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test_pretrained_train_test_split

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A dwelling house with outbuildings and land assigned to its use. More example sentences - ‘All that piece or parcel of ground with the messuage or dwelling house garage building and all other erections thereupon… ‘with an identification of the two postal addresses and a reference to a plan.’ - Section 4, the definition section in the 1875 Act, provided ‘Lands’ and ‘Premises’ include messuages buildings lands easements and hereditaments of any nature’. - How far it is appropriate to regard this identity as parts of one messuage or parcel of land as extending must depend on the character and the circumstances of the items under consideration. late Middle English: from Anglo-Norman French, based on Latin manere 'dwell'. Definition of messuage in: - The British & World English dictionary	<urn:uuid:1bdfb8f7-40a1-434b-a54e-019aed33bdd7>	{ "date": "2014-09-24T05:11:07", "dump": "CC-MAIN-2014-41", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410665301782.61/warc/CC-MAIN-20140914032821-00130-ip-10-234-18-248.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.8954858183860779, "score": 2.828125, "token_count": 187, "url": "http://www.oxforddictionaries.com/definition/american_english/messuage" }
Goldenrod, Himalayan balsam, Chinese windmill palm: three plants, one problem. All are native to continents other than Europe, but were introduced to Switzerland as garden or ornamental plants. At some point they "escaped" into the wild, where they now threaten the native flora. This phenomenon isn't limited to Switzerland: biological invasions happen on every continent every day. A major driver of this is global trade, which is increasingly shifting to the internet and being conducted on auction platforms like eBay. As a result, one click is all it takes to spread potentially invasive plants from continent to continent - and unintentionally encouraging biological invasions. Monitoring online auctions But how much of the global trade in invasive plants is done online? To get an estimate, a group of four researchers at ETH Zurich led by Christoph Kueffer, senior lecturer at the Institute of Integrative Biology, monitored online trade of about two thirds of the world's flora on eBay plus nine other online trading platforms. For 50 days, the researchers tracked which plant species were offered for sale in various countries, and how often. Their efforts were aided by a software program developed especially for the study. In addition, the researchers looked to lists of invasive plants, kept by various bodies including the International Union for the Conservation of Nature (IUCN), for information about whether the plants for sale were classified as invasive somewhere in the world. The program that automatically searches the sales platforms was written by Luc Humair from ETH's Department of Computer Science and Fabian Kuhn, an ETH alumnus, who now works at the University of Freiburg (Germany). The eBay data the researchers used was collected exclusively from publicly available listings. "eBay benefits from making sale listings accessible to computer programs that can systematically search for and analyse online content automatically," says Luc Humair. This is what made the ETH monitoring project possible. Even so, the researchers' program could do no more than monitor the supply side. It couldn't determine if buyers and sellers in particular geographic regions were actually concluding business. "Naturally it would be interesting to factor the destination into the monitoring process," says Luc Humair. However, that information is personal and can be collected only with the cooperation of eBay or the other providers. Potentially huge trading volumes What the program was able to discover despite this limitation surprised the study's lead author, Franziska Humair, who holds a doctorate from ETH: "We didn't expect the global trade in plants that are known to be invasive to be so extensive." The study was recently published in Conservation Biology. Over the 50 days of the monitoring phase, the researchers found 2,625 different plant species offered for sale on eBay. That corresponds to about 1.4 percent of the seed plants they were looking for. Of all the plants for sale, 510 are known to be invasive in at least one region somewhere in the world. And out of that group, 35 are on the IUCN's list of the 100 worst invasive species. Invasive species often up for sale Passiflora edulis, or passionfruit, is the invasive plant most often offered for sale. It turns up about 90 times a day, offered by dealers from 17 countries spread over five major geographic regions. This species is highly invasive in the tropics. The second most frequently offered plant is the cornflower Centaurea cyanus, which is put up for sale more than 80 times a day on average. Deemed invasive in certain parts of the USA, this species is traded by dealers located in 10 countries in five regions. Meanwhile, the plant put up for sale most often has not yet proved invasive. Native to the steppes of Africa and Arabia, the desert rose Adenium obesum is listed for sale more than 3,100 times a day on average by dealers from 12 countries. The plant sellers found in the study were located in 65 countries. Offers to sell invasive species came from 55 of these countries, including Australia. Dealers there offer invasive plants - that can be harmful in other parts of the world,- on a grand scale. "That was unexpected, since the Australians don't allow you to bring any invasive plants across their borders. But surprisingly, there are apparently no controls in place to make sure potentially harmful plants don't leave the continent," says Kueffer. The number of species traded, and therefore the number of potentially invasive ones, might well exceed what the study found, Kueffer estimates. His research group monitored the auctions for just 50 days, and new species showed up among the plants offered every day throughout the test period. In addition, the researchers entered just the scientific names of the species into the software as the search criterion. Plants put up for sale under their common name were not caught by the web search. No rules online "To put it briefly, the vast majority of invasive species can be easily obtained with just a click of the mouse," says Franziska Humair. Rules governing the trade in these plants are half-heartedly enforced, if at all. And it's virtually impossible for the dealers themselves to keep track of all the laws and regulations concerning invasive species in different countries. It would seem, then, that no-one can stem the tide of online trade in species known to pose a threat. A new threat is also emerging: regions that previously had no access to trade flows can now participate thanks to the internet. "South Africa is now showing up on our map. We have no idea whether the plants that are being put on the global market from this corner of world will prove to be invasive species," warns Kueffer. It may well be that several of them could become invasive in other regions. Kueffer continues: "The only way to contain invasions is by limiting the trade in potential invaders." The study shows that it is theoretically possible to continuously monitor this trade in order to spot newly traded species, which could signal future invasions. Many countries already have sets of rules and regulations in place with the goal of curbing the spread of invasive species. Switzerland, for example, has a special ordinance on the release of certain organisms, and the EU countries are in the process of drawing up a list of species that are recognised as invaders across the EU. "As online trade blossoms, it makes it even more urgent for the authorities to take action or for responsible large commercial nurseries to adjust their product ranges," says Kueffer.	<urn:uuid:7c943f9a-0687-49b5-b84c-0facc314a65f>	{ "date": "2018-01-20T20:45:11", "dump": "CC-MAIN-2018-05", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084889733.57/warc/CC-MAIN-20180120201828-20180120221828-00056.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9626592993736267, "score": 2.875, "token_count": 1324, "url": "https://www.eurekalert.org/pub_releases/2015-10/ez-tii093015.php" }
In 1960, in the midst of a campaign that would bring the first baptized Catholic to the White House, and at the beginning of a decade that would end in social and political turmoil, John Courtney Murray published his seminal work We Hold These Truths: Catholic Reflections on the American Proposition. Murray argued that the American experiment was founded upon certain truths about the nature of men and how they ought to live together. America is unique because it was founded upon a Proposition, “an ensemble of elementary affirmations.” And if the genius and strength of the American democracy depended upon its robust moral and cultural roots, then the withering or even erosion of these roots must be its great weakness and vulnerability. In his 2008 and 2009 William E. Simon Lectures, EPPC Distinguished Senior Fellow, George Weigel examined various aspects of how the cultural afterburn of the 1960s has come to define public life and the politics of today. Now, a half century after the publication of We Hold These Truths, Weigel assesses the health of our contemporary public culture through the prism of Murray’s description of the truths on which the American democratic experiment rests. The William E. Simon Lecture and Reception is generously funded by the William E. Simon Foundation. The Lecture was established in 2001 in honor of the late Secretary of the Treasury, an ardent defender of political and economic freedom. For more information or to request an invitation, please contact Stephen White.	<urn:uuid:33db5408-48f2-42c6-9c05-7f0e89c035b0>	{ "date": "2016-02-11T06:27:04", "dump": "CC-MAIN-2016-07", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701161718.0/warc/CC-MAIN-20160205193921-00163-ip-10-236-182-209.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9443934559822083, "score": 2.734375, "token_count": 298, "url": "http://eppc.org/events/truths-still-held/" }
How can we help? You can also find more resources in our Select a category Something is confusing Something is broken I have a suggestion What is your email? What is 1 + 3? Sociology Exam 2 Ch 4, 5, 7 process of learning your culture become: self aware skilled in the ways of culture socialization keeps us... alive, developmentally on target, develop/ignore aptitudes, learn appropriate emotional responses, teaches relevant aspects of culture process by whereby societies have structural continuity over time. importance of socialization makes social reproduction possible, facilitates relationships across generations, ensures that we internalize key aspects of our culture the way in which children learn to think about themselves and the environment. coming to see one's self as others see them. general values and moral rules of the culture in which they are developing Phases of play (Mead) taking the role of others (being favorite superhero) Generalized other (team sport) stages of cognitive development birth-about age 2, infants learn mainly by touching objects, manipulation them, and physically exploring their environment. fascinated with peek-a-boo, object performance not intact 2-7, children master language and use words to represent objects and images in a symbolic fashion. interpret world exclusively in terms of own position. happens in preoperational stage Concrete operational stage 7-11, master abstract logical notions such as causality. Formal operational stage 11-15, becomes able to grasp highly abstract and hypothetical ideas. Piaget's beliefs of stages: first three stages are universal, not all adults reach formal operational stage. the unsocialized self. Desires and wants the socialized self. see ourselves as others do, we have the perspective of the team. happens when we are able to distinguish the "I" from "me" Agents of socialization groups or social contexts in which significant process of socialization occur consists of individuals of a similar age marked by ceremonies or rites that mark the transition from one age-grade to another. electronic communication -- radio, TV, audio recordings, and videos. socially defined expectations for a person of a given social position relates to people's understanding about who they are and what is meaningful to them refer to the characteristics that other people attribute to an individual, markers that indicate who, in a basic sense, that individual is. (student, mother, lawyer, catholic, homeless, etc.) process of self development through which we formulate a unique sense of our selves and our relationship to the world. learning of gender roles trough social factors such as the family and the media What society expects you to act like as a man (tough) or woman (not tough) principles or rules people are expected to observe nonconformity to a set of norms that are accepted by a significant number of people in a community or society withdrawn, emotionless characters who delight in violence for its own sake any reaction from others that is meant to ensure that a person or group complies with a given norm. norms defined by governments as principles that their citizens must follow behavior that breaks a law. exists when there are no clear standards to guide behavior in a given area of social life (Emile Durkheim) criminal behavior is learned through association with others who regularly engage in crime. (Edwin H. Sutherland) suggests people become deviant because certain labels are attached to their behavior by political authorities and others. initial act of transgression when individual accepts label and sees himself as deviant. Draws on elements of Marxist thought to argue that deviance is deliberate and often political. analyze crime and deviance in terms of the social structure and the preservation of power among the ruling class. crime results from an imbalance between impulses toward criminal activity and the social or physical controls that deter it. Crime by affluent people. Tax fraud, antitrust violations, illegal sales practice, etc. (Edwin Sutherland, 1949). offenses committed by large corporations embraces illegal gambling, drug dealing, prostitution, etc. internet-based fraud, etc. not only involving citizens but also changing the outlook of police forces.	<urn:uuid:bc860428-9669-49bf-95bc-de3c94d94fd9>	{ "date": "2017-01-23T08:31:13", "dump": "CC-MAIN-2017-04", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560282202.61/warc/CC-MAIN-20170116095122-00394-ip-10-171-10-70.ec2.internal.warc.gz", "int_score": 4, "language": "en", "language_score": 0.9039297699928284, "score": 3.78125, "token_count": 907, "url": "https://quizlet.com/4868567/sociology-exam-2-flash-cards/" }
Pakistan has been the frontline state in the war on terror since October 2001 when American and NATO forces attacked Afghanistan. Pakistan has been used as a route for supplies to NATO forces, however, the same have been suspended by Government of Pakistan after the Silala incident where NATO forces attacked a Pakistani checkpost in border area and killed 26 soldiers. The article analyzes the advantages and disadvantages of reopening of NATO supplies as the same has currently been the biggest issue between Pakistan and US.The War on Terror has been one of the most controversial military actions in the world history. Soon after the demise of twin towers through terrorist attacks, Americans decided to bomb Afghanistan in search of Osama bin Laden, the head of Al-Qaeda, who was supposedly the mastermind of 9/11 attacks. A formal permission, in this regard, was given by the UN general assembly and NATO forces accompanied their American counterparts in the war. Pakistan, being the neighboring country immediately became the frontline state providing logistic and strategic support to the NATO forces fighting in Afghanistan. This support, among other things, also included control of air bases to Americans & supply of fuel and other stuff to NATO forces through aerial & ground routes. During the recent past, these NATO supplies have become one of the biggest issues in the country and have hampered Pak-US relations. In 2010, it was the first time in 9 year history of War on Terror that Pakistan suspended NATO supplies after two Pakistani soldiers were killed in the border area by a NATO helicopter. However, the suspension remained short lived as the supplies were restored after one week. The incident was repeated on a larger scale in November 2011, when NATO forces lodged a full fledged attack on Pakistani check post in Silala resulting in death of 26 army personnel. This resulted in blockage of NATO supplies once again and calls for permanent suspension of the same were raised in the country. The continuous drone attacks also played a pivotal role in raising anti-American sentiments among the masses. Religious leaders on the platform of Difa-e-Pakistan Council also entered in the fray with public meetings attracting huge crowds to make sure that government does not allow resumption of NATO supplies to troops fighting in Afghanistan. At this point, Government of Pakistan decided that the parliament would deliberate on the issue and formulate a strategy to re-construct its foreign policy especially country’s future policy for relations with US and its assistance in War on Terror. Recently, the parliamentary committee submitted its recommendations to the parliament and a unanimous resolution was passed, which among other things said that supplies to NATO forces would be resumed only after suspension of drone attacks by Americans in the tribal areas. What we need to analyze here is how beneficial resumption of NATO supplies would be for the country. Those opposing the reopening of NATO supplies argue that American and NATO forces have decided to leave Afghanistan by 2014 and currently they are working on their exit strategy. So levying taxes on supplies, as suggested in the parliamentary resolution, would not bear enough fruits for Pakistan. Also, a demand by the parliament for suspension of drone attacks is not going to get any attention from US as they strongly and up to some extent rightly believe that drone attacks have helped them eliminating some of the most wanted terrorists. Government of Pakistan is also facing strong opposition from political and religious parties against resumption of NATO supplies as elections are near and every party needs to get a higher score in the political game to attract anti-American votes in their bag. It is evident that since the suspension of supplies, American and NATO forces are in trouble as the alternatives routes currently used by them have proved to be too expensive. In this case, resumption of supplies is very important for the forces. Pakistan, on the other hand, can and should think rationally without getting into any kind of influence from the right wing and opposition parties. We know that Pakistan and its economy is currently under pressure and relies a lot on American aid. Also, if we levy taxes on the supplies, which mainly include fuel and food, it will be an additional source of revenue for the country and would help the economy. As far as the drone attacks are concerned, we need to sit down with the American counterparts and devise a strategy for targeted operations against militants hiding in the tribal areas. At the same time, NATO forces should understand that they are not doing any good to their cause of eliminating terrorism from the region by regularly attacking Pakistani check posts as this would only compound their problems. They should realize that Pakistan is their ally in the war and incidents like attack on Silala would result in increased anti-war sentiment in Pakistan and it would not be possible for any government to continue their alliance with NATO in such circumstances. – Waqas Iqbal	<urn:uuid:389af7d4-36dd-4576-9724-ac39f6c78e84>	{ "date": "2019-02-15T21:53:01", "dump": "CC-MAIN-2019-09", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247479159.2/warc/CC-MAIN-20190215204316-20190215230316-00416.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9789499640464783, "score": 2.65625, "token_count": 952, "url": "http://timesofpakistan.pk/opinion/2012-05-08/reopening-of-nato-supplies-benefits-pitfalls/56230/" }
Dover, Del.–August 11, 2003 At a press conference held this morning at the Delaware Department of Education, Secretary of Education Valerie A. Woodruff announced school and school district accountability ratings for more than 170 public schools and 19 school districts under Delaware’s recently revised accountability system. As a result of the No Child Left Behind (NCLB) Act of 2001, Delaware was required to modify its existing accountability system to meet the requirements of the far-reaching federal law. According to NCLB, all states are required to conduct an annual assessment of all students in grades 3-8 and one high school grade. The results of the annual assessment are then used as the primary means to determine school and school district accountability ratings. Adequate Yearly Progress (AYP) is designed to measure academic performance of not only all students in a particular school but of subgroups within the student population. One of the key changes to Delaware’s existing system, and for all states across the country,is that 100% of all students must be proficient in English Language Arts (Reading and Writing) and mathematics by the 2013-2014 school year. The federal formula for determining AYP is based upon all students and required subgroups of students meeting proficiency at an established annual target.That target will continually increase towards the 2013-2014 school year when 100% of students across the U.S. must be proficient.Including all students, the subgroups are: American Indian; Asian American; African American; Hispanic; White; Low Income; Special Education;and Limited English Proficient. By applying the federal formula, Delaware’s target this year for English Language Arts is at 57%. Students must meet the standard. In mathematics, the target has been calculated at 33%. Additionally, a fixed target of 95% of students must participate in the Delaware Student Testing Program (DSTP) each spring in ELA and math in each school or AYP will not have been attained. Lastly, an elementary or middle school and school districts must maintain or show progress in another target called “Other Indicator” in the area of Science and Social Studies.For high schools and school districts, the graduation rate is the “Other Indicator.” A school or school district is classified as “Under School Improvement” if it does not make AYP in the same content area(percent proficient or participation rate) for two consecutive years, or the school or school district does not maintain or show progress on the “Other Indicator” for two consecutive years. A school or district can be moved out of “Under School Improvement”if all targets are met for two consecutive years in the same content area or “Other Indicator” that placed the school or district“Under School Improvement” and the school or district must not fall below targets in the other content area or “Other Indicator” target for two consecutive years.Under Delaware’s revised accountability system, schools and districts are classified in one of five categories: - Superior means that the school or district has met AYP, is not under improvement and has met additional, rigorous state criteria. - Commendable indicates that AYP has been met while the school or district is not “Under Improvement.” - Academic Review means AYP is not met for one year while the school or district is not “Under Improvement.” - Academic Progress means AYP is met for one year while the school or district is “Under Improvement.” - Academic Watch means AYP is not met for two or more years. The school or school district goes into or remains in “Under Improvement.” Consequences for schools not meeting AYP differ depending on whether the school is a non-Title 1 school or a Title 1(receives federal funding for low income students) school.Title 1 School: - 1 year = No consequences - 2 years = Under School Improvement (USI) – begin Choice option for Title I schools - 3 years = Remain Under School Improvement – begin supplemental services option for low-income students in Title I schools - 4 years = Corrective Action – select one or more NCLB corrective action options - 5 years = Restructuring Plan – select one or more NCLB restructuring options - 6 years = Restructuring Implementation - 1 year = No consequences - 2 years = Under School Improvement (USI) - 3 years = Remain Under School Improvement – begin prioritization of extra time services for subgroups not meeting target - 4 years = Corrective Action – select one or more corrective action options - 5 years = Restructuring Plan – select one or more restructuring options - 6 years = Restructuring Implementation Today’s announcement by Secretary Woodruff identifies that two school districts—Caesar Rodney and Smyrna—have been rated “Superior”while the remaining 17 school districts have been rated as “Academic Review.” In the individual school ratings,61 schools have been rated “Superior;” 12 are rated “Commendable;” 86 are rated “Academic Review;” and 12 schools (all Title 1) are rated “Academic Watch.” The 12 schools rated “Academic Watch” are now required to offer choice options to parents. According to NCLB,school districts must notify parents that they can choice their children to other schools within the district that are not under improvement providing there is another elementary, middle or high school within that district.The districts must send letters to parents explaining the choice options available to them. Four of the schools under “Academic Watch” must also offer supplemental services to their low income students.This includes extra time programs, tutoring and other academic services designed to improve student achievement. Secretary Woodruff stated that the ratings applied to the schools and school districts do not totally reflect what is being accomplished in Delaware’s public schools. “Delaware has been engaged in education reform for the past 12 years. During that time,we have seen our students meet tougher, higher standards and achieve greater academic success.We have seen a steady increase in our reading, writing and math scores at our early grades; we have seen increases in our SAT9 scores.”Added Secretary Woodruff, “Our NAEP scores in reading and writing are among the best in the country.I am proud of the diligent, hard work of all of our educators and what they continue to do to provide a quality education for all students.” “NCLB requires all schools and districts to meet many targets. Not meeting just one of 20 targets or just one of 35 targets means that the school doesn’t meet Adequate Yearly Progress and is rated as ‘Academic Review,’” said Secretary Woodruff.“The important thing to do is look at the total picture of what a school or district is doing.Did not meeting one target cause the rating? Or were several targets the cause?” On Friday, August 15th, online school profiles will be available for viewing on DOE’s website.The profiles will identify each school’s accountability rating as well as show what targets were and were not met.“Parents can also look at school profiles to view student achievement data, staff information and a school’s demographics,”said Secretary Woodruff. “The profiles also provide a reader with school climate information, staff data and program information, as well.It is a powerful tool that parents can use to get a better understanding of their children’s academic environment.” To view your school or school district profile, go to: Delaware Department of Education 401 Federal Street, Suite #2 Dover, Delaware 19901 Phone: (302) 735-4035 Fax: (302) 739-4654 Other Press Releases	<urn:uuid:be42d592-e2f6-4efc-9232-a13ded54fa53>	{ "date": "2013-05-24T02:05:16", "dump": "CC-MAIN-2013-20", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368704132298/warc/CC-MAIN-20130516113532-00000-ip-10-60-113-184.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9449964761734009, "score": 2.765625, "token_count": 1656, "url": "http://www.doe.k12.de.us/news/2003/0811.shtml" }
