly, so she can understand what the steps are to achieve it.
- Believable: The protégé must believe she can reach her goal.
- Achievable: The goals the protégé sets must be within his strengths and abilities. For example, somebody who has never lifted weights before probably should not set a goal of a 300 lb. bench press by next week. (That could be an achievable long-term goal, however.)
- Controllable: To the extent possible, the protégés reaching the goal should not depend on someone else. For example, getting a job may depend on the job market and your protégés parents' approval. However, talking to her parents about getting a job or developing a resume are things your protégé can control.
- Measurable: The goal should be measurable by a certain time or quantity. If the goal is to get an "A" in algebra, then the protégé should know what grades he needs to get on tests and assignments.
- Desirable: The goal should be something your protégé really wants to do, not something she feels she must do, or should do. For example, earning a living is something that we have to do, while learning to play baseball may be something we would like to do.
- Help you grow: The goal should never be self-destructive or be destructive towards others or society. Drinking a six-pack of beer before the next morning is believable, achievable, measurable and controllable, but is not a goal to be supported. You should help your protégé to distinguish between constructive and destructive goals.
Common methods used in preparing youth for goal setting:
Now that you know the basic characteristics of goals, we will discuss some methods you and your protégé can use to prepare to set some goals.
A note: The surveys in the Tools part of the section (and many others that you’ll find) are long and comprehensive. They ask for a great amount of honesty and self-reflection on the part of proteges. Some teens will find this stimulating and thought-provoking, but others – and many younger kids as well – will see it as a perhaps-impossible chore, an invasion of privacy, or yet another way to remind them of their failings. We’ve already discussed the need to establish a firm relationship before formally addressing goal-setting, but sometimes even this may not be enough to overcome resistance to this kind of task.
There are at least three ways around this situation. Which you use depends on individual circumstances and the character of your protege, your relationship, and the context surrounding the activitiy.One is to use a long survey and spread consideration of the form and of goals over several meetings, with goal-setting taking up only part of each, and at least some of the rest being devoted to a fun activity. Another is to find a more manageable structure to use: your organization may already have one.
The third is for you and your protege to develop your own goal-setting process, after some discussion about goal-setting and why your protege may want to engage in it. In many ways, this si often the best alternative. It ensures that the protege buys into the task, and sees it for what it is – a way for him to think about his life and his aspirations, and to make plans to reach his goals. It encourages honesty on his part, again because he’s planning the process, and also because he can see it as to his advantage. And it acts to further your relationship, because it’s a partnership: rather than something ebing forced on him by yet another adult, it becomes a mutual exercise in respect – for his potential, and for your ability and desire to help him realize it.
- Youth concerns survey: A questionnaire that asks the youth to evaluate certain aspects of her life, such as family and social relationships, school achievement, and personal capacities. For an example of a youth concerns survey, see the Tools section.
- Skills inventory: A survey/questionnaire that asks the youth to mark off proficiencies in job, professional, and academic skills and rate their importance to him. In the Tools section you can find a sample skills inventory.
It's a good idea for you and your protégé to fill out the concerns survey or skills inventory together. As soon as the surveys have been completed, the two of you can discuss your protégé’s priorities and preferences. During this discussion, you should:
- Define challenges the youth faces, including personal goals the youth would like to realize and barriers to reaching those goals
- Make long- and short-term objectives to help approach personal goals and overcome challenges
- Brainstorm different strategies your protégé might use to reach the objectives
- Select a point of departure to start the goal-achievement process
- Discuss ways to celebrate progress made in meeting objectives
- Decide how to evaluate progress on reaching goals, and how to decide when changing goals if necessary
The product of your discussion should be an action plan that contains an illustration of short- and long-term objectives, dates around which they will be completed, strategies to use in achieving them, people to contact for help, valuable resources, and means by which to celebrate completed tasks. As you can see, each action plan is highly individualized.
During the goal setting process, it's your job to help your protégé recognize and clarify personal strengths, weaknesses, and barriers, and to help him or her prioritize preferences and set up realistic tasks that can lead to small successes from which further work can be completed. The most powerful learning experiences are those that are doable, but make you stretch. In most cases, that’s what objectives should be like. You want the protégé to succeed, but also to feel like she had to work to do it.
Remember, the most valuable tools that you can use during goal setting are:
- Respect (let the protégé decide the direction of goal-setting)
- Patience (give the youth time to make up her mind.)
- Encouragement (support the protégé’s decisions and applaud her initiative)
Even if goal setting takes place at the start of the mentor relationship, it really is an ongoing process. You, your protégé, and program staff will monitor pair progress throughout the life of the mentoring relationship and make recommendations for changes or modifications that need to be made. If there’s not much progress , you and your protégé may have to reevaluate your goals or brainstorm for alternate strategies to complete the action plan.
A note: The surveys in the Tools part of the section (and many others that you’ll find) are long and comprehensive. They ask for a great amount of honesty and self-reflection on the part of protégés. Some teens will find this stimulating and thought-provoking, but others – and many younger kids as well – will see it as a perhaps-impossible chore, an invasion of privacy, or yet another way to remind them of their failings. We’ve already discussed the need to establish a firm relationship before formally addressing goal-setting, but sometimes even this may not be enough to overcome resistance to this kind of task.
There are at least three ways around this situation. Which you use depends on individual circumstances and the character of your protégé, your relationship, and the context surrounding the activitiy. One is to use a long survey and spread consideration of the form and of goals over several meetings, with goal-setting taking up only part of each, and at least some of the rest being devoted to a fun activity. Another is to find a more manageable structure to use: your organization may already have one.
The third is for you and your protégé to develop your own goal-setting process, after some discussion about goal-setting and why your protégé may want to engage in it. In many ways, this is often the best alternative. It ensures that the protégé buys into the task, and sees it for what it is – a way for him to think about his life and his aspirations, and to make plans to reach his goals. It encourages honesty on his part, again because he’s planning the process, and also because he can see it as to his advantage. And it acts to further your relationship, because it’s a partnership: rather than something ebing forced on him by yet another adult, it becomes a mutual exercise in respect – for his potential, and for your ability and desire to help him realize it.
Planning for action
After your protégé has finished identifying his goals, it's time to talk about an action plan. A good action plan will help your protégé recognize all the steps he needs to take to meet his goals. It also helps your protégé prepare for the difficulties he might face. You'll want to discuss:
- What actions are needed to reach the goal
- Who will take those actions (if someone besides the youth is involved)
- When the actions will be taken
- Resources needed in support of the action
- Difficulties your protégé might face, and possible solutions
- People your protégé should talk to about his or her plans
Help your protégé make an action plan for each of the top priority issues he or she identifies in the Youth Concerns Survey.
How do you review and adjust mentoring goals?
Throughout the course of the mentoring relationship, your protégé’s goals may change. The two of you may find the goals you have set are too challenging, not challenging enough, or simply no longer relevant to your protégé’s life. Even if the goals don't change, you'll want to keep track of the progress your protégé makes toward her goals, as well as additional steps, if any, she should take in order to reach those goals.
To help your protégé review and, if necessary, adjust her goals, there are several things you can do:
- Encourage your protégé to track her own progress toward her goals. For example, if her goal is to get an A in Algebra, she can create a wall chart or table that lists each test score she gets and what scores she needs to receive in order to meet her goal.
- Record your protégé’s steps toward his goal in a journal or logbook, and record achievements and goals met. You can also keep photographs, slides, and charts of his progress toward his goals.
- Periodically meet with your protégé to review successes, discuss places where she fell short and help her understand why that happened, and evaluate her progress.
All of us need to feel that our accomplishments are noteworthy. Recognizing big and small efforts will motivate your protégé, add fun to your relationship and the goal-setting process, and give your protégé something to anticipate. Celebrating is a nice way for a mentor pair to sit back and enjoy the collaboration. Ways you can reward progress include:
- Setting aside a meeting for a fun activity that your protégé chooses
- Sponsoring or asking the program to sponsor a semi-annual picnic, party, or awards ceremony recognizing protégé achievement
- Presenting your protégé with a certificate or blue ribbon of achievement
- Giving your protégé a gift certificate or something else meaningful
- Publishing a newsletter or sending out an internal press release announcing your protégé’s progress
- Give lots of verbal praise - there's nothing quite like receiving compliments from your friends
Protégés may work hard but have difficulty recognizing the progress they make, causing them to lose hope and motivation. They may also be used to having their actions go unnoticed or rewarded by the adults in their lives, leaving them to feel like they can't change their situation or like no one cares. That's why celebrating successes is so important to the mentoring relationship. Remember: Every kind of effort deserves an A.
In order to make progress, your protégé needs to set goals that are challenging yet achievable. You and your protégé should identify and decide which are the most important goals he should try to reach.
Young People Empowered to Change the World is an innovative approach to positive youth and community development based in social justice principles in which young people are trained to conduct systematic research to improve their lives, their communities, and the institutions intended to serve them.
Campus Partners in Learning. (1990). Resource manual for campus-based youth mentoring programs. Providence, RI: Brown University.
Freedman, M. (1993). The kindness of strangers: adult mentors, urban youth, and the new volunteerism. San Francisco: Jossey-Bass Publishers.
Kanfer, F. (1995). A Mentor manual: for adults who work with pregnant and parenting teens. Washington, DC: Child Welfare League of America. | <urn:uuid:f7fc76b8-3a8c-4866-877c-cf04a704bc3b> | {
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The ABC's of Punctuation - Part One
How important is punctuation? Is it really needed to communicate? To answer these questions lets consider what punctuation does for a sentence.
Punctuation helps us to communicate meaning and emotion. It packages words into logical bundles for clarity. It helps with grammatical problems like fragments and run-on sentences. Punctuation is based on the orderly arrangement of words. That being said, punctuation is very essential.
In this series we will examine how to use the comma. For starters our discussion will center around six of the twelve rules for the comma, our next series will explain the remaining six rules.
Please give attention to the following information:
The Golden Rule
If in doubt leave it out. If you are not sure you need a comma leave it out.
The Cardinal Rule
Please do not separate a subject and verb with just one comma. A clause should not be interrupted by only one comma.
Example: Incorrect: My client, visited the office for a tour.
Correct: My client visited the office for a tour.
The Comma Conjunction
A comma before the conjunction separates the independent clauses
Example: I scheduled the meeting for Thursday, but forgot the office is closed Thursday.
Place a comma after a word phrase or dependent clause that introduces a main clause. Subordinating conjunctions and adverbial conjunctions at the beginning of a sentence call for a comma.
Example: Subordinating: Even though the meeting was brief, it was informative.
Adverbial: For example, John's files are very organized.
Comma Nonessential Element
Use commas to set off nonessential explanations. If nonessential explanations are removed, the sentence will still make sense.
Example: My office, which is on the fifth floor, has two fax machines.
Nonessential " which is on the first floor"
Comma Independent Comment
use commas to set off a word or phrase that interrupts an independent clause.
Example: My personal preference, of course, is to hold the meeting in Denver.
Stay tuned for Part Two of the comma series! | <urn:uuid:e5fe1118-3c5f-4604-8adf-0823adcf4791> | {
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Qatar’s New Solar Plant Could Produce 6.5 Gigawatts of Power Annually
Could Qatar become a solar giant
in the Middle East? The entire region is blanketed in sun, but oil and gas have naturally been on the minds of both locals and multinationals in the region. Oil and gas are finite sources, however, and Qatar is in the early stages
of developing a clean energy economy
. Let's make that clear: very early stages
of non-fossil fuels.
Last year Qatar Solar Technologies
(QSTec) committed to building a US$1 billion polysilicon plant in the country's Ras Laffan Industrial City. Slated to open the in late 2013, the goal of QSTed is to compete with the world's leading solar technology companies.
According to Dr. Khalid al-Hajri
, chairman and CEO of QSTed, the 8000 metric tons of solar modules the plant could produce on an annual basis is enough to generate over 6.5 gigawatts of electricity. Certainly the enthusiasm is contagious, as Qatar could really become a global sustainability leader
if the government follows through on its promises to ensure that Qatar becomes a strong knowledge-based economy
and not one solely dependent on volatile oil and gas.
But before we all crow about the carbon emissions this plant would save, let's take a deep breath: the metallurgical-grade silicon required to make these solar modules will be hauled in from all over the world. Despite Qatar's shift
towards more sustainable development
, the example of QSTec shows the challenges
Qatar faces: this compelling and dynamic thumb of the Gulf, like much of the Middle East, still requires resources to be shipped in from all over the world.
Nevertheless the world needs to stop the knee-jerk criticism of Qatar and encourage Doha to keep making these changes
. The world depends on Qatar and its neighbors, much more than the rest of us would like to admit. | <urn:uuid:9bc3cd42-ac75-4c17-90fe-8d7dc251a04d> | {
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Menveo is a vaccine that is used for active immunization of adolescents (from 11 years of age) and adults at risk of exposure to Neisseria meningitidis serogroups A, C, W135 and Y, to prevent invasive disease . The vaccine works by causing your body to make its own protection (antibodies) against these bacteria.
Neisseria meningitidis group A, C, W135 and Y bacteria can cause serious and sometimes life-threatening infections such as meningitis and sepsis (blood poisoning).
Menveo cannot cause bacterial meningitis or diphtheria.
|Table of Contents|
|What do you have to consider before using it?|
|How is it used?|
|What are possible side effects?|
|How should it be stored?|
Do not use Menveo if you or your child has :
- ever had an allergic reaction to the active substances or any of the other ingredients of Menveo (see Section 6Further Information)
- ever had an allergic reaction to diphtheria toxoid (a substance used in a number of other vaccines)
- an illness with high fever. However, a mild fever or upper respiratory infection (for example cold) itself is not a reason to delay vaccination.
Take special care with Menveo if you (or your child) have:
- Haemophilia or any other problem that may stop your blood from clotting properly, such as persons receiving blood thinners (anticoagulants).
This vaccine can only protect against meningococcal group A, C, W135, and Y bacteria. It cannot protect against other types of meningococcal bacteria other than groups A, C, W135 and Y, or against other causes of meningitis and sepsis (blood poisoning).
Little is known about the effectiveness of Menveo when administered to individuals with weakened immunity due to use of immunosuppressive medications, or HIV infection, and other possible causes. It is possible that the effectiveness of Menveo could be reduced in such individuals.
As with any vaccine, Menveo may not fully protect 100% of those who get the vaccine.
Using other medicines
Please tell your doctor or nurse if you are taking or have recently taken any other medicines, including medicines obtained without a prescription.
Menveo may be given at the same time as other vaccinations. These include:
Tetanus, Reduced Diphtheria and Acellular Pertussis Vaccine (Tdap), and Human Papillomavirus Vaccine (HPV).
Menveo?s effect could be diminished when administered to individuals who are taking medicines that suppress the immune system.
Other injected vaccines must be given into a different arm from the site of the Menveo injection.
Pregnancy and breast-feeding
If you are pregnant, likely to become pregnant or are breast-feeding, you must tell your doctor before Menveo is given. Your doctor or nurse may still recommend that you receive Menveo if you are at high risk of infection with meningococcal group A, C; W-135 and Y bacteria.
Driving and using machines
No studies on the effects on the ability to drive and use machines have been performed. Dizziness has been very rarely reported following vaccination. This may temporarily affect the ability to drive or use machines.
Important information about some of the ingredients of Menveo
This medicinal product contains less than 1 mmol sodium (23 mg) per dose, i.e. essentially ?sodium-free?.
This medicinal products contains less than 1 mmol potassium (39 mg) per dose, i.e. essentially ?potassium- free?"
Menveo will be given to you or your child by a doctor or nurse.
The vaccine is usually given into the upper arm muscle (deltoid) for adolescents and adults. Your doctor or nurse will take care to ensure the vaccine is not given into a blood vessel and will make sure that it is injected into muscle and not into the skin.
For adolescents (from 11 years of age) and adults: a single dose (0.5 ml) of the vaccine is recommended.
There are limited data in individuals aged 56-65 and there are no data in subjects aged older than 65 years
For information on the reconstitution of the vaccine see the section for medical or healthcare professionals at the end of this leaflet.
Like all medicines, Menveo can cause side effects, although not everybody gets them.
The most common side effects reported during clinical trials usually lasted only one to two days and were not usually severe. The most common side effects that were reported during clinical trials are listed below.
Very common (affects more than 1 user in 10): headache, nausea, injection site pain, injection site redness(? 50 mm), injection site firmness or swelling (? 50 mm), injection site itching, malaise
Common (affects 1 to 10 users in 100): rash, injection site redness (> 50 mm), injection site firmness or swelling (> 50 mm), fever ? 38°C, chills
Uncommon (affects 1 to 10 users in 1,000): dizziness
Keep out of the reach and sight of children.
Do not use Menveo after the expiry date which is stated on the outer carton after EXP. The expiry date refers to the last day of that month
Store in a refrigerator (2°C ? 8°C). Do not freeze. Keep the vials in the outer carton in order to protect from light.
After reconstitution, the product should be used immediately. However, chemical and physical stability after reconstitution was demonstrated for 8 hours below 25°C.
Medicines should not be disposed of via wastewater or household waste. Your doctor or nurse will dispose of this medicine. These measures will help to protect the environment.
What Menveo contains
One dose (0.5 ml of the reconstituted vaccine) contains:
(Originally contained in the powder)
- Meningococcal group A oligosaccharide 10 microgramsConjugated to Corynebacterium diphtheriae CRM 197 protein 16.7 to 33.3 micrograms
(Originally contained in the solution)
- Meningococcal group C oligosaccharide 5 microgramsConjugated to Corynebacterium diphtheriae CRM 197 protein 7.1 to 12.5 micrograms
- Meningococcal group W135 oligosaccharide 5 microgramsConjugated to Corynebacterium diphtheriae CRM 197 protein 3.3 to 8.3 micrograms
- Meningococcal group Y oligosaccharide 5 microgramsConjugated to Corynebacterium diphtheriae CRM 197 protein 5.6 to 10.0 micrograms
The other ingredients are
In the powder: potassium dihydrogen phosphate and sucrose.
In the solution: sodium chloride, sodium dihydrogen phosphate monohydrate, sodium hydrogen phosphate dihydrate, and water for injection (See also end of Section 2).
What Menveo looks like and contents of the pack
Menveo is a powder and a solution for injection.
Each dose of Menveo is supplied as a:
- 1 Vial containing the MenA Lyophilised Conjugate Component as a white to off-white powder
- 1 Vial containing the MenCWY Liquid Conjugate Component as clear solution
- Pack size of one dose (2 vials) or five doses (10 vials). Not all pack sizes may be marketed.
The contents of the two components (vial and vial) are to be mixed prior to vaccination providing 1 dose of 0.5 ml.
Marketing Authorisation Holder and Manufacturer
Marketing Authorisation Holder:Novartis Vaccines and Diagnostics S.r.l., Via Fiorentina 1, 53100 Siena, Italy
Manufacturer: Novartis Vaccines and Diagnostics S.r.l., Bellaria-Rosia, 53018 Sovicille (Siena), Italy
For any information about this medicine, please contact the local representative of the Marketing Authorisation Holder:
BelgiëBelgiqueBelgien Novartis Vaccines and Diagnostics S.r.l. TélTel 39 0577 243638 ItaliëItalieItalien LuxembourgLuxemburg Novartis Vaccines and Diagnostics S.r.l. TélTel 39 0577 243638 ItalieItalien
Novartis Vaccines and Diagnostics S.r.l. Te. 39 0577 243638 Magyarország Novartis Vaccines and Diagnostics Magyarországi Kereskedelmi Képviselet Bartók Béla út 43-47. H-1114 Budapest Tel. 36 1279 1829
Malta Novartis Vaccines and Diagnostics S.r.l. Tel 39 0577 243638 L-Italja eská republika Novartis s.r.o. Vaccines Diagnostics Gemini B Na Pankráci 1724129 140 00 Prague 4 Czech Republic 420 225 775 111
Danmark Novartis Vaccines and Diagnostics S.r.l. Tlf 39 0577 243638 Italien Nederland Novartis Vaccines and Diagnostics S.r.l. Tel 39 0577 243638 Italië
Deutschland Novartis Vaccines and Diagnostics GmbH Tel 49 6421 39 7798 Norge Novartis Vaccines and Diagnostics S.r.l. Tlf 39 0577 243638 Italia
Österreich Novartis Pharma GmbH Tel 43 1 86 6570 Eesti Novartis Vaccines and Diagnostics S.r.l. Tel 39 0577 243638 Itaalia
Novartis Vaccines and Diagnostics S.r.l. 39 0577 243638 Polska Novartis Poland Sp. z o.o. Al. W. Witosa 31 00-710 Warszawa Tel. 48 22 550-88-88
España Novartis Vaccines and Diagnostics, S.L. Gran Via de les Corts Catalanes 764 08013 Barcelona tel 34 93.306.42.00 Portugal Novartis Farma - Produtos Farmacêuticos, S.A. Rua do Centro Empresarial, Edifício 8 Quinta da Beloura 2710-444 Sintra Tel 351 21 000 8600
România Novartis Vaccines and Diagnostics S.r.l. Tel 39 0577 243638 Italia France Novartis Vaccines and Diagnostics SAS 10 rue Chevreul 92 150 Suresnes France tél 00 33 1 55 49 00 30
Ireland Novartis Vaccines and Diagnostics S.r.l. Tel 39 0577 243638 Italy Slovenija Novartis Vaccines and Diagnostics S.r.l. Tel 39 0577 243638 Italija
Ísland Novartis Vaccines and Diagnostics S.r.l. Sími 39 0577 243638 Ítalía Slovenská republika Novartis Slovakia s.r.o. Galvaniho 15A 821 08 Bratislava Slovenská republika Tel 421 2 5070 6111
SuomiFinland Novartis Vaccines and Diagnostics S.r.l. PuhTel 39 0577 243638 ItaliaItalien Italia Novartis Vaccines and Diagnostics s.r.l. Via Fiorentina 1 53100 Siena Tel 800867121
Novartis Vaccines and Diagnostics S.r.l. 39 0577 243638 Sverige Novartis Vaccines and Diagnostics S.r.l. Tel 39 0577 243638 Italien
Latvija Novartis Vaccines and Diagnostics S.r.l. Tel 39 0577 243638 Itlija United Kingdom Novartis Vaccines and Diagnostics Ltd Gaskill Road Speke Liverpool L24 9GR Tel 440 845 745 1500 Lietuva Novartis Vaccines and Diagnostics S.r.l. Tel 39 0577 243638 Italija
This leaflet was last approved in (MM/YYYY)
The following information is intended for medical or healthcare professionals only:
Reconstitution of the vaccine
Menveo must be prepared for administration by reconstituting the powder with the solution.
Using a syringe and suitable needle (21G, 1 1/2??), withdraw the entire contents of the vial of solution and inject into the vial of powder to reconstitute the MenA conjugate component.
Invert and shake the vial vigorously and then withdraw 0.5 ml of reconstituted product. Please note that it is normal for a small amount of liquid to remain in the vial following withdrawal of the dose. Prior to injection, change the needle with one suitable for the administration (25G, 1??). Ensure that no air bubbles are present in the syringe before injecting the vaccine.
Following reconstitution, the vaccine is a clear, colourless solution, free from visible foreign particles. In the event of any foreign particulate matter and/or variation of physical aspect being observed, discard the vaccine.
Menveo is given as an intramuscular injection, preferably into the deltoid muscle.
Any unused product or waste material should be disposed of in accordance with local requirements. | <urn:uuid:fbbedfc8-894a-4375-af85-5ce9e6617996> | {
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Coastal Monitoring Site: Stonehaven
The Stonehaven monitoring site is on the east coast of Scotland,approximately eight miles to the south of Aberdeen, and has been an active monitoring site since 1997. This site fulfills the monitoring requirements of EU Water
Framework Directive and EU Marine Strategy Framework Directive.
The Stonehaven monitoring site is 50 m in depth and located 5 km offshore. The coastline in this region is relatively straight and the whole area is very exposed to the North Sea. At the site tidal stirring mixes the water column, but stratification due to freshwater run-off and the seasonal heating/cooling cycle can also occur at times.
Since 2000, water column profiles using CTDs were made, in addition to the water samples collected from the site, using the RV Temora (Figure 3.11). In addition, in 2015 the minilogger from Findon/Cove bay was deployed to a site in Stonehaven | <urn:uuid:410bd970-1098-4eff-aeea-cc6eeeb9efe3> | {
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This mla tutorial explains how to compose the final draft of a research paper, including spacing, titling, and. If your instructor has specific requirements for the format of your research paper, check them before preparing your final draft when you submit your paper, be sure. Mla essay style format need some writing help all these mla rules and regulations can be a bit confusing even if you write a stunning essay. The mla format is a general writing style that uses the parenthetical citation guideline it is a writing format that helps writers to justify their reasoning. Learn about mla essay format by reviewing mla template find out about creating mla title page and proper mla citations on this page.
Sample papers in mla style and other physical attributes of a printed paper the mla’s guidelines on formatting papers you may find that the writing and. When writing a paper in mla format, there are important tips to keep in mind the first paragraph of the paper is the introduction. The key to effective writing on mla mla essays use the modern language association (mla) format the format is very popular among students writing essays and. Sample essay in mla format : click on the thumbnails below to see large reproductions of the sample pages (the essay itself is an adaptation of samuel.
How to write a paper for school in mla format mla format is commonly required of middle school, high school and college students it is a very professional way to. How to cite a research paper using mla format how does the mla writing style look like well, formatting your paper in mla comes in all aspects and therefore. Mla style is one of the most widely spread standards of academic writing that are used in the united states, canada and some other countries it is natural that. Mla style paper: layout of first page published 27 may 2016 at 1074 × 535 in mla format papers: step-by-step tips for writing research essays.
The modern language association or the mla writing format is used commonly when writing papers in the when you are to write a paper using the mla format. Bccc library ggp – 7/25/2013 page 1 using microsoft word 2010 to write a turabian paper the best source for writing research papers is the a manual for writers. How do you write an mla essay read actionable tips from professional writers our experts can help you complete mla papers with ease. How to write in mla format mla format is one of the major writing styles used in academic and professional writing when writing an mla paper, keep in mind the.
Check out some guidelines on how to write an essay in mla format or contact solidessaycom for essay writing help. Here is an article on mla format, also known as mla citation or mla writing style that is one of the basic formatting standards for academic writing our expert. Understand the mla (modern language association) format and when to use this writing style. This mla format essay outline will provide you with all the key facts on formatting for an essay here you may find the tips on creating the title page, the essay.
Home writing help apa vs mla: what style guide do i use writing help apa vs mla: what style guide do i use by introduction apa versus mla: what style guide do. Every student at college or university should learn mla essay format explore this useful writing mla essay format tutorial. Formatting a paper in setting up the paper in mla format setting up an essay in mla format author: writing center created date. How to format essay using mla style mla formatting style definition mla is an acronym for the modern language association it is most regularly used for citing. | <urn:uuid:963ac292-d4bc-43ac-ab73-40a3d1a4952c> | {
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The Starchild Skull's eye sockets (orbits) are only about 0.7 inches at the deepest point, compared to normal human eye sockets which average about 2 inches. This may have caused the eyes to bulge out of the sockets, which is a common feature of many deformities including hydrocephaly. In these cases the bulging is caused by internal pressure forcing the eye sockets outward. This is not the case in the Starchild, where such pressure was ruled out by a study led by Dr. Robinson, however the feature continues to cause confusion among skeptics.
The eyes are positioned lower on the face than normal human eyes, and are lacking a brow ridge.
- The Starchild Skull (right) compared to a normal human skull (left)
- The eye socket, also called an "orbit" of the Starchild Skull (right) compared to a normal human (left).
- The shape of the Starchild's orbit (left) is significantly different to that of a normal human (right).
- The "Optic Foramens" are the holes and slits inside the orbits that allow the optic nerve and blood vessels etc. to reach the eye ball. In the Starchild Skull (right) these are a different shape and in a different position than in a normal human (left).
- The unusual eye sockets (orbits) of the Starchild would have been reflected in unusual facial features. Here an artistic recreation of the Starchild's face by artist RobRoy Menzies is compared to an "average" human face created by the University of Regensburg. Notice the location of the eyes and the Starchild's small lower face. | <urn:uuid:6074f205-bb8f-4b8c-bd2c-80e878796482> | {
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Preschoolers can be smarter than college students at figuring out how unusual toys and gadgets work because they're more flexible and less biased than adults in their ideas about cause and effect, according to new research from the University of California, Berkeley, and the University of Edinburgh.
The findings suggest that technology and innovation can benefit from the exploratory learning and probabilistic reasoning skills that come naturally to young children, many of whom are learning to use smartphones even before they can tie their shoelaces. The findings also build upon the researchers' efforts to use children's cognitive smarts to teach machines to learn in more human ways.
"As far as we know, this is the first study examining whether children can learn abstract cause and effect relationships, and comparing them to adults," said UC Berkeley developmental psychologist Alison Gopnik, senior author of the paper published online in the journal, Cognition.
Using a game they call "Blickets," the researchers looked at how 106 preschoolers (aged 4 and 5) and 170 college undergrads figured out a gizmo that works in an unusual way. They did this by placing clay shapes (cubes, pyramids, cylinders, etc), on a red-topped box to see which of the widgets -- individually or in combination -- could light up the box and play music. The shapes that activated the machine were called "blickets."