International research coordination Research to decrease uncertainties is urgently needed. A coordinated global network of marine experimental, observation and modelling research is critical. Priority areas of research are responses of key species and entire ecosystems, particularly over longer time periods; the potential for organisms to adapt; socio-economic impacts; and the biogeochemical feedbacks on the climate system. In June 2012 at the UN’s Rio+20 summit, the Ocean Acidification International Coordination Centre was announced. The project, operated by the International Atomic Energy Agency’s Environmental Laboratories in Monaco, facilitates, communicates and promotes international activities in ocean acidification research and observation and links science with policy. A Global Ocean Acidification Observing Network was established in June 2012, working closely with the International Coordination Centre and other partners. Globally, relatively few sites have multi-decadal measurements and remote regions are poorly covered. The network will measure chemical and ecosystem variables needed to provide a baseline for the timely assessment of ocean acidification impacts. It will ensure data quality and comparability, and it will synthesise information for societal benefit. Significant investment to monitor ecosystem impacts will be a key aspect of future international research coordination activities. Future Earth, the new 10-year international research initiative on global sustainability, will provide a mechanism for developing an internationally coordinated research agenda that will include issues like ocean acidification. Effective knowledge exchange among science, policy and industry sectors is essential for effective adaptation and mitigation. A forum for dialogue between the research community and stakeholders – the Ocean Acidification international Reference User Group – has been established, building on a previous European initiative. It will draw together a wide range of end users and leading scientists to facilitate rapid transfer of knowledge. In addition, Future Earth (see above) aims to provide a platform for solutions-focused dialogue on global issues including ocean acidification. [This text is from the Ocean Acidification Summary for Policy Makers, 2013, and is available online as a PDF with full references.]	<urn:uuid:91c8dbc4-7f02-4460-a5e7-fb0e0327a811>	{ "date": "2019-10-14T19:07:32", "dump": "CC-MAIN-2019-43", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986654086.1/warc/CC-MAIN-20191014173924-20191014201424-00016.warc.gz", "int_score": 3, "language": "en", "language_score": 0.895858645439148, "score": 2.84375, "token_count": 404, "url": "http://ocean-acidification.net/2014/03/20/international-research-coordination-and-stakeholder-engagement/" }
Most Active Stories - In projects big and small, Watertown’s downtown reviving – but some say city government lacks vision - BP killing Cape Vincent Wind Farm - Geddes town supervisor talks SAFE Act with Cuomo - Growing plants from seed ensures getting what you paid for - Senator Kirsten Gillibrand proposes new military sexual assault bill 'Angry Days' Shows An America Torn Over Entering World War II Originally published on Fri January 3, 2014 4:18 pm This interview was originally broadcast on March 26, 2013. During the debate over whether to invade Iraq, or whether to stay in Afghanistan, many people looked back to World War II, describing it as a good and just war — a war the U.S. knew it had to fight. In reality, it wasn't that simple. When Britain and France went to war with Germany in 1939, Americans were divided about offering military aid, and the debate over the U.S. joining the war was even more heated. It wasn't until two years later, when the Japanese bombed Pearl Harbor and Germany declared war against the U.S., that Americans officially entered the conflict. But from 1939 through 1941, Americans were deeply divided between interventionism and isolationism. "It's so easy, again, to look back and say, 'Well, all the things that the isolationists said were wrong,' " author Lynne Olson tells Fresh Air's Terry Gross. " ... But back then, you know, in '39, '40 and most of '41, people didn't know that. People had no idea what was going to happen." Olson's book, Those Angry Days, shines the spotlight on the national debate over whether to go to war in Europe. President Franklin Roosevelt led the interventionist charge, while aviator Charles Lindbergh became an unofficial leader of the isolationist movement. Because of Lindbergh's fervent isolationism, history has sometimes remembered him as a Nazi sympathizer, but Olson says that accusation is not quite accurate. "He certainly was a racist in the sense that he thought people of northern European descent — i.e., whites — were inherently superior in every possible way to people who were not white, and the Germans obviously shared that view," Olson says. Still, when the U.S. entered the war, Lindbergh wanted to fly for his country. Roosevelt wouldn't allow it, but Lindbergh's friends arranged for him to serve as a civilian consultant testing planes in the South Pacific. "Charles Lindbergh was never happier than in a cockpit," Olson says. " ... He didn't really like politics at all, but [the cockpit] was his place." On the question of Lindbergh's Nazi sympathies "He admired the Germans' technological expertise. Bottom line: Charles Lindbergh was a technocrat. That's what he was really interested in, and the Germans were experts in technology. And he also admired what the Germans had done in terms of reviving country, and he certainly was sympathetic with Germany. Often he would say, 'You know, I don't approve of what they're doing to the Jews. I don't approve of their denial of freedoms,' but you never really got the sense that he felt very strongly about that." On Americans not feeling connected to World War II Europe "They looked on it kind of like a movie. ... It was something that just didn't affect them. We didn't have the technology. We didn't have the instant communication. We didn't have the ability to travel — the ability to travel quickly — to Europe that we have now. And so most Americans — not all, but most Americans, especially those who lived in the heartland — really didn't feel that they had anything in common with Europe. They hadn't been there. They thought this was a distant place that they really had nothing to do with, and they felt that way until 1940." On the Selective Training and Service Act of 1940, the first peacetime conscription in U.S. history "The conscription bill was one of the most unpopular pieces of legislation, at least in the beginning, because we only had had a draft twice in our history before: the Civil War and World War I. The idea of a standing army was anathema to most Americans, as it had been to the Founding Fathers. We just didn't do that. I mean, that was not in the American scheme of things, and a group of private citizens said that we needed — in order to be a well-prepared country, in case we had to get into this war or even to defend ourselves — ... a standing army. We needed a draft. We needed to draft a million young men to be prepared in case this war ever touched our shores." On why many students opposed U.S. intervention in World War II "Students felt strongly because they were going to be the ones, you know, on the front lines if we got into the war, and they felt incredibly strongly that the first world war hadn't worked and that all these young Americans had been killed, and they didn't want to be next. You know, when I was doing research on the book, that whole subject reminded me a lot of Vietnam in the '60s. There was a very big anti-war student movement before World War II. And we think of World War II as a good war, but, you know, that's in hindsight. It turned out in many ways it was a necessary war for us, but that wasn't clear back then and certainly not to a lot of Americans. And so these kids were basically saying, 'Hell no, we don't want to go to war. This is something we absolutely do not want to do.' And this major isolationist organization ... America First was founded by a bunch of Yale students — Yale law students and Yale undergraduates — and among them were young men who went on to have incredibly illustrious careers. ... Gerald Ford was a Yale law student, and he was one of the founders of America First. Potter Stewart, who later went on the Supreme Court, was also a founder. Sargent Shriver, the first head of the Peace Corps, was a founder, as was Kingman Brewster, who later became president of Yale and, quite ironically, U.S. ambassador to Great Britain. Among the students who supported America First were John F. Kennedy, who was a Harvard senior, and Kurt Vonnegut and a young prep school student named Gore Vidal."	<urn:uuid:f805f1e6-d0f4-4915-a615-1da07e0da981>	{ "date": "2014-03-07T19:23:50", "dump": "CC-MAIN-2014-10", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999650424/warc/CC-MAIN-20140305060730-00006-ip-10-183-142-35.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9883357286453247, "score": 2.59375, "token_count": 1351, "url": "http://wrvo.org/post/angry-days-shows-america-torn-over-entering-world-war-ii-0" }
It looks so easy, you’d think that anyone could do it. But not so fast – juggling is a skill that takes years to perfect. But with patience and practice, even people not blessed with an over-abundance of natural grace can learn the basics of keeping three balls in the air. One of the keys to successful juggling is the sense of rhythm, coupled with how you throw and how many things that you can notice and do, all at the same time. Still sound easy? It is and it isn’t. Some people have learned the basics of juggling in as little as fifteen minutes, and there are those who say that just about anyone can learn the essentials within about half an hour to an hour. There is a figure eight pattern to juggling that some teachers say is easier to learn than other patterns, because both hands throw in the same basic manner. In the figure eight, the props are thrown in an inward, circular motion and caught on the outside. “Props,” by the way, is the word that many jugglers use for the objects they juggle. And for beginners, one of the best props to use are three bean bags. A lot of people are inclined to start with balls, like tennis balls or baseballs. They have a good weight and feel familiar in the hand. The trouble with using them is that when you drop one – and when you’re just learning, you will – they are going to bounce and roll away from you, unlike bean bags. For more information visit other profile links of Roy Pomerantz :	<urn:uuid:a4942302-6735-4b59-964a-05b76b6f3a78>	{ "date": "2018-10-22T17:33:19", "dump": "CC-MAIN-2018-43", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583515352.63/warc/CC-MAIN-20181022155502-20181022181002-00136.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9709432125091553, "score": 2.640625, "token_count": 327, "url": "https://roypomerantz.wordpress.com/2015/09/16/the-figure-eight-pattern/" }
1 Classes of Sets, Measures, and Probability Spaces.- 1.1 Sets and set operations.- 1.2 Spaces and indicators.- 1.3 Sigma-algebras, measurable spaces, and product spaces.- 1.4 Measurable transformations.- 1.5 Additive set functions, measures, and probability spaces.- 1.6 Induced measures and distribution functions.- 2 Binomial Random Variables.- 2.1 Poisson theorem, interchangeable events, and their limiting probabilities.- 2.2 Bernoulli, Borel theorems.- 2.3 Central limit theorem for binomial random variables, large deviations.- 3 Independence.- 3.1 Independence, random allocation of balls into cells.- 3.2 Borel-Cantelli theorem, characterization of independence, Kolmogorov zero-one law.- 3.3 Convergence in probability, almost certain convergence, and their equivalence for sums of independent random variables.- 3.4 Bernoulli trials.- 4 Integration in a Probability Space.- 4.1 Definition, properties of the integral, monotone convergence theorem.- 4.2 Indefinite integrals, uniform integrability, mean convergence.- 4.3 Jensen, Hölder, Schwarz inequalities.- 5 Sums of Independent Random Variables.- 5.1 Three series theorem.- 5.2 Laws of large numbers.- 5.3 Stopping times, copies of stopping times, Wald's equation.- 5.4 Chung-Fuchs theorem, elementary renewal theorem, optimal stopping.- 6 Measure Extensions, Lebesgue-Stieltjes Measure, Kolmogorov Consistency Theorem.- 6.1 Measure extensions, Lebesgue-Stieltjes measure.- 6.2 Integration in a measure space.- 6.3 Product measure, Fubini's theorem, n-dimensional Lebesgue-Stieltjes measure.- 6.4 Infinite-dimensional product measure space, Kolmogorov consistency theorem.- 6.5 Absolute continuity of measures, distribution functions; Radon-Nikodym theorem.- 7 Conditional Expectation, Conditional Independence, Introduction to Martingales.- 7.1 Conditional expectations.- 7.2 Conditional probabilities, conditional probability measures.- 7.3 Conditional independence, interchangeable random variables.- 7.4 Introduction to martingales.- 8 Distribution Functions and Characteristic Functions.- 8.1 Convergence of distribution functions, uniform integrability, Helly-Bray theorem.- 8.2 Weak compactness, Fréchet-Shohat, Glivenko- Cantelli theorems.- 8.3 Characteristic functions, inversion formula, Lévy continuity theorem.- 8.4 The nature of characteristic functions, analytic characteristic functions, Cramér-Lévy theorem.- 8.5 Remarks on k-dimensional distribution functions and characteristic functions.- 9 Central Limit Theorems.- 9.1 Independent components.- 9.2 Interchangeable components.- 9.3 The martingale case.- 9.4 Miscellaneous central limit theorems.- 9.5 Central limit theorems for double arrays.- 10 Limit Theorems for Independent Random Variables.- 10.1 Laws of large numbers.- 10.2 Law of the iterated logarithm.- 10.3 Marcinkiewicz-Zygmund inequality, dominated ergodic theorems.- 10.4 Maxima of random walks.- 11 Martingales.- 11.1 Upcrossing inequality and convergence.- 11.2 Martingale extension of Marcinkiewicz-Zygmund inequalities.- 11.3 Convex function inequalities for martingales.- 11.4 Stochastic inequalities.- 12 Infinitely Divisible Laws.- 12.1 Infinitely divisible characteristic functions.- 12.2 Infinitely divisible laws as limits.- 12.3 Stable laws. Apart from new examples and exercises, some simplifications of proofs, minor improvements, and correction of typographical errors, the principal change from the first edition is the addition of section 9.5, dealing with the central limit theorem for martingales and more general stochastic arrays. vii Preface to the First Edition Probability theory is a branch of mathematics dealing with chance phenomena and has clearly discernible links with the real world. The origins of the sub ject, generally attributed to investigations by the renowned French mathe matician Fermat of problems posed by a gambling contemporary to Pascal, have been pushed back a century earlier to the Italian mathematicians Cardano and Tartaglia about 1570 (Ore, 1953). Results as significant as the Bernoulli weak law of large numbers appeared as early as 1713, although its counterpart, the Borel strong law oflarge numbers, did not emerge until 1909. Central limit theorems and conditional probabilities were already being investigated in the eighteenth century, but the first serious attempts to grapple with the logical foundations of probability seem to be Keynes (1921), von Mises (1928; 1931), and Kolmogorov (1933). Springer Book Archives	<urn:uuid:158646c4-078c-44bb-ab3c-79b7d3bf33f9>	{ "date": "2018-03-18T08:12:26", "dump": "CC-MAIN-2018-13", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645550.13/warc/CC-MAIN-20180318071715-20180318091715-00656.warc.gz", "int_score": 3, "language": "en", "language_score": 0.7552599906921387, "score": 3.21875, "token_count": 1033, "url": "https://www.moluna.de/buch/4202642-chow%2C+y%3A+probability+theory/" }
Aided by former graduate student Nadeem Ashraf, and a Himalayan flower, Robarts Research Institute scientist Michael Poulter may be getting to the root of a solution to epileptic seizures. Ashraf, a Pakistan native, didn't actually bring the flower itself to Poulter in May 2011, but rather a pure synthesized molecule, identical to the one in the plant's root, which had been studied for almost a decade by scientists at the International Center for Chemical and Biological Sciences at the University of Karachi. "He showed me that he had this and told me there has already been a publication on its activity. So, I looked at it and saw it seemed to do something," Poulter said. "According to this report, it looks to work. But how it works, we didn't know. So, I said, 'Let's let see how it works.'" And they did just that. What they discovered shocked even a veteran researcher like Poulter. "When I could identify what it did, and didn't do," he continued, "what it does makes sense – it suppresses seizures. It was really quite remarkable." Regular brain rhythms are high frequency and low amplitude. In those with epilepsy, however, the brain synchronizes its activities to the point where brainwaves become high amplitude and low frequency. "So, you go from fast and small to large and slow, and that is an abnormal brain rhythm, which precipitates and inappropriate behavior or seizure," Poulter said. "The trick in the treatment of epilepsy is to prevent those high-amplitude, hyper-synchronized activities." All epilepsy medications – with between 15 and 20 currently on the market – aim to do the same thing, and 70 per cent do the job. But there are side effects such as memory loss, rashes and auto-immune reactions. Drawn from the lavender-coloured delphinium denudatum flower, the root extract molecule blocks the activity of an ion channel, called the sodium channel, responsible for the excitation of nerve cells. "When a sodium channel activates, it activates the neuron. When you have excess activation, you can try to dampen down that activity a little bit, but not completely, or you would die," Poulter said. "You're trying to dampen down the activity that is inappropriately high due to epilepsy. "That's what we know (the root) does and that makes sense. What we don't know is why this particular drug prevents the progression of the seizures in the animal model. There are other drugs out there that will block sodium channels, but do not stop the progression of the seizures. We still don't understand that." While excited around the early findings, Poulter remains cautious. "Everybody knows it is still a very, very high-risk proposition," he said. "The reason is, in normal progression of a drug to the clinics, you have to show it first works acceptably in animal models, and that costs loads of cash." In the next phase, which Poulter referred to as "the valley of death," the molecule is sent to a company that does long-term toxicity tests, which usually makes or breaks a drug's success. "At the end of all that, you slowly open up the report because you just spent close to a million dollars, and if it passes, then you're ready to put it into people. If not, and you have money left, you go back to the start and reformulate the chemistry," Poulter said, noting he is still a couple of years away from that point. Poulter has obtained funding from the Ontario Brain Institute, and other private-sector investors, to begin a pharmaceutical company to commercially develop this promising drug when, and if, it gains approval. Poulter said some of the greatest finds in medicine come from the last place you would think. For example, Amazon jungle locals hunt with poison blow darts with an active ingredient called tubocurarine, an alkaloid found in the bard of a South American vine. That same ingredient has been used as a muscle relaxant during surgery to prevent unwanted movement of the patient. "There is precedent for natural products having real effects that become mainstay and are in use," Poulter said. "No doubt, there are molecules out there. People spend their careers going through the jungles looking for things that work, called ethnopharamacology." But while undiscovered remedies remain, Poulter cautions their efficacy is anecdotal until put through the paces. "Nobody in the Amazon jungle sets up a double-blind, cross-over trial of the local fauna to see whether or not it cures spider bites," he said. "These things kind of, by happenstance, fall into our laps, and basically, that's what happened here." Explore further: Can epileptic seizures be prevented or predicted?	<urn:uuid:60ebcc0a-d1ed-4f42-9f64-085fc50b5e36>	{ "date": "2016-12-10T08:56:36", "dump": "CC-MAIN-2016-50", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698543030.95/warc/CC-MAIN-20161202170903-00048-ip-10-31-129-80.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9699419736862183, "score": 2.703125, "token_count": 1026, "url": "http://medicalxpress.com/news/2014-05-seizure-blooms-unexpected-source.html" }
(Last Updated on : 25/07/2013) Manganese ore is produced in huge quantity in India. Rather, it can be said that this country is one of the chief producers of manganese ore in the world. Manganese ore is principally used in the manufacture of ferro-manganese and steel. Moreover, it is also used in small quantities in paint and glass. In dry cell batteries, manganese dioxide is used. The annual production of manganese ore is huge and it ranges enormously. Manganese ore is basically mined in Madhya Pradesh , Andhra Pradesh Though the manganese ore occurs at different places in the Indian Plateau, but it is found in large quantities in Bhandara districts. These places are situated close to each other in the central and western regions of the country. Of the total manganese ore reserves in the country, Balaghat-Nagpur-Bhandara manganese belt accounts for a huge portion. Orissa is considered as the leading producer of manganese ore in the country. In this state, manganese ore is mainly mined in Keonjhar and Sundargarh districts. These two districts are leading manganese ore producers with huge tonnes of production. After Orissa, Karnataka is the second leading producers of manganese ore in the country. Here, manganese ore is mainly mined in Bellary District and North Kanara districts. Further, Nagpur districts of Maharashtra district of Madhya Pradesh are other important places where manganese ore is mined. It is also mined in Adilabad District and Vizianagaram District of Andhra Pradesh Interestingly, the consumption of manganese ore has significantly increased in the country over the past few decades. It increased owing to the increasing use in making steel and ferro-manganese. Moreover, dry cell batteries that are also manufactured in India consume some proportion of manganese dioxide. As a result of the limited domestic needs, almost more than half of the total manganese ore mined in India is exported to some of the industrially advanced countries. Thus, the production of manganese ore depends on foreign demand to a large extent as it is basically mined for export purpose. Initially, near about half of the value of all the Indian mineral resources and ores exported was shared by manganese ore. However, at times share of the value of export of iron ore has increased pushing manganese ore in the second position. In India, though there are large deposits of manganese ore, still the country has not been able to increase the export rate of this ore.	<urn:uuid:264d7008-1d66-45a3-a34b-6879c1c545d8>	{ "date": "2017-07-22T22:52:08", "dump": "CC-MAIN-2017-30", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424154.4/warc/CC-MAIN-20170722222652-20170723002652-00176.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9498428106307983, "score": 3.15625, "token_count": 559, "url": "http://www.indianetzone.com/46/manganese_ore_india.htm" }
Since 2001 more than 200 teachers have died from mesothelioma, a form of cancer associated with asbestos. To tackle asbestos in schools, the Department for Education launched the Asbestos Management Assurance Process (AMAP) in March 2018, to improve it’s understanding of the prevalence of asbestos in schools and ensure the responsible bodies are complying with their duties. Very few schools responded so the survey deadline has been extended twice. However, despite this fewer than 50 percent of schools have given information about asbestos on their sites, this is a failing of asbestos management. I am pressing the Department for Education on this matter. Mesothelioma Action Day 2018 at Red Lion Square, Holborn	<urn:uuid:bf5afb38-f39f-4bb0-abb0-919f3ac3ab63>	{ "date": "2019-09-18T13:38:14", "dump": "CC-MAIN-2019-39", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573289.83/warc/CC-MAIN-20190918131429-20190918153429-00216.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9538283348083496, "score": 2.59375, "token_count": 143, "url": "https://meghillier.com/content/asbestos-schools" }
What is Maker Lab? Maker Lab is our program for kids who love to tinker, design, build, and create. Maker Lab brings together courses drawn from various hands-on and maker technologies. The focus is on IT-related subjects, as each of the courses incorporates digital technologies into its various activities and projects. How do the maker lab courses work? At Montclair Learning Center, month-long courses are given that each meet once a week. Over the summer our staff run similar week-long courses that meet for an hour each day. What courses do we offer? MLC currently offers Maker Lab courses in Arduino, K’NEX, and Snap Circuits. What is K’NEX? K’NEX is the general name for a series of different STEM educational sets. These construction sets let students build, test, and operate different STEM models and projects, from machines and structures to renewable energy and other technologies. These sets enable students first to work on existing blueprints and invent devising new projects. MLC offers a rotating series of K’NEX courses with different themes each month. Students can take our K’NEX courses as many times as desired, as each time they explore and learn about a different STEM topic. What is Arduino? Arduino refers to a newly developed type of electronics kit that incorporates microcontrollers and related accessories. These kits enable students to connect computers, sensors, and output devices to create interactive objects that can sense and control things in the real world. What is Snap Circuits? Snaps Circuits is the name of a set of educational electronics kits. These kits employ snap-together parts and base boards that let kids build such exciting and challenging projects as AM radios, various alarms, motors, lamps, and more. In our Snap Circuits course students learn the basics of electronics while conducting hands-on experiments with different Snap Circuits kits and components. Students progress through our Snap Circuits curriculum at their own speed. Students can take our Snap Circuits course as many times as desired, as each session there are separate sections for new and returning students. $23.00 – $230.00 The classes purchased here are good for any program on the site and can be used at any time. Note: Camps are priced separately. Visit an individual camp page to learn more.	<urn:uuid:7b80a2a1-5566-4764-9dd3-8d0708fb66b0>	{ "date": "2019-12-13T21:31:31", "dump": "CC-MAIN-2019-51", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540569146.17/warc/CC-MAIN-20191213202639-20191213230639-00496.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9284024238586426, "score": 3.171875, "token_count": 497, "url": "https://www.mlcplus.com/maker-lab/" }
View your list of saved words. (You can log in using Facebook.) Clear, colourless, heavy, nonflammable liquid organic compound with a pleasant etherlike odour, chemical formula CHCl. It was the first substance successfully used as a surgical anesthetic (1847); being somewhat toxic, it has been increasingly displaced by other substances for this purpose. It has some industrial uses, primarily as a solvent. This entry comes from Encyclopædia Britannica Concise. For the full entry on chloroform, visit Britannica.com.	<urn:uuid:7ae4913b-c8e0-40aa-9c1a-5bee9dbc5c62>	{ "date": "2014-09-30T22:31:09", "dump": "CC-MAIN-2014-41", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037663167.8/warc/CC-MAIN-20140930004103-00276-ip-10-234-18-248.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9097093939781189, "score": 2.6875, "token_count": 116, "url": "http://www.merriam-webster.com/concise/chloroform" }
\|Yale-New Haven Teachers Institute\|\|Home\| Several disciplines are encompassed in this unit and incorporate the use of logical and analytical thinking skills: Science (the human digestive system, plant growth, food and food processing, hands-on implementation of the Scientific Method), Math (sorting, classifying, prediction, estimation, graphing), and Language Arts (accessing Internet data, research and recordkeeping, storywriting, non-fiction journal writing). “Objectives” and “Skills Focus” are provided, along with question-and-answer support information based on frequently presented student inquiries. I believe that children ages 6-7 are sophisticated enough to grasp scientific terminologies and related concepts, particularly when presented in an interactive, hands-on basis. Based on this expectation, “INSIDE OUT” will (1) provide students with a better understanding of the origins of food and the food chain; (2) motivate students to make healthy, nutrition-based choices when selecting foods, (3) spark enthusiasm in understanding the inner workings of the human body, and (4) lay the groundwork for consumer activism and motivate students to explore the wonderful world of Science. Skills Focus: Categorization/classifying/sorting/discrimination; strengthening fine motor skills; developing language arts through role play, journal writing, becoming familiar with non-fiction literature; logical thinking. Words to Know: \|agriculture\|\|farm\|\|grains\|\|produce\|\|silo\|\|barn\|\|crops fruits\|\|vegetables\|\|seeds\|\|pods\|\|stems\|\|leaves tractor\| \|duckling\|\|tom turkey\|\|chick\|\|pig\|\|sow\|\|piglet meat\|\|fruit\|\|plants\|\|vegetables\|\|pulses legumes tilling\| \|plowing\|\|crop rotation\|\|fish\|\|whiting\|\|tuna\|\|salmon cod\| When first introducing this subject matter, I was taken aback to observe how students could not make the connection between hamburger and cow, bacon and pig, peanuts and plants. Taking nothing for granted, before beginning this unit, I recommend canvassing your students to determine how much they know about food origins. This can be achieved through a question/answer session where data is recorded on a K-W-L chart. Have your students cut out pictures of a wide range of foods and classify them in fruit, vegetable, or meat family groupings. As their understanding becomes more advanced, classification can be broken down even further to include grains, pulses, dairy, meats, poultry, fruits and vegetables. As an interactive complement, create an oversized food pyramid grid. Students can classify foods thereon. K= what you know, W = what you would like to know, L = what you have learned. After completing each unit segment, or as a culmination to the entire curriculum unit, go back to the L and record the children’s responses. The use of the K-W-L format serves as a helpful method of monitoring students’ understanding of learned subject matter. pictorial magazines such as Good Housekeeping, Woman’s Home Journal, Family Circle or circulars from major grocery stores an oversized (18” x 20”) laminated poster board broken down into three columns labeled Plant/Animal/Other. Have your children cut out a minimum of 10 approximately 3” x 4” pictures of foods they enjoy eating. This cutting exercise can be used as a homework assignment. I often include a note to enlighten parents that allowing their young ones to participate in such paper-cutting activities aids in the development of handwriting skills. Laminate the cut out pictures for reuse purposes. Use teacher tack, available at any office supply store, to affix pictures to the poster board categories. Conduct the food classification segment as a whole group classroom exercise. Using the oversized laminated poster board, have your students sort each food into one of the three categories. (Be ready for a good laugh. One of my students cut out a picture of a bag of peanuts. When asked to think about the origin of this food, he and several others exclaimed, “Peanuts come from a peanut tree… the supermarket… the circus.” Such responses would go under “Other.” At this point, record all student responses. As the unit progresses and food origins are accurately established, revisit the chart to make necessary corrections and picture/category adjustments.) To complete this show-and-discover activity, you will need an oversized (18” x 20”) laminated poster board divided into columns labeled Roots, Tubers, Stems, Leaves, Fruits, and Seeds. a cutting from a bunch of fresh collards or kale, one piece of celery, a yam, an asparagus tip, a carrot, a white potato, an orange, a small head of cabbage, a few string beans and snow pea pods. (Vivid photos or pictures of these foods can be used as an alternative.) Randomly select students to define the parts of a plant. At this age, they will probably have some understanding of the words root, stem, leaf, seed and fruit and will note them accordingly. Add tubers their list. So that our young learners will have an accurate sense of plant parts, highlight a few of their notable features: The STEM usually grows upright and above the ground. It supports the leaves and reproductive organs of a plant and receives a lot of sunlight to help that plant grow. TUBERS are huge parts of a stem that often grow underground. Tubers have “eyes”. Those eyes often sprout new stems that grow beneath the ground. ROOTS grow beneath the ground and absorb food and minerals from the soil. They also help keep the plant in place. Some roots store food for the rest of the plant to use. LEAVES grow above ground and absorb food and minerals from the soil. They also make most of the food that plants need to live and grow. FRUITS are portions of flowering plants that contain a plant’s seeds. Many fruits are nutritious and delicious to eat. SEEDS contain miniature plants and a food supply surrounded by a protective seed coat. They are formed when flowers are pollinated and the sperm from the pollen fertilizes the egg in the ovary of the flower. The fertilized ovary becomes the fruit, containing the seeds. When seeds ripen and are exposed to water, they germinate to produce new plants. Some seeds are contained in pods, a fruit that contains the developing seeds. Many types of beans and peas, also called pulses or legumes, come from pods. Show and Discover. As a prelude, show the bunch of collards. Ask your students to think about what part of a plant it might be. Because collards have a leafy quality, the children will probably identify it as a leaf. “Collards” will be placed in the appropriate category. Continue the process, examining and discussing the characteristics of each presented edible plant: asparagus tips are stems; a yam and carrots are roots, a white potato is a tuber, an orange is a fruit, kale and a small head of cabbage are leaf vegetables, and so on. Include these foods beneath the appropriate category on the poster board. A visit to the grocery store is a terrific complement to the activities noted herein. Have the children visit the fruits and vegetables department and classify found food products as noted herein. Children’s Books and Video Recommendations - Animal Families - Whose Baby Is It? - The Cow That Went Oink - The Egg - A Calf Is Born - Milo and Otis What is farming and why is it important? Farming is a way of life that supplies us with the majority of our food supply. Most food supplies are produced on farms. Farming, however, is not limited to the production of food. It also provides us with materials used for clothing and shelter. What types of food products are produced on farms? There are many different kinds of farms. Some farms grow and raise a little bit of everything and are known as mixed farms; others cater to the production of one particular product and are known as specialized farms. Some farms cater specifically to the production of crops. Crops are plants, and they include cereals such as oats, rice, corn, millet, wheat, and barley; root crops such as sweet potatoes, and turnips; tubers that include potatoes and yams; pulses that include dry beans and peas; fruits and vegetables; oil-bearing crops like soybeans and coconuts; sugar-bearing crops such as sugar beets and sugar cane; nuts and cocoa, coffee and tea; fiber-producing plants like cotton and flax; and wood-producing plants such as like oak, maple, and pine. Some farms cater specifically to livestock and other animals. Cattle, chickens, goats, hogs, and sheep are raised on livestock farms. Animals raised here are used primarily as food for meat production. Cows used primarily for milk production are raised on dairy farms. Dairy farms are found near big-city markets. Some fish are raised in ponds in fish farms. Farms used to raise chickens, turkeys, and other types of poultry are called poultry farms. Some poultry farms are used solely for the production of eggs and grow no crops at all How does farming in the past in our country differ from farming today? Long ago, many people throughout the world spent endless hours in search of food. People like the Native Americans, got the majority of their food by gathering wild plants, hunting, and fishing. They often used simple, handcrafted tools to find food. They could gather only small quantities of food at a time. The early settlers worked the land to raise crops. Family members and friends worked long, hard hours tilling the soil. They used plows pulled by horses and/or oxen to prepare the soil, planted seeds, depended on rains and natural occurrences to help their crops grow. Often, they managed to raise just enough food for their immediate family members. Sometimes, insects destroyed the crops. At other times, dry spells and bad weather conditions interfered with crop production. Life was difficult. Nevertheless, families and communities often worked together so that food was available to all. Farming, long ago, was a widespread way of life. Today, Science and modern technology have improved the farming industry. Today, food is produced to feed an enormous number of people. The production of crops has been made simpler: machines such as chisel plows, planters, and cultivators are used to quickly till large portions of land and plant seeds. Irrigation techniques are used to help water crops where too little water exists to grow crops. Farmers and scientists work together to make sure that the soil contains enough nutrients and water to produce healthy crops. They ensure that the earth contains enough nutrients to help plants grow. Using special machines, they till the soil, loosening it to kill and remove weeds and to circulate water and air. They cultivate the land, sometimes applying herbicides to lessen weed growth. Many farmers apply pesticides to ward off harmful insects. Others use organic farming. They rely on the use of natural substances and crop rotation to control pests. Crop rotation is the rotation of crops from year to year to reduce the need for chemical fertilizers and pesticides. Do all vegetables grow above the ground? Many vegetables grow above the ground like lettuce, cucumbers, kale, string beans, and broccoli. These vegetables are often leafy or pod-like in form. Some vegetables, however, grow with a major portion of the plant beneath the ground. These are known as root vegetables like carrots and turnips, or tubers like potatoes and yams, and some fruits and seeds, like peanuts. Where do most fruits grow? Many fruits grow on trees or vines. Fruits like cherries, bananas, oranges, apples, pears, peaches, and oranges grow on trees. Others like grapes, pumpkin, and watermelon grow on vines. They are easy to identify because they contain seeds and/or pits. What is cereal and where does it come from? When we eat Corn Flakes, Apple Jacks, Rice Krispies, or Wheaties, we are eating cereal foods. Cereals, also known as grains, are seeds that come from such plants as corn, rice, barley, oats, sorghum, and wheat. Grains are usually ground into meal or flour and are processed to create many of the commercial foods we eat such as bread, rolls, and many of the popular cereals we consume. What is the difference between root plants and tubers? Carrots, beets, and radishes, are thick roots that grow beneath the ground. Other plants, like potatoes, artichokes, and yams, are tubers. Tubers also grow beneath the ground, but they have “eyes” or buds that can sprout new shoots or stems. Their stems often grow beneath the ground. Are eggs considered meat or poultry? According to nutritionists, eggs, a protein food, is classified as meat. Someone said that when you eat meat, you’re eating vegetables too. How can that be? Living things depend on one another. Let’s look at a few examples. When we eat hamburger, beef ribs, or beef bacon, we are eating meat that comes from a cow. That cow delights on grass, which is a plant. When we eat barbecued chicken, chicken tenders or buffalo wings, we are probably eating a hen. That hen eats corn and other grains, which are plants. When we eat salmon, tuna, or sardines, we are eating flesh foods from the sea or surrounding fresh waters. Many fish eat plankton--plant and animal life forms found in these types of water. Again, plants are consumed. Plants are continuously involved in this chain. Based on this observation, when you eat meat, you are eating vegetables too! Is there a formal name for the interconnectedness that exists between plants and animals? Yes. The interconnection between animals and living things as noted above is known as the food chain. Skills Focus: Understanding the scientific method (capably identifying Purpose, Hypothesis, Materials, Procedures, Observations, Application, Conclusion); graphing/ classifying/sorting/; understanding the components and inner-workings of the human body. Words to Know: \|carnivore\|\|herbivore\|\|omnivore\|\|digestion\|\|digest\|\|esophagus\|\|stomach\|\|saliva\|\|gall bladder pancreas\|\|colon (large intestines)\|\|small intestines\|\|liver\|\|epiglottis\| Suggestion: Take photographs when conducting the Related Activities that follow. They can be included in Big Book preparation or as part of a bulletin board display. We used them for our Science Fair display on Digestion. - * a sheet of paper folded into thirds with the numbers 10, 30, and 50 printed in each - * three 1” wedge slices of apple - * their teeth and saliva - (1) Place apple wedge in mouth, chew 10 times, expel onto sheet of paper in the area marked 10. - (2) Repeat step 1, this time chewing 30 times, expel masticated apple onto the area marked 30. My students had a ball conducting this experiment, although we ran into a few glitches. The children hypothesized that digestion begins in the mouth. They followed the procedures to the letter, and there were quite a bit of moans after the expulsion of chewed fruit. Several variables slightly altered our results. Some students found that after chewing 10 times, they did not produce a lot of saliva. According to their observations, the masticated apples were “kind of crunchy.” Two students were unable to keep the apple in their mouths after 50 chews; they accidentally swallowed the experiment. Overall, however, they discovered that the more you masticate your food, the more that food is initially broken down, making it easier to swallow and pass through other portions of the digestive system. The children were also able to make sense of the application of their findings, noting that this information is helpful because “it teaches children and grownups to masticate their food.” According to our first graders, “When we chew our food thoroughly, it is easier to swallow. It also helps to make the digestion process in our stomach and intestines easier too! When our food is well digested, our body can use all the vitamins and minerals found in food to keep our body strong.” - (3) Repeat procedure, this time chewing 50 times, expel apple to the area marked 50. - (4) Compare and examine results; evaluate outcome. You will need: - * an oversized display board with the outline of a person printed thereon - * a diagram of the human digestive system (enlarged x 150-200% depending on need: available on yahooligans.com) - * 1˝ “ stick-on digestive organ identification tags Children’s Book, Web Sites and Video Recommendations - What’s Inside My Body?--A First Guide To The Wonders and Workings of the Human Body. - Inside the Human Body - My Five Senses - The Human Body - My Body (Grade 4) at yahooligans.com - Digestion by PBS, 3-2-1Contact @4H(afterH):Why do people eat plants and animals? People eat a wide variety of foods to help keep their bodies healthy and strong. Different foods provide energy and contain vitamins and nutrients that help keep our bodies in good working condition. People depend on plants and animals as food sources because they contain these energy sources, vitamins, and nutrients. Also, people, as are other animals, are classified by the foods that they eat. People who eat plants are called herbivores. Those who eat meat are called carnivores. Most of us eat both of these food sources, and we are called omnivores. What are the components of the human digestive system? The human digestive system consists of the mouth (including teeth, tongue, taste buds, epiglottis, palate); the esophagus also known as our food pipe; the stomach, which uses acids and enzymes to break down food even further so it can pass through other parts of the body; the liver, which produces bile, a chemical used to help break down the food; the gall bladder, which stores and releases bile to the small intestines; the pancreas, which supplies enzymes that help break down our food; the small intestines, which digests the food into minute particles so that it can be absorbed and used where needed within body cells; the large intestine or colon, which helps to discard waste products from our body. Despite these findings, additional questions were raised, sparking the desire to learn more about the subject matter. How long does it take for the human body to digest food? Approximately 8-12 hours. How long is the esophagus? It is approximately18 inches long. If you eat a sandwich and you stand on your head while chewing and swallowing, will your food come back out? You would think so, but remarkably enough, the digestion process continues and your food will go down. The muscles in your digestive system are powerful, moving the food downward. Swallowing, peristalsis, stomach and intestinal activity help to continue the digestion process. @4H(afterH): What are salivary glands, and what do they produce? The salivary glands are found beneath your tongue and inside your cheek. They produce saliva, a liquid found in the mouth. It helps to start the digestion process. What is peristalsis and what is its purpose? Peristalsis is the squeezing of muscles in the intestines. Peristalsis helps food move through your digestive organs. What chemical used to breakdown food is released to the small intestine by the gall bladder? Bile is the chemical. It helps to break down food so that it can travel from the stomach into the intestines into other parts of our body. What part of the body does the most digestion? The small intestines conduct the most digestion. What is waste, and through which part of the body is waste released? After your body has digested all of the food, it discards what it does not need. The unneeded food is called waste. Solid waste is stored in the large intestines until it is ready to be expelled. (Liquid waste, produced in our kidneys, is stored in the bladder. Our liquid waste is called urine.) When solid waste leaves our body, it is released through the rectum as feces. Why is the mouth so important to digestion? Think about the mouth and what is contained therein. We have molars, incisors, and canines, teeth that are used to grind, bite and chew our food. By using teeth, food is broken down into small pieces. We have our tongue and taste buds, which contribute to our ability to taste and feel the texture of foods we eat. They too help break down food so that we may swallow. The beginning of the digestion process occurs in our mouth. That is why our mouth is so very important. What is a palate? Does it help food go down the right pipe? If not, what does? We have two pipe-like tubes that begin in the back of our mouths: our windpipe (the trachea) and our food pipe (the esophagus). What do you think would happen if swallowed food went down into our windpipe? You’ve guessed it. We would perhaps be unable to catch our breath, cough and/or choke. What parts of the body help protect against such occurrences? The palate, which separates the mouth from our nasal cavity, is the roof of the mouth. Divided into a hard and soft part, it does not help food go down the esophagus. During swallowing, the palate blocks off the entrance to the rear nasal passage. The part of the palate we see in the back of our mouth is called the uvula. It rises up and down when we swallow, as the palate rises and descends. Another body part, the epiglottis (located at the back of the mouth at the top of our windpipe), serves as sort of a safety valve. The epiglottis helps to prevent food from going down the wrong pipe. What are we doing when we masticate our food? We are chewing our food. What do the pancreas, liver, and gall bladder do? Through interactive excursions, non-fiction storytelling, Internet research, role play, and shared reading experiences, our young learners will discover scientific views and consumer perspectives in addition to drawing their own conclusion. Skills Focus: Strengthening oratory skills and developing language arts through role play and Internet use/logical thinking and problem solving. Words to Know: \|transgenic crops\|\|genetic engineering\|\|transfer\|\|genes herbicides\|\|pesticides virus\|\|disease organic foods\|\|organic farming\|\|pest control\|\|cells DNA\|\|crop rotation\|\|traits\|\|perishable\| ________ Excursion to Stop ‘N’ Shop Supermarket ________ Experiment: Can Pesticides Affect Humans Internet Fact Find Class Opinion Poll What impacts the growth of healthy crops and how do farmers and scientists help to make it better? Many factors impact the growth of healthy crops. Weeds, plant diseases, and insects can be harmful to crops, threatening their healthy growth and development. Many farmers and scientists work together to combat this problem. Today, many farmers control pests by using chemicals called pesticides and herbicides. Although these chemicals are useful, they can pollute our environment if they are not used properly. They can also cause health problems for people and animals. *These activities are the result of questions and discoveries raised by the students. One way that some farmers and scientists are attempting to combat this problem is through organic farming. Natural substances rather than chemicals are used to fertilize soil and control pests. Many farmers conduct organic farming by rotating their crops each year. Crop rotation helps fight against disease and insect pests in a special way. Usually, if certain crops are planted and grow in the same field each year, diseases and insects that are attracted to those plants will continue to flourish. When crops are rotated, the same plants are unavailable, and often diseases and insects die out. Organic farming is a good alternative, but it is a long process. Some scientists and farmers believe that they can make better food products by transferring genes from one living thing to another. They use the good qualities of those genes to enhance food products. This process is known as genetic engineering. Here are a few examples. Tomatoes are very perishable, particularly when transported from one portion of the country to another. After fruit ripening, they could mold and become rotten before they are delivered to their place of destination. (Some tomatoes have been genetically altered so that ripening is considerably delayed. As a result, we can transport tomatoes when they are hard and green, and allow them