What separated the young players from the adult players was their response to changing evidence in the blicket demonstrations. For example, unusual combinations could make the machine go, and children caught on to that rule, while the adults tended to focus on which individual blocks activated the machine even in the face of changing evidence.
"The kids got it. They figured out that the machine might work in this unusual way and so that you should put both blocks on together. But the best and brightest students acted as if the machine would always follow the common and obvious rule, even when we showed them that it might work differently," wrote Gopnik in her forthcoming column in The Wall Street Journal.
Overall, the youngsters were more likely to entertain unlikely possibilities to figure out "blicketness." This confirmed the researchers' hypothesis that preschoolers and kindergartners instinctively follow Bayesian logic, a statistical model that draws inferences by calculating the probability of possible outcomes.
"One big question, looking forward, is what makes children more flexible learners -- are they just free from the preconceptions that adults have, or are they fundamentally more flexible or exploratory in how they see the world?" said Christopher Lucas, lead author of the paper and a lecturer at the University of Edinburgh. "Regardless, children have a lot to teach us about learning."
Other co-authors of the study are Thomas Griffiths and Sophie Bridgers of the UC Berkeley Department of Psychology.
A new study shows children can sometimes outsmart grownups when it comes to figuring out how gadgets work because they're less biased in their ideas about cause and effect. (Video by Roxanne Majasdjian and Philip Ebiner) http://www.youtube.com/watch?v=bHQ0DemKcEA
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Entropion is a condition in which the eyelid (in most cases the lower lid) folds inward. It will cause pain and discomfort, as the eyelashes constantly rub against the cornea and irritate it.
Entropion in most cases it is caused by genetic factors and very rarely it may be congenital when an extra fold of skin grows with the lower eyelid (epiblepharon) Entropion can also create secondary pain of the eye (leading to self trauma, scarring of the eyelid, or nerve damage). The upper or lower eyelid can be involved, and one or both eyes may be affected.
When entropion occurs in both eyes, this is known as “bilateral entropion.” Trachoma infection may cause scarring of the inner eyelid, which may cause entropion. In human cases, this condition is most common to people over 60 years of age. | <urn:uuid:2cbcc713-dc59-4d3e-a317-2999c2ec9862> | {
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Many new routers these days come with the option to choose to connect to one of two frequency bands. These are the 2.4GHz frequency band and the 5GHz frequency band.
Both frequencies have their pros and cons and armed with a little knowledge about what each band is, your network can be set up to make your internet browsing and wifi network as fast as possible.
This article will take a look at the two networks and let you know what each network does, what the real differences are, and how you should go about using them.
What is 2.4GHz Wi-Fi?
The 2.4GHz band uses the 2.4GHz spectrum to transmit and receive data. It has a good coverage range and it can deal with physical obstructions such as walls and furniture relatively well.
The main problem is that the 2.4GHz frequency can get crowded due to the large amount of devices that use the same range. This can include everything from the routers belonging to other people in your building to non-wifi devices like cordless phones and baby monitors.
Most early wifi standards used the 2.4GHz frequency band to transmit their signals and as such it is currently the most common wifi band. Even the latest 802.11ac routers that offer the fastest 5GHz network connections will be dual-band and also offer a 802.11n network on the 2.4GHz spectrum (.11n can also use 5GHz if available on that router).
2.4GHz wifi offers a total of 14 different channels of which 1, 6 and 11 are the most frequently used as they don’t overlap with other channels (we highly recommend you only use channels: 1, 6 & 11 - using other channels may bring wifi issues for you and your neighbors!).
However, as 2.4GHz wifi is so congested, it can be a good idea to analyze the channels in your area and see which channels are the least congested. This can allow you to get the best possible connection.
You can use a free analyzer tool like this one from NetSurveyor to analyze your network and find out which channels are best for you.
Some routers can 'auto-detect' the least congested channel, but this isn't always reliable. Neither a wifi analyzer nor a router can tell you if non-wifi devices are congesting a channel. You would need a spectrum analyzer for this, and they don't come cheap!
What is 5GHz Wifi?
The 5GHz band uses the 5GHz spectrum to transmit data. It allows data to be transferred at a faster speed although it doesn't have as much range (as 2.4GHz) and physical barriers can be more of a problem - 2.4GHz can penetrate walls better.
Both the 802.11n and the 802.11ac wireless standard provide support for 5GHz wifi. As well as the really old .11a, but it's highly unlikely any of you are using this!
5GHz wifi is perfect for uses that require high data speeds such as streaming HD video.
Is 5GHz Wifi better than 2.4GHz?
Whether 5GHz is better than 2.4GHz will depend on what exactly you need to use your wifi for, and also, where exactly you will be using it. The main differences come down to range, speed, and congestion.
If you simply compare the speeds available on the two bands then 5GHz is the clear winner. It can transmit higher amounts of data and as such is well suited for the types of applications used on higher end devices such as tablets, laptops, and PCs. This is because these devices often need to transmit a lot of data for local storage video streaming and file sharing.
The latest wireless standard 802.11ac uses the 5.GHz band precisely because it can transmit higher amounts of data per second.
2.4GHz on the other hand is slower but should still be good enough for most things when it comes to browsing the web. Unless you need to share huge files fast, or stream HD/4k videos on a local network, 2.4GHz should be fine for you!
While the 2.4GHz network isn’t able to transmit data as quickly as the 5GHz network, it does have its uses. For example, the 2.4GHz wireless has a much longer range than 5GHz wireless.
As such, if you need to transmit data over a large distance, the 2.4GHz wireless band could be the way to go.
5GHz, on the other hand, is good for using over smaller distances. If you have a clear view of your wifi router and your signal doesn’t have to travel through many walls, you should be fine to use 5GHz wifi.
It is also worth mentioning that while the frequency band you use will have an impact on the range you can transmit data over, there are other factors that can also improve/decrease the range of your network.
This includes things such as the strength of the signal, whether your router has beamforming technology as well as the position of your device in relation to your router.
One of the main reasons why 5GHz wifi can be better is due to the congestion found on the 2.4GHz band. As we mentioned in the speed section, the 2.4GHz network is shared by many lower end wireless devices. This can include baby monitors, cordless phones, Bluetooth devices, and more.
Because of this, the 2.4GHz network can be very congested which can lead to an increased amount of dropped connections. This can, in turn, lead to a slower speed of data transmission and ultimately annoying problems when browsing the web.
The 5GHz network, on the other hand, has to deal with much less congestion and as such you should be able to get a more reliable connection if you move your devices onto this band.
If you are worried about congestion on the 2.4GHz frequency, there are tools that can help you select the best channels to reduce this congestion - as we mentioned previously.
Use Both 2.4GHz & 5GHz Wireless With Dual-Band
Dual-band routers give you the ability to connect to both the 2.4GHz network and the 5GHz network. This is essentially like having two networks in one and can give you the opportunity to decrease congestion and optimize your bandwidth (locally).
For example, as the 2.4GHz network has a long range, but is slower to transmit and receive data, you can connect all your devices that are further away but don’t require top speeds to this network. This can include printers, scanners etc. But also laptops and tablets that only do casual browsing of the web.
This will then allow you to dedicate the 5GHz network to the devices that need faster speeds. These would be your heavier users, for example, downloaders, gamers and HD streamers.
What about Tri-Band?
Just like Dual Band wifi offers two different wireless bands, Tri Band wifi routers offers three different bands for your devices to connect to. This can allow you to connect even more devices to the one network.
Usually, a Tri Band router will offer one 2.4GHz band and then also offer two separate 5GHz bands. This means you will get less congestion and allow even more devices on the fastest 5GHz band.
If you have a network with a lot of connected devices, then buying a tri-band router could definitely be a good choice.
2.4GHz vs 5GHz: Rounding Up The Differences
In conclusion, the main differences come down to speed, range, and congestion. 2.4GHz is fine to use for most things. In fact, a significant number of people will currently be using 2.4GHz and getting on just fine.
Its longer range and the fact that so many devices are compatible with it makes it a useful spectrum to send data with.
However, if you want the fastest possible wireless speeds you should use the 5GHz spectrum.
The best option is to use a dual-band (or even tri-band) router and connect your high performance devices on the 5GHz network and your low performance/further away devices on the 2.4GHz network.
Top 3 Best 5GHz Wireless Router Picks
The links above take you to Amazon. From there you can read customer reviews and more info on each router.
We hope you have enjoyed this article, please comment below if you have any questions and share the article if you have enjoyed it! | <urn:uuid:597b3afa-09cd-4402-bd98-692a6623e0cd> | {
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Test model of ESA JWST instrument ready
While engineers press on at full speed with building the James Webb Space Telescope, a test model of one of the telescope’s major scientific instruments has gone on display today at its manufacturer’s in Germany, ready for shipping to NASA later this year.
The James Webb Space Telescope (JWST), the Hubble Space Telescope’s successor, is a powerful optical and near-infrared observatory due for launch in 2014. ESA, a key partner in this cutting-edge mission, has responsibility for two of the four instruments and will provide the Ariane 5 for launch.
The Engineering Test Unit (ETU), now being displayed at the facilities of Astrium in Ottobrunn, Germany, is a test model of ESA’s Near-Infrared Spectrograph (NIRSpec) for JWST. The instrument will be sensitive to wavelengths from the most distant galaxies and will be capable of analysing the chemical composition of more than 100 objects simultaneously.
Along with the other instruments, NIRSpec will be fitted into the Integrated Science Instrument Module (ISIM). To save time, engineers will use the ETU for pre-integration tests with the ISIM before the actual instrument is delivered. The structure of the ISIM was delivered to NASA on 15 September for integration tests.
The completed JWST will be about 21 m in width and about three stories high. The main telescope mirror will measure 6.5 m in diameter — too large to launch in one piece. It will consist of 17 individual mirror segments mounted on a frame which will be folded inside the fairing of the Ariane 5 at launch. These mirror segments are being tested in cryogenic chambers to ensure they can withstand the extreme temperatures of space.
At launch, the sunshield will also be folded, much like a cocoon, around the front and back of the telescope.
The NIRSpec ETU will be delivered to NASA’s Goddard Space Flight Center later this year along with a test model of the other European instrument, the Mid-Infrared Instrument (MIRI).
Notes for editors:
JWST is a joint mission of NASA, ESA and the Canadian Space Agency. | <urn:uuid:332dc258-2223-443c-aa94-00cb3ae481d7> | {
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Art and Artists
Artists in the Kitchen
Artists in the Kitchen
UNTIL RECENT TIMES IT WAS THE PRACTICE FOR MOST ARTISTS to mix their colours by hand. When he acquired some standing the Master would hand the operation over to a 10 or 12-year-old apprentice.
Samuel van Hoogstraten (Dordrecht 1627 –78).
Artist in his studio painting a double portrait.
His apprentice in the background is mixing the artists colours on a grinding stone.
Sepia watercolour. Musée du Louvre.
Even today, a lot of the practices that artists adopt when mixing their colours, pigments, balsams, oils, the weighing, measuring and cooking is not unlike messing about in the kitchen a subject that, in itself, has been a common theme in European painting over the centuries.
In 1950s England, inspired by John Osborne’s 1956 play Look Back in Anger, a school of expressionist painters emerged known as the Kitchen-Sink school. Dominated by John Bratby and Derrick Greaves they took as their artistic inspiration working-class urban imagery. At the turn of the 20th century, a similar group of Philadelphian painters known as the Ashcan school had preceded them espousing the same proletarian philosophy.
Artists had known for centuries that the materials they handled were toxic. The literature of art abounds with anecdotes of artists poisoning themselves by, for example, cutting a piece of cheese with the same knife used to cut their lead white paint. Early studies of work-related injuries beginning with the early 18th century note that the easiest ways for artists to, accidentally, kill themselves or damage their health was by handling and unintentionally absorbing powdered toxic pigments like flake white, chrome yellow or orpiment (created from arsenic and sulphur).
Rembrandt, surrounded by his cronies, Van Gogh and Toulouse Lautrec is using,
as a kitchen table, to its creator Peter Paul Rubens's dismay, his panel-painting
portrait of Helen Fourment. Helen was the younger trophy wife of Rubens.
Leonardo da Vinci’s great intellect and scientific curiosity was responsible for the destruction of his greatest works of art. Two masterpieces have disappeared or remain elusive fragments. One of them is the Cenacolo, 'The Last Supper’ a large mural painting in the refectory of Santa Maria delle Grazie, Milan – completed in 1498.
Most mural paintings in the high Renaissance were created in fresco, which by Leonardo's day had been brought to a high degree of perfection. The technique was a development of Roman and Pompeian fresco painting. The difference was that the ancient Romans covered the wall to be painted in fresco with a massively thick layer of plaster. This would remain damp for days on end and allowed the artist to apply his colours, dry pigments mixed with water, at his leisure. The Renaissance on the other hand used much thinner strata of wet plaster forcing the painter to complete that section within the limits imposed by a working day. The plaster once dried out could not subsequently be painted on to create a fresco.
Such a laborious carefully planned out manner of painting did not suit Leonardo's style. He was more used to painting at an easel where he could study what he had done, alter it or cancel and make changes, techniques not permitted in fresco painting. He therefore attempted to paint on the plaster surface using the colours he would have used when painting in the studio rather than, as fresco painting required, colours mixed only with water. He used tempera, that is, colours mixed with glue or with egg yolk, the technique of earlier Florentine painters. To get the soft luminous effects of light and shade that is a characteristic of Leonardo's work he worked over the underlying tempera colours with paints mixed with walnut oil. It was a new and risky experiment and it did not succeed. Not long after it was completed, the incompatible nature of the two paint layers began to work against each other and the paint began to flake badly. It did not help that the artist was not aware how damp the wall on which he painted was, not helped by having the kitchens of the convent immediately behind it. While historians blame Leonardo's experimental technique for the rapid deterioration of the great work of art, it is probable that the dampness of the brick wall would eventually, fresco or not, have destroyed any painting created on its surface.
Leonardo da Vinci's next kitchen-sink experiment was the Florentine city council's commission, signed by Niccolò Machiavelli, for a mural painting of the Battle of Anghiari in Palazzo Vecchio’s Salone dei Cinquecento. Again, it conflicted with his working method of sketching in the design and composition, modifying it, adding and removing elements and colours as the painting proceeded. To short-circuit the complex process necessary to paint a fresco, and prioritise the feeling of spontaneity, he turned to encaustic. It is a stable and very ancient painting technique using colours mixed with hot wax.
The artist applies the colours with bushes, but the colour is more usefully worked into the surface using metal spatulas while it is still hot and malleable. Encaustic may have formed part of ancient Pompeian artist's fresco painting technique. The technique was used mostly for easel paintings in Roman-era Egypt and in Greek paleo-Christian panel paintings. Nineteenth century artists experimenting new and ancient techniques rediscovered encaustic and the twentieth century American painter Larry Rivers used it successfully.
Leonardo relied on a description of encaustic written, not by a fellow painter, but by a writer and historian, the trustworthiness of which any artist would treat with caution as a source. In addition, his amanuensis, Pliny the Elder's Natural History, was by then already fifteen hundred years old. The difficulty of following instructions in Mrs Beeton's Book of Household Management pales by comparison.
Sir Peter Paul Rubens (1603), after Leonardo da Vinci's lost, The Battle of
Anghiari. Black chalk, pen and ink, brush and wash, highlights in white and
azure. Musée du Louvre, Paris.
Some research shows that ancient Pompeian fresco painters adopted the practice of applying wax to their frescos to give a luminous and matt effect to the surface. The artists heated the wax layer until it penetrated and bonded with the colours. Afterwards, he buffed and polished the fresco until it attained the required appearance. It would appear from his writings that this effect is what Leonardo da Vinci was trying to achieve in his experiment.
Despite much research and many trials, the technique that Leonardo adopted was not a success. It was necessary to heat the wall after he had painted on it and apply the wax in order to stabilise the colours to fix them permanently to the wall. He managed to achieve this on the lower levels by heating the wall with wood burning cauldrons but the heat was unable to reach the higher levels. The unheated colours leached and spread into each other. Today the artist could have succeeded in his intentions by using a paint or hair dryer.
Having previously taken the precaution of being paid in advance for materials, scaffolding, preliminary studies and large full-size paper drawings (cartoons) necessary to transfer the designs to the wall the artist cut his losses and abandoned the project in December 1503.
In the centuries following Leonardo da Vinci, painters experimented with new or unusual techniques, mostly with disastrous results. Eighteen-century artists went through a Rembrandtesque phase attracted by the dark mysterious golden-brown effects that the Dutch master utilised in his later years. Artists like Sir Joshua Reynolds and John Hoppner discovered that a timesaving method to achieve the same effect was to use the recently introduced beautiful dark brown pigment asphaltum. This was made, grinding up the remains of Egyptian mummies, or using the natural pigment itself. Artists eventually discovered that the colour, being ordinary bitumen, never actually hardened and, like Leonardo’s, the Battle of Anghiari, melted on the canvas taking the other more stable colours with it. Bitumen destroyed, over time, many beautiful eighteenth-century British portrait paintings.
For present-day painters, artists’ materials are prepared industrially and commercially. For all their merits and despite their shortcomings, they have replaced the young apprentice in the studio grinding colours for the Old Master.
If you need an appraisal of your old painting, contact Matthew Moss at Free Paintings Evaluation. | <urn:uuid:cb422f72-c39b-4247-96c4-6a93ada6795f> | {
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My parents did what they could to get me to dislike honey, but no dice. Well, to be fair to them, they were just giving me a folk remedy for the common cold – a clove of garlic chopped directly into a spoonful of honey – and it is not their fault that that is an absolutely disgusting combination. Regardless of my appreciation for the food, for a long time, I did not know much about it. Sure, it came from bees and plants, but how?
Even though there are a myriad of different species and genera of bees, almost all of the honey people consume comes from honeybees, all of whom are found in the genus Apis. Don’t read this if you have a sensitive stomach, especially if it gets worried that you’ll get jealous of creatures with several stomach: bees have two stomachs. One of them does regular digestion and the other stores nectar that the bees harvest on their trips to flowers. Bees harvest nectar by sucking it up and a bee has to visit more than a hundred flowers to fill up their nectar stomach. Imagine having to visit 100 grocery stores to fill your fridge. Well, at least bees don’t have to worry about traffic and inconsiderate drivers who never use turn signals.
Anyway, once this nectar has been gathered and the honeybee has at least one stomach full to bursting, she flies on back to the hive. There, she passes the nectar from her stomach to the mouth and stomach of another bee. That bee spends her day regurgitating the nectar over and over again until the enzymes in her stomach break down the complex sugars in nectar into simple sugars. The take home message from this paragraph? Delicious, delicious honey is just delicious, delicious bee vomit. But oh, it gets better.
So at this point, the proto-honey still has a lot of water in it. One of the reasons honey has such an amazingly long shelf life is this lack of moisture (the other reasons include high acidity and high sugar content), so how do we get from proto-honey to the good stuff? Time and bee wings. Fortunately, I do not mean that honey is full of crumbled up bee wings. Fortunately, I mean that bees will flap their wings over and over again to fan the proto-honey and dry it out.
That’s basically it. The honey gets sealed up in honeycombs or removed by the beekeeper and sold. Honey, provided it is stored well, will last for a long time and will not ferment. You can get it to ferment, just add yeast and water and get some mead.
But here is one more fun fact before I go: honey tastes and looks different depending on the flowers used to make that honey. Most of the honey on the market comes from multiple flowers, but single flower honeys, like clover or thistle, are definitely available. However, there are some flowers that can create some messed up honey. Azaleas and rhododendrons, for example, can create some honey that is totally fine for bees but that humans just cannot handle. Consuming toxic honey can lead to vomiting, nausea, dizziness, and rarely death. Some toxic honey can have psychoactive properties, but that’s not a trip I encourage anyone to take. But don’t worry: toxic honey is not something you’ll run into at your neighborhood Kroger’s. | <urn:uuid:8f0c8e1c-0d83-4aa6-a727-f0a2da5cc726> | {
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There's been a lot of talk about taking zinc for colds ever since a 1984 study showed that zinc supplements kept people from getting as sick. Since then, research has turned up mixed results about zinc and colds.
Recently an analysis of several studies showed that zinc lozenges or syrup reduced the length of a cold by one day. It also showed that taking zinc regularly might reduce the number of colds each year, the number of missed school days and the amount of antibiotics required in otherwise healthy children.
Most colds are caused by a type of virus called rhinovirus, which thrives and multiplies in the nasal passages and throat (upper respiratory system). Zinc may work by preventing the rhinovirus from multiplying. It may also stop the rhinovirus from lodging in the mucous membranes of the throat and nose. Zinc may be more effective when taken in lozenge or syrup form, which allows the substance to stay in the throat and come in contact with the rhinovirus.
But the recent analysis stopped short of recommending zinc. None of the studies analyzed had enough participants to meet a high standard of proof. Also, the studies used different zinc dosages and preparations (lozenges or syrup) for different lengths of time. As a result, it's not clear what the effective dose and treatment schedule would be.
Zinc — especially in lozenge form — also has side effects, including nausea or a bad taste in the mouth. Many people who used zinc nasal sprays suffered permanent loss of smell. Large amounts of zinc may be toxic.
For now, the safest course is to talk to your doctor before considering the use of zinc to prevent or reduce the length of colds.
Jul. 15, 2011
See more Expert Answers
- Eby GA, et al. Reduction in duration of common colds by zinc gluconate lozenges in a double-blind study. Antimicrobial Agents and Chemotherapy. 1984;25:20.
- Singh M, et al. Zinc for the common cold. Cochrane Database of Systematic Reviews. 2011:CD001364.
- Dietary Supplement Fact Sheet: Zinc. Office of Dietary Supplements. http://ods.od.nih.gov/factsheets/Zinc-HealthProfessional. Accessed May 23, 2011. | <urn:uuid:247a1128-393c-43e9-9208-f92bafd9b432> | {
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Gray Clan Crest: An anchor
Gray Clan Motto: Anchor, Fast Anchor.
Gray Clan History:
Fulbert de Gray was Great Chamberlain to Robert, Duke of Normandy, and owned lands in Picardy. There is a tradition that his daughter Arlotta was the mother of William the Conqueror and that the family arrived in England in 1066 with the Norman Conquest.
The name first appears in Scotland in 1248 and Henry Gray of Fife rendered homage to Edward I in 1296, but, like many other established families of the time, followed Robert the Bruce when the timing was right. It was Sir Andrew Gray who scaled the rock of Edinburgh Castle to recapture it from the English in 1312, and he was rewarded with lands at Longforgan in Perthshire. In 1377, the lands of Fowlis also passed to the Gray family through marriage to a daughter of the powerful de Maule family, and in 1444, Sir Andrew's descendant, also Sir Andrew, and a loyal supporter of James I and II, was created 1st Lord Gray.
Thereafter the Grays remained close to the ruling House of Stewart. Patrick, son of the 2nd Lord Gray, was a Gentleman of the Bedchamber to James II. The 3rd Lord Gray was Lord Justice General of Scotland in 1506. Patrick, 5th Lord Gray, was taken prisoner at the Battle of Solway Moss in 1542 and ransomed for £500 sterling, a princely sum at the time. Patrick, 6th Lord Gray, was caught up in the intrigues surrounding the fall of Mary Queen of Scots and although tried for treason, was released and exiled. Andrew, 7th Lord Gray, followed the Marquis of Montrose. In 1639, he resigned his honours to obtain a new patent in favour of his daughter Ann who had married her kinsman William Gray, younger of Pittendrum. William was killed in a dual with the Earl of Southesk in 1660 and the title passed to the earls of Moray, but on the death of the 14th Earl of Moray passed to his niece who became Baroness Gray in her own right.
David Gray (1838-61), born in Kirkintilloch, was a prominent Scottish poet.
Places of Interest:
Huntly Castle, Longforgan, Perthshire was built in 1452 for Lord Gray of Foulis.
Broughty Castle, Dundee, Perthshire. Five storey tower built by Lord Gray of Foulis in 1490. Owned by Historic Scotland.
Surname distribution in Scotland: The Gray name is widespread throughout all areas of Scotland with particulary high concentrations in Aberdeen City, Aberdeenshire, Caithness, Shetland (Zetland), Perth and Kinross, Stirlingshire, Lanarkshire and the Borders. | <urn:uuid:d4efc9ec-e07f-43da-8c5b-8ce37ae01bc2> | {
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Menopause, also referred to as menopause, most often occur in the 45-55 years old and starts many times that my periods are changing. During menopause, most women some form of menopausal symptoms. One can, for example, feel abnormally hot, get sweating, difficulty sleeping or brittle and dry mucous membranes in the genital area. Search care if you have severe menopausal symptoms, and if you feel mentally ill.
Menopause could be likened to a reverse puberty. During menopause the body produces less amounts of the female hormone estrogen, and some years after the last menstrual period is the level of estrogen in the body as low as before puberty. It is precisely the reduced amount of estrogen that makes you get postmenopausal symptoms. They may be flush, that is, sudden internal heat waves, and sweating. Some women also suffer from fluctuations in mood or have difficulty sleeping.
During menopause, your periods may be more lengthy or rich, come irregularly or at longer intervals than previously. Once your period has ended is the mucous membranes of the vagina and urethra thinner, drier and more fragile, which can cause dryness and itching sensation and also cause problems during intercourse. You may need to urinate more often than usual and find it difficult to hold tight. It also increases the risk of urinary tract infections.
You can often alleviate menopausal symptoms by exercising and eating right. Is the big appeal is to receive treatment in the form of medicines that contain estrogen.
This you can do to relieve symptoms:
- Dress in cool, like layers of clothing made of natural material, so you can easily customize the cover by how warm you feel.
- Get moving – exercise and relaxation has been shown to prevent hot flashes.
- Eat foods that naturally contain estrogen, such as soy products, meat, alfalfa sprouts and plants with green leaves.
- Stop smoking, because smoking contributes to the breakdown of estrogen.
- Reduce down on coffee, tea, hot spices and alcohol, which can increase the discomfort of hot flushes.
- If the skin in the genital area is sensitive, please enter the lubricating oil unperfumed morning and evening, and when necessary.
- In order to prevent urinary incontinence, pelvic floor exercise pelvic floor exercises by.
Please refer to your health care center or gynecologist
- if you experience bleeding between periods or bleeding during intercourse
- if you are bleeding more than a year after the last menstrual
- if you need to urinate more often, find it difficult to keep tight or may urinary infection
- the troublesome hot flushes and / or sweating
- if you are dry and have been itching in the genital area after two to three weeks of treatment with estrogen in the form of cream or slidpiller
- if you feel mentally ill.
You can also contact some receptions and order a time via e-Care Guide Service My health care contacts.
Hot flushes and sweating treated with prescription drugs containing estrogen. The medicines come in different forms – tablets, patches or gels – and reading make men entirely free of symptoms. It also affects the mucous membranes of the genital area so that they become stronger and wetter.
If the symptoms are limited to itching and dryness of the vagina is recommended topical treatment with weak estrogens in the form of cream or slidpiller. The treatment makes the vagina and urethral mucosa thicker, wetter and more elastic. For topical treatment is also non-prescription medicines. | <urn:uuid:9dc50112-3782-4fbd-81d1-521f6148bbb1> | {
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One hundred years after the 1918 influenza pandemic killed more than 50 million people, the flu remains a major health threat. In fact, the 2017-2018 U.S. flu season was among the worst in a decade, over 28,000 people and of 165 children.
This deadly season highlights the need for a universal flu vaccine that offers protection against multiple influenza strains, experts say. In fact, the Bill and Melinda Gates Foundation and Larry and Linda Page recently established a $12 million work on such a vaccine. And scientists across the globe, including researchers at several U.S. academic medical institutions, are edging ever closer to reaching this major goal.
“There’s no doubt that we have to do better than we are doing currently.”
Anthony Fauci, MD
National Institute of Allergy and Infectious Diseases
Currently, scientists design each year’s based on the previous year’s virus and on predictions about the strain most likely to surface the following year. The approach takes some guesswork, and it isn't always successful.
“There really is an important need for a universal influenza vaccine,” says Anthony Fauci, MD, director of the National Institute of Allergy and Infectious Diseases (NIAID). “There’s no doubt that we have to do better than we are doing currently—the way we approach seasonal flu vaccine and our very clear lack of complete preparedness.”
In 2017, the NIAID convened scientists from academia, industry, and government to discuss knowledge gaps, identify research strategies, and develop criteria for a universal influenza vaccine. The resulting , published in the Feb. 28 Journal of Infectious Diseases, points to key targets for influenza research such as immunity, transmission methods, and vaccine design.
“We’re making significant progress,” notes Fauci. “Bottom line is, [we’re] learning a lot about the fundamental basic science questions that need to be answered if we are going to be on a pathway to a universal flu vaccine.”
Unlocking answers from the body
To design the most effective vaccine, researchers must understand how the immune system responds to influenza, says James Crowe, MD, director of the Vanderbilt Vaccine Center at Vanderbilt University Medical Center.
Crowe leads the , a new effort from the (HVP). HVP is a multidisciplinary consortium of academic research centers, pharmaceutical companies, government agencies, and nonprofits dedicated to accelerating the development of vaccines and immunotherapies against major infectious diseases.
Researchers with the initiative are studying 750 people of all ages to determine how their first flu infection and initial seasonal vaccine impact their bodies over time.
“One of the fundamental questions in the field is: How does your prior exposure to flu vaccine or infection influence how your body responds to new ones?” Crowe says. “It’s become clear that if you’re infected or vaccinated, you develop an immune response that changes the way [your body] will recognize new viruses in the future.”
In the last year, initiative researchers identified which previously exposed people generated high concentrations of antibodies and studied the B cells responsible for unleashing those antibodies. The efforts paid off, revealing a whole new class of flu antibodies.
Crowe now looks ahead to the initiative’s next steps. “Researchers are now planning to harness this knowledge to design and engineer improved vaccines . . . that induce the most broad and potent protective responses,” he says.
Latching on to what’s constant
For Deborah Fuller, PhD, professor of microbiology at the University of Washington School of Medicine, a key step in creating a universal vaccine is identifying how best to trigger virus-killing T cells.
Fuller’s team has designed a DNA-based vaccine using components of influenza virus that always remain the same—the conserved areas. By targeting the conserved parts of the virus, vaccines could offer broader protection.
“One type of T cell that can see the conserved parts [of a virus] is a killer T cell,” explains Fuller. “Whether you get infected with one flu strain or another, the killer T cell induced by our vaccine will recognize it and be able to eliminate it from the body.”
In fact, Fuller and her team succeeded in increasing flu resistance in monkeys, a notes.
Monday, May 21, 2018
The Human Response
This spring, 120 volunteers are rolling up their sleeves to advance the quest for a much-needed universal flu vaccine.
The participants, ages 18 to 49, are helping test a vaccine for safety and effectiveness in a clinical trial run by four academic medical centers and funded by the National Institutes of Health.
The M-001 vaccine contains peptides that remain constant across many types of flu, potentially enabling it to trigger broader immunity. Investigators are exploring how well the vaccine works by itself but also as a primer to boost a seasonal flu vaccine, explains lead researcher Robert L. Atmar, MD, professor of medicine at Baylor College of Medicine. “This trial is exciting in that it’s going to help us better understand immune responses to influenza,” says Atmar.
Still, he notes, “it’s going to take a multipronged approach to develop a universal vaccine.” In fact, another promising approach—one built partly on mixing avian and human flu strains—led scientists at the Icahn School of Medicine at Mount Sinai to develop a vaccine that recently began an earlier trial stage.
As for M-001, Atmar predicts researchers will find measurable immune responses. But, he adds, “the key will be the next set of studies looking at whether those responses end up preventing or lessening the disease. If that works, that’s when I’ll get really excited.”
“We were able to show that when we immunized monkeys with this vaccine, they developed really strong killer T cell responses,” Fuller says. “When we challenged the monkeys [with H1N1 flu], we showed that our monkeys had more rapid clearance of the virus when compared to the control monkeys, and they were completely protected from any symptoms of influenza disease.”
Another source of hope for a universal vaccine lies in unraveling the flu’s own genome to build up human immunity.
Scientists at the David Geffen School of Medicine of the University of California, Los Angeles (UCLA) have engineered a vaccine using interferons, a key component of the immune system. Interferons play multiple roles, including serving as first responders to viruses and helping coordinate the responses of other virus-fighting cells.
In their quest to bolster interferons, UCLA researchers spent four years sequencing the entire influenza genome to pinpoint which parts inhibited interferons, says Ren Sun, PhD, professor of molecular and medical pharmacology at UCLA. The team then produced a strain that weakened the flu’s interferon-impairing parts and used it to create their vaccine.
When injected with the vaccine, mice and ferrets generated potent immune responses, a sign that the vaccine successfully stimulated interferons, according to research in the journal Science.
“We expected the virus would induce [a] response, but we were surprised by the level of the response,” says Sun. What’s more, although the vaccine was derived from an H1N1 strain, animals that were exposed to the H3N2 strain also showed an effective immune response, suggesting the potential for broad coverage.
Moving forward, the team plans to test the vaccine on humans as well as explore the vaccine’s effectiveness in fighting other influenza strains.
“This is a step closer to a universal vaccine,” says Sun. | <urn:uuid:ef5261c6-0265-4f88-b6c4-2e44d4305329> | {
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Division of Political History
The Division of Political History is dedicated to the study of American democracy and the material culture that has shaped its history. The division gives particular attention to the political principles, practices, and institutions that have shaped the political culture of the United States. The division focuses on political relationships between groups and interests; institutions of government; and changing practices of representative and participatory democracy in a nation of diverse people and cultures. The division is especially interested in changing definitions of citizenship and political rights; contested political ideologies; governmental policies and their impact; the role of political parties; elections; protest and reform movements; varied and changing expressions of nationalism; predictive opinion and media effects; and traditional political techniques and forms of communication. For areas of specialization, please see the staff listing below, and the collections link. | <urn:uuid:1add4c18-16e2-4405-82e6-e9ebab4a8fe3> | {
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Worldwide, nearly 6 million people die each year because of tobacco use. That’s enough to fill about 60 average football stadiums.
Tomorrow is World No Tobacco Day, which is organized by the World Health Organization’s Tobacco Free Initiative. This year’s theme is: Ban Tobacco Advertising, Promotion, and Sponsorship.
The World Health Organization believes that tobacco is so deadly that all promotion of tobacco products should be outlawed. The United States already has set many limits on tobacco promotion.
In the U.S., it’s illegal to:
- Sell tobacco products to people under age 18.
- Sell cigarettes in packs of fewer than 20.
- Sell tobacco products in vending machines.
- Give out free samples of tobacco products.
Tobacco companies in the United States are banned from:
- Using their name in sponsorship at any athletic, musical, social, or cultural event.
- Using music or sound effects in audio ads—they can only use words.
- Selling hats and t-shirts with tobacco brand logos.
- Selling flavored tobacco products.
- Advertising on television.
Of course, more work is needed to keep people from using tobacco products. Research has proven that tobacco negatively affects the health of both your body and brain. What’s more, smoking doesn’t just harm smokers—it also harms everyone around them.
Comment on this post and tell us what you think. Do you think tobacco promotion should be banned completely? Do you know anyone who has gotten sick from smoking? | <urn:uuid:8babc544-61ba-4879-aa5f-dc7167f87856> | {
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I understand your confusion. Let me explain each circuit in a little better detail.
The first circuit is a typical light dimmer which we can buy for a small price. First allow me to point out the dashed components are there for florescent lamps and transformer operated lamps such as low voltage halogens. If you are building this type of circuit, leave out the optional components, because they have no effect.
The triac is a special type of switch, designed to operate on AC. If you put the power terminal in series with a load (heater element, light, etc.) it is effectively an open circuit. If you connect the gate terminal to the top lead of the triac (MT2), it will come on with full current flow. Of course this is not much use to us.
In the first circuit of the three, there is a capacitor connected to a diac. A diac works like a pair of diodes connected in parallel. These diodes are special though. Their turn on voltage is usually very high, in the range of 10 to 30 volts. If you connect the diac to the MT2 leg of the triac and the other side of the diac to the gate, the triac will turn on. This doesn't help much either.
Let’s return to the capacitor. If a capacitor and a resistor are connected in series, across a DC power source, the capacitor will slowly (compared to a short circuit) charge to the supply voltage. Changing the value of the resistor will change the speed the capacitor charges.
In the circuit for the light dimmer there is a special thing going on. Since we are dealing with an AC signal, we have to look at things from a starting point and I will start with the voltage at 0 and rising for the first half of the cycle.
If we watched the voltage across the capacitor, it will start climbing, following the rising voltage of the ac signal. When the voltage, across the capacitor, reaches the breakover voltage of the diac, the diac will trigger the triac. The triac will stay on, all by itself, for the rest of the positive part of the cycle. The voltage across the triac, and therefore the rest of the circuit drops to nearly zero volts with the voltage being dropped across the load instead. This discharges the capacitor. When the voltage on the circuit crosses zero, heading for the negative part of the cycle, the triac goes off.
The negative voltage starts charging the capacitor. When the capacitor voltage goes negative enough, it turns on the diac, triggering the triac, and again the capacitor gets discharged but the triac stays on until it crosses zero again.
Let’s consider the resistor part. The resistor controls how fast the capacitor voltage follows the line voltage. A large resistance, slow charging capacitor, will cause the turn on time of the diac to lag the supply voltage and only trigger the triac late in the cycle. Smaller resistances allow the trigger earlier in the cycle, larger resistances for later in the cycle.
We can adjust the turn-on time by varying the resistance from high to low. A large enough resistance keeps the device from coming on. A small enough resistance allows it to be on all the time. A resistance in between, allows the device to be on part of the time.
Since the loads we deal with are slow to react to voltage changes, they behave with parts of cycles as if it were a reduction in supply voltage.
The second circuit is just a snippet of a circuit and shows that a sensitive triac, like the one in our light dimmer, can be used to trigger a power triac. The reason this is important is because of the more current a triac can handle, typically the more current it takes to turn it on. In the case of a 40 amp triac, it could take as much as 4 amps to trigger it. A variable resistor, capacitor combo can't deliver that kind of current. The other important part of that snippet is the note which explains that the resistor has to be calculated to make sure the gate current of the power triac is not exceeded.
This is a simple switch circuit. Realizing that the resistor in this circuit is the same as the resistor in the second circuit is the important part of this diagram. The equation shows how to calculate the value for the current limiting resistor. The resistor in this circuit is the same as the resistor in the second circuit.
The whole story, (the first diagram I posted)
1. Start by mounting a power triac and the big resistor on a heat sink.
2. Connect one side of the resistor to MT2 of the power triac.
3. Connect the other side of the resistor to a dimmer.
4. Connect the output of the dimmer to the gate of the power triac.
5. Connect the MT1 terminal of the triac to the neutral side of the line.
6. Connect MT2 to the heating element.
7. Connect the heating element to the line voltage. | <urn:uuid:32009bcb-24af-4621-a8d1-b706c995bffd> | {
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Results of Recent Study
on Effective Notes and Increased Retention
you have identified important information, there are several techniques
that can help you organize and remember it. There is not, however,
one best method for remembering everything. Experiment with different
memory techniques to see which ones work best for you!
new information to something you already know. And isolated idea/fact
is hard to remember. If you associate or connect it with information
that already makes sense to you, it will be more meaningful and easier
to organize and remember.
information into a vivid, clear mental picture. For example, to remember
the necessary elements of a novel, form a picture with all the important
characters dressed in the style of the period, doing something which
shows what the character is like. If you have trouble picturing this
in your head, draw itthe sillier the better!
information that is hard to associate or visualize, try a memory technique.
Some effective memory devices include the following examples.
a word from the first letter of each word in a series. Example: HOMES
for recalling the Great LakesHuron, Ontario, Michigan, Erie,
a nonsense phrase so that the first letter of each word is the information.
Example: Every Good Boy Does Fine for the E, G, B, D,
F lines of the treble music staff.
example, remember whether the denotative or connotative meaning of
a word is the dictionary meaning by denotative and dictionary both
beginning with d.
up short, catchy sayings that include the essential information. For
example, In 1492 Columbus sailed the ocean blue.
and Use the Information You Want to Remember!
Regular review and use of information will significantly improve
retention and recall.
than one long study session, plan frequent short study sessions.
nighters never work!
Always include a review of previously learned information (yes,
even if you have already had that test!) as well as learning
When comparing the most commonly used
forms of note-taking—Cornell, concept mapping, outline, note cards—studies
recently revealed that the strategy that leads to most effective retention
is the use of note cards.
The predominant difference from other formats
is that with note cards the student is able to separate learned information
from that which has not been retained. The benefit derives from the ability
to periodically review the material that has been learned while placing
more emphasis on that which has not been stored in memory.
Here is are some web sites that
explain the effective use of note cards.
Study Note Cards Learn the many uses of making note cards for studying. (University of Manitoba)
Creating Note Cards to Make Studying Easier: Spanish Example The site has examples and video explanation. ( Center for Research on Language Acquisition)
Using Note Cards Effectively: Chemistry Example (University of North Carolina at Chapel Hill)
Work with Note Cards from Both Reading and Lecture Notes Simple instructions with good illustrations (The Learning Toolbox)
Be sure to check the Internet for free downloads of note cards for your computer or phone!
Curve of Forgetting
The Curve of Forgetting describes how we retain or get rid of information that we take in based on a one-hour lecture. (University of Waterloo)
Note: The discussion refers to 100% of what you took in. This does not necessarily mean 100% of all information presented.
Short strategies to increase memory (California
Polytechnic State University at San Louis Obispo)
Get to know your memory skills and the tools to improve
retention (Muskingum College)
Background, purposes, advantages, and specific
memory strategies (Muskingum College)
Learning and Remembering
How can you become more efficient when you study? (University of Waterloo)
Concept- or Mind-Mapping This site has fun, interactive demonstration of making a mind map. (Study Guides and Strategies)
Concept Maps: Examples of Anatomy The site also has good links to other mapping resources. Try to ignore the flashing image and the floating menu. (lionden.com)
Types of Maps See some examples of typical mind maps and adapt them to your needs. (University of Michigan)
Learn how sensory, short-term and long-term memory
work, then use this information for more effective study and retention.
Mnemonics to Learn More Effectively
Close the annoying ad on the left to access a lot of information
and related links. (Mind Tools)
This site has numerous examples from specific disciplines. Check it out! (Eudesign) | <urn:uuid:a49925b6-7fa6-4832-bc10-8dd32a4f96e0> | {
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Six color screen printed poster by Claire Hummel. 18"x24" on 100# Cougar White
Made in USA. Frame Not Included. 5% of purchase donated to The National Park Service.
About Capitol Reef Capitol Reef National Park was first designated a National Monument by President Franklin D. Roosevelt in 1937 but it wasn’t until 1971 that it gained the status of National Park. The 60-mile stretch of south-central Utah that makes up the Capital Reef National Park follows the Waterpocket Fold, a monocline of rock strata.
The desert region is a geographic wonder of domes, arches, ridges, and buttes that have been home to Native Americans up to the 13th century and later Mormon settlers in the 1870s. Beyond the beauty of the gorges and monoliths, the park is also home to the preserved buildings left by early settlers. | <urn:uuid:d5b99641-3bb7-40fa-b996-ef33e9b9bded> | {
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The traditional Jewellery of Assam includes, Junbiri, Doog-dogi, Kerumoni, Thuriya, Gam- kharu, Muthi- kharu, Dholbiri, Loka- paro, Gal- pata and Jethi-pota. These ornaments are typically hand-made and mostly designs are delineate in the form of flora and fauna treasures of Assam region.
Jun Biri – In Assamese, Jun means moon and Biri is just the surrounding designs of this jewellery. It looks like half-moon and is inspired from the nature, musical instrument and other Assamese household goods. Jun Biri compliments a lot with Makhla Chadar. Brides also wear the bracelets, nose rings, made from different metals with different designs.
Doog-Dogi Jewellery – This is an ancient adornment of Assamese women.
Kerumoni – This round shape jewellery is one side wide and other side narrow and the middle side with hollow style called “Keru”. These necklaces are made up of a pearl that is why it is called as “Moni”.
Thuriya – . This is a flower shaped earring whose middle part is slightly thin so that it can stay in ears and the bottom part is broader than the middle segment.
Gam- Kheru - Gam-kheru is the big bracelet made up of silver or gold with a clasp.
Muthi- Kharu – this ornament is known as the Assamese solid bracelet. You have to make a fist and the shape of your fingers clenched with it.
Dholbiri – Dholbiri is the most fashionable jewellery of Assamese women. Dhol is the musical instrument and the shape of this ornament is usually prepared with a dhol style that is why it is refer as dhol. Again biri is referring as the surrounding designs of ornament. It is called as Dholbiri.
Loka-paro – It is an earring with identical twin birds positioned one after another, that’s why ‘paro’ refers to pigeon. They come in gold, ruby, mina or plain enamel coating.
Jethi-pota - A exceptional type of earring, parallel to the orchid ‘Kopou Phool. Exquisite embellish designs and glint and gleam of this jewellery truly captivate the attention of the onlookers. Jethi-pota is an extensive band of cloth fabric as a sequence of miniature medallions. | <urn:uuid:8f30e4ed-65db-480c-b749-c84be8ef5c79> | {
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Long relegated to the world of science fiction, lasers and rail guns are increasingly appearing in real life.
In 2014, the Navy mounted and tested a laser on the USS Ponce, an amphibious transport dock, successfully taking out the engine of a small inflatable boat containing a rocket-propelled grenade.
Despite these many successful tests, the two weapons aren’t currently operational, Bob Freeman, a spokesman for the Office of Naval Research, told Business Insider, notwithstanding CNN’s recent story claiming that the laser aboard the Ponce is “ready to be fired at targets today and every day by Capt. Christopher Wells and his crew.”
The laser aboard the Ponce is “not the final product,” Freeman said. It is a low-energy laser that has been tested to shoot down drones. If the Ponce is threatened, they’ll still use conventional weapons.
So questions remain about when the weapons will be operational, how they will be used, and which will be used more.
- US Navy photo
“They both have unique capabilities,” but, Freeman said, “it seems to me you have less options with rail guns.”
Lasers have more capabilities in that they can be set to different energy levels, giving the operators the option to deter or take out targets.
For example, if a US ship perceives an aircraft as a threat, “you can put [the laser] on low-power and scintillate the cockpit” and make the pilot turn around, Freeman said. He wasn’t exactly sure what the enemy pilot would experience but said he or she would see the laser and probably wouldn’t be injured.
- John F. Williams/US Navy
Or, if needed, the operators could turn the energy levels up and destroy the enemy target, either by melting precision holes through the craft or “cutting across” it, he said.
High-energy lasers, he added, are “still in development.”
But for larger targets, such as enemy ships, rail guns would probably be the best weapon.
“It packs a punch … and can go through steel walls,” Freeman said.
Once they are both operational, the US military will use them along with conventional weapons, and it’ll take years of evolution for one to make the other, or even conventional weapons, obsolete, Freeman said.
“They both have challenges to go through,” he told Business Insider, including where to get the power needed to fuel them. But they also offer other benefits in addition to their lethality: They’re cheaper and can even be safer for sailors, as they don’t require stores of ammunition that can explode.
As for exact tactics regarding how and when to use rail guns and lasers, the Navy and other branches employing them will decide once they’re operational, Freeman said. | <urn:uuid:dbc9f10e-642e-4db2-a6cf-3deb1d306027> | {
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History of sociology and anthropology in Nepal. Scope and importance of sociology and anthropology in Nepal
After the formal development of the sociology and anthropology, it helps to study the diversified Nepali society and the culture. It helped to explore the mosaic of Nepali people ethnic and culture. During this period different development programs were carried out such as institutional development and academic development. The major aim of study of sociology and anthropology was to conduct ethnographic study and research, formulation of plan and development and to understand and analyze the market situation. | <urn:uuid:754cd25d-9603-445a-a27f-6b26f553e872> | {
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In the run-up to the Dutch municipal elections of 2018, a team of researchers from Delft University of Technology investigated the influence of digitization on Dutch parliamentary democracy. Aspects investigated included the role of political micro-targeting, ‘bots’ and algorithms, and the political debate on Twitter. This research was made possible by a subsidy from the state committee parliamentary system. Jeroen van den Hoven is among the co-authors of the report.
The researchers conclude that in the Netherlands things go relatively well compared to other countries. There is little influence from ‘fake news’ or ‘bots’ on Twitter, and users interact with all political parties to the same extent. The use of political micro-targeting has increased considerably, and in particular offers benefits to new parties.
Yet there are also major concerns. Research into YouTube’s recommendation algorithm shows that videos of the ‘new right’ are recommended three times as often as videos from all other political parties combined. Bots mainly focus on right-wing conservative parties.
TU Delft calls Facebook a spider the web, but opaque. The use of big data models, trackers and personal data by companies can undermine democracy and autonomy, and is already enabling political micro-targeting that far exceeds what citizens consider acceptable.
The researchers consider it of great importance that the opportunities that digitization does indeed offer for democracy are better utilized. Digital platforms must take more responsibility for a balanced provision of political information. In addition, political parties must appropriate digitization by working on digital environments themselves, in order to limit their dependence on foreign commercial players.
This is a translation of a news item in Dutch by the state committee parliamentary systems | <urn:uuid:7510b71d-5134-40cc-8cd2-659fc962e53f> | {
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Mistaken view of history must be corrected
A resolution adopted by the U.S. House of Representatives on Monday urging the Japanese government to formally apologize over the "comfort women system of forced military prostitution" is obviously based on a misunderstanding of facts. Although the resolution is not legally binding, we cannot overlook this denunciation.
The resolution accuses the Imperial Japanese Army of having "coerced" women from Asian countries to work as "sex slaves" before and during World War II.
Of course, it would be remiss not to state that the Japan-U.S. alliance is absolutely vital to the national interest of Japan. In addition to close military and economic relations, both countries share common values such as democracy and human rights.
Nevertheless, we must refute the distortion of the facts espoused by the resolution. Allowing misunderstanding of the facts to go unanswered might have the unfortunate effect of creating problems in the Japan-U.S. relationship.
In the early 1990s, a certain Japanese newspaper reported that women had been forcibly recruited as "comfort women" under the name of "volunteer corps." This represents a groundless interpretation of the fact that women volunteered to work as "women corps" during the war at factories and other installations.
In 1993, then Chief Cabinet Secretary Yohei Kono issued a statement including wording that could be taken as indicating comfort women were recruited forcibly by government and military authorities. This served to spread misunderstanding of the comfort women issue both at home and abroad.
But, as the government has repeatedly asserted, there are no documents proving that women were recruited forcibly as comfort women.
Despite this, some people even in Japan continue to claim there was "coercion" in recruiting women as comfort women. They develop their arguments without providing undisputable examples of "coercion" and take the U.S. House resolution--which describes the comfort women system as "one of the largest cases of human trafficking in the 20th century"--at face value.
Japan singled out
So-called comfort stations were not limited to the Imperial Japanese Army. U.S. Occupation forces used such comfort facilities in Japan, and it is now known that the South Korean military had similar facilities during the 1950-53 Korean War. During World War II, the German military also had "comfort" facilities with women who had been recruited systematically and forcibly from areas occupied by the German forces.
So why was Japan singled out as the sole target for the U.S. resolution?
Vigorous lobbying by a Chinese-affiliated, anti-Japan organization that has extensively supported U.S. Rep. Mike Honda, D-Calif., who initiated the resolution, played a key role in the move to adopt the resolution. There is no such an organization seeking to sully Germany. Of course, no organization in the United States seeks to condemn the "moral responsibility" of the U.S. military for its actions.
The possibility that similar resolutions could be approved by the Democratic-controlled U.S. Congress cannot be ruled out. Japan's diplomatic authorities must make more efforts to dispel the misunderstanding of the comfort women issue in the United States.
(From The Yomiuri Shimbun, Aug. 1, 2007) | <urn:uuid:1864dfd3-c96f-47c5-9f47-62ba40c64635> | {
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External Mode vs. Normal Mode
In external mode, Simulink Coder is used to dynamically link generated algorithm code with generated hardware driver code. The resulting executable runs in Windows kernel mode and communicates with Simulink via External Mode.
In normal mode, the algorithm runs in Simulink and the I/O drivers run in a separate Windows kernel mode process that maintains the real-time clock.
The following diagram illustrates the difference between these two modes:
Advantages of Normal Mode
As you can guess based on the above diagram, normal mode offers lower performance when compared to external mode. On the other hand, normal mode offers interesting advantages:
- Support for variable step solvers
- No need for Simulink Coder
You can also use Normal Mode on Windows 64-bit, where External Mode is only supported in Windows 32-bit as of R2012a.
How does that work?
Most blocks in the Real-Time Windows Target library have at least 2 parameters: Sample Time and Maximum missed ticks.
Since, in normal mode, only the I/O drivers are synchronized with the real-time clock, it is possible for the simulation to miss clock ticks. When this happens, the Maximum missed ticks parameter determines how your model should behave. Set it to a value of zero if you want your model to error out at the first missed tick. Use a larger value if your application can deal with a few missed ticks. Note that, if the model misses a few ticks, it will resynchronize with the real-time clock as soon as possible.
Now it's your turn
Do you think Real-Time Windows Target normal mode will be useful for you? Leave a comment here.
5 CommentsOldest to Newest
Is there any advantage to using RTWT over xPC Target with respect to speed and performance?
With regard to speed and performance of a real-time testing system, there is no advantage using Real-Time Windows Target (Normal and/or External Mode) compared to xPC Target. Additionally, requirements not related to speed and/or performance like I/O functionality, system design, and overall project complexity are important factors in making the best choice.
Having recently tried using RTWT in normal mode, unfortunately I found it crashed often due to missed ticks. I was hoping to save some cash, but in the end I purchased Matlab Coder & Simulink Coder to run in external mode. So, in summary I found normal real-time mode not reliable enough for any serious data acquisition/output. The only advantage it offered me is to quickly trial a RTWT model without having to build code every time. Although the stated possible speed in normal mode is >= 500Hz, I had issues with only 200Hz.
hi I have created a no of library blocks and arranged them in
sub-folders, then in main folder created a new main library where I
dragged in the library blocks from the sub folders and arranged them
in desired architecture, and the created a slblock.m file for the
main library to add it to the simulink library browser. Then added
the main folder along with subfolders to matlab path. when I drag
one of the library block from library browser to a model and make
changes and update the changes to root library, it do make changes
to that individual lib block but do not update in the browser or the
main library where we accumulated all lib blocks. it only updates
the browser and main lib when i reopen matlab.
I also tried to run slblocks.m by itself after making changes to lib
but still it does not update the browser.
by the way im working on 2006b.
I found that on my PC, although I put the real-time sync block, in normal mode the model runs not in real-time but faster (twice the real time). Any hints? | <urn:uuid:c0d8fca5-799b-43d5-81bb-b20181e955b4> | {
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Be sure that you have an application to open
this file type before downloading and/or purchasing.
295 KB|5 pages
There are five spelling activities that go with the spelling words for Reading Street's Scene Two. The activities include a word search, a word sort, secret coded words, bubble writing, and rolling the dice to spell the words. | <urn:uuid:139ed8c1-f785-44bf-b8fd-1a234a07202e> | {
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Take the UCC Environmental Justice Quiz!
1. Did you know that UCC ministers coined the phrase “environmental racism” and played a leading role in giving birth to the environmental justice movement in the 1980s?
During a six week campaign of civil disobedience in 1982, a movement was born that made national headlines and introduced the world to the issue of environmental racism. Learn more about this inspiring movement in which the UCC became the driving organizational force.
2. Did you know that the UCC has formed a special partnership with a leading climate organization called 350.org, so that church green teams are now becoming 350 affiliates?
Members of the United Church of Christ have often worked with 350.org in the pursuit of justice and shared goals. This informal, longstanding relationship is now being deepened through a pilot endeavor that encourages and invites UCC green teams to affiliate with 350. Read about this exciting undertaking.
3. Did you know that in places like Flint and Standing Rock the UCC has been actively involved in standing alongside those struggling for justice?
Solidarity is one form that love takes in the ministry of environmental justice. The goal is to find ways that local churches and members can actively support others who are facing environmental injustices. Read more about this important part of our work together.
4. Did you know that the UCC is building a powerful environmental network that stays connected through a blog and e-newsletter called The Pollinator?
The Pollinator is a digital platform of the UCC for the sharing of ideas and inspiration, so that we might become more fruitful in the pursuit of environmental justice. Its focus is the building of a faith-filled and faith-rooted movement for the care of creation. Read the Pollinator blog and sign-up for its newsletter.
5. Did you know that UCC churches are deepening and expanding their commitment to the environment by becoming Creation Justice Churches?
Whether it is taking on climate change or addressing the lead poisoning of children, environmental justice ministries could not have a higher purpose or calling than they do now. Join the movement and become a Creation Justice Church. Learn about the six steps for doing just that.
6. Did you know that the UCC trains people around the country to become environmental justice advocates?
We do Environmental Justice Training Workshops. Request one in your area. | <urn:uuid:c6fe137d-f8df-4797-b488-0eefd4b6f0cd> | {
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An excerpt from www.HouseOfNames.com archives copyright © 2000 - 2015
Where did the Spanish Gonzaga family come from? What is the Spanish Gonzaga family crest and coat of arms? When did the Gonzaga family first arrive in the United States? Where did the various branches of the family go? What is the Gonzaga family history?The mountainous borders of Spain contain the origins of the prestigious surname Gonzaga. The earliest forms of hereditary surnames in Spain were the patronymic surnames, which are derived from the father's given name, and metronymic surnames, which are derived from the mother's given name. The surname Gonzaga is made up of two elements: "Gonzalo," a personal name thought to be derived from the Visigothic "Gundesaelf," meaning "battle elf," and "-ez," the Spanish patronymic suffix.
Spelling variations of this family name include: González, Gonzalez, Gundisalvez, Gonsalviz, Gonzálvez, Gonzalvez, Gonçalve, Gonzales, Gonzalo, Gozalo, Monsalve, Monsabre, Gosalviz, Gosalvez, Goçalez, Gunzáloz, Gunzaloz, Galbis, Gálvez and many more.
This web page shows only a small excerpt of our Gonzaga research. Another 191 words(14 lines of text) covering the years 1366, 1407, 1382, 1407, 1391, 1464, 1503, 1086, 1492, 1612 and 1674 are included under the topic Early Gonzaga History in all our PDF Extended History products.