to ripen in our homes.) They could also be frost bitten if grown in climates where temperatures are not conducive to tomato growth. How could we help tomatoes stay fresh when transporting them from one region of the U.S. to another locale? How could we prolong their shelf life? Some scientists have found a gene in Arctic flounder that helps that species of fish survive in freezing waters. These scientists have experimented with this gene and have been able to transfer and place it in the genes of tomato cells. These combined cells grow into tomato plants. The results: tomatoes that resist the cold have been created. The tomato has been biogenetically engineered. Many of these scientists say that biogenetic engineering will not affect those who consume tomatoes. Some food crops, like potatoes, cabbage, and lettuce are attacked and sometimes harmed or destroyed by insects. In an effort to combat this problem, scientists have created potatoes, cabbage, and lettuce that have been biogenetically engineered to fight against insect infestation. An insect repellant gene has been transferred into the plants, and they make the insecticide themselves. This strengthens the plants insect resistance while reducing the need for insecticide use. What are transgenic crops, and how are they created? Transgenic crops are crops that have undergone genetic modification. Let’s take a simplified look at the process. Biotech scientists are able to isolate and insert genes that have a desirable characteristic from one living thing into another. A desirable genetic trait might be to enhance nutritional value, pesticide and/or herbicide resistance, or the ability to ward off plant viruses. The host plant into which the gene is transferred soon takes on that desired trait. That crop is a transgenic crop. Do genes have to be transferred from the same species or organism? No. Genes can be transferred from totally unrelated species or organisms, for example, that gene that helps Arctic salmon endure cold being transferred into a tomato plant. What types of edible plants have been genetically engineered and why? Broccoli, melons, raspberries, and tropical fruits, peas, peppers, and tomatoes have been genetically modified to control ripening. This helps to improve shelf life and the quality of the food when it arrives in food stores like Shaw’s and Stop ‘N’ Shop. It also prolongs the “freshness and durability of the food”, particularly in tomatoes. Corn, cabbage and other related vegetables in this family, potatoes, lettuce, coffee and apples have been genetically modified to create insect resistant species. As a result, these vegetables are inherently able to protect themselves against harmful insect pests, and the need for insecticide use is reduced. Soybeans, corn, tomatoes, wheat, and rapeseeds used in canola oil have been genetically modified to be herbicide tolerant. These transgenic plants can survive herbicide applications that will kill all weeds. Corn, sunflowers, soybeans, and other plants have been genetically modified to enhance nutritional value. Vitamins, amino acids, and other nutrients make these plants more nutritional. Many plants like potatoes, cantaloupe, squash, cucumbers, corn, soybean, and grapes are subject to plant viruses. These plants have undergone genetic modification for viral resistance. Because of genetic modification, plant viruses are reduced and the use of insecticides minimized. Have all of the plants noted above been genetically modified in America? No, they have not. But, since 1995, millions of acres of transgenic crops have been planted in our country. Do all people believe that transgenic crops are healthy? Some peopleparticularly consumers (people who purchase and use these products)--disagree with scientists and farmers who use genetically engineered farming techniques. They believe that more research needs to be conducted, that people and animals may be harmed by long-term consumption of such foods. Some consumers are fearful that transferring genes can result in allergic reactions in humans. This viewpoint has been raised because a small number of individuals who have eaten genetically engineered soybean-based products have had allergic reactions to these foods. Some people believe that scientists are making foods poisonous, harmful, and unsafe when they introduce insect resistant, herbicide tolerant, and viral resistant genes to specific plants. Many vegetarians and religious groups who are restricted in eating certain foods believe that because a fish gene has been implanted in a tomato, it is hard to determine whether the GM tomato is a “vegetable.” Important to know, however, is that the genetic modification of foods is no new phenomena. All existing crops, for example, have been “naturally engineered” by bacteria that move genes around without human intervention. The cells of Agrobacterium are even used today to accomplish genetic engineering of crops. (Agrobacterium--a naturally occurring bacterium that accomplishes genetic engineering on its own, without human intervention-- has a plasmid (circular piece of DNA) that it can transfer to plant cells, conferring new genetic traits. Scientists can also splice genes that we want [like insect resistance] into such plasmids and transfer them into plants.) Can herbicides and pesticides be absorbed by plants? If they can, can’t those plants be harmful to humans and animals? This question was overwhelmingly repeated and sparked debate among our young learners. Many conjectured that the answer to both was “yes.” So the children could visually grasp that plants have the ability to absorb chemicals from their environment, we conducted the following experiment: - six beakers of water: two labeled “organically grown”, two labeled “pesticide”, two labeled “herbicide” - six leafy-tipped celery stalks - red and blue food coloring - plastic knives (one per student) - magnifying glasses (one per student) - Science journal (with Page Headings Hypothesis, Materials, Procedure, Observations, Results, Application) to record our findings Note: The children were advised that because we could not actually use hazardous chemicals like pesticides and herbicides in class (a New Haven Public School mandate), we would use colored water to represent these chemicals. - (1) Pour 2” inches of water into each beaker. Leave one beaker color-free and label it “organically grown”. - (2) Add 10 drops of red food coloring to two of the beakers labeled “pesticide”. Stir until the water therein is completely red. - (3) Add 10 drops of blue food coloring to two of the beakers. Stir until the water therein is entirely blue. Label these beakers “herbicides.” - (4) Place two celery stalks in each beaker. Sit each container on the window ledge over night. Findings. The following day, the children observed that the celery stalks labeled “pesticide” and “herbicide” had turned red and blue respectively. The ones placed in uncolored water remained green. The children were amazed that the stalks had changed colors, noting the celery “drank up” the water. The children were each given an opportunity to slice a small piece of celery from each stalk. Using their magnifying glass, they further discovered that the veins within the stalk took on the color of the liquid. They deduced that if plants “drink up water that contain nutrients from the soil” and that soil contains herbicides and/or pesticides, those chemicals could become part of that food. If we eat the plants or other animals that eat these plants, those chemicals might in turn enter our body and could be harmful to humans and other animals. - (5) Next day, examine stalks. Evaluate outcome. Each child recorded the outcome of the experiment in his/her Science Journal. Many additionally noted that: - farmers and scientists should be careful about using pesticides and herbicides on foods - people must be careful when selecting foods to eat - we should wash foods before we eat them or cook them thoroughly The previously noted experiment sparked a lot of discussion and an additional question: - we should eat less foods that have been grown using pesticides and herbicides. Can plants that have pesticide resistant genes be harmful to people and animals too? The answer is “yes, if the gene causes the plant to produce its own pesticide, that is in turn toxic to humans. Just as in the case of sprayed pesticides and herbicides that are taken up by that plant, the same holds true for transgenic versions. This response yielded a large number of students asking, “So, which foods are best to eat?” Language Arts. Students will use oral language to organize and express ideas. Logical thinking will be used to support expressed ideas. Role play will be used to assist in creatively expressing ideas. Findings will be noted on paper, reinforcing the connection between the written and spoken word. Social Development. Sharing, taking turns, coming to consensus, and communicating effectively is a sophisticated skill for young learners. This interaction serves as a challenge and positive reinforcement to problem solving and sharing through social interaction and verbal communication. Social Studies. Children will learn that within our society, there are consumers and producers, that these individuals and lobbyist groups can voice concerns and discuss issues. This role play activity will help them recognize that opinions count. Math. Graphing/numeric comparison will be used to record and evaluate student preference. You will need: - a camcorder (optional) - chart paper to graph results - a raw potato Children come to group on the rug and are seated in a circle. Students will take turns in speaking by passing the potato. Whoever is holding the potato has the floor. Each will be given a choice to pretend they are a farmer, scientist, or consumer. After making their selection, all class members are given the opportunity to share their point of view. (Model the responses, i.e., “Hello. My name is _____________________, and I am a _____________________. I believe that ___________________ foods are the best to eat because ________________________________.) * All participants must support their viewpoint. Which is best, to eat: Based on previously explored information, my students were aware of the fears that some people have concerning the use of GM and chemically treated plants (potatoes, tomatoes, corn…) and advocacy views held by many in the scientific and agricultural field. That prior knowledge served as a springboard for opinions. - foods that have been chemically treated with pesticides and herbicides - foods that have been genetically engineered to ward off insect and plant pests - *foods that have been organically grown The children came up with fascinating, valid responses. These key views were consolidated and recorded as follows: Scientist Views. We should grow genetically engineered foods because they become resistant to diseases and pests, may have more vitamins and minerals to help people stay healthy, and can produce more food to feed our increasing population. We don’t think there will be a lot of problems growing genetically engineered foods. Farmer Views. We should grow fruits and vegetables and spray them with pesticides to keep insects away. We should use herbicides to get rid of weeds. People can always wash the pesticides and herbicides off before they eat the foods. That way, they will be safe to eat. Consumer Views. We should eat foods that are organically grown because nothing has been done to them. We should not eat foods that are genetically engineered or sprayed with pesticides and herbicides because we might become sick. Graphing Our Findings. After listening, recording, and consolidating responses, students were asked to think individually about the presented views regardless of their previously assumed roles. They were asked to select only those viewpoints that they agreed with most. We tallied the responses, which were somewhat sophisticated: 8 agreed with Scientist Views; 2 with the Farmers View, and 11 with the Consumers. The majority agreed that long-term use of pesticides and herbicides on plants, whether sprayed on or genetically engineered, would be harmful risk for the consumer. A graph was prepared based regarding the responses. The children were not only able to identify and compare numbers or recognize who had the most votes. They too noted that people don’t always agree on the same issues. Sometimes we have to work together to make things happen. (They also agreed that the majority rules, and this time, consumers were the winners.) All students were encouraged to contribute to the work. Initially, their input was recorded in written form during 30-minute interactive writing and oral language sessions. During center and or free time, small teams of students (two to four children per team) had an opportunity to illustrate a page. Each book was completed within an approximate two-week span. 18” x 20” poster boards were used to create them. Final text was printed using a 60-pitch font, giving our work a professional quality. Our children were pleased with the outcome of our studies, and their understanding of subject matter was evidenced in these completed works. Their Big Books are used during Sustained Silent Reading (SSR) and shared reading group sessions. They are housed in our classroom library, and the students eagerly and repeatedly read them whenever time permits. My students requested that I include their literary work, DO YOU KNOW, in this curriculum unit. I agreed. (Know that at the completion our Food Classification Activity outlined in Section 1, we categorized over 70 different food products. My first graders came up with some interesting wording for our rhymed work. I had to assert that there was no way we were going to include every food we had listed; this book would have gone on forever. Nevertheless, it was a fun-filled experience.) You may find DO YOU KNOW useful to share with your young learners. DO YOU KNOW? by the Students of Room 10, Mrs. Mullins’ Class - We learned a lot in this school year - About where foods come from - Come join us in our guessing game - We’re sure you’ll have great fun! - Beef burgers, hot dogs, sausage - Roast beefwe want some now - Do you know where these meats come from? - We do! They’re from a cow. - Turkey baked and roasted - Chicken fried or stewed - Cornish hens and roasted duck - We eat meat from birds, do you? - Bacon, ham, spare ribs, and pork chops - Make our taste buds do a jig - Cold cuts, pork rind snacks and Jello - Tasty foods--gifts from a pig. - Tuna, salmon, porgies, whitings - Sardines, smelts, and flounder too - We’ll eat snapper, we’ll eat trout - All are fish, we know you knew! - Purple grapes and orange pumpkins - Cukes and melons ripe and fine - Zucchini squash ready for picking - Each of these plucked from a vine. - Orange yams and white potatoes - Crunchy radishes we’ve found - Beets and turnips, parsnips, carrots… - Tubers and roots beneath the ground. - Oranges, apples, pears and peaches, - Grapefruits, cherries all for me - Pecans, walnuts, acorns, chestnuts - Fruits and nuts all found on trees. - Milk and ice-cream, cheese and yogurt - Chocolate milk, delicious wow! - Pudding, sour cream, and butter - Gifts from our dear friend, the cow. - Over easy, sunny-sided - Boiled or scrambled on toasted bread - Whipped in milk blended with sugar - Tasty treats from a hen’s egg. - Cakes and bread, pretzels and popcorn - Crunchy rice cakes--salted or plain - Favorite cereals and granola bars - All food products made from grains. - We have learned where these foods come from - And we know there’re millions more - But one thing we know for certain - They don’t grow in the grocery store! Buishand, Tjerk, Houwing, Harm P., Jansen, Kees. The Complete Book of Vegetables. Gallery Books, New York, (1986). Thompson, Paul B. Food. Biotechnology’s Challenge to Cultural Integrity and Individual Consent, Hastings Center Report, Volume 27, No. 4 (1997): 34-38. Pickard, Robert. Genetically Modified FoodsScience in Retreat. The Biochemist, Volume 21, No. 5 (Oct 1999). Pp 32-33. Pretty, Jules. Genetic Modification of Crops: Partner or Pariah for Sustainable Development? The Biochemist, Volume 21, No. 5 (Oct 1999). Pp 15 - 21 Rissler, Jane. Killer Corn. Pesticide from Engineered Crop Threatens Butterflies. Volume 21, No. 3 (1999): 1-3. Robinson, Clare. Will GM Technology Benefit The Developing World? The Biochemist, October 1999, Pp 23- 27. Lewis, Ricki and Palevitz, Barry A. GM Crops Face Heat of Debate, The Scientist: The News Journal for the Life Scientist, Volume 13, No. 20, October 11, 1999, pp 1, 8-10. G. Gaskell et al. Worlds Apart? The Reception of Genetically Modified Foods in Europe and the U.S. Science 2585:384-7, July 16, 1999. Royston, Angela. What’s Inside My Body?--A First Guide To The Wonders and Workings of the Human Body. Dorling Kindersley Incorporated, New York (1991). @SH:STUDENT RESOURCES (Con’t) Royston, Angela. What’s Inside Small Animals: A First Guide To The Wonders and Workings of Small Animals. Dorling Kindersley Incorporated, New York (1991). Jeunesse, Gallimard and de Bourgoing, Pascale. The Egg: A First Discovery Book. Scholastic, New York (1992). Kaizuki, Kiyonori. A Calf Is Born. Orchard Books, New York (1990). Most, Bernard. The Cow That Went Oink. Harcourt, Brace Jovanivich, New York (1990). Yabuuchi, Masayuki. Whose Baby Is It? Harcourt, Brace, Jovanivich, New York (1989). Weil, Ann. Animal Families. Children’s Press, Chicago (1985). Yahooligans.com The Human Body (Grade 4) ń call up “Digestive System” to see/use reproducible diagram http://www.timeforkids.com World Report Edition, March 10, 2000, Volume 5, No. 20. http://www.the-scientist.com" www.the-scientist.com The Scientist, The News for the Life Scientist. http://www.bio.org/food&ag/transgenic_products.html" http://www.bio.org/food&ag/transgenic_products.html to see Transgenic Food Products Chart. Contents of 2000 Volume VII \| Directory of Volumes \| Index \| Yale-New Haven Teachers Institute	<urn:uuid:bef62121-33e3-42f5-89c0-d05a278b1ae5>	{ "date": "2014-11-25T00:25:56", "dump": "CC-MAIN-2014-49", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416405325961.18/warc/CC-MAIN-20141119135525-00024-ip-10-235-23-156.ec2.internal.warc.gz", "int_score": 4, "language": "en", "language_score": 0.943403959274292, "score": 3.78125, "token_count": 9419, "url": "http://yale.edu/ynhti/curriculum/units/2000/7/00.07.01.x.html" }
This brown seaweed, which has a yellowish colour is found in rock pools on the mid to lower rocky shore, and to a depth of up to 20m, depending on the amount of light. The seaweed is shaped like a curved fan, and can become more funnel-like when the plant is mature. On the outside, it has brown and olive bands, while the inside can be a bright lime green. The peacock’s tail has a varied texture: the inner surface has a thin coating of slime, while the outer one is covered with lines of small, fine hairs. This is an annual seaweed; it dies down in the autumn to reappear the next summer. Peacock’s tail generally prefers southern waters but the influence of the Gulf Stream allows it to survive on the south and west coasts of Britain. Historically, it has been recorded from the south coasts of England and Ireland and from Pembrokeshire but now appears to be confined to the Isle of Wight, Dorset and Devon. As it is already disappearing from British coasts, protection is very important to ensure that the peacock’s tail does not vanish entirely. Other common names Peacock’s tail is recorded from the Isle of Wight, Dorset and Devon, although has in the past been more widely distributed along the south coasts of England and Ireland and in Pembrokeshire. The British Isles are the northernmost limit of its range, (it occurs as far south as Mauritania), and it is also found in the Mediterranean and Black Seas. - This is a UK BAP Priority Species (BAP species are now Species of Principal Importance/Priority - Species of principal importance for the purpose of conservation of biodiversity under the Natural Environment and Rural Communities - Nationally scarce species Life Information Network JNCC - UK BAP Priority Species and Habitats	<urn:uuid:eec721e9-6a2f-4243-b359-b24e6f3c4dd3>	{ "date": "2016-10-25T04:53:02", "dump": "CC-MAIN-2016-44", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719908.93/warc/CC-MAIN-20161020183839-00139-ip-10-171-6-4.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9242588877677917, "score": 3.390625, "token_count": 428, "url": "http://jncc.defra.gov.uk/page-5662" }
Tree experts such as Chris Roddick of the Brooklyn Botanic Garden need only examine the leaves of a tree to distinguish between a maple and a white oak. Today, he joins Martha to demonstrate some basic tree-identification techniques. The first thing to consider is the arrangement of the leaves: Do they alternate on either side of the branch, or are they directly opposite each other? If the leaves are arranged in an alternating pattern, the tree could be an oak, hickory, or elm. A tree with leaves that are opposite one another might be a maple, ash, or dogwood. Next, look at whether the leaf is simple or compound. A compound leaf, such as the hickory leaf, is divided into two or more leaflets; an example of a simple or undivided leaf is the dogwood. The shape of the leaf and its edges, known as its margins, are also clues to a tree's identity. Elm leaves are almost always lopsided or uneven at the base. The beech, one of Martha's favorites, has smooth, or entire, margins. The leaves of the pin oak are lobed, and the margins have pointed tips. In addition, the fruit of the tree also reveals a lot. What you may have called helicopters as a child are actually called samaras, a type of fruit from a number of different trees. The samara of the elm is circular, the samara of the ash is long and spiky, and the double samara, the kind that kids peel apart and stick to their noses, is from the maple. During the winter, when there are no leaves or fruit on deciduous trees, the branches, buds, and bark all serve as identifying characteristics. Learn more about Brooklyn Botanic Garden. Arthur Harmount Graves's "Illustrated Guide to Trees: A Handbook of Woody Plants of the Northeast and Adjacent Canada," George W.D. Symonds's "Tree Identification Book," and Elbert L. Little's "National Audubon Society Field Guide to North American Trees: Eastern Region" and "National Audubon Society Field Guide to North American Trees: Western Region" are available from Amazon.	<urn:uuid:2874e358-f8c8-4c92-a214-e69d6d9a4bf2>	{ "date": "2014-12-22T04:18:02", "dump": "CC-MAIN-2014-52", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802773201.145/warc/CC-MAIN-20141217075253-00035-ip-10-231-17-201.ec2.internal.warc.gz", "int_score": 4, "language": "en", "language_score": 0.9526873230934143, "score": 3.9375, "token_count": 452, "url": "http://www.marthastewart.com/271566/tree-identification-with-chris" }
"New blood test can identify types of MS and if treatments are working" Source [Last accessed 4 February 2016] Key points: It's the first test to accurately determine which kind of MS patients have Markers can also be used to see if medications are working Researchers have hailed it as a "stunning breakthrough" for Australian patients Multiple Sclerosis Research Australia wrote: "The scientists believe that it could be available within the next 2 years." Patients with multiple sclerosis will soon have access to a new test which can tell them exactly what type of MS they have and how well their medications are working. At the moment, patients have to have an array of expensive tests to determine what kind of MS they have. The study, published in Nature scientific reports, shows a blood test could greatly simplify and speed up this process, allowing doctors to adapt a patient's treatment more accurately and rapidly. Neuroscience Professor Gilles Guillemin from Macquarie University said the discovery was the culmination of 12 years' hard work in the lab. "We can tell you which sub-type of MS you have and if you respond to treatment," he said. At the moment, patients have to wait weeks on a medication to see if it is effective. "If you can have the blood test and see the marker not working, and this treatment doesn't work, the clinician will be able to realise very quickly change to another therapy," Professor Guillemin said. MS is a debilitating disorder of the central nervous system that affects more than 23,000 Australians and 2.3 million people worldwide. Mike Hemingway was diagnosed with MS 15 years ago, but doctors could not tell him which form of the disease he had. He was pleased to hear about the new test. "It will make a substantial difference. For me, yes I would have liked to know 'this is what I have got'," he said. Doctors hope if patients are put on the right drug earlier they will not be affected by MS as much as patients like Mr Hemingway have been. "The earlier you can have those treatments the less damage there is going to be to your central nervous system and things like cognitive problems and walking problems vision problems hopefully will become over time things of the past," Mr Hemingway said. Matthew Miles, chief executive of MS Research Australia, said it was a "stunning breakthrough" for Australia and for Australian research. "It's absolutely critical that we understand which type of MS, so people can be treated with the right therapy quicker, particularly when other therapies for progressive disease become available," Dr Miles said. "There's the potential for being treated earlier, there's also the potential for being much more in control and peace of mind so you understand the disease." The lead researcher of the study, Edwin Lim, who is currently based at Macquarie University, said the breakthrough was an important move towards personalised medicine for MS patients. "The unique information that we will receive from the biomarker within an individual, means that it could also be possible develop biomarker guided personalised treatment for each patient," Dr Lim said. The findings could have implications for other conditions such as Alzheimer's, Parkinson's, and motor neuron disease. The test relies on detecting compounds in a pathway of the brain using a substance called tryptophan. "By increasing our understanding of how our cells process tryptophan, we will be better able to identify its involvement in many neuro-degenerative diseases," Professor Guillemin said. Peas be with ewe	<urn:uuid:f006a45d-7296-4d54-9b48-c426a214b818>	{ "date": "2017-03-01T20:06:34", "dump": "CC-MAIN-2017-09", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501174276.22/warc/CC-MAIN-20170219104614-00508-ip-10-171-10-108.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9711573719978333, "score": 2.671875, "token_count": 742, "url": "https://team-gherkin.blogspot.com.au/2017/02/new-blood-test-can-identify-types-of-ms.html" }