Another 455 words(32 lines of text) are included under the topic Early Gonzaga Notables in all our PDF Extended History products.
Some of the first settlers of this family name were:
Gonzaga Settlers in United States in the 19th Century
Gonzaga Settlers in United States in the 20th Century
The Gonzaga Family Crest was acquired from the Houseofnames.com archives. The Gonzaga Family Crest was drawn according to heraldic standards based on published blazons. We generally include the oldest published family crest once associated with each surname.
This page was last modified on 6 September 2013 at 09:54. | <urn:uuid:6e1b6dc2-0608-4b00-8195-c72c343793c7> | {
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Agendum 294 26 February 1940
THE OPTIONAL CLAUSE OF THE STATUTE OF THE PERMANENT COURT OF INTERNATIONAL JUSTICE
1. On 7th September, 1939, Cabinet gave consideration to the question of the position of the Commonwealth Government in relation to the Optional Clause of the Permanent Court of International Justice. (A copy of the previous submission to Cabinet is annexed hereto for reference. ) It will be remembered that the Optional Clause provides that, as between the parties to it, the Permanent Court shall have jurisdiction in respect of certain classes of legal disputes between nations. It will also be remembered that Great Britain and the Dominions adhered to the Clause in 1930, but this adherence was based upon the belief that a new international system based on the Covenant of the League and the Pact of Paris would be established and would bring about a considerable change in the question of belligerent and neutral rights. In view of the fact, however, that the principles of the Covenant had broken down in practice, it was decided that steps should be taken by the Commonwealth Government to notify the League of Nations that it would not regard its acceptance of the Optional Clause as covering any disputes arising out of the present war. The Governments of the United Kingdom and the other Dominions took similar steps.
2. At least seven Governments, including several with whom disputes arising out of belligerent action might well occur, have formally reserved their position in relation to these notifications.
3. As was pointed out in the previous submission to Cabinet, the Optional Clause could not, so far as the Commonwealth Government was concerned, be lawfully denounced until 18th August, 1940, since the original acceptance of the Clause was for 10 years from 18th August, 1930. In the case of the United Kingdom the term of 10 years ran from 5th February, 1930.
4. A telegram has now been received from the Secretary of State for Dominion Affairs pointing out that the date after which notice of denunciation could lawfully be given on behalf of the United Kingdom was 5th February, 1940, and the Government of the United Kingdom considers it advisable, in order to put the question beyond all doubt, to terminate its acceptance of the Optional Clause, as it can now lawfully do, and deposit with the League of Nations a new acceptance with the addition of a new reservation covering disputes arising out of events occurring in relation to hostilities. The proposal is that the new acceptance should be limited to a period of five years.
5. The Government of the United Kingdom desires to receive the views of Dominion Governments in the matter.
6. It is recommended that the Commonwealth Government agree with the action proposed by the Government of the United Kingdom and that, for its part, the Commonwealth Government take similar action to that now proposed in August, 1940, when it will be in a position lawfully to do so.
7. If this course be approved it is suggested that the following telegram be despatched to the Secretary of State:
'Your telegram Circular D.64. Optional Clause. His Majesty's Government in the Commonwealth of Australia had already given some consideration to this question but deferred final decision until August 1940, when period of its acceptance terminates. In view of receipt of your telegram further consideration has now been given to the matter and the Commonwealth Government concurs in proposal set out in your telegram under reference. For its part it intends to take action on same lines in August.'
H. S. GULLETT | <urn:uuid:f71afd5a-66a6-4c19-94f6-dd4fda9c114a> | {
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When kids make their first trip out to a store on their own, parents are clear about the benefits of the burgeoning independence and also the important guidelines: stop at the corner, wait for the light, don’t talk to strangers on the sidewalk, ask a store clerk for help.
Young teens need the same kind of parental guidance as they take their first independent steps out onto the Internet.
Just as they are naïve about how the world works, research by danah boyd says that most teens—contrary to popular belief—are also naïve about the Internet. Many youth don’t realize that Google searches can be biased or that advertisers blur the lines between ads, content, entertainment, and social media. To make matters more difficult, the brain undergoes a tremendous remodeling project in early adolescence, ages 12-15. Teens experience huge neurological and psychological changes to prepare for the coming independence of adulthood.
This combination of technological change and normal adolescent development creates a huge challenge for today’s parents—there was no Instagram when the people raising today’s teens were in high school. Though there is no one-size-fits-all approach to guiding teens’ technology use, understanding these tectonic changes can help parents better guide their young teens in the wise use of technology. Here are five research-based tips.
1. Support teens’ social lives online and off
Teens are absorbed by their social lives—it’s one way nature nudges them out of the nest. As teens begin to individuate from their parents, peers become much more important. And these days, meeting friends often means hanging out on social media.
Far from being time-wasters, social media actually fill an important need. By tagging friends, commenting on posts, and uploading photos, teens extend the pleasure of offline relationships. According to danah boyd, social media is especially important, since over-scheduling, limited mobility, greater distances between friends, and fewer public spaces for teens have made hanging out in person more difficult.
Teens generally handle online relationships well, managing both their privacy and reputations effectively. Most know that sexting—the posting of nude or highly suggestive pictures online—is off-limits. And with its many resources and communities, the Internet can help teens develop their identities.
Still, changes in the brain in early adolescence make young teens uniquely sensitive to, and stressed by, their social world. Compared with adults and children, teens are more stressed while performing a task when they think they’re being watched. Among peers, they can make riskier decisions. They are more sensitive to exclusion, showing a greater drop in mood and a spike in anxiety than adults when feeling left out.
Not surprisingly, young teens are also emotionally sensitive, experiencing higher emotional highs and lower lows overall. Combine these traits with the visibility, scalability, and permanent trace of the Internet, and you have a potential perfect storm.
Parents can help guide teens’ online social experiences in a number of ways:
- Discuss and model healthy relationship skills. Empathy, perspective-taking, and conversation skills learned offline will show up online.
- Remind teens about the “performative” aspect of social media, which can explain why people often appear happier on Facebook than they really are.
- Remind them that “friends” from different parts of their lives can all see the same messages on social media, a phenomenon boyd calls context collapse.
- Acknowledge that teens are starting to deal with sexual feelings. Stay in conversation with them to help them express this side of themselves in healthy ways.
- Encourage a variety of in-person, real-life relationships. How to negotiate with others face-to-face, interact with people of different power levels, and resolve conflict are among the many interpersonal skills necessary in adult life.
- Invite your teens’ friends to gather at your house or drive your teen to their friends’ homes, so you can get to know teens’ friends and their parents. Your teens will feel supported and these networks will come in handy.
- Talk with your teen about taking a “meta-moment” (see item three below) to prevent blunders. Teens will make unfortunate mistakes, but these days a thoughtless remark can be visible to hundreds of others and leave a permanent record.
- Whether late at night, in the car, or while doing the dishes, be available when teens are ready to talk about their social lives.
2. Balance breadth and focus in intellectual development
From the pencil to the satellite dish, every technological advance shapes young minds. How does the Internet do so? Unfortunately, research on that question is in its early stages, and expert opinions vary.
Many highly regarded scientists are concerned. UCSF’s Adam Gazzaley believes that our brains didn’t evolve for nonstop interactivity, while Stanford’s Clifford Nass warns that multitasking has lingering cognitive costs. Some say heavy Internet use renders our thinking more superficial, less rigorous.
On the other hand, Harvard’s Steven Pinker argues that the Internet makes us smarter, and technology scholar Cathy Davidson believes multitasking might be creating rich new cognitive maps. The Internet may enhance creativity in music and graphic arts, in particular.
Parents may find it easier to navigate these controversies with information about how brains develop.
Real-time play and real-life interactions are needed for children to explore, discover cause-and-effect, and lay the foundations of social skills, moral development, self-regulation, agency, and creativity. For this reason, I am wary of heavy Internet use in early childhood. It’s better to expose children to a variety of activities.
By the early teen years, the brain begins to specialize. Unused neurons are pruned for more efficient processing, and the number of connections between them increases. Teen thought becomes more abstract and integrated and logical; creativity and competency increases. Whatever teens are doing—from vegging on the couch to building robots—can become more firmly established in their brains at this time.
So, for teens, I suggest supporting their focus on their emerging interests—including online interests—while still encouraging reflection, analysis, creativity, spaciousness, a quiet mind, and quickness. The more tools, the better.
3. Foster emotional and attentional self-awareness
Immaturity of the prefrontal cortex—the part of the brain most responsible for self-regulation and decision-making—can make it hard for teens to regulate their emotions and make good decisions. Peer influence, which can also impact good decision-making, is particularly potent between the ages of 12 and 14.
But teens can be taught emotional skills, like how to take a “meta-moment” – a pause between being triggered and responding—to delay decision-making in order to choose a better path. This is especially important on social media where an impulsive act can have a wide reach. They can also learn to check in with themselves to become more aware of whether or not hanging out on social media makes them feel connected and happy, or sad and excluded. They can then choose either to maintain the feeling or do something to change it.
Today’s teens must also learn to focus and manage their attention. Technology expert Linda Stone points out that continuous partial attention, or paying a little bit of attention to a lot of stimuli, mimics an ongoing state of crisis—breathing becomes more shallow and the mind hyper-alert. In large doses this behavior can make people feel overwhelmed, overstimulated, and powerless.
Teens are also learning to manage their time—an ability that takes a dip at ages 12-14. Helping them set goals and screen out distractions will help them control their own attention, complete tasks while preserving their energy, and stay in more conscious control of their focus.
4. Prioritize offline connections
Young people need secure human relationships to anchor and guide them from infancy through adulthood. These interactions provide validation, information, structure, safety, love, and warmth.
Yet both young people and adults say family members spend too much time online at the expense of in-person connections. Emotions expert Barbara Fredrickson believes that in-person relationships affect our physiology differently than online relationships do, increasing our health and ability to connect with others. Kids of all ages say they want parents to turn off devices and tune in to them.
Likewise, most teens say they prefer face-to-face interactions. Though teens are trying to become autonomous, they also want to maintain close connections and to talk with their parents about things that really matter. They have been telling researchers so for decades.
Set limits on teens’ technology use, emphasize real-life interaction—and practice what you preach. By checking your cell phone frequently, you may be role-modeling the very behavior you want teens to avoid.
5. Watch for trouble and intervene
How can you tell if your teen is struggling? By paying attention in real life and in cyberspace.
If you’re lucky, your teen will bring problems to you. Or you may notice your teen “cry out” on the Internet, or see changes in their eating, sleeping, or social behavior. Yale psychologist Robin Stern suggests responding to your teen with empathy or a hug while you check in with yourself to manage your own anxiety and beliefs. Then use gentle prompts to allow your teen to express concerns and explore problem-solving together. Stern recommends watching for a good time to talk and beginning gently: “I noticed that you looked sad when you got offline.” Conversation starters can be found here and here.
If you’re still wondering if your teen is doing okay, I also recommend assessing these four areas:
- Is their sense of self intact? Do they have good self-esteem? Can they express themselves? Do they get needs met appropriately?
- Are their relationships intact? Kids vary, but everyone should have at least one friend. Can they talk to adults? Do they have other good relationships?
- Are they doing reasonably well cognitively for their age? Do they have interests or hobbies?
- Is there an absence of pathology, like obvious anxiety or depression?
Beyond that, enjoy your teen and find ways to connect that make you both happy. That’s the glue in your relationship, and it will get you through the rough spots—both online and off. | <urn:uuid:ad95a157-0516-44f5-a0ae-78e73625ee28> | {
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War II and the Broadening of Opportunities
Plotting upper air maps during
World War II (courtesy National Oceanographic and Atmospheric
World War II escalated and hundreds of thousands of men were sent overseas
to fight, opportunities for those traditionally not employable, like
women and minorities, opened. Due to severe shortages of skilled meteorologists,
especially in the Armed Forces, a relatively large number of women entered
the atmospheric sciences. At the end of the War, the influx of men back
from active duty closed those opportunities, and most of the women returned
to their lives as wives and mothers. A few, however, continued with
a career in meteorology.
Opportunities for minorities also improved slightly
during World War II, even though most of the U.S., including the Armed
Forces, were strictly segregated. The most highly-distinguished of the
minorities who began their meteorological careers at the time is Charles
E. Anderson (1919-1994), who was a weather officer for the Tuskegee
Airmen Regiment. In his honor, the American Meteorological Society will
present the first Charles Anderson Award at the current Annual Meeting.
(Courtesy Stanley Chagnon and Linda Jo Hascall)
Bernice Ackerman was one of the most important woman
meteorologist of the last half of the 20th Century. She started her
career as a weather observer and flight briefer for the Women Accepted
for Volunteer Emergency Service (WAVES). After the war, she earned a
B.S. in Meteorology at the University of Chicago with a minor in mathematics
in 1948, and went to work for the U.S. Weather Bureau, taking part in
the Thunderstorm Project (1948). She did research on extended-range
forecasting and on tornadoes, and also worked as a hydrologist and river
forecaster in Kansas City.
She began work as a researcher in the Cloud Physics
Laboratory, where she remained until 1968. She received her M.S. in
Meteorology in 1955, and then a Ph.D. in 1965, spe-cializing in cloud
physics, both from the University of Chicago. She was Assistant Pro-fessor
of Meteorology at the University 1965-1967, and taught synoptic, physical,
and boundary layer meteorology and cloud physics. She joined the faculty
ofTexas A&M University as associate professor of Meteorology (1967-1970),
and then became associate meteorologist in the Atmospheric Sciences
Section of the Argonne National Laboratory (1970-1972). She worked at
the Illinois State Water Survey (1972-1989) eventually attaining the
rank of principal scientist. Her work involved weather modification,
urban climate, radar meteorology, and insects.
Among her other duties, she served on the AMS Council,
the AMS Council Executive Committee, the AMS Committee on Atmospheric
Measurements, the AMS Committee on Cloud Physics, and the AMS Committee
on Weather Modification. She was Secretary of Section W of the American
Association for the Advancement of Science, an AMS Fellow, an AAAS Fellow.
She is remembered as a mentor to numerous graduate and undergraduate
students and staff meteorologists. She died 5 July 1995.
Readying a weather balloon for
launch during World War II (courtesy National Oceanographic and
Kathleen Eleanor Thornton achieved a B.A. in Physics
from Tulane University in 1934, and then did graduate work at the University
of North Carolina. She worked at the Department of the Army in Fort
Monmouth, NJ, (1942-1952) as a physicist specializing in the development
of humidity sensors. She later worked at the American Instrument Com-pany
(1952-1956) in Silver Spring, MD, and then as a science teacher in the
Lake Charles, LA, schools (1956-1966). She died 17 December 1966.
E. Ruth Anderson (1907-1989)
Ruth Anderson really had two careers, one in meteorology,
and another in music. After graduating high school in Boston, she studied
at the New England Conservatory of Music majoring in violin. Upon graduation,
she moved to Scituate, MA, where she performed, taught privately, and
was a soloist at her Unitarian Church.
She joined the Navy Waves during World War II, and
was trained at the Navy Aerographers School in Lakehurst, NJ. She was
assigned first to a Naval Air Station in Indiana and then to the DC
Naval Intelligence Unit. She continued with that unit after the war,
and worked for a time in the United Kingdom.
In 1952, she joined the staff of the American Meteorological
Society, where she served as News Editor of the Bulletin of the American
Meteorological Society for twenty years.
During that time, she wrote a history of the building
in which the AMS is housed in Boston. During these years, she also compiled
and wrote Contemporary American Composers: A Biographical Dictionary,
published in 1977 with a second edition in 1982. This was con-sidered
the most complete work on modern American composers of the era.
She died 24 November, 1989, at her home on the southern
shore of Massachusetts.
Releasing a weather balloon during
World War II (courtesy National Oceanographic and Atmospheric
Jacqueline Wonsetler (1918-1974)
Jacqueline Wonsetler first became interested in meteorology
while serving in the Navy during World War II. After the war, she took
a number of meteorology correspondence courses from Pennsylvania State
University while working as an observer at the Weather Bureau Forecast
Center in Los Angeles (1945-1955). She later worked at the Weather Bureau
Office in Salem, OR (1955-1963), where she earned the Department of
Commerce Outstanding Accomplishment Award for work in the development
of service and briefing methods for transcontinental air races. She
later transferred to the Weather Bureau Office in Flagstaff, AZ (1963-1973),
and died on 1 December, 1974.
Hazel Tatro (1920-1974)
Hazel Tatro was the first woman Meteorologist in
Charge (MIC) of a U.S. Weather Bureau Office. She received her initial
training in meteorology while serv-ing in the WAVES during World War
II. She worked for the Weather Bureau from 1945 until her death. She
achieved a B.S. in Meteorology from Florida State Uni-versity on a Weather
Bureau scholarship. She initially worked at the Weather Bureau Airport
Station in Columbia, SC, and then at the Airport Station in Winston-Salem,
NC, where she became MIC in 1964. She was working at the Weather Bureau
Office in Blountstown, TN, at the time of her death.
Using theodolite during World
War II (courtesy National Oceanographic and Atmospheric Administration)
Lorraine Simonton (1923-1966)
Like many of the women who worked in meteorology during
World War II, Marjorie Lor-raine Simonton pursued a career in the Weather
Bureau. She was a rawinsonde specialist at the Great Falls, MT, Weather
Bureau Office until her death on 20 August 1966. | <urn:uuid:83649f52-31c5-44c7-890c-692b1ee1b6dc> | {
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Seattle, WA—New research published in JAMA Neurology gives us yet another reason to limit saturated fats in the diet.
A research team lead by Angela J. Hanson, M.D., of the Veterans Affairs Puget Sound Health Care System and the University of Washington, Seattle, and colleagues pulled together a group of 20 older adults with normal cognition and 27 older adults with mild cognitive impairment. Everyone was assigned to eat either a high-glycemic, high-saturated fat diet (45% energy from fat, more than 25% saturated fat) or a low-glycemic, low-saturated fat diet (25% of energy from fat, less than 7% saturated fat). Both diets had the same amount of calories.
At baseline and after a month, blood samples and cerebrospinal fluid (CSF) samples (via lumbar puncture) were taken and analyzed. Researchers found that those with mild cognitive impairment tended to have higher levels of lipid-depleted beta-amyloid peptides in their system at baseline. Beta-amyloid plaque accumulation is a characteristic of those with Alzheimer’s disease. End-study results indicate that the low-saturated fat diet was linked to lower levels of lipid-depleted beta-amyloid peptides; the reverse was true of the high-saturated fat group.
The researchers believe that saturated fat reduced levels of apolipoprotein E (ApoE) in the body. ApoE helps remove beta-amyloid proteins from the brain.
Published in WholeFoods Magazine, August 2013 (online 6/26/13) | <urn:uuid:738103d6-0fb6-49c2-b146-88a98edd3de4> | {
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Designing a Document-Based App
Documents are containers for user data that can be stored in files locally and in iCloud. In a document-based design, the app enables users to create and manage documents containing their data. One app typically handles multiple documents, each in its own window, and often displays more than one document at a time. For example, a word processor provides commands to create new documents, it presents an editing environment in which the user enters text and embeds graphics into the document, it saves the document data to disk or iCloud, and it provides other document-related commands, such as printing and version management. In Cocoa, the document-based app design is enabled by a subsystem called the document architecture, which is part of of the AppKit framework.
Documents in OS X
There are several ways to think of a document. Conceptually, a document is a container for a body of information that can be named and stored in a file. In this sense, the document is an object in memory that owns and manages the document data. To users, the document is their information—such as text and graphics formatted on a page. In the context of Cocoa, a document is an instance of a custom
NSDocument subclass that knows how to represent internally persistent data that it can display in a window. This document object knows how to read document data from a file and create an object graph in memory for the document data model. It also knows how to modify that data model consistently and write the document data back out to disk. So, the document object mediates between different representations of document data, as shown in Figure 1-1.
Using iCloud, documents can be shared automatically among a user’s computers and iOS devices. The system synchronizes changes to the document data without user intervention. See Storing Documents in iCloud for more information.
The Document Architecture Provides Many Capabilities for Free
The document-based style of app is one design choice among several that you should consider when you design your app. Other choices include single-window utility apps, such as Calculator, and library-style “shoebox” apps, such as iPhoto. It’s important to choose the basic app style early in the design process because development takes quite different paths depending on that choice. If it makes sense for your users to create multiple discrete sets of data, each of which they can edit in a graphical environment and store in files, then you should plan to develop a document-based app.
The Cocoa document architecture provides a framework for document-based apps to do the following things:
Create new documents. The first time the user chooses to save a new document, it presents a dialog in which the user names and saves the document in a disk file in a user-chosen location.
Open existing documents stored in files. A document-based app specifies the types of document files it can read and write, as well as read-only and write-only types. It can represent the data of different document types internally and display the data appropriately.
Automatically save documents. Document-based apps can adopt autosaving in place, and its documents are automatically saved at appropriate times so that the data the user sees on screen is effectively the same as that saved on disk. Saving is done safely, so that an interrupted save operation does not leave data inconsistent. To avoid automatic saving of inadvertent changes, old files are locked from editing until explicitly unlocked by the user.
Asynchronously read and write document data. Reading and writing are done asynchronously on a background thread, so that lengthy operations do not make the app’s user interface unresponsive. In addition, reads and writes are coordinated using the
NSFilePresenterprotocol and the
NSFileCoordinatorclass to reduce version conflicts.
Manage multiple versions of documents. Autosave creates versions at regular intervals, and users can manually save a version whenever they wish. Users can browse versions and revert the document’s contents to a chosen version using a Time Machine–like interface. The version browser is also used to resolve version conflicts from simultaneous iCloud updates.
Print documents. Users can specify various page layouts in the print dialog and page setup dialog.
Track changes and set the document’s edited status. The document manages its edited status and implements multilevel undo and redo.
Validate menu items. The document enables or disables menu items automatically, depending on its edited status and the applicability of the associated action methods.
Cocoa’s document architecture implements most of its capabilities in three classes. These classes interoperate to provide an extensible app infrastructure that makes it easy for you to create document-based apps. Table 1-1 briefly describes these classes.
Creates, presents, and stores document data
Manages a window in which a document is displayed
Manages all of the document objects in the app
See The Classes That Support Document-Based Apps for more detailed information.
Storing Documents in iCloud
The iCloud storage technology enables you to share documents and other app data among multiple computers that run your document-based app. If you have a corresponding iOS version of your app, you can share your documents and app data with your iOS devices as well. Once your app sets up the proper connections, iCloud automatically pushes documents and changes to all the devices running an instance of your app with no explicit user intervention.
There are two kinds of storage in iCloud: document storage and key-value data storage. Document storage is designed for storing large amounts of data such as that in a document file. Key-value storage is designed for small amounts of app data such as configuration data. For example, you might store the text and illustrations for a book in document storage, and you might store the reader’s page location in key-value storage. That way, whenever the user opens the document on any device, the correct page is displayed.
Documents and key-value data designated for storage in iCloud are transferred to iCloud and to the user’s other computers as soon as possible. On iOS devices, only file metadata is transferred from iCloud to devices as soon as possible, while the file data itself is transferred on demand. Once data has been stored initially in iCloud, only changes are transferred thereafter, to make synchronization most efficient.
NSDocument implements file coordination, version management, and conflict resolution among documents, so it provides the easiest path to using iCloud. For details explaining how to handle document storage in iCloud, see Moving Document Data to and from iCloud.
The Document Architecture Supports App Sandbox
The document architecture helps document-based apps adopt App Sandbox, an access control technology that provides a last line of defense against stolen, corrupted, or deleted user data if malicious code exploits your app. The
NSDocument class automatically works with Powerbox to make items available to your app when the user opens and saves documents or uses drag and drop.
NSDocument also provides support for keeping documents within your sandbox if the user moves them using the Finder. For more information about App Sandbox, see App Sandbox Design Guide.
Considerations for Designing Your Document Data Model
Your document data model is an object or graph of interconnected objects that contain the data displayed and manipulated by your document objects.
Cocoa Uses the Model-View-Controller Design Pattern
The Cocoa document architecture and many other technologies throughout Cocoa utilize the Model-View-Controller (MVC) design pattern. Model objects encapsulate the data specific to an app and manipulate and process that data. View objects display data from the app’s model objects and enable the editing of that data by users. Controller objects act as intermediaries between the app’s view objects and model objects. By separating these behaviors into discrete objects, your app code tends to be more reusable, the object interfaces are better defined, and your app is easier to maintain and extend. Perhaps most importantly, MVC-compliant app objects fit seamlessly into the document architecture.
A Data Model Corresponds to a Document Type
A document object is a controller dedicated to managing the objects in the document’s data model. Each document object is a custom subclass of
NSDocument designed specifically to handle a particular type of data model. Document-based apps are able to handle one or more types of documents, each with its own type of data model and corresponding
NSDocument subclass. Apps use an information property list file, which is stored in the app’s bundle and named, by default,
<appName>-Info.plist, to specify information that can be used at runtime. Document-based apps use this property list to specify the document types the app can edit or view. For example, when the
NSDocumentController object creates a new document or opens an existing document, it searches the property list for such items as the document class that handles a document type, the uniform type identifier (UTI) for the type, and whether the app can edit or only view the type. For more information about creating a property list for types of documents, see Complete the Information Property List.
Data Model Storage
Any objects that are part of the persistent state of a document should be considered part of that document’s model. For example, the Sketch sample app has a subclass of
SKTDocument. Objects of this class have an array of
SKTGraphic objects containing the data that defines the shapes Sketch can draw, so they form the data model of the document. Besides the actual
SKTGraphic objects, however, the
SKTDocument object contains some additional data that should technically be considered part of the model, such as the order of the graphics within the document’s array, which determines the front-to-back ordering of the
Like any document-based app, Sketch is able to write the data from its data model to a file and vice versa. The reading and writing are the responsibility of the
SKTDocument object. Sketch implements the
NSDocument data-based writing method that flattens its data model objects into an
NSData object before writing it to a file. Conversely, it also implements the data-based
NSDocument reading method to reconstitute its data model in memory from an
NSData object it reads from one of its document files.
There are three ways you can implement data reading and writing capabilities in your document-based app:
Reading and writing native object types.
NSDocumenthas methods that read and write
NSFileWrapperobjects natively. You must override at least one writing method to convert data from the document model’s internal data structures into an
NSFileWrapperobject in preparation for writing to a file. Conversely, you must also override at least one reading method to convert data from an
NSFileWrapperobject into the document model’s internal data structures in preparation for displaying the data in a document window. See Creating the Subclass of NSDocument for more details about document reading and writing methods.
Using Core Data. If you have a large data set or require a managed object model, you may want to use
NSPersistentDocumentto create a document-based app that uses the Core Data framework. Core Data is a technology for object graph management and persistence. One of the persistent stores provided by Core Data is based on SQLite. Although Core Data is an advanced technology requiring an understanding of Cocoa fundamental design patterns and programming paradigms, it brings many benefits to a document-based app, such as:
Incremental reading and writing of document data
Data compatibility for apps with iOS and OS X versions
For more information, see Core Data Starting Point.
Custom object formats. If you need to read and write objects without using
NSFileWrapper, you can override other
NSDocumentmethods to do so, but your code needs to duplicate what
NSDocumentdoes for you. Naturally, this means your code will have greater complexity and a greater possibility of error.
Handling a Shared Data Model in OS X and iOS
Using iCloud, a document can be shared between document-based apps in OS X and iOS. However, there are differences between the platforms that you must take into consideration. For an app to edit the same document in iOS and OS X, the document-type information should be consistent. Other cross-platform considerations for document-data compatibility are:
Some technologies are available on one platform but not the other. For example, if you use rich text format (RTF) as a document format in OS X, it won’t work in iOS because its text system doesn’t have built-in support for rich text format (although you can implement that support in your iOS app).
The default coordinate system for each platform is different, which can affect how content is drawn. See “Default Coordinate Systems and Drawing in iOS” in Drawing and Printing Guide for iOS for a discussion of this topic.
If you archive a document’s model object graph, you may need to perform suitable conversions using
NSCodermethods when you encode and decode the model objects.
Some corresponding classes are incompatible across the platforms. That is, there are significant differences between the classes representing colors (
NSColor), images (
NSImage), and Bezier paths (
NSColorobjects, for example, are defined in terms of a color space (
NSColorSpace), but there is no color space class in UIKit.
These cross-platform issues affect the way you store document data in the file that is shared between OS X and iOS as an iCloud document. Both versions of your app must be able to reconstitute a usable in-memory data model that is appropriate to its platform, using the available technologies and classes, without losing any fidelity. And, of course, both versions must be able to convert their platform-specific data model structures into the shared file format.
One strategy you can use is to drop down to a lower-level framework that is shared by both platforms. For example, on the iOS side,
UIColor defines a
CIColor property holding a Core Image object representing the color; on the OS X side, your app can create an
NSColor object from the
CIColor object using the
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We think that gravitons can have any wavelength and any energy, just like the particles of light, called photons. Gravitons (gravity waves) would be emitted by accelerating masses, just as photons (electromagnetic waves) are emitted by accelerating electrical charges. The particular wavelengths of electromagnetic waves depend on the source- radio transmitters, lasers, etc. The same would hold for gravity waves- the wavelength depends on how the mass in the source is accelerating around.