Four years ago Idaho joined the 43-state consortium aimed at developing a new set of standards in math and English language arts. Now, the first results are in from Common Core, showing that only half of the state’s students or less in grades three to eight and 10th grade are proficient or above in math and English. Math ratings were the most troublesome, but both math and English need improvement. Bill Roberts of the Idaho Statesman writes that the results from the Common Core tests, known as the Idaho Standards Achievement Test by Smarter Balanced, named for the group of states that assembled the test, gives educators a measurement to establish an ongoing educational game plan for their state’s young people. The state test has been criticized by those against Common Core, a set of standards developed to establish what students should know in the areas of math and English before they graduate. But many are squarely behind the education reform that is the backbone for the changes. Sophomores in high school were already out of the early grades when the new math curriculum was introduced. Common Core’s approach is about understanding math concepts at an early age and challenging students to think critically. Jonathan Brendefur, a math professor at Boise State University who works with Idaho schools to improve math instruction, said he thought students had done pretty well considering that they are still adjusting to the new standards. Barbara Morgan, a former NASA astronaut and distinguished educator in residence at Boise State, said that although the scores are not what they should be, it is the right thing to do to press on with the Common Core standards. This is necessary if students are going to become proficient in technology, science, engineering, and math, she said. Most importantly, the test scores will be used to establish how instruction can be improved, according to Don Coberly, the Boise School District superintendent. He will encourage the state to show districts where information from the results can be found so that teachers can mold their instruction appropriately in time for the new school year that begins in August. The Twin Falls Times-News reports that the percentage of students who scored at “proficient” or “advanced” levels on the Smarter Balanced Assessment Consortium (SBAC) tests was, on the whole, higher than state officials had projected. Across the state, the proficiency range went from 46% in fourth grade to 61% in 11th grade on the English/language arts test. On the math test, 30% of 11th-graders scored at the proficient level or higher, but 50% of third-graders met the proficiency mark. The Associated Press reported that Idaho students ranked higher on the new standardized testing compared to the national benchmarks used to measure math and English/language arts proficiency. They added that the state offered a practice version of the testing instrument last year so that teachers could evaluate and smooth out any kinks in the new system. AP reported that Idaho students scored above projected proficiency levels in all grades for the English/language arts and for most grades in the math portion of the standardized tests.	<urn:uuid:31cf10e8-79ad-4fe6-a550-994cf580048f>	{ "date": "2017-03-28T02:21:32", "dump": "CC-MAIN-2017-13", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189589.37/warc/CC-MAIN-20170322212949-00161-ip-10-233-31-227.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9598866105079651, "score": 2.8125, "token_count": 629, "url": "http://www.educationnews.org/k-12-schools/idaho-schools-get-mixed-common-core-test-results/" }
Highest energy continuum of energy levels in a solid that is fully occupied by - The valence band is lower in energy than the conduction band and is generally completely full in semiconductors. When heated, electrons from the valence band jump out of the band across the band gap and into the conduction band, making the material conductive. The Fermi level separates the valence band from the conduction band. - In metals the valence band is the conduction band. - Sample characterized by a (unique) sample axis Z with all directions perpendicular to Z being equivalent. In other words, the sample properties are invariant to rotation around Z. Uniaxiality exists in many anisotropic samples and simplifies the interpretation of their spectra considerably. PAC, 2007, 79, 293 (Glossary of terms used in photochemistry, 3rd edition (IUPAC Recommendations 2006)) on page 438 IUPAC. Compendium of Chemical Terminology, 2nd ed. (the "Gold Book"). Compiled by A. D. McNaught and A. Wilkinson. Blackwell Scientific Publications, Oxford (1997). XML on-line corrected version: http://goldbook.iupac.org (2006-) created by M. Nic, J. Jirat, B. Kosata; updates compiled by A. Jenkins. ISBN 0-9678550-9-8. doi:10.1351/goldbook	<urn:uuid:c8a8f465-bcf6-42bc-8403-f40c2a7c5316>	{ "date": "2014-08-30T02:09:39", "dump": "CC-MAIN-2014-35", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500833715.76/warc/CC-MAIN-20140820021353-00470-ip-10-180-136-8.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.804632842540741, "score": 2.859375, "token_count": 315, "url": "http://goldbook.iupac.org/V06589.html" }
Critical Context (Masterplots II: American Fiction Series) While The Prince of Tides has clearly been Pat Conroy’s most popular success, a book widely read and hailed by the public, its critical reception has been mixed. Most of the negative criticism has centered on the novel’s ornate style and the melodramatic, sentimental, and implausible elements of the plot. Other critics, however, have celebrated it as a continuation of the southern gothic school and have praised the novel for its power, its excellent storytelling, and its affirmative conclusion. Pat Conroy has acknowledged working in the tradition of Thomas Wolfe and William Faulkner, mentors whose achievements Conroy fails to reach in this novel. Nevertheless, it is a worthwhile novel that has become firmly entrenched among popular fiction. The Prince of Tides is Conroy’s fifth book; like all of its predecessors, it is set in coastal South Carolina and grows out of his own experiences. The Boo (1970), Conroy’s first book, is a memoir of a college teacher; The Water Is Wide (1972), alternately referred to as both nonfiction and as a novel, covers Conroy’s experiences teaching poverty-stricken black children on Daufuskie Island. With The Great Santini (1976), Conroy began revealing family secrets in fictional form. Lords of Discipline (1980) furthered Conroy’s move into fictionalized autobiography with its expose of the sexism, racism, and harsh discipline he experienced at the private school the Citadel. Both The Prince of Tides and Beach Music (1995) reflect Conroy’s continued use of autobiography in his fiction, though the latter contains less overt family history.	<urn:uuid:26a81fca-3d93-4cee-9663-b7eb22731ac0>	{ "date": "2016-10-26T20:05:44", "dump": "CC-MAIN-2016-44", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988720972.46/warc/CC-MAIN-20161020183840-00232-ip-10-171-6-4.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9624817371368408, "score": 2.703125, "token_count": 355, "url": "http://www.enotes.com/topics/prince-tides/critical-essays/critical-context" }
Port Blair, May 09 (UNI) The Regional Medical Research Centre of Andaman and Nicobar Islands has initiated studies on development of vaccines against Chikungunya Fever to stop its outbreak in Andaman and Nicobar Islands and Southern India. Although the outbreak has subsided now, the vector mosquito Aedes aegypti is widely prevalent in these islands. Therefore, further outbreaks may occur and there is a necessity to be vigilant against this, relatively less studied disease, Dr Vijayachari, Director, Regional Medical Research Centre (RMRC), Port Blair told UNI here today. The RMRC, which has been recently redesignated as World Health Organisation (WHO) Collaborating Centre for Leptospirosis, has initiated studies on patho-physiology of the disease using animal models as well as development of vaccines against the viral infection. In 2006 nearly 12 lakh people in Karnataka, Maharashtra, Andhra Pradesh, Tamil Nadu and Kerala were affected by Chikungunya, which leaves patients helpless for months, with severe joint pain and fever. Chikungunya had also claimed nearly 81 lives till October 2006. The Regional Medical Research Centre was established in 1983 as one of the permanent Centres of the Indian Council of Medical Research (ICMR) at Andaman. UNI SKR KK SY ND1914	<urn:uuid:0d5edc54-594c-46e3-84e0-39b304468481>	{ "date": "2017-08-21T18:12:36", "dump": "CC-MAIN-2017-34", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886109470.15/warc/CC-MAIN-20170821172333-20170821192333-00256.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9637827277183533, "score": 3.046875, "token_count": 277, "url": "http://www.oneindia.com/2008/05/09/andamans-rmrc-working-to-develop-vaccines-of-chikungunya-1210341891.html" }
Wis. Assembly Approves Delaying Phosphorus Rules MADISON, Wis. (AP) -- Wastewater plants, paper mills and food processors could take up to two decades to comply with Wisconsin's phosphorus discharge limits under a bill approved Thursday in the state Assembly The measure wouldn't give so-called point polluters — facilities that pump phosphorus directly into state waters — a free pass, though. It would impose progressively tougher limits on them every five years and require them to participate in other phosphorus reduction projects. "This really is a pollution control bill," said Rep. Amy Loudenbeck, R-Clinton, one of the bill's chief sponsors, said during a news conference before the Assembly floor session began. "It just creates a new option for compliance." The Assembly passed the measure 76-19 with no debate. The state Senate passed the measure earlier this week. It now goes to Gov. Scott Walker. His spokesman was non-committal when asked whether the governor supports the bill, saying only that Walker would evaluate it. Biologists believe phosphorus, a chemical found in fertilizer and manure, can cause ugly algae blooms that can deplete water oxygen levels, killing fish. The blooms also can cause health problems in people. The Department of Natural Resources' board in 2010 adopted sweeping restrictions on phosphorus discharge in hopes of slowing algae growth and preserving water-based tourism. The restrictions limit phosphorus runoff from farm fields and create per-liter limits in rivers, streams and lakes. Municipalities and manufacturers say it could cost them tens of millions of dollars to upgrade their facilities to meet the limits, driving up rates. The restrictions offer them the option of seeking up to three five-year exemptions — allowing them to exceed the limits for a total of 15 years — if they finance and manage projects with farmers to reduce runoff from their fields. The DNR began implementing the plan in late 2012. Now more municipalities and businesses are coming up against the restrictions as their current five-year discharge permits expire, renewing their complaints about the cost. They also contend they're not in a position to manage agricultural runoff reduction projects. The bill calls for asking the U.S. Environmental Protection Agency to approve a statewide exemption from the limits. That would allow dischargers to ask the state for up to four five-year exemptions without showing any individual hardship, giving them 20 years to come into compliance. However, each exemption would carry a progressively stricter discharge limit. Polluters also would have to choose one of three reduction alternatives as part of the exemption: pay the county to reduce phosphorus, invest in its own reduction project or agree to fund someone else's reduction process in the same watershed. They also could continue to comply for 20 years by pursuing projects to ease agricultural runoff. "We can ramp up our phosphorous treatment over the course of several years, rather than be faced with one huge capital expense up front," Burlington City Administrator Kevin Lahner said in written remarks to the Senate committee. "Under the bill, we will also assist in reducing non-point sources of phosphorous, which is by and large the largest contributor to phosphorous pollution in our rivers and streams." Amber Meyer Smith, government relations director for environmental advocacy group Clean Wisconsin, said the organization is worried dischargers might abandon reduction projects already underway in favor of the new alternatives. "We have ... concerns that some local efforts to achieve phosphorus cleanup could be undermined," she said.	<urn:uuid:74dd9b75-0b0a-4985-8446-c197b275549b>	{ "date": "2014-07-25T23:55:53", "dump": "CC-MAIN-2014-23", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997894865.50/warc/CC-MAIN-20140722025814-00048-ip-10-33-131-23.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9565504789352417, "score": 2.578125, "token_count": 706, "url": "http://www.manufacturing.net/news/2014/02/wis-assembly-approves-delaying-phosphorus-rules" }
In order to successfully overcome diabetes and its effects one must understand what diabetes is. Diabetes Mellitus or sugar diabetes is a condition defined by a set of symptoms, most commonly, higher than normal levels of sugar in the blood and excretion of sugar in urine. The condition was originally discovered by the symptom of sweet fruity smell of the urine. These symptoms can occur for a variety of causes like; pancreas not producing insulin, liver producing too much sugar, master hormones not giving proper messages to liver or pancreas, cells not being able to utilize sugars, too much fat in and around cells inhibiting usage of sugar by the cells, pregnancy, etc. Some pregnant women become diabetic during pregnancy but become normal after delivery. This is known as gestational diabetes. This has led to an interesting theory about the growth of fetus in the womb, which leads to pressure on the pancreas causing it to not function properly, thereby leading some people to believe that putting on weight around the abdomen puts pressure on pancreas causing it to malfunction. Whatever the reasons may be, treatment of diabetes is essentially the same; diet, exercise, drugs and insulin. Diabetes can be controlled and type II diabetes can even be reversed by diet and exercise. There are many doctors who conduct training for reversing type II diabetes through vegan diets and exercise. I intend to prove that Type I diabetes can also be reversed. I’ll talk more about that in the future when it happens. I know from personal experience how my sugar levels vary based on perceived stress and other situations. You see, I measure my sugar levels at least five times a day. I have to do so in order to compute the amount of insulin I need to inject before eating. This gives me an insight into how my body reacts to different situations. What I have found out is that when I am going through situations that my mind thinks are stressful then my sugar levels stay high and do not come down easily. One of those stressful situations used to be attending my office in Maryland. But having recognized it as a stressor, I have “changed” my mind about attending the office in Maryland and have successfully reversed the outcome. On the other hand, situations that I perceive to be joyous tend to drop my sugar levels, sometimes they drop too much. One of those situations is holding a very young baby in my hands. Another one happens every time when my friends Haren and Raksha visit us. Quiz#3: What do you think would happen if Haren and Raksha were to move in with us, or we babysat a young baby every day?	<urn:uuid:2d842032-9dd0-45ca-acea-e516589d519a>	{ "date": "2017-05-25T08:32:57", "dump": "CC-MAIN-2017-22", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463608058.13/warc/CC-MAIN-20170525083009-20170525103009-00330.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9627814888954163, "score": 2.609375, "token_count": 534, "url": "http://plan170.blogspot.com/2011/11/" }
my TPT Store and that you LIKE my Facebook Page. My first temporary freebie is a set a shape posters. If you like them, make sure to download them while they're FREE! Tuesday, February 2, 2016 -food (bread, cooked and then frozen dinners, and canned foods) -medicines (our toddler had a cough) -a snow shovel -plenty of blankets We did stay inside, we cuddled with blankets, played games, watched movies and waited. Once we thought we could leave the house, we shoveled the snow out of our driveway, saw some people get stuck and decided it wasn't time to leave the house yet. The next day, we tried again and by then the roads were more clear but we were still careful to not get stuck. By the third day, the wind had calmed down enough that we could go outside and build a snowman! Right now, Winter Storm Kayla is approaching my friends in the Midwest. Many of our students are experiencing these storms which makes a great Text-to-World Connection! Even if your students didn't experience either storm directly, they can hear stories about other people that did. You can discuss what they did, how long they were inside the house and why, how it looked outside, what they felt, and how they felt when they were finally able to go outside the house again. \|Text to World Freebie\| Monday, February 1, 2016 In this freebie unit, I have included a mini book that you can use to discuss what Groundhog Day is all about. While it's Groundhog Day, take advantage and learn a little bit more about groundhogs too! If you need a little something to supplement your Groundhog Day lesson, download this freebie. \|Groundhog Day Freebie\|	<urn:uuid:f247ea2d-e200-4a2d-8f9b-31ca60f0102d>	{ "date": "2019-06-20T15:25:49", "dump": "CC-MAIN-2019-26", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999261.43/warc/CC-MAIN-20190620145650-20190620171650-00136.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9747093915939331, "score": 2.515625, "token_count": 379, "url": "http://www.teachersbighelper.com/2016/02/" }
To demonstrate that gravity pulls objects to the ground at the same speed, regardless of the path they take… Place a ruler flat on the demonstration table, with about 2 inches hanging over the edge of the table. Place a penny on the table next to the ruler (between the edge of the table and the ruler). Instruct students to listen for the pennies hitting the ground. Quickly flick the ruler, so that you are pushing the penny off the table at the same time you are “pulling” the ruler out from under the penny sitting on it. The penny that was on the ruler will fall straight to the ground (due to inertia, 1st law of motion), while the penny that was on the table will travel along a path of projectile motion. If executed properly, the pennies will hit the ground at the same time. You will no doubt have to repeat this demonstration several times; first, because students take that long to determine that they are in fact landing at the same time and second, because it’s a bit mind-boggling to students (and teachers). Do as I say, not as I photograph... 1 - Don't perform this demonstration with little people sitting on the floor where pennies may land! 2 - Don't perform this demonstration in a carpeted area of the room, you won't hear the pennies land!	<urn:uuid:20b6b9bd-0385-4131-a557-37225f89cb88>	{ "date": "2014-04-25T09:52:19", "dump": "CC-MAIN-2014-15", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223211700.16/warc/CC-MAIN-20140423032011-00195-ip-10-147-4-33.ec2.internal.warc.gz", "int_score": 4, "language": "en", "language_score": 0.9569655060768127, "score": 3.921875, "token_count": 284, "url": "http://science-mattersblog.blogspot.com/2010/02/projectile-motiongravity-ruler-and.html" }
Unformatted text preview: to learning include: • Adults entering a new learning experience may be anxious and lacking in confidence. • Adults who are anxious or unsure may exhibit dependent and even child-like behaviours. • Adults have numerous commitments and responsibilities outside the learning environment. • Adults have well-established values and attitudes which may be resistant to change. • Adults may have negative past associations with learning. • Adults often come to a learning situation as a result of a dilemma or life crisis. • Adults who have been required to engage in learning may be resistant to learning.... View Full Document - Fall '05	<urn:uuid:b39e306f-a1e2-4699-9bfb-ceef23e5ffb5>	{ "date": "2017-07-21T04:50:00", "dump": "CC-MAIN-2017-30", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423716.66/warc/CC-MAIN-20170721042214-20170721062214-00296.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9245913028717041, "score": 3.0625, "token_count": 123, "url": "https://www.coursehero.com/file/5566081/Learning/" }
The Canadian Adaptations of Shakespeare Project (CASP) has developed a three-part literacy system that engages youth in language and media literacy learning while making a positive intervention in online game spaces. Launched on April 23, 2007, Shakespeare’s birthday, CASP’s Online Integrated Learning System (OILS; Patent Pending) is a hybrid online/in- or out-of-class system that fuses a fast-paced, highly interactive game play environment that is rich with language and media literacy content with in-class learning modules. The system allows teachers to use the huge volume of research and pedagogical material created by CASP to reinforce the online experience. The three main OILS components include ‘Speare: The Literacy Arcade Game, the Interactive Folio: Romeo and Juliet, and the Shakespeare Learning Commons. ‘Speare: The Literacy Arcade Game: ‘Speare is a fun game that teaches literacy skills as an outcome of spontaneous game play in an authentically appealing interface. The game has been carefully designed to entertain in a way that balances its entertainment value with its pedagogical outcomes. ‘Speare fully integrates gaming and educational goals to the degree that the two are indistinguishable. Some problems that ‘Speare aims to address: The vast majority of online games and websites do not present positive, productive, learning environments for youth (elementary school through undergraduate). - Three fifths of American teenagers play video games each week, and a quarter of them play games six hours or more – most of these commercial games have no educational value, and contribute to violent, dissociated engagement with media. - In contrast to the commercial gaming market, educational games rarely have authentic appeal to gamers thus limiting their efficacy and widespread dissemination. ‘Speare addresses the problem of how to be pedagogical and how to appeal to gamers simultaneously. Interactive Folio: Romeo and Juliet: The Interactive Folio is a new form of E-publication – a hybrid text that provides users with access to a wide array of materials online in an interface that uses Shakespeare’s text as the conduit to explore multimedia and other play-related material (much of it original) that adapts and contextualizes Shakespeare’s own works. Users have the option to decide what tools they wish to employ in reading the text. As well as Shakespeare’s own text presented clearly with minimal intervention, users have access to: - The sources upon which Shakespeare based his Romeo and Juliet story with original critical material exploring these texts for youth audiences - An original database of facts about Romeo and Juliet that focus on adaptation - Act and scene synopses that highlight key moments, themes, and issues in the play designed to engage youth to think creatively - Character biographies that include a short text description with images showing examples of how characters have been adapted in various productions - Interviews with leading academics and theatre practitioners about the play - Streaming videos showing how Shakespeare’s play has been adapted into a variety of media including film, stage, television, Claymation and more. - Audio clips that feature readings of key passages and music created for or adapted from the play - An original lexicon that translates, describes, and contextualizes challenging words, terms, and figurative language in the play - Images showing adaptations of Shakespeare’s work into a wide variety of media The Shakespeare Learning Commons (SLC) presents material for the in-class component of the hybrid online/in-class system of OILS. The SLC presents complete teachers’ guides based on content included in the Interactive Folio and in ‘Speare. Activities based on the Shakespeare Trivia Anthology, quotes from Romeo and Juliet, the ethics of gaming, and other material from the OILS provide teachers and students with all of the resources needed to bring this material into the classroom. Each teachers’ guide provides links to the resources needed to complete the lesson, including teacher and student instruction sheets, student worksheets and handouts, and links to further resources as needed. These materials are original and have been created by CASP researchers in consultation with leading curriculum consultants. For more information about the OILS and ‘Speare, contact ApolloGames at: For more information about the OILS, the Interactive Folio: Romeo and Juliet and the Shakespeare Learning Commons, contact Daniel Fischlin at:	<urn:uuid:6d96f03a-8ad8-4693-bf02-dbfb83f966bb>	{ "date": "2019-04-18T12:52:01", "dump": "CC-MAIN-2019-18", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578517639.17/warc/CC-MAIN-20190418121317-20190418143317-00496.warc.gz", "int_score": 3, "language": "en", "language_score": 0.920125424861908, "score": 2.921875, "token_count": 913, "url": "https://news.canadianshakespeares.ca/2007/04/21/casp-launches-online-integrated-learning-syst/" }
Born: July 14, 1912 in Okemah, Oklahoma Died: Oct. 3, 1967 in New York City, New York Woody Guthrie was an American folksinger and songwriter whose songs chronicled the plight of common people, especially during the Great Depression. Some have suggested that his best-known song, “This Land is Your Land,” replace “The Star-Spangled Banner” as the national anthem. Musicians that he mentored include Bob Dylan and his son, Arlo Guthrie. Politics ran in Guthrie’s blood. He was the son of a onetime cowboy, land speculator, and local Democratic politician who named him Woodrow Wilson Guthrie after President Woodrow Wilson. Guthrie grew up near the relocated Creek nation in Okemah, Oklahoma, a small agricultural and railroad town that boomed in the 1920s with the discovery of oil, then went bust in time for the Great Depression and the Dust Bowl. Observing other people’s hardships, along with the calamities that befell his splintering family, sensitized Guthrie to others’ suffering, as related in his autobiographical novel Bound for Glory (1943). Guthrie learned traditional folk and blues songs while traveling with migrant workers from Oklahoma to California, earning him the nickname the “Dust Bowl Troubadour.” According to Encyclopedia Britannica, “Guthrie’s politics became increasingly leftist, and by the time he moved to New York City in 1940 he had become an important musical spokesman for labour and populist sentiments, embraced by left-leaning intellectuals and courted by communists. In New York, to which he had brought his family, Guthrie became one of the principal songwriters for the Almanac Singers, a group of activist performers — including Leadbelly, Pete Seeger, Sonny Terry, Brownie McGhee, and Cisco Houston — who used their music to attack fascism and support humanitarian and leftist causes.” The words “This machine kills fascists” were even displayed on Guthrie’s guitar. In 1941, Guthrie traveled to the Pacific Northwest, where he was commissioned to write songs in support of federal dam building and electrification projects. One of the resulting songs, “Roll On Columbia,” was later adopted as Washington State’s official folk song. However, the song has a nuclear twist.	<urn:uuid:0352f828-c6ce-4901-bd88-8d6f81532650>	{ "date": "2020-01-25T07:37:37", "dump": "CC-MAIN-2020-05", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251671078.88/warc/CC-MAIN-20200125071430-20200125100430-00216.warc.gz", "int_score": 3, "language": "en", "language_score": 0.976170003414154, "score": 3.28125, "token_count": 502, "url": "https://www.geobop.com/woody-guthrie" }
By Katlin Davey, UNB Arts 3000 Public History Intern The story of the birth of the Canadian flag is a unique one. As we approach the 50th anniversary, it is important to reflect upon the events of 1965, since a national flag contributes to the making of a national identity. For Canadians without a memory of the Red Ensign, it is hard to imagine a Canada that was not shaped by the Maple Leaf. Adopting a new Canadian flag, however, was no easy mission. Many Canadians supported moving forward with a new flag, while many did not. The process to develop a new national flag began in early 1964, and on February 15th 1965 a new Canada was born. Prime Minister Lester B. Pearson was a strong supporter of the development of a new national flag. While the Red Ensign had served the purpose of a national flag for many years, he believed that Canada had matured as a country and so needed to be redefined as well as reunited. Prime Minister Pearson understood that the creation of a new flag should be a bipartisan effort, so a bipartisan committee was created. As a result, a call for open submissions was issued, and people from all over Canada submitted their ideas about what the new national flag should look like. Over 3000 designs were submitted, and of these over 2000 contained a maple leaf. Eventually the committee narrowed down the selection to just three.	<urn:uuid:4f7315d8-cc72-4643-b2fb-da1eea624f46>	{ "date": "2017-10-18T23:44:03", "dump": "CC-MAIN-2017-43", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823168.74/warc/CC-MAIN-20171018233539-20171019013539-00656.warc.gz", "int_score": 4, "language": "en", "language_score": 0.9734175801277161, "score": 3.578125, "token_count": 284, "url": "http://nbheritageonlinenewsletter.blogspot.ca/2015/" }
The term ‘Mannerism’ refers to the style in art history that succeeded the Renaissance. Around 1520 a number of Italian artists tried to equal the style (maniera) of their predecessors – celebrated masters such as Raphael and Michelangelo. They studied the muscular bodies and complex poses in Michelangelo's frescoes in the Sistine Chapel and then went a step further. Bodies with exaggerated musculature, extreme torsion and small heads were the result. Mannerists expressed emotions and drama through their newly developed pictorial language. In so doing their style became ‘mannered’, hence the appellation ‘mannerism’. Artificial body shapes and vivid, cool colours were preferred above the ideal proportions of the Renaissance. Through travelling artists, such as the Fleming Bartholomeus Spranger, Mannerism spread rapidly throughout Europe. Haarlem artists, including Hendrick Goltzius and Cornelis Cornelisz van Haarlem, introduced it into the northern countries.	<urn:uuid:6c067a77-cd3e-46e7-8a57-0fa3950ba26a>	{ "date": "2016-12-08T05:53:28", "dump": "CC-MAIN-2016-50", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698542414.34/warc/CC-MAIN-20161202170902-00336-ip-10-31-129-80.ec2.internal.warc.gz", "int_score": 4, "language": "en", "language_score": 0.9527671337127686, "score": 4.0625, "token_count": 210, "url": "https://www.rijksmuseum.nl/en/rijksstudio/styles/mannerism" }
Vitamins. Vitamin E, zinc, vitamin A, and the B vitamins are all beneficial in a lupus diet. Vitamin C can increase your ability to absorb iron and is a good source of antioxidants. Vitamin D is especially important for people with lupus because lupus patients need to avoid the sun, and that can result in lower absorption of vitamin D. Calcium and vitamin D are known to help reduce the risk of osteoporosis, which is common in people with lupus. Your doctor may also recommend that you take calcium and vitamin D supplements to help protect your bones. Current studies are specifically exploring whether or not vitamin D may even help relieve lupus symptoms. Drug-induced lupus erythematosus (DIL) Some drugs can cause lupus, resulting in symptoms such as rash, arthritis, hair loss, and fever. “Once medications are discontinued, the symptoms go away,” says Roberto Caricchio, MD, the interim section chief of rheumatology at Temple University Hospital in Philadelphia and the director of the Temple Lupus Clinic at the Lewis Katz School of Medicine. Another common comorbidity with SLE is osteoporosis; researchers have found an increased risk of fracture and bone loss in SLE. Experts attribute this to several factors, including glucocorticoid medications that can lead to bone loss, inactivity due to symptoms such as pain and fatigue, and possibly the disease activity itself. In addition, women comprise approximately 90% of people with SLE, adding to their generally elevated osteoporosis risk.5 A chronic inflammation of large arteries, usually the temporal, occipital, or ophthalmic arteries, identified on pathological specimens by the presence of giant cells. It causes thickening of the intima, with narrowing and eventual occlusion of the lumen. It typically occurs after age 50. Symptoms include headache, tenderness over the affected artery, loss of vision, and facial pain. The cause is unknown, but there may be a genetic predisposition in some families. Corticosteroids are usually administered. Describes a clinical study in which groups of participants receive one of several combinations of interventions. For example, a two-by-two factorial design involves four groups of participants. Each group receives one of the following pairs of interventions: 1) drug A and drug B, 2) drug A and a placebo, 3) a placebo and drug B, or 4) a placebo and a placebo. So during the trial, all possible combinations of the two drugs (A and B) and placebos are given to different groups of participants. Fernández-Nebro A, Rúa-Figueroa Í, López-Longo FJ, Galindo-Izquierdo M, Calvo-Alén J, Olivé-Marqués A, Ordóñez-Cañizares C, Martín-Martínez MA, Blanco R, Melero-González R, Ibáñez-Rúan J, Bernal-Vidal JA, Tomero-Muriel E, Uriarte-Isacelaya E, Horcada-Rubio L, Freire-González M, Narváez J, Boteanu AL, Santos-Soler G, Andreu JL, Pego-Reigosa JM 2015, ‘Cardiovascular Events in Systemic Lupus Erythematosus: A Nationwide Study in Spain From the RELESSER Registry’, EAS-SER (Systemic Diseases Study Group of Spanish Society of Rheumatology). Medicine (Baltimore), vol. 94, no. 29, viewed 22 September 2017, https://www.ncbi.nlm.nih.gov/pubmed/26200625 The loss of self-tolerance is believed to be due to many hereditary and environmental factors and occurs when autoantigens are damaged, when they link with a foreign antigen, when the structure of a autoantigen is very similar to that of a foreign antigen (molecular mimicry), or when autoreactive T cells are not adequately controlled or are activated by nonspecific antigens. The changes in the appearance of the autoantigen or activation of autoreactive T-cells result in autoantigens being perceived as foreign. Inflammation and destruction of the tissues bearing the antigen occur because of the production of autoantibodies by B cells or the cytotoxicity of autoreactive T cells, which attack the autoantigens. Lupus antibodies can be transferred from the mother to the fetus and result in lupus illness in the newborn ("neonatal lupus"). This includes the development of low red cell counts (hemolytic anemia) and/or white blood cell counts (leucopenia) and platelet counts (thrombocytopenia) and skin rash. Problems can also develop in the electrical system of the baby's heart (congenital heart block). Occasionally, a pacemaker for the baby's heart is needed in this setting. Neonatal lupus and congenital heart block are more common in newborns of mothers with SLE who carry specific antibodies referred to as anti-Ro (or anti-SSA) and anti-La (or anti-SSB). (It is helpful for the newborn baby's doctor to be made aware if the mother is known to carry these antibodies, even prior to delivery. The risk of heart block is 2%; the risk of neonatal lupus is 5%.) Neonatal lupus usually clears after 6 months of age, as the mother's antibodies are slowly metabolized by the baby. There is certainly lots of great information out there on lupus and diet and nutrition, and we would recommend you scour the web for more information specific to your own personal needs. Here is a more in depth article we found on the subject and thought you may want to take a peek! We posted this to our Kaleidoscope Fighting Lupus on Facebook a while back, but here is the direct link: Approximately 20% of people with SLE have clinically significant levels of antiphospholipid antibodies, which are associated with antiphospholipid syndrome. Antiphospholipid syndrome is also related to the onset of neural lupus symptoms in the brain. In this form of the disease the cause is very different from lupus: thromboses (blood clots or "sticky blood") form in blood vessels, which prove to be fatal if they move within the blood stream. If the thromboses migrate to the brain, they can potentially cause a stroke by blocking the blood supply to the brain. Acute cutaneous: This is the type of skin flare that occurs when your SLE is active. Lesions associated with acute cutaneous lupus appear as flattened areas of red skin on the face, reminiscent of a sunburn—the telltale butterfly rash. These lesions can appear on the arms, legs, and body, and are photosensitive. Though the lesions may discolor the skin, they don't scar. Lesions typically appear during a flare or after sun exposure. There have also been case reports of patients with severe refractory SLE in which off-label use of rituximab showed benefits with tolerable safety profiles. [120, 121, 122] For example, in a retrospective study of 115 patients with severe or refractory SLE, 40% of patients had a complete response and 27% had a partial response, as measured by BILAG scores recorded 6 months after the first rituximab treatment. García-Carrasco M1, Mendoza-Pinto C, Cardiel MH, Méndez-Martínez S, García-Villaseñor A, Jiménez-Hernández C, Alonso-García NE, Briones-Rojas R, Ramos-Álvarez G, López-Colombo A. "Health related quality of life in Mexican women with systemic lupus erythematosus: a descriptive study using SF-36 and LupusQoL(C)." Lupus 21.11 Oct. 2012. Researchers have made great progress in identifying people at-risk for lupus and the molecular markers (something found in cells that can predict lupus flares) that appear before the onset of symptoms. From these advances, scientists hope to generate early-intervention or even disease-prevention strategies. For people with established lupus, research is focused on designing new clinical trials that test drug candidates, which, if successful, could be combined with existing therapies. The Lupus Research Alliance is funding the most innovative research in the world, with the hope of finding better diagnostics, improved treatment and, eventually, a cure. The ACR recommends ANA testing in patients who have two or more unexplained signs or symptoms listed in Table 2.2,20,21 [Reference2—Evidence level C, consensus/expert guidelines] Because of the high rate of false positive ANA titers, testing for systemic lupus erythematosus with an ANA titer or other autoantibody test is not indicated in patients with isolated myalgias or arthralgias in the absence of these specific clinical signs.45 Under most circumstances, a persistently negative ANA titer (less than 1:40) can be assumed to rule out systemic lupus erythematosus.41 The panel judged the observed reduction in pregnancy loss with the addition of heparin to LDA as a large benefit. This intervention was not associated with significant harms. The addition of GCs or intravenous Ig to heparin plus LDA was associated with large harms (significant increase in premature delivery) without relevant benefits. Regarding heparin administration, the panel considered the reduction in pregnancy loss with low molecular weight heparin (LMWH) in comparison with unfractionated heparin (UFH) as a large benefit without significant adverse effects. No additional benefits were observed with LMWH-enoxaparin 80 mg compared with 40 mg. JAMES M. GILL, M.D., M.P.H., is director of the Health Services Research Group and associate program director of the family practice residency program at Christiana Care Health Services, Wilmington, Del. Dr. Gill received a medical degree from the University of Medicine and Dentistry of New Jersey–Robert Wood Johnson Medical School, Piscataway, and a master of public health degree from Johns Hopkins University, Baltimore.... A primary lymphoid organ located in the mediastinal cavity anterior to and above the heart, where it lies over the superior vena cava, aortic arch, and trachea. The thymus comprises two fused lobes, the right larger than the left. The lobes are partially divided into lobules, each of which has an outer cortex packed with immature and developing T lymphocytes (thymocytes) and an inner medulla containing a looser arrangement of mature T lymphocytes. The history of SLE can be divided into three periods: classical, neoclassical, and modern. In each period, research and documentation advanced the understanding and diagnosis of SLE, leading to its classification as an autoimmune disease in 1851, and to the various diagnostic options and treatments now available to people with SLE. The advances made by medical science in the diagnosis and treatment of SLE have dramatically improved the life expectancy of a person diagnosed with SLE. Another targeted treatment, anifrolumab, is being investigated in clinical trials and appears to be promising, says Stacy Ardoin, MD, a rheumatologist at the Ohio State University Wexner Medical Center in Columbus, citing a study in the February 2017 issue of Arthritis & Rheumatology (7). “I don’t think it will work for everyone, but it’s good to have another treatment option.” Affiliate Disclosure: There are links on this site that can be defined as affiliate links. This means that I may receive a small commission (at no cost to you) if you purchase something when clicking on the links that take you through to a different website. By clicking on the links, you are in no way obligated to buy. Please Note: The material on this site is provided for informational purposes only and is not medical advice. Always consult your physician before beginning any diet or exercise program. Copyright © livehopelupus.org	<urn:uuid:4f5646f1-97ae-4233-b6a9-b2da58ee0376>	{ "date": "2019-01-19T23:45:16", "dump": "CC-MAIN-2019-04", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583684033.26/warc/CC-MAIN-20190119221320-20190120003320-00616.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9191533327102661, "score": 2.765625, "token_count": 2648, "url": "https://www.livehopelupus.org/can-lupus-be-reversed-naturally-is-lupus-a-genetic-disease.html" }
THE FÜHRER'S letter to Mussolini of 20th November contained the proposal that German bombers should operate from bases in Italy to take part in the attack on British shipping.1 Early in December he sent Field-Marshal Erhard Mulch, the Secretary of State for Air, to make arrangements for the transfer of German air units to Italy. He wished to have them back for other duties early in February, but hoped that by that time they would have done substantial damage to the British in the Mediterranean. On December 10th a formal order was issued allotting air units to bases in southern Italy for operation 'Mittelmeer'. (It is to be noted that there was no intention of sending any German units to Egypt or Cyrenaica until the Italians should have secured the use of Matruh.) The force selected was Fliegerkorps X from Norway, many of whose units had specialized in operations against shipping.2 With its signals, transport, flak, bombs, and fuel it began to move through Italy about Christmas time. By 8th January 96 bombers were established on Sicilian airfields, joined two days later by 25 twin-engine fighters. By mid January the figure had risen to 186 aircraft of all types. The development was not unexpected by the British. They already knew that Italian aircraft resources were being severely taxed and that German transport aircraft were working between Italy and Albania. On January 2nd the Chief of the Italian Air Staff, General Francesco Pricolo, broadcast a message of welcome to the German air units arriving in Italy to partake in the severe air and naval struggle in the Mediterranean basin, adding, no doubt with the best intentions, that the German contingent must be considered as a great Italian unit. By this time German transport aircraft were already suspected of moving to and fro between Sicily and the mainland, but on January 5th a special reconnaissance from Malta disclosed nothing unusual on the Sicilian airfields. By this date only seven bombers had in fact arrived, but by the middle of January it was obvious that the Luftwaffe were present in strength; from 60 to 80 aircraft, including long-range as well as dive-bombers, were thought to be in Italy and Sicily, and it was estimated that the ultimate strength might be 250 or even more. During the first ten days of January, by agreement between the three Commanders-in-Chief, the main air effort from Malta was devoted to the task of interfering with the enemy's sea traffic to Libya and Albania. This made big demands on the handful of reconnaissance aircraft and left little or nothing for watching Sicilian airfields; but it resulted in three very successful attacks by the Wellingtons against Tripoli, where shipping, wharves, and buildings were hit, and in the same period Palermo was successfully attacked twice, and Naples and Messina once each. Having arrived at Gibraltar after their adventures in the Atlantic, the five ships of convoy 'EXCESS' were further delayed while the repairs to the Renown were completed. One ship, the Essex, was bound for Malta with 4,000 tons of ammunition, 3,000 tons of precious seed potatoes, and a deck cargo of twelve crated Hurricanes. The others—Northern Prince, Empire Song, Clan Cumming, and Clan Macdonald—were bound for Piraeus with urgent supplies for Greece, and 800 soldiers and airmen for Malta were distributed among the five ships. On the night of January 1st there was another mishap; the Northern Prince was driven ashore in a gale and sustained damage which rendered her unfit to proceed. Her 400 troops were accordingly transferred to the Bonaventure, a new type of anti-aircraft cruiser, and to the destroyers of the escort. On the evening of January 6th the four ships and their escort sailed from Gibraltar, did a feint to the westward, and reversed course under cover of darkness. Early the following morning they were followed by the main body of Force H—Renown, Malaya, Ark Royal, Sheffield, and six destroyers. It was not possible to comply with Admiral Somerville's request for a third battleship and some more cruisers, but Admiral Cunningham did what he could in other ways to reduce the danger of an attack on Force H by the Italian battlefleet. Three submarines were sent to patrol off Sardinia; two cruisers (Gloucester and Southampton) from the Eastern Mediterranean were to join Force H while convoy 'EXCESS' was still slightly to the west of Sardinia; air reconnaissance from Malta was to be intensified during the critical days; and he himself would meet the convoy some 100 miles to the west of Malta. The cruisers Gloucester (wearing the flag of Rear-Admiral E. de F. Renouf) and Southampton, having embarked between them 500 soldiers and airmen for Malta, accordingly sailed from Alexandria with two destroyers on January 6th. They reached Malta early on the 8th without incident, disembarked their troops, and sailed again for the westward a few hours later, leaving one destroyer to refit. At 9.30 a.m. next day, when about 120 miles south-west of Sardinia, Admiral Renouf took station ahead of the 'EXCESS' convoy with the battleship Malaya, while the Southampton joined the Bonaventure astern. Just before this, an Italian shadowing aircraft closed the force and made off again, apparently undamaged. During the forenoon of the 8th air reconnaissance from Malta had reported two Italian battleships and three cruisers at Messina, in Sicily, but there was no information of any other cruisers. Before daylight on the 9th Admiral Somerville was to the north-east of the convoy with the Renown, Ark Royal, Sheffield, and five destroyers. At 5 a.m. the carrier flew off five Swordfish for Malta, which all arrived safely. The Admiral then fell back on the convoy and took up a position on the port quarter to facilitate flying operations and to give close anti-aircraft support if need be. A negative reconnaissance report from a Sunderland was received at 12.26 p.m. At 1.20 p.m. the Sheffield's radar detected enemy aircraft at a distance of 43 miles—the limit of its working range—and half an hour later ten S79s made an attack out of the sun. Bombs fell very close to the Malaya and Gloucester, and a Fulmar brought down two of the bombers within sight of the Malaya. No further attacks took place. That evening, when about 25 miles north of Bizerta, Force H parted company and returned (with the Malaya) to Gibraltar. Led by the Gloucester, convoy 'EXCESS' continued to the eastward. Meanwhile Admiral Cunningham was approaching from the east. He had sailed from Alexandria on the 7th in the Warspite, with the Valiant, Illustrious, and seven destroyers, while the cruisers under Vice-Admiral, Light Forces, covered movements in the Aegean and the passage of two ships (Breconshire and Clan Macaulay) to Malta. A slow convoy (M.E.6) and two fast merchant ships (convoy M.E. 5½) both left Malta on the 10th eastbound, escorted by a destroyer. Cover for these movements was provided by the Vice-Admiral, Light Forces, with four cruisers, two destroyers, the anti-aircraft cruiser Calcutta and four corvettes, while the Commander-in-Chief proceeded with his force to meet convoy 'EXCESS' coming from the west. It was known by now that the enemy had received constant air reports of the Commander-in-Chief's general movements, and on the afternoon of the 9th a force of bombers and fighters had apparently intended an attack but made an unsuccessful raid on shipping in Marsa Scirocco, Malta, instead. Shortly after dawn on the 10th the Commander-in-Chief was about 100 miles to the west of Malta when gun flashes were sighted ahead. The Jaguar, of the destroyer screen, and the Bonaventure had simultaneously sighted two Italian torpedo boats twelve miles southwest of Pantelleria. Admiral Renouf turned the convoy away, in case these torpedo boats were the screen for heavier forces. This was evidently not so, and the incident ended with one of the Italian Map 21. The passage of convoy EXCESS through the Sicilian Narrows, 10th January 1941 vessels, the Vega, being sunk by a torpedo from the Hereward, while the other escaped. The Commander-in-Chief had approached the scene by passing close to the south of the convoy, and soon after 8 o'clock turned to the south-east in its wake. Almost at once the destroyer Gallant struck a mine and lay helpless, but in no danger of sinking, with 60 men killed and another 25 wounded on board. As the Mohawk took her in tow there was an attack by Italian torpedo-bombers, but under fire from the Bonaventure they dropped their torpedoes at long range, without effect. The crippled Gallant made a slow and hazardous passage to Malta, escorted by the Bonaventure and the destroyer Griffin, and for part of the way by Admiral Renouf's force also. Air attacks were frequent, but the Bonaventure's radar always managed to give warning of them, and no more damage was caused. At 5 a.m. next morning, within fifteen miles of Malta, the Gloucester and Southampton left for Suda Bay and the tow struggled on and entered harbour safely during the forenoon. Admiral Cunningham in the Warspite was now left with the Valiant and Illustrious. Only five destroyers were screening him, and three more were with the convoy. Sixty miles to the west of Malta there was an attack on the battleships by two Italian torpedo-bombers, but these were chased off and pursued by the four Fulmars which had been above the fleet. Immediately afterwards a strong force of enemy aircraft was reported to be approaching from the north; the Fulmars were recalled, and the Illustrious turned to fly off fresh aircraft. This was still being done when between thirty and forty Ju 88s and 87s (Stuka dive-bombers) came into sight. There was just time to turn back to the south-easterly course before the attacks began, but the fighters were not yet in a position to intervene. The enemy split up into three groups and attacked from astern and from either beam; two formations concentrated on the Illustrious while the other engaged the battleships. The attacks were made with great skill and determination and were quite unlike anything the fleet had experienced at the hands of the Italians. The Fulmars had been unable to intervene in time, but they had some success in the later stages, and together with the anti-aircraft guns they accounted for some of the enemy.3 By this time, although the battleships had escaped injury, the Illustrious had suffered severely. She had been hit six times. Bombs had wrecked the flight deck, destroyed nine aircraft, put half the guns out of action, and set the ship on fire fore and aft. She hauled out of line grievously stricken, with many of the ship's company killed or wounded. As the Illustrious was now useless as a carrier, her Captain (D. W. Boyd) was ordered to make for Malta. For three hours the Illustrious remained out of control with her steering gear disabled, before she was able to proceed by steering with her main engines. There had been another air attack while she was still turning