Actually, my first statement may not be quite right. There is reason to suspect that gravitons with wavelengths less than about
1/100,000,000,000,000,000,000,000,000,000,000 centimeters might not exist. Since no gravitons have yet been observed, that may not be worth worrying about yet.
(republished on 07/12/06) | <urn:uuid:f0c39384-7cac-46e9-962f-2d844b40d577> | {
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Accessibility and 508 Compliance Using Adobe Captivate
Contact us for more information.
About this course
Section 508 refers to an amendment of the Rehabilitation Act of 1973 that requires U.S. Federal agencies to make their electronic and information technology accessible to people with disabilities. The law includes a set of technical standards that establish requirements for software applications, operating systems, web-based information and applications, telecommunications hardware and software, and video and multimedia products.
In this group class students will learn what constitutes an accessible course, how to incorporate the necessary features needed to make a course accessible and explore effective workflows when building an accessible course.
Students who attend should have completed the eLearning 101 and Captivate Introduction classes or equivalent experience.
What you’ll learn
Module 1: Exploring Accessibility and 508 Compliance
Module 2: Accessibility
- Addressing disabilities
- Visual Impairment
- Auditory Impairment
- Dexterity Impairment
Module 3: Captivate Functionality
- Backgrounds and colors
- Short cuts
- Using Tab Order
- Synchronized Voiceovers
- Closed Captioning
Module 4: 508 Compliance Resources | <urn:uuid:4d0e3a2f-66d1-4a1f-9fdc-262418d500c7> | {
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The Evolution Deceit
Channels with a programming consisting mainly of documentaries like the National Geographic, Discovery Channel or the History Channel are known for their Darwinist approach. These channels tend to tuck in evolutionist terminology when the subject turns to life or the living beings. When talking about a species it goes like: “evolved over millions of years,” “the struggle for survival made its evolution necessary,” or “developed this camouflage by the gift of evolution;” everything is related in a manipulative manner to the viewer. These commentaries lack scientific substance and are a mass manipulation geared to keep the struggling theory of evolution going.
Looking at the period end of March / beginning of April, the Discovery Channel leads the pack as the channel using this type of commentary” most frequently. The evolution stories relayed in these documentaries by the Discovery Channel within this period indicate a noticeable increase in the channels power of imagination. In this article we will reveal the following three documentaries to be Darwinist propaganda:
March 25, 2003 – Electric Eels
March 28, 2003 – Ancient Sharks
April 1, 2003 – Serengeti Today: The Lions Lot
That the subject matter of these documentaries differs does not make much difference for the method of evolution propaganda in all three programs is storytelling.
The Electric Eel And The Shallowness Of Evolution Stories
This program deals with electric eels’ ability to produce electricity in their bodies and their life in the Amazon River. These animals use the produced electricity in hunting, defense against other predators and in communication between one another. The force of the electricity produced by these eels is in direct relation to their body size which can reach two meters in length. The electric eel can produce up to 300 volts for every meter of its body length. One surprising feature of this fish is that the section of the body getting severed in combat grows anew including the bone structure. The lower end of this fish can be reproduced liked the severed tail of a lizard. How this amazing system, in which even the bones are renewed, works is still a mystery for scientists. The inner tissue of their mouth works like lungs whereby oxygen is absorbed into the bloodstream in contrast to other gilled fish. Even though three different electrical current producing organs have been identified, how they actually work remains an unknown quantity.
Towards the end of the program the Discovery Channel claims that these organs are the product of evolution although it does not even know how they work. This is how they put it:
Science has not yet discovered how they have evolved to produce electricity. In the beginning they produced enough electricity to find their way around the murky waters of the Amazon but then gradually evolved to produce powerful enough currents for hunting as well as defense.
Never minds the TV channel explaining the evolutionary stages of the electricity producing organ with a sound thesis, it does not even know how this organ actually works but the station can nevertheless tell stories that it evolved as if it knows this. Could a fish, unconscious of the existence of electricity really develop organs to aid orientation in murky waters? And if did, could it become satisfied with the efficiency of this electrical system to increase the voltage produced to 300? Is it possible for coincidental mutations in the DNA of normal fish to cause the development of such highly specialized organs? The answer to all these questions is “no” because this system is dependent on knowledge and no blind coincidence can create such a complex system in the genes of a fish. Because the Discovery Channel knows this paradox it resorts to storytelling.
Origins Of Sharks And The Discovery Channel’s Attempts At Producing Evolution Tales From Evidence To The Contrary
In the shark documentary too evolution tales are told. As it was the case with the electric eels with the sharks the same style of “whatever way it might have been, it nevertheless evolved” is used. Without producing any scientific evidence, tales about the imaginary evolution of sharks are being told.
The Discovery Channel begins the manipulations with the asking of a suggestive question to the effect of an ongoing evolutionary process existing in the oceans: “What is life like in the oceans where there are no boundaries for evolution and sharks are sovereign?”
It is not true that there is an evolutionary process in the oceans. The explosion in the number of species in the Cambrian era shows that the invertebrates of the oceans, with their complex body designs, appear all of a sudden and that they are created. The approximately 100 different phyla appearing in this era have sophisticated physiological systems like bloodstream metabolisms and complex organs like the compound eye structure. All of this represents a serious blow to the theory of evolution because in the preceding era the only existing beings are single cell organisms. There are no life forms in the fossil record which could be produced as the ancestors of the creatures belonging to the Cambrian era. The same is true for fish, which appear also suddenly in the Cambrian era without any ancestors. Sea creatures belonging to the subsequent periods appear too in a sudden way. The fish species Latimera chalumnea appears on the fossil records 410 million years ago and it is in no way different to today’s species. With this the expression “no boundaries for evolution in the oceans” is exposed to be false, the Discovery Channel is telling untrue stories.
The TV channel tells this tale about the imaginary evolution of the sharks:
In this evolution drama a fresh water shark resembling reptiles is the main character. This creature called Orthachantus was the terror of the Permian mangroves... Mass extinctions altered the course of evolution in the oceans and sharks began to live in fresh water. Orthachantus lived for 200 million years in river deltas. It resembled eels with its elongated body form and had a strong jaw structure with two rows of teeth.
The claim that the Orthachantus is the ancestor of sharks is revealed by way of storytelling. Nothing that would amount to evidence in respect of how Orthachantus itself evolved or how sharks evolved from them is produced. Not even a fossil that could have been a transitory form is revealed by the Discovery Channel. The viewer is just expected to believe this tale without any sound evidence.
Fossils, classified by scientists as sharks, belonging to much earlier periods than the Orthachantus disprove the Discovery Channel’s evolution claims. Shark teeth found in the Antarctica have been dated to be from 382 millions of years ago. A shark fossil exhibited in the New Brunswick museum in Canada is 430 million years old. It is the oldest known shark fossil preserving one third of the shark’s skeleton. (1) Discoveries of shark fossils preceding the creatures, portrayed as to be the ancestors of sharks, by hundreds of millions of years, disprove gradual evolution and prove instead creation.
Interestingly the Discovery Channel’s story’s inconsistencies are inherent in the program. The commentary of an expert in the documentary in relation to sharks reveals the TV channels’ claims to be based only on miere speculation:
I am often surprised by the sheer diversity I observe. Especially sharks belonging to the Paleozic period do not have even fossilized relatives never minds among the species living today.
There are many different species of sharks in the fossil records but there aren’t any fossils that could be termed to be related in terms of evolution, which then supports the creation theory of the life forms sudden appearance. That the Discovery Channel misconstrues evidence opposing evolution and then presents it to its viewers in an evolutionist fashion shows the extent of its astonishing bigotry.
Another noticeable feature of the program is the contradiction occurring between its name and content. What the documentary reveals about the imaginary evolution of sharks consists of brief information on the anatomy of Orthachantus and one or two reconstruction pictures adding up to two maybe three minutes. The hour long program titled “evolution of sharks” spares only a couple of minutes for its subject and is only storytelling anyhow. The Discovery Channel’s misleading act is obvious: It takes a fish from the fossil records, portrays it to be the “ancestor of sharks” and communicates it all to the viewer by storytelling.
Today’s Serengeti And The Mistake Of Explaining Complex Designs With Evolution
Today’s Serengeti And The Mistake Of Explaining Complex Designs With Evolution
Another Discovery Channel documentary full of evolution tales was the “Serengeti Today: The Lions Lot” aired at the beginning of April. In this documentary called in English “Wild, Weird Curiosities,” the disguise and defense mechanisms, impossibly coincidental, are portrayed to be the work of adaptation strategies within the game of evolution. Considering the complexity of the biological structures being studied, the Discovery Channel expressions trying to explain them with blind coincidences, expose themselves to be irrational.
The scorpion can squirt poison at its enemies with his weapon located at the tip of its snout, which is also an organ used to suck up the body fluids of other beetles it feeds off. When a snake approaches, it can squirt its poison up to a distance of 30 centimeters thus scaring off a snake many times its own size. How could a blind coincidence create such a fine long organ for the beetle just at the right place where and how it is needed? How can it determine and produce from among hundreds of thousands of possible compounds the chemical solution effective against the snake and do so without killing itself in the process? It is obvious that this cannot be by mutations reliant on blind coincidences.
It cannot be either by its own efforts and it can neither plan strategies in order to fit in with its environment and then device its own body accordingly. The claims of such complex systems developing as a consequence of adaptation mechanisms is nothing but a disinformation strategy. The theory of evolution relies in explaining new organs entirely on coincidental mutations which take place in the cells’ DNA of living organisms. It is clear that the DNA molecules cannot become aware of the external environmental conditions and accordingly adapt by the necessary mutations. But the Discovery Channel presenter Kurt Muendl tells stories to this effect in order to influence the viewer. No one though who is aware of the scientific realities will fall for this shallow propaganda. Another example for evolutionist storytelling is the attempted explanation of the Praying Mantis’ perfect disguise on the orchid. The mantis’ white color matches the orchid’s. Even better, it takes up position in the center of the flower in such a perfect way making it appear to be part thereof. Thus it can feed easily on the insects visiting the flower.
The Discovery Channel describes the orchid as one of the “marvels of nature” and says for the mantis’ camouflage: “When the survival of the species is at stake it is only normal for this kind of disguise to evolve.”
It is simply illogical to defend the view that the orchid’s esthetics is the product of blind coincidences. Esthetic designs bear witness to the existence of an artist and are not explicable by accidental developments. For instance when we regard the Rushmore rocks we realize straightaway that the carved images of past US presidents is the work of a sculptor. It is no different looking at the orchid’s leaf design and its vivid colors. Believing the orchid to be the result of blind coincidences is comparable to believing that the Mona Lisa painting came about by casually spilled paints. Considering the mantis’ exactly matching shade of color and a body design that enables it to imitate parts of the orchid, we would be required to acknowledge twice what blind coincidences couldn’t have created once and that is totally in contradiction with reason.
In spite of the word “evolution” being used extensively in all three documentaries by the Discovery Channel, there was not a word about the stages of the supposed evolution process. There was plenty of storytelling though attempting to explain everything from an evolutionist point of view by the presenters of the Discovery Channel. Actually, considering the overall programming policy of the Discovery Channel, it can be stated that it hardly ever presents any scientific evidence in any of its programs and there is nothing to suggest that it has the slightest concerns in this respect. This is so because it has an ideological affinity with Darwinism rather than a scientific one and abuses science only as a means for the dissemination of its ideology. The Discovery Channel should know though that its persistent propaganda will not be able to prevent the total collapse of Darwinism. | <urn:uuid:96ff716d-b3d0-436b-99b1-78d28a412803> | {
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Walking trail, website, online application and school curriculum will tell stories of remarkable women from Greater New Bedford
Public input needed to identify inspirational women from history
A newly-formed alliance of organizations and individuals has come together to explore the impact of women from Greater New Bedford on its history. The Women of Greater New Bedford project will tell the stories of commitment, determination and sacrifice of women from diverse cultural and ethnic backgrounds. Organizers envision creating a walking trail, a website, an online application and school curriculum by fall 2018.
“Women’s contributions have often been heard as whispers in history,” said Christina Bascom, the project’s designer. “On Nantucket much of Centre Street became known as Petticoat Row because so many of the shops were run by women in the 19th century. My fascination with this story sparked an intense search for parallel sisterhood in New Bedford. What unfolded are remarkable stories of women from many different backgrounds who significantly influenced the path of history while also creating support networks through women’s organizations. Many of these organizations still exist today.”
Ann O’Leary, Emily Bourne Fellow at the New Bedford Whaling Museum, will conduct the research for the project, supported by graduate students from the University of Massachusetts – Dartmouth. The fellowship is named for Emily Howland Bourne. Her gift to the Old Dartmouth Historical Society in 1915 funded construction of the world’s largest ship model, the Lagoda, and the building that houses it at the Whaling Museum, the Bourne Building. O’Leary is the library media specialist at Bishop Stang High School. For over 30 years, she was a librarian for New Bedford Public Schools and at New Bedford Free Public Library. She holds a Master of Science in Library/Information Science from Simmons College and B.A. in Philosophy from Stonehill College. Born and raised in New Bedford, O’Leary has been inspired by strong women every step of the way. O’Leary is grateful for the opportunity to collaborate with other women to bring the stories of these remarkable Women of Greater New Bedford to the forefront.
A website currently under construction will house these fascinating stories of educators and philanthropists, abolitionists and crusaders for social justice, investors and confectioners, and more. In the summer of 2018, a walking trail through New Bedford will guide participants from landmark to landmark that will highlight twelve of the most compelling stories of brave and determined women. Trail guide maps will be available at local museums and the National Park Visitors Center. An online application for use with smart phones is also being developed to guide visitors on the trail walk. The Women of Greater New Bedford committee also plans to create a companion curriculum to support women’s studies in local junior and senior high schools.
To identify inspirational women, organizers are asking the public to suggest names for consideration by May 1, 2017 to Ann O'Leary, Emily Bourne Fellow, at [email protected]. A brief biography and summary of accomplishments along with dates of birth and death will assist the committee in their selection of women to reflect the diversity of time and place.
The Women of Greater New Bedford Project committee members are Christina Bascom, Project Designer, Sarah Rose, New Bedford Whaling Museum, Project Organizer; Valerie Bassett, Women's Fund; Sarah Herman, Our Sisters' School; Lee Blake, New Bedford Historical Society; Mary Jean Blasdale, Historian; Kate Corkum, Rotch-Jones-Duff House and Garden Museum; Jan DaSilva, National Park Service; Kate Fentress; Gail Fortes, YWCA Southeastern Massachusetts; Meghan Kish, National Park Service; Ivy McMahon; Ann O'Leary, Emily Bourne Fellow, New Bedford Whaling Museum; Denise Porche, Island Foundation; Susan Rothschild, the Association for the Relief of Aged Women; Mary Smoyer, Boston Women's Heritage Trail; Kim Wilson, University of Massachusetts – Dartmouth Labor Education Center; Sara Winnick, Our Sisters' School. | <urn:uuid:eb9d7832-199a-4df1-8896-dc76e713e8dc> | {
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About 75 percent of people will develop hemorrhoids at some time in their lives. Knowing your personal risk factors for hemorrhoids may help you take steps to avoid this painful and inconvenient condition. Although hemorrhoids can affect anyone, certain people face a higher risk of developing the condition.
If you want to learn more about who is at risk of developing hemorrhoids, or if you’re currently suffering from the condition, feel free to schedule an appointment at the Los Angeles-based Hemorrhoid Center of Excellence by calling (888) 742-2032.
Request your consultation today.
Call us at 888.742.2032 to schedule an appointment or:
Hemorrhoid Risk Factors: Age
While hemorrhoids can and do occur in younger people, they are more common in middle-aged and older adults. The age bracket with the highest risk factor for hemorrhoids is 45 to 65.
Hemorrhoid Risk Factors: Pregnancy
Pregnant women have a higher risk of developing hemorrhoids because of the increase in hormones during this time. The hormone progesterone can weaken the vein walls, which may encourage hemorrhoids to form.
Hemorrhoid Risk Factors: Weight
People who are overweight may be more likely to develop hemorrhoids, as the extra weight forces the veins surrounding the anus and rectum to endure additional pressure.
Hemorrhoid Risk Factors: Genetics
Hemorrhoids can be hereditary. If you have relatives who suffered from the condition, you may be more likely to develop it in the future.
Hemorrhoid Risk Factors: Diet
Diet and other lifestyle choices can have a profound effect on hemorrhoid development. People who lack sufficient fiber in their diet may be more prone to constipation and straining, which can lead to hemorrhoids. Eating too spicy of a diet can also exacerbate hemorrhoid symptoms.
Hemorrhoid Risk Factors: Bathroom Habits
Your bathroom habits can affect your likelihood to develop hemorrhoids. People who experience constipation may strain more during bowel movements, a tendency which can cause hemorrhoids to form. Sitting too long can also be a problem, and doctors don’t recommend lingering or reading in the restroom.
Hemorrhoid Risk Factors: Occupation
Did you know that your job could affect your risk of developing hemorrhoids? People who site for prolonged periods of time during the day with little to no movement are at high risk of hemorrhoids. For this reason, truckers and bicyclists get hemorrhoids way more than the general populations.
Frequently Asked Questions
Q: If my close relatives suffered from hemorrhoids, am I sure to develop them?
A: Although hemorrhoids can be hereditary, you are not guaranteed to develop the condition just because your relatives suffered from hemorrhoids.
Q: Are women or men more likely to develop hemorrhoids?
A: Women and men are equally likely to develop hemorrhoids, although women commonly suffer from hemorrhoids during pregnancy.
Q: What can I do to reduce my risk for getting hemorrhoids in the long term?
A: Certain dietary and lifestyle changes can help protect you from hemorrhoids. Our
Q: Are certain racial groups more at risk for developing hemorrhoids?
A: No racial group faces a higher risk of developing hemorrhoids.
Q: Can young people get hemorrhoids?
A: Yes, hemorrhoids can occur at any age.
Contact Our Hemorrhoid Experts
The doctors at the Hemorrhoid Center of Excellence help people of all ages and risk factors treat this painful and inconvenient condition. To schedule an appointment with our experts, call (888) 742-2032 today.
Next, learn about Hemorrhoid Anatomy and Progression. | <urn:uuid:71ef36ec-9611-4cdf-b4e1-2be1546ae2a8> | {
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Scientists at Pacific Northwest National Laboratory are developing materials and techniques used to fabricate solid oxide fuel cells. This test of a "button"
cell will help select electrode materials for full-sized cells.
Fuel prices continue to rise. However, one solution--fuel
cells--is gaining on that problem. The Solid State Energy
Conversion Alliance (SECA) has achieved the first of a threepart
goal: developing solid oxide fuel cell systems that reduce
fuel cell production costs by a factor of ten.
SECA is a collaboration between industry, academia
and other research organizations to develop modular, lowcost,
fuel-flexible solid oxide fuel cell (SOFC) systems that
can operate on coal
gas, natural gas,
hydrogen, and liquid
fuels. SECA is led
by Pacific Northwest
and the National
and funded through
the Department of
Energy's Office of
"With this goal accomplished, we can now proceed
to the second step--refining our modular fuel cell design
to make it more easily customized for diverse commercial
applications," said Gary McVay, who manages PNNL's
role in SECA.
Although fuel cells are considered a potential solution
to the nation's energy problems, they currently are too
expensive for widespread use. By developing a fuel cell for
diverse applications, the SECA team intends to reduce costs.
Potential applications include military, transportation and
land-based power generation.
Manufactured with a scalable mass-production
technique, the first-phase SOFC prototypes exceed all
of SECA's Phase I targets for performance degradation,
efficiency, endurance and production cost.
The SECA program involves six industry teams using
varied approaches to design a fuel cell that will meet DOE
cost and performance goals while also meeting their own
specific needs. In addition, leading researchers in industry,
academia and at national laboratories support the industry
teams with cutting-edge research and development.
The Department of Energy's Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of the most pressing challenges of our time. | <urn:uuid:d4d44972-6d17-4520-a8eb-0b8a730c0853> | {
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Mikiana is a language featured in Mika City.
- Mikianan Scripts - Glaitha-A & Glaitha-B
- Glaitha-A Proposal for the (U)CSUR
- Glaitha-B Proposal for the (U)CSUR
- Mikianan Braille
Infrequently Asked Questions
Is it Mika, Mikiana, or Mikianan?
The place is Mika. The language is Mikiana. The adjective is Mikianan. The people are Mikianans.
How do you pronounce it?
If you're speaking English, mee-kee-aw-nah. If you're speaking Mikiana, it's pronounced mee-kyaw-nah and written Miana. (That third letter is a k with a tilde above it.)
What is Mylar or Mylarian?
"Mylar" is a form of "Mika" that has gone through some weird sound changes via Welsh languages (k→ɬ→l). Same with Mikiana→Mylarian. Mylar is also a type of plastic and a registered trademark of DuPont.
Where exactly is Mika?
Mika was a small isolated nation located at the northern tip of modern-day Germany. It was conquered and destroyed during the Franco-Prussian War. Twelve Mikianan families managed to escape and emmigrate to the United States, where they settled a town in California called Mika City. Keep in mind that it only existed in a parallel universe, not ours. | <urn:uuid:494204a2-8756-4053-beb1-448e555ce711> | {
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Turkish Shoes, 1850–55. Beige rep silk with black silk gros-de-naples foliate design in tapestry weave and black painted wood heel. Purchase, Judith and Ira Sommer Gift, 2005 (2005.113a, b).
The elegant black foliate patterned textile of these shoes was woven by hand, á la disposition, to conform to the pattern piece of the uppers. After the Crimean War, textiles with this tapestry weave were exported for reticules, slippers, and even upholstery. In this instance, it is possible that the textile with the woven pattern of uppers, rather than the completed slippers, was imported to this country to be cobbled together here. The ballet slipper–like flats, with their square toes, were a style that persisted in vogue throughout the first half of the nineteenth century. These shoes, like many women’s light slippers of the day, continued to be made on a straight last, or shoe form, with identical right and left sides. | <urn:uuid:68fffe8f-8a99-44e8-a182-8534c8a9d1c4> | {
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Be ready to get best phonics apps for Android and also to explore the outstanding benefits of learning phonics. As each letter of English alphabets gas its individual identity and pronunciation. It’s too necessary to make young kids able to differentiate the ise and voice of all 26 alphabets to develop a concrete base in English language. Phonics learning is the domain which deal with it and help to recognize each letter with its sound. It’s quite commendable to avoid cramming and strengthen up the learning capability of early learners.
Why English reading get ending on phonics learning; Explore the benefits of Phonics
The role of phonics can not be denied in English alphabetic principle. Here’s about the notable benefits to be inferenced after teaching phonics to kids in a proper way.
- Each letter is made up of individual components called phonemes. Phonics play a main role to support kids to hear, identify
- and understand these phonemes and correlation of sounds.
- Phonics help to develop text recognition skills and consider the quick construction of words.
- It develops the ability to recognize the specific patterns of written and and teaches to differentiate their similar sounds.
- Phonics involve many skills require throughout the life to deal with language scholarly.
Top Phonics apps for Kids
Putting forward the best phonics apps for Android as leading products by Little Treehouse Apps, here are the phonics available to aid your preschool kids while learning.
Phonics feature in Flash Cards App for Kids
Although, the entire application contain a complete lesson of learning English alphabets, but if looking for phonics; you may get phonic sound of every letter by tapping on a button displayed on app.
You may easily access it for free: https://play.google.com/store/apps/details?id=com.littletreehouseapps.kidsapps.ABCFlashcards
Phonics Feature in Alphabets Activity Book Lite
This app serves like a reading and workbook to learn English alphabets reading and writing. Also here tapping on every small and capital alphabet, the background voice generates phonic sound for all the letters one by one.
This app is also free to get easily: https://play.google.com/store/apps/details?id=com.suave.alphabet_activity_free
Keywords and Tags:
- Phonics sounds for Preschoolers
- Phonics apps for kids | <urn:uuid:3d430601-0149-46b5-9697-6a71601555dc> | {
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Cytoxan – Medical Facts Your Should Know About This Drug
Cytoxan is used in chemotherapy, which is a treatment for cancer. It comes under the category of nitrogen alkylating agent and has been used in the treatment of variety of cancers. It works by inhibiting the growth of cancer cells, by blocking their DNAs. It also suppresses the immune system.
This drug which has been approved by the FDA in the year 1959 was first found brought out by ASTA and Norbert Brock and their team and was allowed for clinical trials in the year 1950.
It is available in the form of powder, meant for intravenous administration and is used single in the treatment of variety of cancers such as leukaemia, tumours of the ovaries and the breast. It is also used in the treatment of nephrotic syndrome in children.
How to use Cytoxan:
Cytoxan is prescribed by the physician based on the condition of the client. The route of administration is advised based on the dosage recommended, symptoms and condition of the client. The most preferred route of administration is intravenous either by injections or by infusions. Oral forms are common as well.
The drug is also approved to be given as an intra-muscular injection in the abdominal wall or as intrapleural injection in to the lining of the lung. When administered in the form of tablets, the drug needs to be taken with food and not to be crushed. The exact dosage and schedule of medication would be decided by the physician and should not be altered.
Precautions and contraindications of Cytoxan:
The physician needs to evaluate known allergies for chemotherapeutic drugs before prescribing Cytoxan. The drug is not to be used in lieu of medical conditions such as decreased bone marrow function, known history of liver disease, kidney disorders etc. It is important to refrain from vaccinations while on treatment and to stay away from people who have received oral polio vaccines.
The drug could cause dizziness and therefore it is important to use sharp objects with caution and to avoid contact sports and activities. Infections are common and therefore it is desired to maintain strict personal hygiene. The drug could cause infertility in children at later age and is strictly not recommended during pregnancy and while nursing the baby. Oral contraceptives should be avoided while on treatment with Cytoxan.
Benefits of the drug:
• Cytoxan could be used as an individual drug to treat many types of cancers.
• Nephrotic syndrome, disorders of the kidney cells are effectively treated with Cytoxan.
• It is also considered very effective for treatment of uncontrolled rheumatoid arthritis, mycosis infestation and uncontrolled forms of vacuities.
• Cytoxan is also used before bone marrow transplantation.
• It is an alkylating agent with neo-plastic properties and is used to supress immunity in desired cases.
We only ship medications which are approved by FDA, Also please consult your doctor to make a full decision on what medication to take. | <urn:uuid:07f357cd-f019-47c8-9075-728e7e637cf6> | {
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So are you currently prepared to create your very own wind and solar electricity system? Do you want to love economies as high as 80% off your electricity bill? Afterward Click the next link to discover how you can construct your own professional DIY Solar Power and Wind Power Systems. ==
A big photovoltaic electricity project, the Serpa solar electricity plant, continues to be finished in among the brightest regions in Europe, in Portugal. The panels are lifted 2 metres off the floor as well as the place will stay productive grazing land.
Delhi Metro Rail Corporation intends to set up rooftop solar electricity plants at Pushp Vihar at Pragati Maidan and Anand Vihar Metro stations and its own residential complex.
Shi Zhengrong has said that, by 2012, unsubsidised solar power is competitive with fossil fuels in Hawaii, India, Italy and Spain. He explained “we’re at a tipping point. “Solar power will have the ability to compete without subsidies against traditional power sources in half the planet by 2015”.
The first thing you should do would be to get a strategy or a good solar power kit. It is the most critical and very first part of creating a solar system. You have to make an effort to get your hands on a strategy that is good, as it a few thousands dollars in price and will really make a difference between a few hundred. A few essential would be to get a solar strategy which instructs you how you can construct the system using recycled or regular things.
Many industrialized countries have installed solar power capability that was considerable in their power systems offer or to supplement an alternate to other sources. Solar electricity plants use 1 of 2 technologies. Continue reading
Abengoa Solar started commercial operation in late April, 200 Called the PS20, the plant works on the field of 1,255 flat mirrors, or heliostats, to concentrate sunlight on a receiver mounted on a central tower. Water pumped up the tower and through the receiver boils into steam, which is later directed through a turbine to create electricity. The brand new facility is situated next to one with half its capacity, called PS10, that has been the world’s first commercial solar power tower plant. In accordance with Abengoa Solar, its predicted power output is being exceeded by the brand new facility.
It might be best to go in for solar power installation just from licensed and accredited installers, so that you can prevent this mistake. Aside from being sure that you will be getting quality solar panels to your house …
David Criswell suggests the Moon is the optimum location for solar electricity stations, and boosts lunar solar power. The main advantage he sees is building largely from locally accessible lunar materials, using in situ resource utilization, with a teleoperated mobile factory and crane to assemble the microwave reflectors, and rovers to assemble and pave solar cells, which may significantly reduce launch prices compared to SBSP designs. Power relay satellites orbiting around earth and the Moon reflecting the microwave column are also element of the endeavor. A demo project of 1 GW starts at $50 billion. The Shimizu Corporation use combination of microwave and lasers for the lunar ring concept, together with power relay satellites. Continue reading
Solar power in America contains utility scale solar power plants together with local distributed generation, mainly from rooftop photovoltaics.
Solar power now only produces 1 percent of the electricity in New Zealand since more emphasis was put and wind power in the drive in New Zealand. Solar electricity systems were installed in the Schoolgen software, a program produced by Genesis Energy to prepare pupils in 42 schools. Between 29 December 29 and February 2007, 2012, 39714 MWh were made.
These DIY solar power kits are manufactured accessible for all who prevents spending a lot of cash for solar electricity systems that were ready made. Completed solar energy systems need an excellent fortune and are often expensive. The DIY solar power kits will be the answer for those who want a powerful power source though with minimal price.
Solar power as a sustainable energy source considered the most efficient in regards to energy sources and is currently popular since is among the very suitable, the most inexpensive. As well as its efficiency and economical variables, conservation of energy is promoted by using the solar energy source in saving the environment because a clean way of producing energy is it, plus it’s going to give.
Solar power in America contains utility scale solar power plants together with local distributed generation, mainly from rooftop photovoltaics. In the twelve months utility scale solar power created 178 million megawatt hours, 38% of overall US electricity. Continue reading | <urn:uuid:51ffafbb-de4f-463f-bebb-9d600624dc8a> | {
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To reach the pro level, football players must compete aggressively. But to keep charging ahead at full steam, they also need to be vigilant about their health, which means eating and drinking right. In this extreme sport, just how much water can these pro athletes sweat through?
The body loses moisture through perspiration as well as through respiration (think of your breath fogging a window). Both of these processes speed up during exercise as the body works to cool itself down with sweat, which evaporates from the skin, taking heat with it, and by breathing harder to get extra oxygen to the muscles. Pile these factors on to a hot summer training session under heavy protective gear, and you have a recipe for some serious fluid loss.
To estimate for the amount of moisture lost, trainers subtract a player's postgame weight from his pregame weight. The difference is approximately how much fluid they have lost—and not yet replaced.
Athletic trainers usually try to make sure players don't lose more than about 3 percent of their overall weight during a practice session (although some may lose more). So, a running back might drop four to five pounds (around two kilograms) during a game, and a lineman might expend closer to nine pounds (four kilograms), says Chris Fischetti, an athletic trainer for the Buffalo Bills.
If a 300-pound (135-kilogram) lineman loses about 3 percent of his body weight, he has sweat out 1.08 gallons (4.09 liters) of fluid—which means that he would need to drink about 17 eight-ounce (23.5-centiliter) glasses of water to rehydrate after the game. That's a good deal more than the daily water intake recommendations for physically active adults, which are currently set at the equivalent of about 15 eight-ounce glasses for men and about 11 for women. Athletic trainers encourage the players to keep drinking fluids throughout games and practices, even if the athletes don't feel thirsty.
But water doesn't just come from the tap. Many foods, such as fruits and vegetables, also provide fluids and generally make up about a fifth of people's total daily water consumption.
And pro athlete or not, getting enough fluids is important because dehydration can lead to suboptimal performance, and in extreme cases lightheadedness and loss of consciousness. And when coupled with high temperatures and high humidity, such as those often experienced during intense NFL summer training camps, the body can overheat, leading to heat exhaustion or heat stroke—a serious medical condition. | <urn:uuid:deb1d4d5-acd1-4850-93b1-de7329581f6a> | {
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Kosher Jesus is rather treif
One of the most controversial areas for ancient historians is determining the true character, worldview and biography of the historical Jesus. While fundamentalist Christians believe that the depiction of Jesus in the New Testament is, so to speak, gospel truth, judicious New Testament scholars generally admit that they have little certain knowledge about the historical Jesus. They contend that the four gospels were written many years after Jesus died by authors who had vested interests and who actually never knew Jesus. Furthermore, there are serious discrepancies between the four gospels.
A new book on this subject is causing a stir: Kosher Jesus, by Rabbi Shmuley Boteach, known to some as “America’s rabbi,” author of the controversial best-seller Kosher Sex, and rumoured candidate both for chief rabbi of England and the Republican nomination for a U.S. Congress seat in New Jersey. Were it not for the fame of the author, there is little reason to think that the book would be drawing attention. It contributes nothing new to the historical Jesus debate. Rabbi Boteach is not a New Testament scholar, yet he paints a non-standard picture of Jesus about which he expresses no doubts. It is based almost entirely on the scholarship of the late Prof. Hyam Maccoby, an academic whose views do not reflect the scholarly consensus.
Rabbi Boteach is certain that Jesus observed all the mitzvot of the Torah like any pious first-century Jew; that Jesus was never opposed by the contemporary rabbinic leadership, since he was one of them; that Jesus was a proud Jew who got into trouble with and was crucified by the Romans because he encouraged Jews to reject Roman culture and oppose the Roman occupation; that the New Testament “slanders a good man” when it claims that Jesus said, “Render unto Caesar the things which are Caesar’s”; that the New Testament character Judas never existed; that Pontius Pilate was a ruthless tyrant, not the sensitive man of the gospels; that Jesus would never have allowed himself to be called the son of God and would never have claimed to have been born of a virgin; that Matthew’s interpretation of Isaiah 7:14 is “ridiculous”; that Jesus wanted to deliver the Jews from Rome, but Paul wanted to deliver them from Judaism, and that “the editors of the New Testament took a Jewish sage and lover of his people and put a white hood on his head and a swastika on his arm, and sent him out spewing vitriol against his people.”
The book is, to be blunt, sloppy. To cite just two trivial examples, Rabbi Boteach writes that the Second Temple was destroyed in 70 BCE (p. 169) – it was 70 CE. At another point, he writes that in the gospel of John, the trial of Jesus took place on the second night of Passover (p. 91). Actually in that gospel, Jesus was, significantly, killed on the eve of Passover (see John 19:31), and his trial took place before his execution.
As a student of Jewish history, I consider Rabbi Boteach’s speculative reconstruction of the historical Jesus possible. But it is hardly provable, and it fails the test of a good scientific hypothesis, as it is not falsifiable: Rabbi Boteach dismisses any evidence that might be cited against his theory as the opinions of New Testament editors who were allegedly embarrassed by the true story of pious Rabbi Jesus.
Another problem I have with the book is that I have always felt that it is impolite and possibly imprudent for Jews, and perhaps particularly for rabbis, to turn to practitioners of another religion and tell them they don’t really understand their own religion correctly, and if they just listened to us Jews, they would understand it better.
The reaction to this book has been telling. Many fundamentalist Christians seem delighted by it, even though it rejects and sometimes scorns standard Christian beliefs about Jesus and about important theological issues, such as how people improve or “save” themselves. And many Jews are upset by it, even though it portrays Jesus essentially as a proud Orthodox rabbi. One Toronto Orthodox rabbi, Rabbi J. Immanuel Shochet, has suggested that it should be banned as heretical.
Perhaps the same principle explains both the positive evangelical and the negative Jewish reactions. Rabbi Boteach makes it perfectly clear that he hopes that this book will bring Jews and Christians together as they all agree to esteem pious Rabbi Jesus. Those Christians who would like to see Jews accept the “true messiah” can’t help smile when they see an Orthodox rabbi admiring Jesus. They presumably realize that Rabbi Boteach is not advocating Christianity, but they feel that he has taken a bold step closer. As Dr. Kenneth Beshore, founder and president of the World Bible Society (and one of many evangelicals who is on a first-name basis with Rabbi Boteach) writes on the book’s dust-jacket, “Few evangelical Christians can really understand how difficult it is to do what Rabbi Shmuley has done. I pray his journey continues.”
Prudent religious Jews who realize that we are a tiny minority in North America in a predominantly Christian society can’t help wonder what is accomplished by trying to bring Jews and Christians even closer together around a supposedly shared theological truth. I squirmed as I read Rabbi Boteach referring to the American Dr. Michael Brown (no connection to any Torontonian of that name), as my “dear friend… I love Mike.” Brown, an apostate Jew, dedicates his life to converting more Jews to Christianity, not an undertaking that generally wins rabbis’ love.
Even if we grant that there is little fear that a new conception of Jesus will lead American Jews to Christianity, the idea that Jews and Christians might come together around Rabbi Boteach’s postulated historical Jesus is absurd. At one point in the book (p. 136), Rabbi Boteach admits, “The two Jesuses [his and the New Testament’s] are irreconcilable.” On the very next page he writes, “The images may seem inherently contradictory. But then again, it’s not so strange to hold two simultaneous and seemingly contradictory views of Jesus.”
Sorry, Rabbi Boteach, but it is. | <urn:uuid:9c35e0f3-0da9-4e70-84f4-570bca9088cf> | {
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Prevention is most intelligent way to deal with violence, not picking up pieces with prisons and rehabilitation (post 32)
“Prevention is the cheapest and most effective way to deal with crime – everything else is simply picking up the pieces of failure that has gone before.” Prime Minister Cameron in the UK talking about an intelligent crime policy that overlooks investment in prevention.
In the same week, good doctors collaborating with the World Health Organization show the costs of more of the same but stress the potential dividends to victims and taxpayers of intelligent investment in proven prevention.
read more …
Posted in CRIME VICTIMS RIGHTS
Also tagged alcohol and crime, crime and its costs, Crime Prevention, Crime Prevention UK, criminal justice systems around the world, David Cameron, early childhood, hospital admissions data, intelligent justice policy, justice reinvestment, violence prevention, youth programs
3. Invest in what works to stop violence against women
Jobs, liberalised divorce laws and access to advanced education all reduce the risk of violence to women. But as the World Health Organization has demonstrated, much more is possible and must be done to stop violence against women and help women abused by men.
A million women will be victims of assault by their intimate partner and close to million forcibly raped in the USA this year. Unknown numbers of children will be abused and sexually abused.
read more … | <urn:uuid:319f9949-e1a5-4f3f-8cbd-325fc06522e1> | {
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The Respiratory System
Paul Andersen starts this video with a description of the respiratory surface. He explains how worms, insects, fish and mammals take in oxygen and release carbon dioxide. He then tours the major organs of the respiratory system; from the pharynx to the trachea, bronchus, bronchiole and alveoli. He also explains how oxygen is carried on the hemoglobin and how carbon dioxide is carried as bicarbonate. | <urn:uuid:c5943c08-281d-4c13-90fd-98d011b228b7> | {
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Between long practices, exhaustive back-to-back games and weekend tournaments, playing hockey is a huge challenge. You've got to keep up with your competition, leaving little time to worry about nutrition. But that doesn't mean you shouldn't think about it. (See Nutrition Guidelines For Peak Performance in Hockey.)
Failing to maintain a healthy diet means you'll burn out quickly and miss your chance to shine at the end of the third period. Want an easy solution? Follow this simple cheat sheet with my top 10 hockey nutrition principles.
Day-to-day nutrition matters most
Fueling around games is important. But it's worthless if you don't practice the same consistency with your daily diet.
Nutrient deficiencies can occur when you consume less of something that you really need. Hockey places a continuous workload on your body. To stay performance-ready requires consuming a wide variety of macronutrients along with vitamins and minerals to fuel recovery.
Always eat breakfast
Breakfast is the most important meal of the day. If you're not used to eating in the morning, start small and work up to a balanced meal.
Hydrate early and often
Focus on fluids from the moment you wake up. Drink at least eight ounces of water an hour before activity and another six ounces 15 minutes beforehand.
During practice or games, drink four to eight ounces of water or a sports drink every 15 to 20 minutes. Then make sure to adequately rehydrate afterward. (For a more detailed schedule, see Avoid Dehydration During Your Next Hockey Game.)
Start events with glycogen-filled muscles
Having a carbohydrate-rich snack (along with adequate fluids) will increase your energy-enhancing glycogen stores. (See Game Day Nutrition for Hockey Players.)
Fuel during events
Consuming a sports drink during a workout or game will replace some of the electrolytes lost in sweat. But don't drink too much too fast. Fluid fuel is most effective when consumed in 15 to 20 minute intervals.
Hockey practice can be grueling and games are long. Plan to have a balanced mini-meal 45 minutes after training. Make sure it consists of a protein source paired with a carbohydrate. Fluids are important during this period too. Examples include:
- Chocolate milk
- Turkey sandwich
- Yogurt with fruit
- Smoothie made with a small amount of protein
Evidence is conflicting about the benefit of caffeine to boost energy during a workout. It's best to stay on the safe side and limit your intake.
Make sure the foods you need are available when you need them. This takes planning during off days.
Practice your plan
Know what foods work with your body. Don't try anything new when you have an important competition coming up.
Pack portable snacks
Portable foods come in handy when you're on the go. Fill a travel bag with snacks and beverages that support your performance eating plan. Include items like trail mix, fresh fruit, bagels, nut butter and jelly sandwiches. Stock up on bottled water and sports drinks.
Photo Credit: Getty Images // Thinkstock | <urn:uuid:c08cae0e-ebcc-4480-8d8a-06922796f83b> | {
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The Hope Diamond intrigues people with its beautiful blue color, its mysterious curse, and its sheer size. But did you know it glows "like a coal on a barbecue grill" for several minutes after it has been exposed to UV light? Learn the scientific secrets of the glowing blue diamond.
The Hope Diamond was originally found in India, made its way into the possession of several Kings of pre-revolutionary France, was lost in the Revolution but turned up in England, and then made its way — via the Robber Barons — to America and the Smithsonian. Considering the diamond was around since the 1600s and worn by the type of people who played for high stakes, it's no surprise that many of its owners met bad ends. Perhaps the fact that some of those ends could be described with the words "torn to shreds" resulted in what was called "The Curse of the Hope Diamond." But there's a much more solid and readily testable mystery associated with the diamond — when exposed to strong UV light it glows bright red.
Gemstone experts are naturally reluctant to allow the diamond to be cut up for research. Recently though, researchers carefully tested the phosphorescent spectra of several blue diamonds to try to see a pattern. They learned that other blue diamonds, especially ones of greater size, also glow red when exposed to UV light. Most diamonds have nitrogen impurities inside them, as well as natural cavities. Both influence the color, but only blue diamonds have boron inside them.
Scientists believe that when the stone is exposed to bright ultraviolet light, the boron and nitrogen interact and phosphoresce, giving off a certain quality of red light. When scientists treated colorless diamonds with boron, they turned blue, but they didn't give off the same color light under UV radiation. Although the mystery isn't solved, this does give diamond experts a way to know if a blue diamond is natural or made by humans.
And, we are pleased to report, that none of the research team was torn to shreds. | <urn:uuid:1492428a-a607-4e04-b8cd-45bb26eb642d> | {
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L'Instant du Mentorat
Added by Chantal Larivière on March 31, 2015 at 8:08pm — No Comments
That is the question on numerous graffiti boards in our school right now! Students are anonymously sharing their ideas of what makes them feel cared for and safe in school.
Think about Maslow's Hierarchy of Needs... how would you describe the pyramid up below self actualization? My team feels that you can describe it as safe and cared for!
If we can provide that for each individual we can radically and positively impact their learning!
Added by Kathy Bauman on March 30, 2015 at 3:37pm — No Comments
Added by Joanne Borges on March 30, 2015 at 3:14pm — No Comments
The year is flying by and our team has been working collaboratively, yet independently in smaller pair based teams on Inquiry Lesson Study over the past 6 weeks. Each team is bringing their learning to the table in our final full team meeting tomorrow (March 30th).
Since our last post, we had the amazing opportunity to share our project and our learning at Reading for the Love of It in Toronto in February, at the STEAM conference in March and we will also be sharing at the ETFO ICT…Continue
Added by Lisa Morris on March 29, 2015 at 1:19pm — No Comments
After attending the OAME conference which had Jo Boaler as one of their presenters, I decided to adopt her strategy of assigning specific roles when problem solving. The jobs of Organizer, Resourcer, Understander and Includer provide opportunity for each group member to be accountable for their learning and each others. Jo added a twist to her instructional strategy in that she could come and ask anyone in the group to explain their thinking to solve the problem. I found…Continue
Added by Leanne Cunningham on March 26, 2015 at 10:41am — No Comments
The powerful impact of front loading and embedding number sense within all strands of math is evident within our math classroom. As we progress in our math program, students' ability to apply their knowledge of number sense to solve rich problems is frequently observed. The variety of strategies students are self-selecting and using to solve these problems is impressive. Students are forming connections…Continue
Added by Leanne Cunningham on March 26, 2015 at 10:36am — No Comments
This year, I spent a lot of time exploring the relationship between the four operations Looking at the four operations simultaneously has given the students a great understanding of all the ways we can construct and deconstruct numbers. The students clearly know when to use each operation based on the information they have at hand. For example, they know they need to use multiplication as the most efficient method because there are equal…Continue
Added by Leanne Cunningham on March 26, 2015 at 10:29am — No Comments
Number Talks - Number sense is “an awareness and understanding about what numbers are, their relationships, their magnitude, the relative effect of operating on numbers, including the use of mental mathematics and estimation.” We have been using Number Talks in our classrooms this year to teach students strategies to help them build a better understanding of number sense. Students are learning to use numbers flexibly,…Continue
Added by Leanne Cunningham on March 26, 2015 at 10:00am — No Comments
WOW! Quel beau travail d'équipe nous avons pu accomplir depuis janvier!
Added by Julie Davidson on March 25, 2015 at 1:30pm — No Comments
On March 5th, our TLLP Team presented at this year's DPCDSB Digital Marketplace along with several other technologically innovative educators across our school board. We had two video screens showing the delegates two videos: 1) Our Project Rationale and In-Class Unit Samples and 2) SAMR and our TLLP. This Marketplace was attended by Superintendents, Principal, Teachers and IT Delegates. Below are some photos!…Continue
Added by Claudio Attanasio on March 22, 2015 at 9:11pm — No Comments
Pour notre projet Clique ton APP pour le climat positif, nos élèves se sont impliqués en contribuant à nos démarches. Leur implication et enthousiasme sont visibles et les gens en prennent note. Notre initiative et effort pour assurer un climat positif intéressent davantage les autres. Nos élèves sont aussi autant emballés. Nos activités scolaires en lien avec le climat positif, attirent même l'attention des autres à l'extérieur de notre école. Nos élèves sont invités à en discuter même…Continue
Added by Chantal Delannoy Boulet on March 22, 2015 at 2:53pm — No Comments
Here are some quotes that students have shared regarding their experiences in the PISCES Room:
"The room lets me talk!" - Grade One Student who is usually withdrawn
"I feel safe in the room!" - Grade One Student
"I can have a JUST RIGHT day in the room. If my day starts and I'm too HIGH, the room gets me just right!" - Grade Two Student
"Can you please come and get me because it makes my day when I go into that room!" - Grade 7/8 Student
"I want to go in…Continue
Added by Rhonda Lindeman on March 11, 2015 at 4:11pm — No Comments
Preparing second session of TLLP/PKE Google Apps for Education PD (for tomorrow). Have had 10-12 colleagues per session, with a full day, and five periods of directed PD.
Excited as we consider possible opportunities to share beyond our school both in our board (YRDSB) and outside of the board, including possibly with Maureen Asselin, TLLP graduate and PKE leader.
Best parts of the PD: small group of learners, learners self-organized by perceived ability, and three…Continue
Added by Derrick Schellenberg on March 9, 2015 at 10:29am — No Comments
Michael and I have been intergrating our TLLP into our teaching practice this year. It was a great deal of work intergrating it in with the existing curriculum, and training the students with the technology necessary to make it happen.
It has lead me personally down paths I hadn't really explored as a teacher before. I was spending more time on equity and human rights, and this helped me to grow as an educator. I was suprised, and pleased by how well our students understood these…Continue
Added by Scott McKenzie on March 8, 2015 at 8:00am — No Comments
Added by Tracy Wright on March 6, 2015 at 3:05pm — No Comments
Our TLLP group hosted a collaborative Technology in FDK workshop for teachers in our Board. We had a great response with 25 teachers enrolled, which was our max. capacity. The idea of the workshop was to share some of our learning, but also to allow others to share their best practices and ideas…Continue
Added by Joanne Borges on March 6, 2015 at 9:31am — No Comments
As a wrap up to our Restaurant Theme students were asked to work in groups of 2-3 and create a commercial in IMovie. Together, we created a success criteria for what we would need to make a great commercial. The students felt we needed to use the characteristics of a persuasive text (statement, arguments and a close) transition words to separate the arguments and make sure to speak clearly. Once finished we had a screening party in which we watched our commercials. We…Continue
Added by Ryne Gove on March 5, 2015 at 3:19pm — No Comments
Added by Ryne Gove on March 5, 2015 at 3:18pm — No Comments
Using the restaurant theme I have been able to focus on number of curricular expectations from both the math and language documents.
In terms of language instruction we began to look at how companies used advertisements to persuade the consumer. We examined menus, poster ads and commercials online. We also visited the local Tim Horton’s and Subway restaurants to see what persuasive techniques were being used inside their establishments. During our visit we brought our IPads and took…Continue
Added by Ryne Gove on March 5, 2015 at 3:17pm — No Comments
To begin the New Year I am trying to implement a cross curricular themed unit that will tie in expectations from language and math. The basis of our learning will revolve around the creation of a functioning restaurant. In language, we are exploring the persuasive text form so we will be creating menus, poster ads and commercials convincing people to come to our restaurant. We will also be writing persuasive letters to our admin asking if we can open the restaurant and to our families and…Continue
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Some people seem to possess a “cognitive reserve” that allows them to resist the effects of Alzheimer’s pathology. In the March 20 Nature, researchers led by Bruce Yankner at Harvard Medical School describe a possible molecular mechanism for the phenomenon. The authors found that in aged human brains, the regulatory gene repressor element 1-silencing transcription factor (REST) coordinates a neuroprotective stress response. It turns off genes involved in cell death and pathology and boosts protective factors. High levels of REST correlated with cognitive preservation, even in the presence of amyloid plaques and neurofibrillary tangles. Conversely, people with memory loss had little to no REST. The data hint that the development of dementia requires two hits: Alzheimer’s pathology plus a failure of the brain’s stress-response system, Yankner told Alzforum.
Commentators praised the study’s thoroughness. “This is a broad and in-depth study that goes from patients to animal models, and makes a convincing case for REST downregulation being a general risk factor that makes the aging brain sensitive to neurodegeneration,” Bart de Strooper at VIB and KU Leuven, Belgium, wrote to Alzforum.
REST is not new to science, but it was previously thought to be active only in the developing brain. There, it represses neuronal genes in precursor cells by modifying the surrounding chromatin structure (see Ballas et al., 2005). REST gets degraded as cells differentiate; it is not found in mature neurons. Yankner and colleagues were surprised, therefore, to see REST show up in an aging study. The authors profiled gene expression changes that occur in the prefrontal cortex of aged human brains, and identified a large number of repressed genes (see Lu et al., 2004; Loerch et al., 2008). Many of these contained a motif for REST binding, implying that the transcription factor might regulate a suite of aging-related genes.
In the current paper, first author Tao Lu followed up on these results by examining REST expression in postmortem human brains. In brains from old people, neurons of the prefrontal cortex and hippocampus made five times as much REST as the same neurons in young people, confirming that the factor is induced with age. To find REST’s targets, the authors precipitated DNA bound to the protein. Further analysis revealed that REST shuts down numerous genes involved in cell death, such as FAS, FADD, and cytochrome c. It also silences genes that promote Alzheimer’s pathology, including presenilin 2 and kinases that phosphorylate tau.
Overexpression of REST in neural cell lines pumped up expression of several genes that protect neurons from cell death and oxidative stress, such as BCL2, SOD1, catalase, and FOXO transcription factors. How does REST, a transcriptional repressor, switch on these genes? It may happen indirectly through repression of microRNAs that themselves silence protective genes, since REST is known to act on microRNAs, Yankner told Alzforum. “REST appears to coordinate a network of genes that protect neurons as they age,” Yankner said.
Dormant in young people (left), the transcriptional repressor REST switches on in normal aging human neurons (center) to protect against age-related stresses, including abnormal proteins associated with neurodegenerative disease. In the early stages of Alzheimer's (right), REST is lost in critical brain regions, predisposing to cognitive decline. [Image courtesy of the Yankner Lab.]
The authors then probed REST’s function in several model systems, including primary neuronal cultures, neural cell lines, REST conditional knockout mice, and worms. In all cases, neurons lacking the factor died more quickly when exposed to stressors such as hydrogen peroxide or oligomeric Aβ42. Knockout mice developed neurodegeneration around eight months of age, and worms missing the REST ortholog SPR-4 expired twice as fast as control animals when exposed to oxidative stress. In all these models, REST expression rescued neurons. Oxidative stress, which increases with age, has been implicated as an AD risk factor (see, e.g., Apr 2012 news story).
Given REST’s apparent broad protective function, what specific role, if any, does the protein play in neurodegenerative disease? In several dozen AD brains tested postmortem, the authors saw that REST protein was absent from the nuclei of cortical and hippocampal neurons. They did spot the protein, clumped with misfolded Aβ, in autophagosomes, the cellular degradation organelles of the lysosomal/autophagy pathway. Since autophagy is implicated in several neurodegenerative diseases, the authors also examined brain slices from people with frontotemporal dementia (FTD) and dementia with Lewy bodies (DLB). In each case, they saw REST in autophagosomes along with the characteristic pathologic protein of that disease. Together, the data suggest to Yankner that the presence of pathogenic proteins might somehow consign REST for disposal by autophagy.
How early in disease might this happen? One clue comes from the brains of people who died with amnestic mild cognitive impairment (MCI). In cortical and hippocampal neurons, nuclear REST was down about 50 percent compared with healthy aged brains.
The authors next correlated REST expression with cognition using data from the Religious Orders Study and the Rush Memory and Aging Project. In these longitudinal studies, volunteers undergo serial cognitive testing and donate their brains after death. Participants who died with more REST in the nuclei of their cortical and hippocampal neurons turned out to have done better on cognitive tests, particularly in episodic memory. They were also less likely to have AD pathology. Notably, participants who had plaques and tangles but little cognitive impairment had three times more nuclear REST than did those with dementia, supporting the idea that REST preserves cognition in the face of AD pathology for some time.
Finally, Yankner and colleagues searched for proteins that might control REST. They found that stressed cells released soluble factors that induced this transcription factor in unexposed neurons. REST induction could be stimulated by purified Wnt-3a and Wnt-7a and blocked by inhibitors of Wnt signaling. This fits with other work suggesting that REST is a target of Wnt signaling (see Willert et al., 2002). Some drugs activate this signaling pathway, for example, the mood stabilizer lithium. Yankner noted that some studies have found a lower incidence of AD in people on lithium (see Terao et al., 2006; Yeh and Tsai, 2008; Nunes et al., 2013). Yankner is conducting a high-throughput screen to look for other molecules that boost REST expression and might have therapeutic potential.
In an accompanying editorial, Li-Huei Tsai and Ram Madabhushi at Massachusetts Institute of Technology, Cambridge, note that too much Wnt signaling can trigger cancer, so therapeutic approaches would have to be carefully calibrated. “A deeper understanding of the molecular mechanisms that govern REST activation in the aging brain will be crucial for such efforts to be successful,” they wrote.—Madolyn Bowman Rogers.
- Ballas N, Grunseich C, Lu DD, Speh JC, Mandel G. REST and its corepressors mediate plasticity of neuronal gene chromatin throughout neurogenesis. Cell. 2005 May 20;121(4):645-57. PubMed.
- Lu T, Pan Y, Kao SY, Li C, Kohane I, Chan J, Yankner BA. Gene regulation and DNA damage in the ageing human brain. Nature. 2004 Jun 24;429(6994):883-91. PubMed.
- Loerch PM, Lu T, Dakin KA, Vann JM, Isaacs A, Geula C, Wang J, Pan Y, Gabuzda DH, Li C, Prolla TA, Yankner BA. Evolution of the aging brain transcriptome and synaptic regulation. PLoS One. 2008;3(10):e3329. PubMed.
- Willert J, Epping M, Pollack JR, Brown PO, Nusse R. A transcriptional response to Wnt protein in human embryonic carcinoma cells. BMC Dev Biol. 2002 Jul 2;2:8. PubMed.
- Terao T, Nakano H, Inoue Y, Okamoto T, Nakamura J, Iwata N. Lithium and dementia: a preliminary study. Prog Neuropsychopharmacol Biol Psychiatry. 2006 Aug 30;30(6):1125-8. PubMed.
- Yeh HL, Tsai SJ. Lithium may be useful in the prevention of Alzheimer's disease in individuals at risk of presenile familial Alzheimer's disease. Med Hypotheses. 2008 Dec;71(6):948-51. PubMed.
- Nunes MA, Viel TA, Buck HS. Microdose lithium treatment stabilized cognitive impairment in patients with Alzheimer�s disease. Curr Alzheimer Res. 2012 Jun 29; PubMed.
- Multitalent RNA: Guides Stem Cells, Cuts Itself to Turn Off Gene
- Dementia and Education—What You Don’t Know May Speak Volumes
- Social Seniors: Strong Networks Build Cognitive Reserve
- Brain-Specific Sirtuin Expression Delays Aging in Mice
- Histone-Binding Protein Slows 'Normal Aging'?
- Could Longevity Factor, Epilepsy Med, Treat AD One Day?
- A Boost for Waning DNA Tags Fixes Age-Related Memory Loss in Mice
- Neurodegeneration and Aging: Could MicroRNA Be the Link?
- Lu T, Aron L, Zullo J, Pan Y, Kim H, Chen Y, Yang TH, Kim HM, Drake D, Liu XS, Bennett DA, Colaiácovo MP, Yankner BA. REST and stress resistance in ageing and Alzheimer's disease. Nature. 2014 Mar 27;507(7493):448-54. Epub 2014 Mar 19 PubMed.