circles; this time by high-level bombing upon the convoy and the escorts. No damage was done. But just after 4 p.m. thirteen dive-bombers made an attack on the Illustrious herself; this was not as formidable as the previous one, and the ship was able to manoeuvre. Nevertheless, she was hit by one bomb and more damage was done. An hour later it was the turn of the battleships when fourteen aircraft attacked them. The ships were well prepared and there were no hits. As the enemy made off, three Fulmars from the Illustrious' original patrol came out from Malta to attack. By this time the Illustrious was close under the southern shore of the island, and the Fleet, which had manoeuvred to try to afford her the support of its anti-aircraft fire, now parted company. Finally, an hour after sunset, when the Illustrious was within five miles of the entrance to Valletta harbour, she was attacked again by torpedo-bombers. They were driven off by gunfire and at 9 p.m. the carrier entered harbour, her troubles by no means over. She had suffered in casualties 126 killed and 91 wounded. All this time the convoy was proceeding unhindered on its way. The Essex, bound for Malta, had been escorted into harbour shortly before the arrival of the Illustrious, and the other merchant vessels had been joined by the two ships of M.E.5½. Owing to the afternoon's air attacks, the battleships were still some distance away by nightfall; Vice-Admiral, Light Forces, away to the eastward, was therefore ordered to take up a position during the night to the north of the convoy in order to meet a possible attack by surface ships. By daylight next day Admiral Cunningham was himself some twenty-five miles to the north of the convoy. That afternoon the ships for Alexandria parted company, and the 'EXCESS' ships reached Piraeus safely next morning. Meanwhile the six ships of the slow convoy M.E.6 had only the York and four corvettes as escort, so the Commander-in-Chief sent his Swordfish aircraft with a message to Admiral Renouf telling him that instead of making for Suda Bay he was to overtake and support convoy M.E.6. It was shortly after noon on January 11th when the Gloucester and Southampton altered course, and three hours later they were some thirty miles astern of the convoy. Neither ship was fitted with radar, and the approach of a dozen dive-bombers out of the sun was undetected; the first indication of attack was the whistle of falling bombs. Two or three struck the Southampton, and caused severe damage. One hit the Gloucester and penetrated five decks without exploding. For an hour the Southampton struggled on, continuing to make 20 knots, and a high-level bombing attack made during this period was beaten off. But the loss of boiler water gradually reduced her speed, and at 4.40 p.m. she stopped. For another two hours the fires that were raging on board were fought, but without success. The damage made it impossible to flood the magazines and the position became hopeless. Permission was given by the Commander-in-Chief to abandon ship, and at 10 p.m., when Vice-Admiral, Light Forces, had arrived on the scene in the Orion, three torpedoes were fired into her. Five minutes later she sank. Her casualties were 80 killed and 87 wounded. Next morning, January 12th, the Orion, Perth, and Gloucester, with their accompanying destroyers, joined the Commander-in-Chief off the west end of Crete, where they were met by Rear-Admiral Rawlings, who had sailed from Alexandria in the Barham with the Eagle, Ajax, and destroyer screen. The Commander-in-Chief's intention had been, after the safety of the convoy was assured, to carry out a series of strikes against the enemy's naval forces and shipping. The disabling of the Illustrious made most of the plan impracticable, so Admiral Cunningham with the Warspite, Valiant, and Gloucester shaped course for Alexandria. Bad weather prevented Admiral Rawlings from carrying out his share of the operations in the Dodecanese. The Orion and Perth proceeded to Piraeus, embarked the troops who had taken passage in the 'EXCESS' ships, and carried them safely to Malta. Not one ship of the fourteen in the four convoys had been damaged, and all the troops had been safely landed at their destinations. The Navy had therefore succeeded in what they set out to do, but at a very heavy cost to themselves. The serious damage to the Illustrious meant the loss of the fleet's essential air support, for even if she could be made sufficiently seaworthy at Malta to steam to Alexandria she would still need several months' work in a properly established dockyard. The Admiralty made a quick decision on January 12th, before Admiral Cunningham had even arrived back at Alexandria, and ordered the carrier Formidable, which was about to replace the Ark Royal in Force H, to join the Mediterranean Fleet instead. She was to come round the Cape, which would take her more than a month. As for the Eagle, she was very old and constantly in need of repair; with dive-bombers in the Mediterranean Admiral Cunningham regarded her as too much of an anxiety and was prepared to part with her when the Formidable arrived. To make good his other losses Admiral Cunningham was allowed to keep the Bonaventure and the destroyer Jaguar, which would otherwise have returned to other duties. The Bonaventure, with her radar and modern anti-aircraft armament was very suitable for service in the Mediterranean, though there were as yet no stocks of her special 5.25-inch ammunition. To avoid having ships lying unnecessarily at Malta while the Illustrious was present, these two and the Orion sailed on January 14th for Alexandria, leaving only the Perth, which was under repair. It was only too obvious that Fliegerkorps X would renew their attacks on the Illustrious as soon as they knew she was still at Malta. To reduce the intensity No. 148 Squadron R.A.F. attacked the airfield at Catania on the night of January 12th. Thirty-five aircraft had been seen on this airfield, but bad weather prevented any reconnaissance until the 15th, when photographs showed about 100 aircraft to be present, of which 25 appeared to be Junkers; about 30 others were burnt out or badly damaged. Hangars and buildings had also been hit. That night the Wellingtons struck again, but by this time Fliegerkorps X was established in strength, not only at Catania but on several other airfields, and could not be subdued by the weight of any attack that Malta could deliver. On January 16th came the first of the heavy attacks on the harbour and in particular on the Illustrious as she lay under repair. Much damage was done in the dockyard and neighbourhood; the wireless station was put out of action; and there, were about a hundred civilian casualties. The Illustrious received one hit on the quarter deck, which did little harm. The Perth was severely shaken by a near miss, but was nevertheless able to sail for Alexandria the same evening. The Essex, which was unloading, was hit by a heavy bomb. Fortunately her large cargo of ammunition did not explode, but fifteen of her crew were killed and twenty-three wounded and seven Maltese stevedores were killed. This was the first time that unloading had been interrupted by bombing, and the local stevedores refused to go on working. Gangs of soldiers and sailors took their place, but inexperienced workers are not as quick as trained stevedores and unloading was not completed until the 29th. The heavy attacks were renewed on the 18th by a large force of Stukas escorted by fighters. The main targets this time were the airfields at Hal Far and Luqa; the latter was rendered unserviceable for several days, six British aircraft were destroyed on the ground, and many others were damaged. The Vice-Admiral, Malta, Sir Wilbraham Ford, had hoped to have the Illustrious ready to sail by the 20th, but another heavy attack on the dockyard on the 19th resulted in more under-water damage and made further delay inevitable. Indeed it almost looked as if the Illustrious might never go to sea again. But the dangerous and difficult work of repair went doggedly on, in spite of set-backs, and Admiral Ford was finally able to report that the ship would be ready for sea on the evening of the 23rd. During the time the Illustrious was in harbour only about six Hurricanes, three Fulmars (too slow to engage the dive-bombers), and one Gladiator, could be sent up at any one time to oppose the raiders, whose numbers varied from forty to eighty. Nevertheless a certain toll was taken of the enemy, either by fighters or by the antiaircraft guns of the fortress and of the carrier herself. German records show that sixteen of their aircraft were destroyed in attacks on Malta while the carrier was in harbour. The enemy was not likely to let the Illustrious go without making a determined effort to sink her. She had none of her own aircraft to defend her, because she was not in a state to use them; she would therefore have to rely upon speed and evasion. Since January 20th cruisers and destroyers had been assembling in the vicinity of Suda Bay ready to move out and cover her passage, but the weather was too bad for any destroyers to go to Malta for the purpose of forming her escort. In fact, if the Illustrious had been ready any sooner she would have had to wait for the destroyers. At dusk on the 23rd she crept out of harbour unobserved by the enemy. That night the Illustrious was able to make 24 knots, which was a higher speed than had been expected, and next morning neither V.A.L.F. with his cruisers nor the reconnoitring aircraft from Malta were able to locate her. But she was sighted and joined by Rear-Admiral, First Battle Squadron, during the forenoon. The force was observed and reported by enemy aircraft on two occasions, but no attack resulted, perhaps on account of the poor visibility. The cruisers to the north were attacked, however, by dive- and torpedo-bombers, as well as by aircraft from high-level, with no result worse than some near misses. At noon on the 25th, cheered by every ship present, the Illustrious steamed slowly into Alexandria harbour. To the Vice-Admiral, Malta, the Commander-in-Chief expressed his warm appreciation of the work of the dockyard officers and men. He also acknowledged with gratitude the contribution made by the Royal Air Force to the Illustrious' safe passage by their attacks on enemy airfields in North Africa. The Governor of Malta, in a characteristic message, expressed his sympathy for the Navy's losses and his appreciation of the efforts made on the island's behalf. The arrival of the German Fliegerkorps marked, in the Prime Minister's words, the beginning of evil developments in the Mediterranean. The German aircraft could be easily maintained and reinforced. They already possessed enough bases on land for operations over the Central Mediterranean, and from these and from bases in the Dodecanese they could cover all the coasts of Libya and the Levant. The Navy had enjoyed great freedom of movement in the Central Mediterranean, and almost complete freedom elsewhere, when the only opposition had been from the Italians; but it had been quickly shown that the movement of ships within the range of German dive-bombers in daylight was very expensive. This at once affected the passage of the single ship Northern Prince, with her badly needed cargo for Greece. There could be no question now of sending her through the Mediterranean, and at the end of January she left Gibraltar to join a convoy routed round the Cape. (The sequel was that on the last stage of her long journey she was sunk by air attack in the Kithera Channel.) If freedom of movement in the Central Mediterranean was to be restored, the first requirement would be to gain a measure of air superiority. This would need more fighters—both shore-based and carrier-borne—more bombers, and more bases. But aircraft of all kinds were scarce and the line of supply was long. The importance of Malta as a base had become greater than ever; but it was not merely a matter of sending in more aircraft, for the capacity of the island to receive them was strictly limited. It was therefore very encouraging that the airfields in the bulge of Cyrenaica were being secured for British use; from them it would be possible to extend air operations over the Central Mediterranean, provided that the necessary aircraft could be devoted to this purpose. At the moment it looked as if the demands of the Greek campaign would cancel out this advantage. The insistence of the Naval and Air Commanders-in-Chief upon the paramount importance of Malta was supported by the Chiefs of Staff, who ruled on January 21st that the Air Officer Commandingin-Chief's first duty was to maintain a sufficient air force at Malta to sustain its defence: a consignment of forty fighters was to be taken by H.M.S. Furious to Takoradi as soon as possible.4 Every opportunity was being taken of using Malta as a base for attack, a policy which, to their credit, was never lost sight of by the Governor or the Service commanders. Consequently the Wellingtons continued to attack the Sicilian airfields whenever they could, and great efforts were made to find and attack Italian shipping. An initial success was scored on January 27th, when a Sunderland of No. 228 Squadron reported three merchant vessels steering south off the Tunisian coast. Six Swordfish of No. 830 Squadron were called up and sank one of the ships by torpedoes—a good example of combined action by searching and striking forces at a distance of 165 miles from their base. The importance of basing submarines at Malta if they were to operate effectively against the traffic between Italy and North Africa had long been recognized.5 At the beginning of February it became possible to concentrate small boats of the 'U' class (Unique, Usk, Utmost, Upright, Upholder) off the Tunisian coast, and these, together with the larger submarines, which kept, as a rule, to the deeper water, caused increasing loss and damage to enemy shipping supplying North Africa. It had to be recognized that the German Air Force might spread also into the Dodecanese, where they would be a menace to the Aegean traffic and be able to attack the Suez Canal. The only sure way of preventing this would be for British forces to capture the Dodecanese Islands first. The Commanders-in-Chief bad always had this on their list, as it were, but now it became more urgent. In the middle of January they asked the Chiefs of Staff for the Glen (Assault) ships to be sent out as soon as possible round the Cape in order that they could be used against the Dodecanese. Meanwhile, they planned a sea-borne assault, with forces already available, against the small island of Kaso which lies just east of Crete. To agree with this request would have meant cancelling operation 'WORKSHOP' (the capture of Pantelleria), and the Prime Minister, far from wishing to do this, held the view that 'WORKSHOP' was of greater importance than ever.6 Thus the Chiefs of Staff could only reply on January 16th that the question of the employment of the Glen ships was still undecided, but that in any case it was undesirable to stir up any of the Dodecanese by pin-pricking sea-borne raids until the programme for the whole of the action against the islands had been settled. This veto arrived after the expedition to Kaso had sailed, and Admiral Cunningham at once signalled that the intention was not to raid the island but to capture it. Lying as it did at one side of the Kaso Strait there were good reasons for occupying it, and to cancel the expedition at this late stage would be bad for morale. Could it not be allowed to proceed? But the Chiefs of Staff were adamant, and their order to cancel the operation arrived a few hours before the assault was to have been made. On January 20th the Defence Committee agreed that the presence of the Luftwaffe in strength in Sicily meant that operation 'WORKSHOP' was impracticable. The three Glen ships were to sail at the end of the month round the Cape, carrying their Special Service troops and equipment to the Middle East. They would be followed a fortnight later by the Mobile Naval Base Defence Organization (M.N.B.D.O.), which consisted of over 5,000 officers and men of the Royal Marines, with anti-aircraft and coast defence equipment, the whole specially designed for the rapid defence of captured bases. They were to be used in any way the Commanders-in-Chief might decide. While it seemed to the Commanders-in-Chief that no major enterprises against the Dodecanese could therefore be undertaken before the beginning of April, they remained firmly opposed to the idea of leaving the islands undisturbed far so long, and requested the Chiefs of Staff to reconsider their ban on raids and the capture of small objectives. They argued that the possession of Kaso would enable Scarpanto airfield to be shelled and that the capture of Scarpanto would be of great value in the later attack on Rhodes. They thought also that it would be as well to test the enemy's strength and especially his morale, which after his recent reverses on land might be very low. To this the Chiefs of Staff replied that the Glen ships should arrive in time to operate in the middle of March and that any smaller enterprises must be timed in relation to the larger ones; they must, in fact, be all part of one plan. The rejoinder to this was that the Commanders-in-Chief's plan was to capture Kaso immediately and then Castelorizo. After the Glen ships arrived they would capture Scarpanto as a necessary preliminary to Rhodes. An attempt was accordingly made to land on Kaso on February 17th, but it failed owing to lack of information about the landing places and the exits from them. A week later a force of 200 Commando troops and some naval parties were landed at Castelorizo from H.M.S. Decoy and Hereward, with only slight opposition. A detachment of Royal Marines was put ashore in the harbour from H.M.S. Ladybird, which was then damaged by air attack and had to withdraw. It had been intended to land a permanent garrison of troops from Cyprus, but after a series of misunderstandings and mishaps they were diverted to Alexandria. Another attempt was made, but meanwhile the Italians appear to have acted promptly and landed some 300 men themselves. The resulting encounters caused the British about 50 casualties, and in the face of almost unopposed air attack it was decided to withdraw. It was evident that there was much to be learned about the conduct of this sort of operation, and that the enemy's morale in this quarter was not as low as had been hoped. The Glen ships duly arrived in the Great Bitter Lake on March 9th, by which time the capture of any Dodecanese Islands had to be set aside owing to the march of events in Greece. It was not long before the anxiety of the Commanders-in-Chief lest the Luftwaffe should establish itself at Rhodes was shown to be well founded. Towards the end of January aircraft began to lay mines in the Suez Canal; using Rhodes for refuelling. This quickly looked like having a serious effect upon the whole conduct of the war in the Middle East. The through passage of the Mediterranean was already denied, and now the sole remaining link with the outer seas was in danger of being blocked. After the first night of minelaying one ship was sunk, and all traffic had to be stopped while the Canal was swept. A few days later, as no more mines had been dropped, the Canal was deemed safe and was reopened. Next day a ship blew up, although twelve others had passed safely over the spot, so that traffic had again to be stopped. The same thing happened again: the Canal was swept and reopened; several ships passed safely, and then a transport blew up in the middle of the channel Next day two hoppers, one towing a sweep, were also mined, and the Canal was blocked to shipping of every size. The deduction from these events was that not only magnetic but also acoustic mines were being dropped, and there was no gear available for dealing with these. There was no possibility of making any substantial increases in the fighter and anti-aircraft defences along the Canal, for already there were not enough anywhere; the newly captured ports of Sollum and Tobruk, for instance, were inadequately defended, although the maintenance of the Western Desert Force depended on their use. All that could be done along the Canal was to try to prevent aircraft from flying low enough to lay their mines with accuracy; if a mine did fall in the water it was necessary to mark the exact spot so that it could be destroyed deliberately with no danger to shipping. Various obstructive devices were tried, including balloons, of which there were very few available; smoke screening was tried, without success; searchlights were multiplied; and by deploying large numbers of troops—British, Indian, and Egyptian—along the banks it was possible to meet a raider with fairly intense small-arms fire. At the same time the troops were used for spotting the fall of mines—no small undertaking, as the posts needed to be not more than fifty yards apart in the dark, and the Canal was ninety miles long. At a few places, where a sunken ship would be especially troublesome, huge nets were stretched between the banks every night to indicate the point where a mine had broken through. (Not, as some have supposed, to catch the mines!) So began a long and intensely irritating period. The Navy had the anxiety of keeping the shipping moving, and apart from the heavy routine traffic, including their own tankers, there were some very important movements of H.M. ships; in particular, there was the Formidable shortly to be passed through in order to change places with the Illustrious. To the Air Officer Commanding-in-Chief nothing could have been more unwelcome than the growth of the Canal commitment at this moment. He was trying hard to spare fighters for Greece; he was supporting the army's operations in Cyrenaica and the Sudan, and had now to reinforce the fighter strength at Malta. (He had just sent six Hurricanes.) For the Army, as the Service principally concerned with transportation, the blocking of the Canal had very serious implications. As soon as Italy entered the war it had been obvious that Suez would be overloaded, and in the past eight months the improvements to the jetties, and to the rail and road communications, had doubled the capacity of the port.7 At the same time, wharves had been built at points along the Canal where ships could unload and have their cargoes cleared by road and rail. Now that mining had begun it became even more urgent to increase the capacity at, or south of, Suez so that as many ships as possible could be cleared without entering the Canal. To pass traffic into Palestine it was decided to build a road and rail link northwards from the primitive port of Aqaba, but except for this small alleviation there was the grim prospect that everything for the forces, and for Egypt, might have to be cleared through Suez; and cargoes for Greece and Turkey might have to be taken across Egypt by rail and reloaded at Port Said or Alexandria. The immediate decisions were to develop the port of Suez to its utmost capacity; to double the railway between Suez and Ismailia; to develop Ataqa as a lighterage port for vehicles; and to lay a pipeline the whole length of the Canal so that naval fuel oil could be pumped from near Suez to Port Said. These projects called for the provision of large quantities of stores and of technical units, all of which would have to be brought from overseas, and compete for shipping space with more warlike cargoes. Thus within the short space of three weeks the Luftwaffe had made its presence felt in areas as far apart as the Sicilian Narrows and the Gulf of Suez. It had, for the time being at any rate, closed the Mediterranean to through traffic. Its arrival meant that convoys to Malta and in the Aegean and supply ships to ports in Cyrenaica would require greatly increased protection—more than could be provided by the carrier-borne fighter aircraft. There was an urgent need for more defensive measures of all kinds: for fighters, shore-based and carrier-borne; for ships fitted with radar, since the value of receiving early warning of attack had been clearly proved; for anti-aircraft equipment and devices of all kinds on shore; and also for guns with which merchant vessels and small craft could defend themselves. Malta, Greece, Crete, and Cyrenaica were suitable locations for bases from which aircraft could play an effective part in the Mediterranean war, but it seemed to the Commanders-in-Chief that they had insufficient resources for the vigorous action that would be necessary if this new menace was to be mastered before it could do much greater damage. This task, together with the other enterprises to which the British forces were already committed, would not allow of the simultaneous creation of the strategic reserves which the Defence Committee had ordered to be formed, in circumstances to be related in the next chapter. Ever since the attack on Taranto had driven the main units of the Italian Fleet to the west coast ports, Admiral Somerville had been considering which of these ports could profitably be attacked from the sea. Information early in December suggested that one of the Littorio class battleships was being repaired at Genoa, and Genoa was a place which lent itself to bombardment from waters too deep to be mined, a place moreover whose defences were thought to be almost negligible. To bombard Genoa meant accepting the risk of damage to the Ark Royal and Renown at a distance of 700 miles from their base,8 and the extrication of a damaged ship might well be impossible. Also there might be no Italian battleship in harbour to form the primary target. On the other hand, it was the sort of action that might have a big moral effect; it might draw off Italian naval and air forces from other fronts, cause damage to the war industry and to shipping, and, in short, give the Italians something new to worry about. After the discouraging turn of events caused by the arrival of the Luftwaffe, Admiral Cunningham expressed himself strongly in favour of the idea of offensive action in the Gulf of Genoa and the Admiralty agreed that Admiral Somerville's operation should take place as soon as certain repairs to the Malaya were completed. They also suggested a subsidiary operation. The Tirso dam in Sardinia was believed to be vulnerable to attack by torpedo aircraft, and it supplied one third of the island's electric power and was also of great importance for irrigation. A successful attack upon it would be well rewarded. A point may be mentioned here which illustrates the importance of exact information. If any Italian battleships were present at Genoa, they would of course be the primary targets and the type of shell to be used against them would be armour-piercing For shore targets high explosive would be much more effective. To change from one type to the