- Tsai LH, Madabhushi R. Alzheimer's disease: A protective factor for the ageing brain. Nature. 2014 Mar 27;507(7493):439-40. Epub 2014 Mar 19 PubMed. | <urn:uuid:27a1bb74-3a0c-487a-9e58-14e531a04de7> | {
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Virtual Colonoscopy Not Ready for Use Yet
Conventional Colonoscopy Still Superior to Virtual in Detecting Polyps
WebMD News Archive
April 13, 2004 -- Virtual colonoscopy may sound like a good
idea, but a new study shows the experimental colon cancer screening technique
is not yet ready for widespread use.
Although previous studies have shown that virtual colonoscopy
was reasonably accurate at detecting large polyps when performed by an expert,
researchers found the computerized screening technique was far less reliable
when performed by a large number of doctors at various centers.
Virtual colonoscopy uses computer-generated images of the large
colon to detect polyps which can lead to cancerous growths. The technique is
less invasive than standard colonoscopy and it involves imaging the colon
without having to insert a long scope to view the inside of the colon.
The study showed that virtual colonoscopy detected only about
55% of growths that were at least 10 millimeters in diameter and 39% of smaller
growths of at least 6 millimeters. In contrast, conventional colonoscopy had
accuracy rates of 99% to 100% in detecting these growths.
Virtual Colonoscopy Needs More Work
Researchers say conventional colonoscopy is widely accepted as
the best available method for colorectal cancer screening. But many people are
reluctant to undergo the procedure, which requires the use of laxatives to
clean the colon and sedation during the procedure.
Computerized tomographic colongraphy (CTC) or virtual
colonoscopy has been proposed as a screening test to allow conventional
colonoscopy to be used more selectively and efficiently.
In this study, researchers looked at the how accurate the new
colon cancer screening method was in detecting lesions in the colon when
performed at nine major hospital centers on 615 adults aged 50 or older, who
were referred for routine colonoscopy. Virtual colonoscopy was performed first,
followed by conventional colonoscopy.
A total of 827 growths were detected, but researchers found
virtual colonoscopy missed two of eight cancers. In addition, the accuracy of
the technique varied considerably from center to center and did not improve as
the study progressed and researchers gained experience with the procedure.
"Our results indicate that CTC using these techniques is
not ready for routine use at this time, as many others have concluded,"
write researcher Peter Cotton, MD, of the Medical University of South Carolina,
and colleagues in the latest Journal of the American Medical
Association. "There is an obvious need for continuing collaboration
between radiologists and gastroenterologists in further evaluation of this
exciting new technology."
In an editorial that accompanies the study, David F. Ransohoff,
MD, of the University of North Carolina, Chapel Hill, says the results show
that the most pressing problem for virtual colonoscopy is that it might be
implemented too widely before the technical problems that affect its accuracy
are fully understood.
"The differences between what virtual colonoscopy can do
and what it will do if applied in ordinary practice circumstances are so great
that physicians must be cautious. There are many important steps yet to be
taken in learning how to implement this new technology appropriately" says | <urn:uuid:e8da822e-1201-45d1-883d-0db7a43de4a9> | {
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Submitted to: Ecological Restoration
Publication Type: Peer Reviewed Journal
Publication Acceptance Date: September 8, 2006
Publication Date: March 8, 2007
Citation: Jones, T.A., Monaco, T.A. 2007. A restoration practitioner's guide to the restoration gene pool concept. Ecological Restoration. Interpretive Summary: The Restoration Gene Pool concept delineates a series of alternatives the restorationist may consider when choosing plant materials for restoration. However, to encourage its use, this concept needs a decision-making tool to make it more user friendly. A true/false bifurcating decision-making flowchart was developed that ultimately leads to the tour restoration gene pools. The path is determined by responding to statements about desired genetic identity, genetic diversity, ecological adaptation, enhanced stress tolerance, and seed availability. The flowchart helps the user make appropriate and more objective plant materials choices and provides a way to justify his conclusions.
Technical Abstract: Making plant materials decisions is often one of the most difficult steps in developing a restoration plan. The Restoration Gene Pool concept was developed to clarify the options available to the restorationist in terms of plant materials. Here, a decision-making flowchart is presented incorporating the issues delineated in the Restoration Gene Pool concept. This tool is intended to provide restoration practitioners with a tool to make objective and defensible plant materials choices in keeping with the objectives and philosophy of the restoration project. The flowchart consists of a series of boxes with single or multiple statements, each followed by a true/false bifurcation. The statements deal with issues like genetic identity, plant metapopulation, functional guild, ecoregion, invasive weeds, site soil and climate, endangered species presence, commercial seed availability, seed contracting potential, and breeding improvement. Implementing the flowchart is a straightforward way to apply the Restoration Gene Pool concept to a particular project, but each user is encouraged to personalize the flowchart to make it as practical as possible for the situations which he typically encounters. | <urn:uuid:e1bde768-462f-49ef-9631-7aa5879f61ff> | {
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Unit studies for homeschoolers that focus on Biblical feasts are excellent studies for your children. One of the awesome things about these particular study adventures is you can do it as the actual feasts are occuring throughout the year. All ages will be able to participate and gain insight and wisdom regarding these God ordained appointed times of celebration. You can turn these school days into feast days through creative homeschooling unit studies.
How To Arrange Your Schedule
Unit studies for homeschoolers, in general, are a flexible way to enhance your homeschooling experience for a variety of grade levels at the same time.
Take just 3 weeks out of your homeschool schedule and experience a lifetime of blessings! Celebrate and learn about the Feast of Passover in the spring, the Feast of Pentecost in the summer, and the Feast of Tabernacles in the fall.
Lesson Plan Ideas
Bible Lessons: Teach your children how the truths from these annual feasts can be applied to the Christian walk.
Social Studies/History lessons: Study how the feasts fit into a world history context.
World Geography: Get your children more familiar with Middle Eastern maps.
Home Economics: Develop some simple kitchen cooking projects as a family using delicious Jewish recipes.
Arts/Crafts: Create simple fun projects to encourage your children’s creative talents.
Science: Experience the effect of shaking up cream.
Our Judeo/Christian Heritage
As Christians, there is so very much we can learn from our heritage as grafted in sons and daughters of Abraham. Ephesians 2:13 tells us we are no longer Gentiles by the blood of Jesus and have been brought near near to the nation of Israel. And to make it even more plain, Galatians 3:29 serves as a new will with us being the offspring of Abraham. Hebrew traditions are so rich in culture and life, teaching us much about our Savior and His ways.
Spiritual Growth Through Worship
Each celebration is based on a special time of worship and honor given to the most deserving Father of all. In Leviticus 23, the Lord spoke to Moses declaring the feasts of the Lord as times set apart to worship and remember His goodness. This will enable our hearts to get established on the things that are important to God, which in turn transforms us spiritually.
Do you need more help on putting unit studies for homeschoolers to good use in your home? You can get more FREE details on the Biblical feasts and improving your homeschooling experience. | <urn:uuid:a4856bb4-cfb9-42f2-99c0-c45a458122a7> | {
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Main Post Office (Glavpochtamt)
One of the few historical administrative buildings in St. Petersburg to retain its original function (more or less) to this day, the Main Post Office was built 1782-1789 on the orders of Prince Alexander Bezborodko, chancellor, favourite of Catherine the Great, and head of the postal service, whose own palace had just been completed next door.
The architect, Nikolay Lvov, was also a talented poet, musician and inventor. Although most of his main architectural work was done outside St. Petersburg, his designs for the Main Post Office and reconstruction of the Yaguzhinsky House opposite (now the Museum of the History of Religion) have lead some to declare him one of the greatest practitioners of neoclassicism in Russia. On completion of the building, he and his family lived in apartments there for twelve years.
The building was originally an auxiliary structure, housing the living quarters of some of the service's top officials, as well as stables and workshops in its large courtyard, while the main offices of the postal service were in the Yaguzhinsky House. The buildings switched roles in 1803, and in 1859 Alberto Cavos designed the beautiful covered bridge connecting the first floors of the two buildings.
In 1903, the building's courtyard was turned into Petersburg's first glass-covered atrium. Since then it has been used as the main operations hall, and visitors can view the central granite pillar, marked with a zero. This once marked the official centre of St. Petersburg, from which all road distances to other towns and cities were measured.
|Address:||9, Pochtamtskaya Ulitsa|
|Getting there:||Turn left and left again out of the metro station onto Malaya Morskaya Ulitsa. Walk to the end of the street and straight across Isaakiyevskaya Ploshchad onto Pochtamtskaya Ulitsa. The Post Office is one block down the street on your right.|
|What's nearby?||Museum of the History of Religion, A. S. Popov Central Communications Museum| | <urn:uuid:aa1ee83f-2242-4573-990d-269ab22e3e16> | {
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Highly relevant today, World War II has much to teach us, not only about the profession of arms, but also about military preparedness, global strategy, and combined operations in the coalition war against fascism. During the next several years, the U.S. Army will participate in the nation's 50th anniversary commemoration of World War II. The commemoration will include the publication of various materials to help educate Americans about that war. The works produced will provide great opportunities to learn about and renew pride in an Army that fought so magnificently in what has been called "the mighty endeavor."
World War II was waged on land, on sea, and in the air over several diverse theaters of operation for approximately six years. The following essay is one of a series of campaign studies highlighting those struggles that, with their accompanying suggestions for further reading, are designed to introduce you to one of the Army's significant military feats from that war.
This brochure was prepared in the U.S. Army Center of Military History by Dale Andrade. I hope this absorbing account of that period will enhance your appreciation of American achievements during World War II.
GORDON R. SULLIVAN
General, United States Army
Chief of Staff
In March 1942 a Joint Chiefs of Staff directive established two U.S. military commands in the Pacific: the Southwest Pacific Area, headed by General MacArthur, and the Pacific Ocean Areas, under Admiral Chester W. Nimitz. The decision clearly violated the principle of unity of command. However, with naval officers objecting to MacArthur, the senior officer in the region, as overall Pacific commander and with MacArthur unlikely to subordinate himself to another, the ensuing division of authority seemed a workable compromise. Given the size of the theater and the different national contingents involved, it may even have been a blessing. But it left no single authority in the Pacific to decide between conflicting plans or to coordinate between the two. Even MacArthur later wrote that "of all the faulty decisions of the war, perhaps the most unexplainable one was the failure to unify the command in the Pacific, [which]...resulted in divided effort; the waste, diffusion, and duplication of force; and the consequent extension of the war with added casualties and cost."
From a strategic perspective, this divided command had a direct impact on decisions leading up to the invasion of the Philippines.
During the spring of 1944, the Joint Chiefs debated the merits of seizing Luzon or the Chinese island of Formosa as an initial point for direct operations against Japan. Admiral Ernest J. King, the Chief of Naval Operations, had long objected to landings in the Philippines, and by May 1944 he was joined by Army Chief of Staff General George C. Marshall and Army Air Force Chief of Staff General Henry H. Arnold. Marshall felt that MacArthur's Luzon plan would be "the slow way" and that it made more sense to "cut across" from the Mariana Islands to Formosa. MacArthur, on the other hand, argued that the Formosa route was militarily "unsound" and that the Philippine Islands provided a more sensible staging area for the final assault against the Japanese home islands. As commander of the Philippine defenses in 1941, MacArthur felt a strong moral responsibility to free the entire archipelago of the brutal Japanese occupation. Making the Philippines a major Pacific objective gave his Southwest Pacific command a key mission.
By July 1944 most planners agreed that an invasion of Formosa was not logistically feasible in the near future. In September the Joint Chiefs thus approved a December starting date for MacArthur's invasion of Leyte Island in the central Philippines. The invasion would be followed by an assault on either Luzon, the large, northernmost Philippine island, on 20 February or Formosa on 1 March. But it was not until October that Admiral King finally agreed that Luzon was the better choice.
From the Japanese perspective, control of the islands was vital. Loss of the Philippines would threaten Japan's overseas access to foodstuffs and critical raw materials, especially oil, from the East Indies and Southeast Asia. Thus, Tokyo's naval and army leaders vowed to make the defense of the Philippines their major war effort for 1943-44. For these purposes the commander of Japanese land forces in the Philippines, General Tomoyuki Yamashita, the former conqueror of British Malaya and Singapore, had some 430,000 troops stationed all across the islands, while Japanese naval leaders were prepared to commit the entire battle fleet. If the Americans could be stopped here, then perhaps the entire tide of the war could be changed or, at least, Japan's position greatly strengthened.
MacArthur's return to the Philippines began on the island of Leyte in October 1944. Prior to the amphibious assault, the Japanese carrier force had been decimated in the battle of the Philippine Sea on 19-20 June of the same year. Moreover, the battle of Leyte Gulf in October saw most of the Japanese surface fleet destroyed with little to show for its sacrifice. Japan's once formidable air force was also decimated, leaving
the skies over the Philippines open to American air power. Yet the primary objective of assaulting Leyte was to provide a staging area for a much larger effort, the assault against the island of Luzon where most of the Japanese land defenses lay. The operations on Leyte in December gave the Americans little more than a foothold in the Philippines.
Before Luzon could be attacked, MacArthur needed a base of operations closer to his objective than Leyte. He picked Mindoro, an island with minimal Japanese defenses just south of Luzon. About half the size of New Jersey, Mindoro is blanketed by mountains, with a few narrow plains along the coast. The high peaks trap clouds moving up from the south, causing almost daily rains and high humidity and making the island a breeding ground for malaria and other tropical diseases.
From MacArthur's point of view Mindoro was important only for its potential airfields, could supplement the unsatisfactory ones recently constructed on Leyte. Landing areas in the northeastern part of the island were best, but constant inclement weather and the airfields' proximity to what was left of Japanese air power on Luzon ruled them out. Instead, planners chose to secure beachhead and airfield sites near San Jose, in the southwest corner of the island. Although not ideal, the region lay near Mangarin Bay, Mindoro's best anchorage. This location would provide a base for the amphibious invasion fleet and allow land-based American aircraft to intensify their attacks against the Japanese on Luzon.
MacArthur assigned the seizure of Mindoro to Lt. Gen. Walter Krueger's Sixth Army. Krueger, in turn, gave the task to Maj. Gen. Roscoe B. Woodruff, commander of the 24th Infantry Division, who was to employ one organic regiment, the.19th Infantry, and the separate 503d Parachute Regimental Combat Team. Although the airborne unit was originally scheduled to jump into the battle area, the limited capacity of the Leyte airfields dictated that they arrive by sea, alongside the infantry. In any case, naval support for the small landing was substantial, with 6 escort carriers, 3 battleships, 6 cruisers, and many small warships providing direct support.
For the amphibious assault vessels and supporting warships, the main threat came from Japanese land-based kamikaze suicide planes. The Japanese had begun the practice as a desperate measure during the final stages of the Leyte Campaign, perfecting it during December. On the 13th, two days before the scheduled assault on Mindoro, the light
cruiser Nashville was hit by a kamikaze, killing over 130 men and wounding another 190. Among the injured was Brig. Gen. William C. Dunkel, commander of the landing force. Later kamikaze attacks damaged two landing ships, tank (LSTs) and disabled several other ships. U.S. Army and Navy aviation did what they could during the first weeks of December. The Army claimed to have destroyed about 450 Japanese planes in the air and on the ground throughout the Philippines and the Navy 270 more.
The invasion of Mindoro began on 15 December. Clear weather allowed full use of U.S. air and naval power against virtually no Japanese resistance. The ensuing landings were also unopposed. With only about 1,000 Japanese troops on the large island, plus some 200 survivors from ships sunk off Mindoro while on their way to Leyte, the defenders could do little. By the end of the first day, Army engineers were hard at work preparing airfields for the invasion of Luzon. The first was completed in five days; a second was ready in thirteen. Together the airfields allowed American aircraft to provide more direct
support for the planned Luzon beachhead, striking kamikaze airfields before aircraft could take off and harrying Japanese shipping between Luzon, Formosa, and southern Japan.
From his headquarters in Manila, General Yamashita realized that he could expect little outside support. The Japanese naval and air arms had done their best in the preceding months but to no avail, and they had been largely destroyed in the process. Moreover, Yamashita's forces on Luzon, some 260,000 strong, were weak in artillery, transport, armor, and other modern equipment. They would be unable to face the well-equipped American Army units in open warfare. Thus Yamashita decided to fight a delaying action, keeping his army in the field as long as possible. During his 1941-42 defense of the Philippines, MacArthur had considered Manila, the central Luzon plains, and the Bataan Peninsula critical, with their harbors and airfields. The Japanese commander, however, had no intention of defending these sites. Instead, Yamashita planned to withdraw the bulk of his forces into three widely separated mountain strongholds and settle down for a long battle of attrition.
Long before the American invasion began, General Yamashita divided his Luzon forces into three groups, each centered around a remote geographical region. The largest of these groups and under the direct command of Yamashita was Shobu Group, located in northern Luzon with about 152,000 troops. A much smaller force, Kembu Group, with approximately 30,000 troops, occupied the Clark Air Field complex as well as the Bataan Peninsula and Corridor. The third major force, Shimbu Group, consisted of some 80,000 soldiers occupying the southern sections of Luzon, an area that included the island's long Bicol Peninsula as well as the mountains immediately east of Manila. Most Shimbu units were in the latter area and controlled the vital reservoirs that provided most of the capital area's water supply.
On the American side, General MacArthur intended to strike first at Lingayen Gulf, an area of sheltered beaches on the northwestern coast of Luzon. A landing there would place his troops close to the best roads and railways on the island, all of which ran through the central plains south to Manila, his main objective. Also, by landing that far north of the capital, MacArthur allowed himself maneuvering room for the large force he intended to use on Luzon. But once the beachhead was secure, his initial effort would focus on a southern drive to the Filipino capital. Possession of this central core, as well as Manila Bay, would allow his forces to dominate the island and make a further coordinated defense by the Japanese exceedingly difficult. Ultimately ten U.S. divisions and five independent regiments would see action on Luzon, making it the largest
campaign of the Pacific war and involving more troops than the United States had used in North Africa, Italy, or southern France.
The weather on 9 January (called S-day) was ideal. A light overcast dappled the predawn sky, and gentle waves promised a smooth ride onto the beach. At 0700 the preassault bombardment began and was followed an hour later by the landings. With little initial Japanese opposition, General Krueger's Sixth Army landed almost 175,000 men along a twenty-mile beachhead within a few days. While the I Corps, commanded by Lt. Gen. Innis P. Swift, protected the beachhead's flanks, Lt. Gen. Oscar W. Griswold's XIV Corps prepared to drive south, first to Clark Field and then to Manila. Only after the Manila area had been secured was Swift's I Corps to push north and east to seize the vital road junctions leading from the coast into the mountains of northern Luzon.
Almost from the beginning there was friction between MacArthur and some of his subordinates. Krueger wanted the I Corps to secure the roads leading east into the mountains before the XIV Corps advanced south. Already, he pointed out, I Corps had encountered opposition on the beachhead's northern, or left, flank, while the XIV Corps had found little resistance to the south. Cautious, Krueger hesitated before committing his army to a narrow thrust directly toward Manila with his eastern flank open to a possible Japanese attack.
MacArthur disagreed. He thought it unlikely that the Japanese were capable of mounting an attack in Sixth Army's rear or flank and directed Krueger to follow his prearranged plans, seizing Clark Air Field and the port facilities at Manila as soon as possible. So on 18 January Griswold's XIV Corps moved south with the 37th and 40th Infantry Divisions, leaving Sixth Army's eastern flank undefended as it proceeded from the beachhead area. But with Yamashita's Shobu Group relatively inactive, Krueger's concerns proved unwarranted. As at the beachhead, the Japanese put up little opposition to the drive south, having evacuated the central plains earlier. Only when Griswold's troops reached the outskirts of Clark Field on 23 January did they run up against determined resistance, and it came from the relatively weak Kembu Group. For more than a week the Japanese fought a stubborn battle against the advancing Americans, and it was not until the end of January that the airfield was in American hands. Leaving the 40th Division behind to occupy the area, Krueger regrouped the XIV Corps and on 2 February continued south toward the capital.
From the beginning, MacArthur remained unhappy with the pace of the advance. He personally drove up and down the advancing line,
inspecting units and making suggestions. On 30 January, after visiting the 37th Division as it advanced south from San Fernando toward Calumpit, MacArthur sent off a message to Krueger criticizing "the noticeable lack of drive and aggressive initiative." Later, while visiting the 1st Cavalry Division, which had just arrived in Luzon to reinforce the XIV Corps, he told the division commander, Maj. Gen. Verne D. Mudge, to "Go to Manila, go around the Nips, bounce off the Nips, but go to Manila." In response, Mudge formed a mechanized task force under the 1st Cavalry Brigade commander, Brig. Gen. William C. Chase, commanding two motorized cavalry squadrons reinforced with armor and motorized artillery and support units. This "flying column" rushed toward Manila while the rest of the division followed and mopped up.
At the same time MacArthur added additional forces to the drive on the capital. On 15 January he launched Operation MIKE VI, a second amphibious assault some forty-five miles southwest of Manila. On 31 January, X-ray Day, two regiments of the 11th Airborne Division, under the command of Maj. Gen. Joseph M. Swing, landed unopposed. The paratroopers seized a nearby bridge before the surprised Japanese defenders had a chance to demolish it, and then the paratroopers turned toward Manila. The division's third regiment, the 511th Parachute, dropped in by air to join the advance, which by the following day was speeding north along the paved highway toward the capital to the cheers of throngs of grateful Filipino civilians along the way.
Originally the 11th Airborne Division, one of Lt. Gen. Robert L. Eichelberger's Eighth Army units, had been slated to contain Japanese troops throughout southwestern Luzon. But acting on MacArthur's orders, Eichelberger pushed the division north. On 3 February one battalion of the 511th encountered determined Japanese resistance near the town of Imus, five miles south of Manila, where some fifty defenders clung to an old stone building despite a fierce bombardment by the battalion's 75-mm. howitzers. Observing that the artillery had had little effect, T. Sgt. Robert C. Steel climbed onto the building's roof, knocked a hole through it, poured in gasoline, and then threw in a phosphorous grenade. As the Japanese dashed out, Steel's men shot them down.
Another three miles up the road lay the Las Pinas River bridge. It was set for demolition and guarded by a small detachment of Japanese who were dug in along the north bank. Despite the fierce firelight less than an hour before at Imus, the Japanese were surprised by the appearance of the Americans. The paratroopers secured the span before it could be blown. With one battalion guarding the bridge, another passed over on trucks toward Manila, hoping to enter the city from the south.
It was not to be. By dawn on 4 February the paratroopers ran into increasingly heavy and harassing fire from Japanese riflemen and machine gunners. At the Paranaque River, just south of the Manila city limits, the battalion halted at a badly damaged bridge only to be battered by Japanese artillery fire from Nichols Field. The 11th Airborne Division had reached the main Japanese defenses south of the capital and could go no further.
The "race" for Manila was now between the 37th Division and the 1st Cavalry Division, with the cavalry in the lead. Since the operation had begun in late January, its units had been fortunate enough to find bridges and fordable crossings almost everywhere they went. On 2 February Chase's flying column was dashing toward Manila, sometimes at speeds of fifty miles per hour, with individual units competing for the honor of reaching the city first. The 37th Division, on the other hand, was slowed down by difficult crossings which forced it to either ferry its artillery and tanks across or wait for the engineers to build bridges.
On 3 February elements of the 1st Cavalry Division pushed into the northern outskirts of Manila, with only the steep-sided Tuliahan River separating them from the city proper. A squadron of the 8th Cavalry reached the bridge just moments after Japanese soldiers had finished preparing it for demolition. As the two sides opened fire on one another, the Japanese lit the fuse leading to the carefully placed explosives. Without hesitation, Lt. James P. Sutton, a Navy demolitions expert attached to the division, dashed through the enemy fire and cut the burning fuse. The way to Manila was clear.
That evening, the 8th Cavalry passed through the northern suburbs and into the city itself. The troopers had won the race to Manila. As the sun set over the ocean behind the advancing Americans, a single tank named "Battling Basic" crashed through the walls surrounding Santo Tomas University, the site of a camp holding almost 4,000 civilian prisoners. The Japanese guards put up little resistance, and soon the inmates, many of whom had been incarcerated for nearly two years, were liberated.
Despite the initial American euphoria, much fighting remained. Although the approach to the city had been relatively easy, wresting the capital from the Japanese proved far more difficult. Manila, a city of 800,000, was one of the largest in Southeast Asia. While much of it consisted of ramshackle huts, the downtown section boasted massive reinforced concrete buildings built to withstand earthquakes and old Spanish stone fortresses of equal size and strength. Most were located south of the Pasig River which bisects the capital, requiring that the Americans cross over before closing
with the enemy. Even a half-hearted defense was bound to make Manila's recapture difficult.
Regarding Manila as indefensible, General Yamashita had originally ordered the commander of Shimbu Group, General Yokoyama Shizuo, to destroy all bridges and other vital installations and evacuate the city as soon as strong American forces made their appearance. However, Rear Adm. Iwabachi Sanji, the naval commander for the Manila area, vowed to resist the Americans and countermanded the order. Determined to support the admiral as best he could, Yokoyama contributed three Army battalions to Iwabachi's 16,000man Manila Naval Defense Force and prepared for battle. The sailors knew little about infantry tactics or street fighting, but they were well armed and entrenched throughout the capital. Iwabachi resolved to fight to the last man.
On 4 February 1945, General MacArthur announced the imminent recapture of the capital while his staff planned a victory parade. But the battle for Manila had barely begun. Almost at once the 1st Cavalry Division in the north and the 11th Airborne Division in the south reported stiffening Japanese resistance to further advances into the city. As one airborne company commander remarked in mock seriousness, "Tell Halsey to stop looking for the Jap Fleet; it's dying on Nichols Field." All thoughts of a parade had to be put aside.
Following the initial American breakthrough on the fourth, fighting raged throughout the city for almost a month. The battle quickly came down to a series of bitter street-to-street and house-to-house struggles. In an attempt to protect the city and its civilians, MacArthur placed stringent restrictions on U.S. artillery and air support. But massive devastation to the urban area could not be avoided. In the north, General Griswold continued to push elements of the XIV Corps south from Santo Tomas University toward the Pasig River. Late on the afternoon of 4 February he ordered the 2d Squadron, 5th Cavalry, to seize Quezon Bridge, the only crossing over the Pasig that the Japanese had not destroyed. As the squadron approached the bridge, enemy heavy machine guns opened up from a formidable roadblock thrown up across Quezon Boulevard. The Japanese had pounded steel stakes into the pavement, sown the area with mines, and lined up old truck bodies across the road. Unable to advance farther, the cavalry withdrew after nightfall. As the Americans pulled back, the Japanese blew up the bridge.
The next day, 5 February, went more smoothly. Once the 37th Division began to move into Manila, Griswold divided the northern section of the city into two sectors, with the 37th responsible for the
western half and the 1st Cavalry responsible for the eastern part. By the afternoon of the 8th, 37th Division units had cleared most Japanese from their sector, although the damage done to the residential districts was extensive. The Japanese added to the destruction by demolishing buildings and military installations as they withdrew. But the division's costliest fighting occurred on Provisor Island, a small industrial center on the Pasig River. The Japanese garrison, probably less than a battalion, held off elements of the division until 11 February.
The 1st Cavalry Division had an easier time, encountering little opposition in the suburbs east of Manila. Although the 7th and 8th Cavalry fought pitched battles near two water supply installations north of the city, by 10 February the cavalry had extended its control south of the river. That night, the XIV Corps established for the first time separate bridgeheads on both banks of the Pasig River.
The final attack on the outer Japanese defenses came from the 11th Airborne Division, under the XIV Corps control since 10 February. The division had been halted at Nichols Field on the fourth and since then had been battling firmly entrenched Japanese naval
troops, backed up by heavy fire from concealed artillery. Only on 11 February did the airfield finally fall to the paratroopers, but the acquisition allowed the 11th Airborne Division to complete the American encirclement of Manila on the night of the twelfth.
For the rest of the month the Americans and their Filipino allies mopped up enemy resistance throughout the city. Due to the state of Japanese communications, Yamashita did not learn of the efforts of his subordinates in defending Manila until about 17 February, after it was too late to countermand the order. The final weeks of fighting were thus bloody, but the results were inevitable. On 4 March, with the capture of the giant Finance Building in the city center, Griswold reported that enemy resistance had ceased. Manila was officially liberated. But it was a city no more. Some observers commented that the destruction was more complete than in Cologne, Hamburg, or even London. Amidst the devastation, Manila's residents tried to resume their lives.
Just before the last fighting ended, MacArthur summoned a provisional assembly of prominent Filipinos to Malacanan Palace and in their presence declared the Commonwealth of the Philippines to be permanently reestablished. "My country kept the faith," he told the gathered assembly. "Your capital city, cruelly punished though it be, has regained its rightful place-citadel of democracy in the East."
Securing Manila was significant for both military and psychological reasons, but from a logistical point of view the seizure of Manila Bay was especially crucial. The supply lines at Lingayen Bay, which had so ably supported the American advance south on the capital, were strained almost to the breaking point. Yet, despite the fact that Manila's world-class harbor was in American hands, it could not be used unless the Bataan Peninsula, which encompassed the bay's western shore, was secure.
Even as XIV Corps forces drove on Manila, MacArthur had thus ordered Krueger's Sixth Army to seize Bataan, including Corregidor, the small island fortress at its southern tip. Since Griswold's troops were fully occupied, MacArthur supplemented Sixth Army with the XI Corps from Leyte, commanded by Maj. Gen. Charles P. Hall. With the 38th Infantry Division and the 24th Division's 34th Infantry, the XI Corps was to land on the Zambales coast some twenty-five miles northwest of Bataan and drive rapidly east across the base of the peninsula, and then sweep south, clearing the entire peninsula including its eastern coast.
Prior to the assault, American intelligence had badly overestimated enemy strength, predicting that the Japanese had nearly 13,000 soldiers on Bataan. However, having decided that the defense of Manila Bay was also beyond the capabilities of his forces, General Yamashita had the Kembu Group commander, Maj. Gen. Rikichi Tsukada, place fewer than 4,000 of his troops on the peninsula. The main defensive force was Nagayoshi Detachment, a regiment from the 10th Division under Col. Nagayoshi Sanenobu.
On the morning of 29 January, nearly 35,000 U.S. troops landed just northwest of the peninsula. Elements of the 38th Division immediately dashed inland to take the San Marcelino airstrip, but found that Filipino guerrillas under the command of Capt. Ramon Magsaysay, later president of the Republic of the Philippines, had secured the field three days earlier. Elsewhere, surprise was complete. In fact, the only casualty on that first day was an American enlisted man, who was gored by an ornery bull. The next day Subic Bay and Olongapo were occupied.
The Japanese chose to make a stand in the rugged Zambales mountains at the northern base of the peninsula, which Americans dubbed the "ZigZag Pass." Colonel Nagayoshi had plenty of supplies and ammunition for a long battle, but his main defensive line was a mere 2,000 yards long, leaving his position open to flanking maneuvers. On 31 January Hall's forces advanced east, seeking out both Japanese flanks. But unfavorable terrain and determined resistance by the Japanese made it difficult. During the next two weeks, elements of the 38th Division struggled to open the ZigZag Pass, and by 8 February they had overrun the main Japanese positions, killing more than 2,400 defenders. Colonel Nagayoshi and 300 of his men escaped farther south and joined other defenders who held out until the middle of February. But before then the vital shoreline of Manila Bay had been secured.
Although Corregidor lacked the importance to the Japanese defense that it had held for the Americans in 1942, it merited a separate attack. MacArthur's plan involved a combined amphibious and airborne assault, the most difficult of all modern military maneuvers. The airborne attack was obviously risky. At just over five square miles, Corregidor made a small target for a parachute drop. To make matters more difficult, the paratroopers were required to land on a hill known as Topside, the dominant terrain feature on the island. On the other hand' there was little choice. From Topside the Japanese could dominate all possible amphibious landing sites. In addition, the Japanese would certainly not expect an airborne landing on such an unlikely target.
The planners were correct in their assumptions. On the morning of 16 February the 503d Parachute Regimental Combat Team floated down on the surprised defenders while a battalion of the 34th Infantry stormed ashore. During fierce fighting, the Japanese tried to regroup, and at one point, on the morning of 16 February, they threatened to drive a salient into the paratroopers' tenuous foothold on Topside. Pvt. Lloyd G. McCarter charged a key enemy position and destroyed a machine gun nest with hand grenades. For his bravery, McCarter was awarded the Medal of Honor. His actions and those of many other paratroopers and infantrymen during the nine days that followed helped defeat the Japanese on Corregidor. The island fell on 26 February, and, six days later, MacArthur returned to the fortress he had been forced to leave in disgrace three years before.
The battles for Manila, Bataan, and Corregidor were only the beginning of the Luzon Campaign. Both Shobu Group, securing northern Luzon, and the bulk of Shimbu Group, defending the south, remained intact. With about 50,000 men at his disposal, the Shimbu Group commander, General Yokoyama, had deployed some 30,000 of them immediately east and south of Manila, with the remainder arrayed along the narrow Bicol Peninsula to the southwest. The main Japanese defenses near the capital were built around the 8th and 105th Divisions, with the rest of the manpower drawn from a jumble of other units and provisional organizations. East of Manila, their positions were organized in considerable depth but lacked good lines of supply and reinforcement. Shimbu Group's eastern defenses obviously presented the most immediate threat to American control of the Manila area and would have to be dealt with first.
By mid-February Krueger's Sixth Army staff had begun planning operations against those Shimbu Group forces closest to Manila. Although still concerned about Shobu Group troop concentrations in northern Luzon, both Krueger and MacArthur agreed that the Manila area, the potential logistical base for all American activities on Luzon, still had first priority. Nevertheless, MacArthur made Krueger's task more difficult in the coming weeks by continually detaching troop units from Sixth Army control and sending them to the southern and central Philippines, which had been bypassed earlier. These diversions greatly impaired Krueger's ability to deal with both Shobu and Shimbu Groups at the same time.
By 20 February Krueger had positioned the 6th and 43d Infantry Divisions, the 1st Cavalry Division, and the 112th Cavalry Regimental Combat Team for an offensive in the rolling hills east of Manila. In addition, as soon as Manila was secured, he wanted the 11th Airborne Division to clear the area south of the capital, assisted by the indepen-
dent 158th Infantry. He hoped that the first effort could begin immediately and that the second would start by the first week in March.
The main objective of XIV Corps' attack against Shimbu Group was to gain control of the Manila water supply, most of which came from dams along the Angat and Marikina Rivers some twenty miles northeast of the city. Here the coastal plains gave way to rolling mountains and plunging valleys carved by rivers flowing toward the sea. But two crucial errors affected the operation before it even began. First, the Americans did not realize that the Wawa Dam, thought to be one of Manila's sources of water, had been abandoned in 1938 in favor of the larger Ipo Dam in the Marikina Valley. The Wawa Dam could have been bypassed, but Krueger did not realize his error for almost two months. Second, intelligence badly underestimated Shimbu Group's strength, reckoning that there were fewer than 20,000 Japanese troops east of Manila when, in reality, there were about 30,000. Enemy defensive positions were strung out along a thin line about thirty miles long running from Ipo Dam in the north to the town of Antipolo in the south. The Japanese positions alone were of little strategic value, but together they commanded all the high ground east of Manila.
On the afternoon of 20 February the XIV Corps launched its attack. Griswold assigned the 6th Division the task of capturing the dams in the north and ordered the 2d Cavalry Brigade, 1st Cavalry Division, to attack the southern half of the Japanese defenses and secure the town of Antipolo. Both units traversed the broad Marikina Valley unmolested but encountered fierce resistance as they moved into the hills and mountains forming the valley's eastern wall. There the Japanese had honeycombed the area with subterranean strongholds and machine gun positions covering all avenues of approach. Despite massive Allied air support, the cavalry advanced slowly, on some days measuring progress in mere yards: Not until 4 March did the troops reach Antipolo. But success was bittersweet. The brigade had lost nearly 60 men killed and 315 wounded, among them the 1st Cavalry Division commander, General Mudge.
To the north the 6th Infantry Division fared only slightly better. Its initial objectives were Mount Pacawagan and Mount Mataba, two strategic high points crucial to capturing the Wawa Dam. Both mountains were defended by extensive Japanese artillery and infantry positions. By 4 March the infantry's southernmost elements had gained a precarious foothold on the crest of Mount Pacawagan, but they could go no farther. Just to the north the Japanese continued to deny the Americans any gains in the Mount Mataba area. Not until 8 March did
the infantry regain its momentum, gouging the Japanese defenders from their positions as they advanced.
From his vantage point in the mountains, General Yokoyama was concerned by these advances that threatened to envelop both his flanks. Unwilling to abandon his excellent defensive positions on Mataba and Pacawagan, he decided instead to launch a counterattack aimed at the advancing 6th Division. His plans and their subsequent execution typified major Japanese tactical weaknesses throughout the war. Yokoyama scheduled a series of complicated maneuvers that required meticulous coordination in difficult terrain, necessitating sophisticated communications that Shimbu Group lacked. In addition, the Japanese artillery was neither strong enough nor suitably deployed to provide proper support. Still, the counterattack began on 12 March with three reserve battalions assaulting three widely dispersed positions along the American line. How Yokoyama expected these scattered attacks to succeed is unclear, but to make matters worse, they ran straight into another major offensive of the 6th Division. In fact, the counterattacks were so weak that the Americans had no idea they were even under attack. The entire effort demonstrated only that Shimbu Group was incapable of effective offensive action and that the original defensive strategy was the best course. But the Japanese were irretrievably weakened by the failed counterattack, and to Yokoyama the ultimate fate of Shimbu Group was a foregone conclusion. All he could do now was trade lives for terrain and time.
For the next two days, 13-14 March, the Americans battered through Japanese positions, bolstered in the south by a regiment of the 43dDivision sent in as reserve for the 1st Cavalry Division. The 6th Division successfully cleaned out the extreme northern Japanese positions, securing a strong foothold on Mount Mataba. The cost, however, continued to be high. On the morning of 14 March a burst from a hidden Japanese machine gun position caught a group of officers bunched together at a regimental forward command post, mortally wounding the division commander, Maj. Gen. Edwin D. Patrick, and one of the regimental commanders. Still, the dual offensives had begun to cave in the Japanese defensive line at both the northern and southern flanks, killing an estimated 3,350 enemy troops. On the American side, the XIV Corps lost almost 300 dead and over 1,000 wounded in less than a month of fighting.
On 14 March General Hall's XI Corps took over responsibility for operations against Shimbu Group. With the 38th and 43d Infantry Divisions, Hall decided to continue XIV Corps' strategy, although he intended to concentrate more heavily on destroying the Japanese left,
or southern, flank. On 15 March American forces resumed the attack, and by the twenty-second, to avoid complete encirclement, the Japanese had begun withdrawing to the northeast. But the Americans followed up quickly, and by 27 March they had penetrated the hasty Japanese defenses, completely destroying Shimbu Group's left flank. On 17 May the 43d Division, aided by guerrilla forces and air strikes that delivered the heaviest concentration of napalm ever used in the Southwest Pacific, captured the Ipo Dam intact and restored Manila's water supply. Wawa Dam was captured, also undamaged, on 28 May against comparatively light resistance. Continued pressure forced the Japanese to withdraw deep into the Sierra Madre mountains in eastern Luzon where starvation, disease, and guerrilla attacks gradually decimated their ranks during the remainder of the war.
Shimbu Group's southern positions along the Bicol Peninsula fared no better. After the XI Corps had relieved the XIV Corps in mid-March, the latter concentrated on rooting the Japanese out of southern Luzon. On 15 March the 6th Division, with the 112th Regimental Combat Team attached, passed to the control of the XI Corps, and the 37th Division was placed in the Sixth Army reserve and given the mission of patrolling Manila. The XIV Corps now included the 1st Cavalry Division and the 11th Airborne Division with the 158th Regimental Combat Team attached. The corps held a line stretching from Laguna de Bay, a huge lake at the northern edge of the Bicol Peninsula, to Batangas Bay on the southern coast. Between the bays lay Lake Taal, a smaller body of water, and a crucial road junction at the town of Santo Tomas. On 19 March the 1st Cavalry Division on the northern edge of the line and the 11th Airborne Division on the south edge began a double enveloping drive around Japanese positions near Lake Taal. The purpose of the drive was to open the highway between Santo Tomas and Batangas, a move that was successfully completed by month's end. On 24 March the 158th Regimental Combat Team was taken from the 11th Airborne Division and ordered to prepare for an amphibious landing at Legaspi on the southeast coast of the Bicol Peninsula.
By 19 April, the Americans had completed their encirclement and driven all the way to Luzon's east coast. The 11th Airborne Division cut all routes leading to the Bicol Peninsula, while the 1st Cavalry Division turned north into the Santa Maria Valley in a move intended to turn Shimbu Group's southeast flank and prevent the Japanese from using any of the small coastal towns as concentration or evacuation points. By 25 May, the cavalry, with substantial support from guerrilla units, had seized Infanta, the largest town along the coast.
The XIV Corps was now free to proceed with the liberation of the Bicol Peninsula. The campaign had actually begun on 1 April when the 158th Regimental Combat Team carried out its amphibious assault at Legaspi on the southeastern tip of Luzon. Resistance was light because the Japanese had transferred most of their troops to the northern Shimbu Group positions during January. Although the 158th Regimental Combat Team encountered many prepared defenses, the opposition consisted mainly of support troops and naval service troops, together with a few remnants that had escaped from Leyte. The Americans had little trouble handling this hodgepodge of Japanese defenders, and on 2 May they linked up with the 1st Cavalry Division, which had been advancing into the peninsula from the northwest. By 31 May, all of southern Luzon was cleared of major enemy units, and on 15 June the XIV Corps was relieved of tactical responsibility in southern Luzon and transferred north.
Despite the hard fighting in Manila, the Bataan Peninsula, and throughout southern Luzon, the main Japanese force was in the northern part of the island. It was there that General Yamashita's Shobu Group occupied a large region resembling an inverted triangle, with northern Luzon's rugged geography as a shield. In the east rose the Sierra Madre mountain range, to the west the impressive hills of the Cordillera Central, and at the northern edge of the triangle, the Babuyan channel. In the center lay the Cagayan Valley, Luzon's rice bowl and a key supply area for the Japanese units. Yamashita had pieced together a defensive force made up of the 19th Division, the 23d Division, and elements of three others: the 103d and 10th Divisions and the 2d Tank Division. Its main purpose was to harass the Americans rather than to defeat them. Yamashita expected the main attack to come from the Manila area where American forces were consolidating their gains, particularly along the handful of roads winding north through Bambang and Baguio and into the Cagayan Valley. And there was always the possibility of amphibious landings along the northern coastline.
In February, as American troops gradually pushed the enemy out of Manila, General Krueger alerted the I Corps for an offensive into northern Luzon against Shobu Group. Originally, Krueger had planned to use a total of six divisions to gradually push north through Bambang, but MacArthur's emphasis on securing the entire Manila area first made this impossible. Nevertheless, by the end of February, General Swift, the I Corps commander, had begun probing the area
north of the original beachhead with the 33d Division, which had replaced the battle-weary 43d Division and the 158th Regimental Combat Team on 13 February. Although Swift's forces were outnumbered two-to-one by the Japanese, the relative passivity of their foes encouraged the more aggressive Americans.
In early March Swift ordered the 33d Division to push northeast along Route 11, the easiest road into the mountains, toward the town of Bambang. But the attackers quickly discovered that this avenue was heavily defended and made little progress. Meanwhile, other elements of the division operating along the coast directly north from the Lingayen Gulf landing beaches found little resistance. After taking some small towns farther up the coast and turning inland Maj. Gen. Percy W. Clarkson, the division commander, decided to dash along Route 9 and attack Baguio-the prewar summer capital of the Philippines and currently Yamashita's headquarters-from the northeast. To assist, Krueger added the 37th Infantry Division to the attack and with the aid of air strikes and guerrilla harassment, wore down the defenders until they were on the verge of starvation. A small garrison made a last stand at
Irisan Gorge, where the road crossed the Irisan River some three miles west of Baguio, but on 27 April the town fell to American troops.
Shobu Group had lost one of the three legs of its defensive triangle, but the battle on northern Luzon was far from over. Until the end of the war, Sixth Army forces continued to push Yamashita's men farther into the mountains, taking heavy casualties in the process. The 32d Division, which had also seen heavy fighting on Leyte, was worn down to almost nothing, but the defenders suffered even heavier battle casualties as well as losses to starvation and disease. By the end of the war, the Japanese were still holding out in the rugged Asin Valley of the Sierra Madre in north-central Luzon, enduring the drenching summer monsoons. Nevertheless, General Yamashita and about 50,500 of his men surrendered only after the close of hostilities on 15 August.
On 30 June 1945 Krueger's Sixth Army was relieved by the Eighth Army, whose task was to mop up scattered Japanese positions. By the end of March, however, the Allies controlled all of Luzon that had any strategic or economic significance.
Technically, the battle for Luzon was still not over when Japan surrendered on 15 August 1945. On the northern part of the island Shobu Group remained the center of attention for the better part of three U.S. Army divisions. Altogether, almost 115,000 Japanese remained at large on Luzon and on some of the southern islands. For all practical purposes, however, the battle for control of Luzon had been over since March.
MacArthur can be both lauded and criticized for the Luzon Campaign. On the one hand he had swiftly recaptured Manila and all areas deemed critical for further operations against the Japanese. On the other hand the enemy was not totally subdued and the Japanese troops still posed a serious threat even after several months of fighting. But many other Japanese garrisons had been left behind along the road to the Japanese heartland-just as in the European theater the Allied commanders had virtually ignored many German garrisons remaining along the French Atlantic coast and on the English Channel. After June, only a limited number of forces were needed to keep Shobu Group on the defensive. More significantly, Shobu Group, representing the largest Japanese troop concentration on the islands, contributed little to the defense of Luzon. In the end they appeared more concerned with their own pointless survival as a force in being than in interfering in any way with American designs. The Japanese decision to fight a
passive war of attrition set the tone for the entire campaign. Had Yamashita conducted a more active defense, one that did not meekly surrender the initiative to the Americans, the struggle might have been shorter but much sharper. In such a case, MacArthur's single-minded drive on Manila might have been judged a risky venture and the diversion of troops to liberate other minor islands a dangerous practice. And had the Americans suffered even minor reverses on the battlefield in the early days of January and February, the struggle might also have been prolonged until August at an even heavier cost in American lives.
Taken altogether, MacArthur's offensive had contained or taken out of the war over 380,000 Japanese, rendering them unavailable for the defense of the homeland. In the final analysis, the fall of Luzon meant once and for all that the Japanese Empire was doomed. The battles of the Philippine Sea and Leyte Gulf had left its fleet in tatters, and the ground campaigns that followed turned the once-proud Japanese Army into a shadow of its former self.
Casualties on both sides were staggering. Except for those forces surrendering at the end of the war, the Japanese lost virtually all of the 230,000 military personnel on Luzon, in addition to some 70,000 casualties from the previous battle on Leyte Island. By the summer of 1945, the Americans had thus destroyed nine of Japan's best divisions and made another six combat-ineffective. Losses stemming from the battle so drastically reduced Japanese air power that the use of kamikaze operations was necessary throughout the rest of the war.
American casualties were also high. Ground combat losses for the Sixth and Eighth Armies were almost 47,000, some 10,380 killed and 36,550 wounded. Nonbattle casualties were even heavier. From 9 January through 30 June 1945, the Sixth Army on Luzon suffered over 93,400 noncombat casualties, including 260 deaths, most of them from disease. Only a few campaigns had a higher casualty rate.
For the first time during the Pacific war, American troops were deployed in field army strength, making for a sometimes unwieldy command structure. In earlier campaigns throughout the Pacific, the U.S. theater commanders had generally employed one or two divisions at a time to seize small islands or small portions of coastline. In contrast, the Luzon Campaign saw extended operations inland which demanded the deployment of multi-corps forces supported by greatly expanded logistical and communications systems. Fortunately for the Americans, all but one of the participating U.S. divisions had had previous experience in fighting the Japanese, particularly on Leyte only a few months before. In fact, except for the urban fighting in Manila, American units were in the enviable position of applying past lessons to the battlefield. The
Americans also had the advantage of superior weapons, equipment, and supplies and by January, control of both the local seas and air. Finally, the flat open plains of central Luzon were conducive to the Americans' advantage in maneuverability and firepower. During earlier battles on the Pacific's small jungle islands, the terrain often worked to the Japanese advantage; on Luzon, the reverse was so. But again, due to the scope of the battlefield, it was the American ability to perform effectively at the larger, operational level of war that was tested for the first time in the Pacific during the Luzon Campaign.
Although the reconquest of Luzon was a severe blow to the Japanese and placed the Allies one step closer to total victory, Japan would not admit defeat. An invasion of the Japanese homeland still loomed large in American planning and expectations. But the battle for Luzon had steeled America's fighting men for the daunting task ahead. Their victory was not merely another stepping stone in MacArthur's island-hopping campaign. It marked the first time that the Japanese were driven from a strategic area that they had captured at the beginning of the war. And if American soldiers needed any other impetus, many of them received it when they saw the horror of Japanese prison camps. To many, it made the difficult battle of Luzon-and the specter of a possible invasion of the Japanese mainland-seem worthwhile.
The most complete works on the Luzon Campaign are the official volumes produced by the Army and Navy, particularly Robert Ross Smith, Triumph in the Philippines (1963), and Samuel Eliot Morison, The Liberation of the Philippines (1963). The best account contained in a general work on the Pacific war is Ronald Spector, Eagle Against the Sun (1985). Other significant general studies include John Toland3 The Rising Sun (1970), and James L. Stokesbury, A Short History of World War II (1980). Various MacArthur biographies, such as Michael Schaller, Douglas MacArthur: Far Eastern General (1989), cover MacArthur's personal involvement in the campaign, but with the exception of D. Clayton James' excellent The Years of MacArthur: Volume II, 1941-1945 (1970), go into few operational details.
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Seema Lekhwani*, N D Vaswani**
Department of Biochemistry* and Pediatrics**, PGIMS, Rohtak, India
|Address for Correspondence|
|Dr N D Vaswani, 9J-55 Medical Campus PGIMS, ROHTAK.|
The hemoglobin molecule is composed of a prosthetic heme group attached to two pairs of unlike polypeptide chains. Normal adult hemoglobin (A) consists of two α and two β chains (α2β2). A second normal adult hemoglobin (A2) consists of two α and two δ chains (α2δ2). The primary structure of the δ chain differs from that of the β chain at ten amino acid positions. The blood of normal adult humans contains both A as the major hemoglobin species and A2 as a minor hemoglobin species. Human fetuses and newborn infants produce mainly fetal hemoglobin (HbF) which consists of two α chains and two γ chains. The β and γ chains differ at 39 amino acid positions. Additionally, the δ chain and the ε chain have been observed in early human embryos. Newborn infants have two types of G chain, the G γ chain which has a glycine residue at position 136 (HbG2), and the Aγ chain which has an alanine residue at position 136 HbG1). Thus, seven types of hemoglobin chains exist in the human, namely α, β, γ, Aγ, Gγ, δ, and ε chains.
More than 900 hemoglobin (Hb) variants are currently known. Worldwide, an estimated 150 million people carry Hb variants (1) and hemoglobinopathies are the commonest inherited disorders, constituting a significant healthcare problem. (2) Therefore, reliable detection and identification methods are essential. Common techniques used in Hb analysis are electrophoretic and chromatographic assays. Electrophoresis of hemoglobin variants with similar mobilities has inherent limitations. The identification of variants is dependent on the technical performance of electrophoresis, which has many variables, e.g., hemoglobin concentration, amperage, running temperature, and length of electrophoresis run. These variables can affect the quality of separation and relative positioning of the bands. Variants that migrate identically or similarly would be very difficult, if not impossible, to evaluate without the unknown sample being electrophoresed directly adjacent to the reference hemoglobin mixture or adjacent to several known stored specimen. Alkaline and acid hemoglobin electrophoresis are the two most widely used methods for investigating hemoglobin variants and hemoglobinopathy. Alkaline electrophoresis is rapid, reproducible, and capable of separating common hemoglobin variants, such as hemoglobin A (HbA), HbF, HbS, and HbC, but HbS, HbD, HbG, and HbLepore are unresolved from each other, as are HbC, HbA2, HbO-Arab, and HbE. In addition, there are other variants with electrophoretic mobilities identical or similar to those of HbS and HbC. Consequently, acid electrophoresis is needed for the identification of the aforementioned variants. Nevertheless, these electrophoretic methods are still not able, in most cases, to separate HbD from HbG and HbLepore and, in some cases, HbE from HbO-Arab. (3) Hemoglobin fraction analysis by cation-exchange HPLC has the advantage of quantifying HbF and HbA2 along with hemoglobin variant screening in a single, highly reproducible system, making it an excellent technology to screen for hemoglobin variants and hemoglobinopathies along with the thalassemias. (4) The simplicity of the automated system with internal sample preparation, superior resolution, rapid assay time, and accurate quantification of hemoglobin fractions makes this an ideal methodology for the routine clinical laboratory. (5) Numerous automated HPLC systems are now commercially available, and evaluations have been published. (6)
HPLC has been shown to have a high degree of reproducibility and precision. HPLC has made hemoglobin abnormality detection much more accurate, faster, and automated. Screening by HPLC has enabled identification of couples at risk of giving birth to thalassemia major child. In addition, HPLC identifies individuals with clinically-silent hemoglobin variants like Q India, J, D Iran, and C. Recent advances in manufacturing technology have helped in better detection of hemoglobin variants by incorporating minute differences in the retention time. The use of HPLC technology in the clinical laboratory setting has increased 12.5-fold in the past 10 years. (7)
HOW HPLC TECHNIQUE WORKS:
The process of HPLC starts with extraction of analyte of interest for liquid chromatographic process. The extract is forced through a column usually a small tube packed with small round particles with a certain surface chemistry (stationary phase) by pumping a liquid (mobile phase) at high pressure of 20-200 kg/cm² through the column. The stationary phase is usually in the form of small-diameter (5-10 um) uniform particles, packed into a cylindrical column. The extract is introduced in a small volume to the stream of mobile phase. The amount of retardation depends on the nature of the analyte, stationary phase, and mobile phase composition. The typical column is constructed from a rigid material (such as stainless steel) and is generally 5-30 cm long with an internal diameter in the range of 1-9 mm. HPLC is preferred due to its high speed, better resolution, sensitivity, reproducibility, accuracy (99 percent), and automation. With today's advanced instrumentation and chemistry, the technique has earned its justified name high performance liquid chromatography.
In conclusion, HPLC is an excellent, powerful diagnostic tool for the direct identification of hemoglobin variants with a high degree of precision in the quantification of major and minor, normal and abnormal, hemoglobin fractions. HPLC is suitable for the routine investigation of hemoglobin variants, hemoglobinopathies, and thalassemia. With the integration of proper algorithms (involving retention time, %Hb, and peak characteristics) a clinical laboratory is capable of identifying 75% of the common variants encountered without the need for confirmatory studies such as alkaline and acid electrophoresis. More importantly, identification of the common variants (i.e., HbC, HbD-Punjab, HbE, HbG-Philadelphia, HbHope, HbLepore, HbO-Arab, and HbS) that in combination with HbS leading to a clinically significant sickling disorder can be quickly and accurately accomplished by use of such algorithms without the need for further testing.
|Conflict of Interest|
Last Updated : Friday, January 01, 2010 Vol 7 Issue 1 Art #1
- Shimizu A, Nakanishi T, Miyazaki A. Detection and characterization of variant and modified structures of proteins in blood and tissues by mass spectrometry. Mass Spectrom Rev 2006; 25: 686-712.
- Daniel YA, Turner C, Haynes RM, Hunt BJ, DaltonRN. Rapid and specific detection of clinically significant haemoglobinopathies using electrospray mass spectrometry-mass spectrometry. Br J Haematol 2005; 130: 635- 643.
- Bain BJ. Hemoglobinopathy diagnosis 2001:260 Blackwell Science Ltd. Oxford, England.
- Wild BJ, Stephens AD. The use of automated HPLC to detect and quantitate haemoglobins. Clin Lab Haematol. 1997; 19: 171-176.
- Ou C-N, Rognerud CL. Diagnosis of hemoglobinopathies: electrophoresis vs. HPLC. Clin Chim Acta 2001; 313: 187-194
- Riou J, Godart C, Didier H, Mathis M, Bimet C, Bardakdjian-Michau J, et al. Cation-exchange HPLC evaluated for presumptive identification of hemoglobin variants. Clin Chem 1997; 43: 34-39
- Hemoglobin and Clinical Microscopy Reference Committee. Hemoglobinopathy survey proficiency reports 1994-2003 College of American Pathologists Chicago, IL
|How to Cite URL :|
|Lekhwani S, Vaswani D N. HEMOGLOBIN VARIANTS DETECTION BY HPLC (HIGH PERFORMANCE LIQUID CHROMATOGRAPHY) METHOD. Pediatric Oncall [serial online] 2010[cited 2010 January 1];7. Art #1. Available From : http://www.pediatriconcall.com/Journal/Article/FullText.aspx?artid=276&type=J&tid=&imgid=&reportid=346&tbltype=| | <urn:uuid:91cc28ed-4917-4161-b8da-c96370697708> | {
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بسم الله الرحمن الرحيم
Lom- Lom is looms. For example, 'Then up loms,'
Cont- Cont is 'is'. For example, 'Fury doesn't know who it cont.'
Here are some new FURY poems.
Fury running like lighting,
Thunderbolt, Lightningbolt, STORMBOLT!
And off she goes,
FURY a pony, just bigger than a colt,
Streaks of red flashing in front
A cruel face smiling,
Fury doesn't know who it cont.
But Carlotta does!
Beauty Hour just begun,
Dust away from,
Wax Fill Hill.
Then up loms,
Old house it is,
With a mouse,
And enemy Rats.
FURY, HORSE OF THE WILD.
Q & A.
1. Q- Who do you think the red streaks and cruel face could be?
A- Reynard Fox and Mother Fox.
2. Q- What do you think is 'cont'?
A- Cont is 'is'.
3. Q- What do you think is 'lom'?
A- Lom is looms.
You pretend that you are Carlotta, a stick is Fury,
attach a rubber band to the stick,
and I'm sure you will find a plan of a story of Fury in your mind,
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