other would take the Renown ten minutes, a delay which was not acceptable in the bombarding position. It was necessary to know in advance what to expect. On 23rd January the information was that the Littorio might be in dry dock with the Giulio Cesare alongside. A Spitfire, specially modified for long-range photographic reconnaissance, was by chance at Malta at the time and was sent to verify the information. Unfortunately, it was shot down. Force H—Renown, Malaya, Ark Royal, Sheffield and ten destroyers—sailed from Gibraltar on the evening of January 31st with the intention of attacking the Tirso dam on February 2nd and bombarding Genoa the next day. Meanwhile Admiral Cunningham sailed westward from Alexandria with a portion of his fleet to create a diversion. At 6 a.m. on 2nd February eight aircraft of No. 810 Squadron armed with torpedoes were flown off from a position west of Sardinia. Over the land it was raining, and the aircraft experienced severe icing; as they approached the target they came under heavy anti-aircraft fire. No explosions were seen and the dam appeared unharmed; a very disappointing result which incidentally supported the view of the Air Ministry that torpedoes would be useless against dams. By 8.45 a.m. all the aircraft except one had returned to the carrier. (This one was shot down and its crew made prisoners.) The weather was getting worse, and the wind from the north-east reached gale force. This would have meant the final approach to Genoa being made in daylight, a risk which the Admiral considered unjustifiable. He therefore abandoned the operation and returned to Gibraltar. The earliest date on which the operation could now be begun was February 6th. Conditions would not be ideal, for the final approach would be in bright moonlight, but the Admiralty had reason to believe (wrongly) that an expedition against the Balearics was about to be launched from Genoa and no delay could be accepted. Malta was asked to repeat the special reconnaissance, but unfortunately no suitable aircraft was now available. On February 6th Force H sailed from Gibraltar in two groups, one east, one west, and the whole force concentrated early on the 8th to the north of Majorca. Aircraft, which may have been French or Spanish, were occasionally detected by radar, and course was then immediately altered to the south-east to give the impression of a move towards Sardinia. Bogus wireless signals were made by two destroyers off Minorca during the final approach of the force to Genoa, also to focus attention on Sardinia. At 4 a.m., after a calm and moonlit passage, the Ark Royal was detached with three destroyers for her tasks of bombing the oil refinery at Leghorn and laying magnetic mines off Spezia. Two hours later the spotting aircraft were catapulted from the bombarding ships, Renown, Malaya and Sheffield.9 Shortly before 7 a.m. a land fix was obtained and ships altered to the bombarding course, west-north-west. So far, so good; but were there any battleships in harbour? At 7.11 the Renown's spotting aircraft made the eagerly awaited report; no battleship could be seen. (It is now known that this report was wrong: the Duilio, damaged at Taranto, was in dry dock.) A low haze hid the foreshore, and as the mountains beyond turned from grey to pink in the rising sun the Renown opened fire. The range was from ten to fourteen miles, so not much of Genoa could be seen from the ships, but the Renown's salvoes were quickly directed by the aircraft on to the Ansaldo works, marshalling yards, and factories. The battlecruiser's secondary armament pounded the waterfront, while the Malaya engaged targets around the dry docks. (Even so, the Duilio was not hit.) The Sheffield directed her fire at industrial installations. Fires and explosions were seen, and the smoke billowing from a fired oil tank made spotting difficult. One shore battery opened up and there was a certain amount of antiaircraft fire. Two of the inshore destroyers made smoke to hamper the coast artillery and conceal the composition of the squadron. At 7.45 a.m. fire ceased, and the spotting aircraft withdrew to the Ark Royal. Two hundred and seventy-three rounds of 15-inch shell had been fired, apart from large quantities of smaller calibres. Meanwhile the Ark. Royal had been carrying out her share of the programme. Shortly after 5 a.m. she launched her striking force of fourteen Swordfish, each armed with four 250-lb. bombs, and incendiaries, and four more carrying magnetic mines. The target for the bombers was the Azienda oil refinery at Leghorn; one explosion was seen, but from subsequent reports the damage was slight. The minelayers made a gliding approach to Spezia, which was only partially blacked out, and laid their mines successfully in both entrances to the harbour. Before 9 a.m. all the aircraft were back in the Ark Royal, except one which had been shot down. Ten minutes later the carrier had rejoined Force H now steaming south at 22 knots. In expectation of air attack six fighters were maintained over the force throughout the day, but the Italians made no attempt to close. A number of isolated aircraft were detected on the radar screen, and two of them dropped a few bombs well astern of the Ark Royal. Our fighters claimed two. After 1p.m. low visibility assisted the withdrawal and Force H reached Gibraltar on 11th February without further incident. There can be no doubt that the nature of the attack came as a surprise to the enemy, as no precautions had been taken to guard against an incursion into the Gulf of Genoa. According to Admiral Bernotti the Italians had reason to expect another raid on Sardinia and an attack on the Ligurian coast.10 News of the sailing of Force H on February 6th was duly received. On February 8th Admiral Iachino, who had replaced Admiral Campioni as Commander-in-Chief of the Fleet, was ordered to sea from Spezia with three battleships and seven destroyers, to be joined by three 8-inch cruisers and three more destroyers from Naples.11 Instead of concentrating in the Ligurian Sea, Admiral Iachino was sent through the Straits of Bonifacio. The Italians were uncertain of the destination of Force H and chose a position from which they might hope to intervene either to the north or to the south. This resulted in Admiral Iachino's force being about forty miles west of Cape Testa at the moment when the first shells were falling on Genoa. The only information he had received was that the lookouts at Tirso had been alarmed by the sound of aircraft overhead, and he did not turn north until the action at Genoa was over. He was well placed, however, to head off the retreat of Force H, but he received highly conflicting reports, and his own catapulted aircraft made no contacts. Not until the afternoon, when his force had turned westward and had rescued the crew of one of the aircraft shot down by the Ark Royal's fighters some hours before, did he realize that he was much too late. Admiral Bernotti attributes the failure to intercept not so much to the poor visibility as to the faulty liaison between the Naval and Air High Commands. The official Italian naval historian, Captain Bragadin, records that the bombardment did grave damage in Genoa and in the harbour, although the Duilio was not hit. The moral effect was serious, all the more because the action of the Italian aircraft, though obviously ineffective, was praised, while there was no mention of the naval sortie; as a result, the Italian people thought the Navy had let them down.12 It was indeed remarkable that a British fleet, with no chance of sailing unobserved from its base, could penetrate to the extreme north of the Gulf of Genoa, inflict damage, and return without being attacked. Once more good fortune had favoured a bold plan prepared with great thoroughness and resolutely carried out. It was a disappointment to Admiral Somerville to find no big ships at Genoa, and the Duilio must be deemed very lucky. The action did not have the effect of causing any diversion of Italian air forces, and the dislocation of war industry cannot have been very serious. Far more important were the shock to Italian morale, already weakened by the reverses in Albania and Cyrenaica, and the feeling that no Italian port was safe from attack. It also showed that the British had no intention of taking the arrival of the Luftwaffe lying down; and that Italy's troubles were by no means over. 1 See Page 240. 2 A Fliegerkorps was normally a subsidiary formation of a Luftflotte; Fliegerkorps X, however, was an independent force of all types of aircraft. 3 The German figure is six destroyed and one damaged. 4 One such consignment had reached Takoradi early in January. See Page 253. 5 See Page 217. 6 See Page 308. 7 See Page 250. 8 See Map 22. 9 See Photo 26. 10 R. Bernotti: La Guerra sui Mari nel Conflitto Mondiale 1939-41 (Leghorn, 2nd edition. 1948) p. 280. 11 Admiral Campioni's appointment had been as commander of the Battle Squadron only. As the senior officer present he had commanded the Fleet during the operations that had led to the actions off, Calabria and Cape Spartivento. But until Admiral Iachino was appointed there was no Commander-in-Chief responsible for the training of the Fleet as a whole. 12 Che ha fatto la Marina? p. 120 Previous Chapter (XVI) * Next Chapter (XVIII)	<urn:uuid:77ced8ba-7247-48c1-9a37-d62cbd8e3632>	{ "date": "2014-11-23T11:17:32", "dump": "CC-MAIN-2014-49", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416400379462.60/warc/CC-MAIN-20141119123259-00044-ip-10-235-23-156.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9870662689208984, "score": 3.140625, "token_count": 10261, "url": "http://www.ibiblio.org/hyperwar/UN/UK/UK-Med-I/UK-Med-I-17.html" }
Schools must get physical, healthy Albert J. Marro / Staff File Photo Rutland High School students Allie Wolf, right, and Laura Hewitt exercise on opening day of field hockey practice last August. The Vermont Association for Health, Physical Education, Recreation and Dance, a statewide association of education and physical activity professionals, is concerned about the inadequate time dedicated toward physical education and health education in Vermont schools. The association is asking the Vermont Legislative Committee on Administrative Rules to consider the following two recommendations regarding physical education and health education requirements in Vermont public schools. First, schools should continue to offer physical education two days a week for every grade level, including for all four years of high school, with a minimum graduation requirement of no less than one and a half years. The National Association for Sports and Physical Education (NASPE) recommends that students in elementary school participate in at least 150 minutes of physical education weekly and students in middle and high school participate in at least 225 minutes weekly. The new education quality standards must ensure a minimum time requirement that approaches these NSPE recommendations. Second, we are asking the committee to direct the Vermont Board of Education to establish guidelines directing that health education be taught every year in grades K-12. Again, this content should be taught by a health education specialist, as required in 16 V.S.A § 165. Why address health education and physical education as priorities in our schools? Consider the alarming health trends in Vermont. In Vermont, 58 percent of adults are either overweight or obese, and for our children the statewide average has risen to 29 percent. These numbers are on the rise, not the decline. Researchers have estimated that by 2030, if trends continue, obesity-related medical costs alone could rise by $48 billion to $66 billion a year in the United States. By 2030, obesity-related health care costs in Vermont could climb by 20.3 percent. Could quality health and quality physical education be a part of the complicated answer to our state’s health crisis? The answer is yes. Quality physical education programs help all students develop health-related fitness, physical competence, cognitive understanding, and positive attitudes about physical activity so that they can adopt healthy and physically active lifestyles. Students who are physically active and do not engage in unhealthy dietary behaviors receive higher grades than their classmates who are physically inactive and engage in unhealthy dietary behaviors. An active and healthy student is a better student. Only quality physical education and quality health education, embedded as an academic subject into the school day, and taught by competent, caring professionals, can assure equitable opportunities for all students to become healthy Vermonters. Lisa A. Pleban is executive director of the Vermont Association for Health, Physical Education, Recreation, and Dance. She is a professor of physical education teacher education at Castleton State College. Greg Carpenter does advocacy for the same association. He is a physical education teacher at the Swanton Central School.	<urn:uuid:89be86a4-79e3-47f6-b547-8f7bac475ed8>	{ "date": "2015-05-24T11:22:25", "dump": "CC-MAIN-2015-22", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207928015.28/warc/CC-MAIN-20150521113208-00084-ip-10-180-206-219.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9480904340744019, "score": 2.78125, "token_count": 604, "url": "http://www.rutlandherald.com/article/20140216/THISJUSTIN/702169875/0/news01" }
How to present the ratio data?In gene expression analyses qPCR is most commonly used for relative quantification, meaning that we are comparing one sample to another, treatment to control, one time point to another etc. After we calculate the ratio between the selected sample(s), using any of the available methods, we have to face another challenge: how to present the ratio data? Let’s take a look at the example of gene expression of one gene in 5 samples, compared to control. Samples A and B are up-regulated, we did not detect any change in sample C, while samples D and E were strongly down-regulated. While ratio provides an intuitive measure of expression changes, the up-regulation and down-regulation are not presented symmetrically. We can clearly see the difference between up-regulated samples A and B, but we cannot distinguish that the down-regulated samples D and E are actually 20-fold different. Asymmetry of those values will also affect statistical testing (See Picture 1). The most widely used alternative transformation of the ratio is the logarithm base 2, which has the advantage of producing symmetrical values and treating up- and down-regulated genes in a similar way . If we look at log2 values of relative expression, ratio of 1 (sample C) becomes 0, which conveniently means there is no expression change and values of down-regulated samples (C and D) become negative. From this kind of presentation it is easier to see the differences between samples C and D (See Picture 2). By Spela Baebler, PhD, Research Associate, Department of Biotechnology and Systems Biology, National Institute of Biology, SI	<urn:uuid:c33d7f8a-4c0a-4097-ad5a-e6ea3af51631>	{ "date": "2019-01-16T12:37:17", "dump": "CC-MAIN-2019-04", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583657470.23/warc/CC-MAIN-20190116113941-20190116135941-00216.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9348227977752686, "score": 3.09375, "token_count": 344, "url": "https://splice-bio.com/relative-quantification-data-presentation/" }
Finding Slope From Tables Worksheet -The training routine need to cover any type of policies or regulations that pertains to food safety and security. A well arranged plan will obtain you the results that you need, and also offer you with the info you wish to generate any kind of changes in your method. It appropriates to talk about the budget plan with both sets of parents, especially when they bear some or all the financial responsibility. Discrete Kinematic Mechanism for Nonhomogeneous Slopes and Its from finding slope from tables worksheet , source:ascelibrary.org The correct kind of worksheet can make a large distinction, and also you will as a matter of fact be in a position to find the very best. Worksheet, Get Sheet NameA workbook makes up an array of worksheets. In case the worksheet you would certainly such as isn’t shown, click the Even more Sheets … alternative. 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by Neil Abrahams, Houston Independent School District. What is written in this discussion sounds fine if you don't spend time in classrooms. But when you face a room where half the students have no interest in learning, where you are expected to produce results, and where administrators are at best not a hindrance, these words sound empty. I teach high school mathematics, and I know that many of my students could do well if they wanted to. Unfortunately, few of those who can do well, want to. I do encounter increasing behavior problems, but behavior is only part of what's preventing my students from learning. As I see it, too much money is poorly spent, administrators are lowering teacher morale, and the state is ready to punish schools that don't meet state standards. Teachers need to be able to count on students' self-discipline if they are to succeed, yet America's youth culture and consumerism hinder the development of the self-discipline that is necessary for learning. Self-discipline may well be more responsible for differences in acheivement than any other factor. This is not to suggest that self-discipline alone correlates with academic achievement. I'm only suggesting that some students have more of a desire to succeed academically than others; those others may have more of a desire to start small businesses than attend college, for example. If that's the case, than trying to increase academic achievement by holding teachers and administrators accountable for their students' performance on standardized tests is a misguided effort. The best way to turn a person off is to threaten them, and that's precisely what state-imposed tests do. Threats may increase performance in lower-level tasks, but not in higher-level tasks, which is what we all trying to do. (See Alfie Kohn's "Punished by Reward" for more on what motivates people, particularly students.) Money and energy devoted to state tests (such as TAAS) is money and energy not available for other purposes. Emergency measures to quickly increase test scores to "acceptable" levels do little, if any, good. Better teachers using appropriate resources and methods will be of more help. Neil Abrahams teaches mathematics in the Houston Independent School District. He can be reached by e-mail at: [email protected].	<urn:uuid:184945cb-fbb7-4e8a-88db-5d0905825784>	{ "date": "2015-11-26T00:19:26", "dump": "CC-MAIN-2015-48", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398446248.56/warc/CC-MAIN-20151124205406-00058-ip-10-71-132-137.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9631711840629578, "score": 2.5625, "token_count": 473, "url": "http://www.stolaf.edu/other/extend/Expectations/abrahams.html" }
PEOPLE WITH SPECIAL NEEDS People with Special Needs If you no longer see the person, seeing only the disabled who is blind? If you no longer hear the cry of his brother to justice, who is deaf? If you can not communicate with his sister and separates, who is mute? If your mind does not let your heart reach his neighbor, who is imbecile? If you are not up to defend the rights of all, who is crippled? The attitude towards disabled people may be our biggest handicap ... And his too. What do you think?. Do you agree? DECLARATION OF SALAMANCA Reaffirming the right to education for all, as enshrined in the Universal Declaration of Human Rights in 1948, and renewing the assurance given by the world community at the World Conference on Education for All in 1990 to ensure that right, regardless of differences individual. Recalling the various statements of the United Nations that culminated in 1993, the UN Norms on the Equalization of Opportunities for Persons with Disabilities, which urges states to ensure that the education of persons with disabilities is an integral part of the education system. Noting with satisfaction the increasing involvement of governments, pressure groups, from community groups and parents, and in particular organizations of persons with disabilities, in seeking to promote access to education for the majority of which have special needs and not yet covered by it, and recognizing, as evidence from involvement, active participation of high level representatives from numerous governments, specialized agencies and intergovernmental organizations in this World Conference. We delegates to the World Conference on Special Needs Education representing ninety-two countries and twenty-five international organizations, assembled here in Salamanca, Spain, from 7 to 10 July 1994, we, in this way, our commitment towards Education for All, recognizing the need and urgency of ensuring education for children, youth and adults with special educational needs in the regular system of education, and sanctioned, by the way, the framework of the Action in the area of Special Needs Education so that governments and organizations are guided by the spirit of its proposals and recommendations. We believe and proclaim that: • each child has the fundamental right to education and should have the opportunity to achieve and maintain an acceptable level of learning, • each child has characteristics, interests, abilities and learning needs of their own, • education systems must be planned and implemented educational programs for the wide diversity of characteristics and needs, • children and youth with special educational needs should have access to regular schools, that they must adapt by focusing on teaching a child is able to meet these needs, • regular schools, in this inclusive orientation are the media able to combat discriminatory attitudes, creating open and cohesive communities, building an inclusive society and achieving education for all, in addition, provide adequate education to the majority of children and promote efficiency in a cost-optimal quality, the whole educational system. We call on all governments and encourage them to: • give the highest priority, through policy measures, and through fiscal measures, the development of their educational systems so that we can include all children, regardless of individual differences or difficulties, • taken as matters of law or policy as the principle of inclusive education, allowing all children in regular schools, unless there are reasons which require to proceed otherwise, • develop demonstration projects and encourage exchanges with countries that have experience with inclusive schools, • establish mechanisms for planning, monitoring and evaluating education for children and adults with special educational needs of a decentralized and participatory, • encourage and facilitate the participation of parents, communities and organizations of persons with disabilities in planning and making decisions on services in the area of special educational needs, • invest more effort in the identification and early intervention strategies, as well as in vocational aspects of inclusive education, • ensure that in the context of a systemic change, programs for teacher training, both initial and in service, including answers to special needs education in inclusive schools. We also urge the international community, calling in particular: • governments and international cooperative programs with the international financing agencies, especially the sponsors of the World Conference on Education for All, the Organization of the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Fund for Children, ( UNICEF), the Development Program of the United Nations (UNDP) and World Bank: - to endorse the idea of inclusive education and support the development of education for students with special needs as part of all educational programs; • the United Nations and its specialized agencies, particularly the International Labor Organization (ILO), the World Health Organization (WHO), UNESCO and UNICEF: - To strengthen its technical cooperation, and cooperation and reenforcem work in order to support more effective responses to integrated and open for special educational needs; • to non-governmental organizations involved in planning and organization of the services: - to strengthen its collaboration with official bodies and to intensify their growing involvement in the planning, implementation and evaluation of inclusive responses to special educational needs; • à UNESCO, enquanto agência das Nações Unidas para a Educação: - to ensure that the education of people with special educational needs is part of every discussion related to education for all held in different forums; - to mobilize the support of organizations related to education, to promote the training of teachers, with the answers to the special educational needs; - that stimulate the academic community to strengthen the research and work together and establish regional centers of information and documentation; equality, which is a meeting point of these activities and an engine for the dissemination and progress achieved in each country, the continuation of this Declaration; - to mobilize funds within the next Medium-Term Plan (1996-2000), by creating an extensive program to support inclusive school and community programs, which will launch pilot projects to demonstrate and disseminate new perspectives and promote the development of indicators related to deficiencies in the field of special educational needs and services that respond to them. Finally, express our heartfelt gratitude to the Government of Spain and UNESCO for organizing this conference and solicitamo them to take the action that accompanies the knowledge of the world community, especially the forums as important as the World Conference for Social Development ( Copenhagen, 1995) and World Conference on Women (Beijin, 1995). Aprovado por aclamação, na cidade de Salamanca, Espanha, neste dia, 10 de Junho de 1994. "No country in the world has reason to be satisfied with the quality of educational resources made available to students with special needs. Nevertheless, the numerous examples of good practice in different countries make it possible to reassess the ways as an inclusive education and learning of high quality could be offered to all. In this process, all countries have much to learn from each other. " We are a team of people of good will, private tutors, specialists with master's degree and doctorate in education who donate a little of our time to devote to solidarity with the poor, in the context of special needs and in paticular seek help APAE. Consultations with educational, psychological, both for students as to their families. And try to implement assistive technology, where he developed educational software targeted to special needs teaching, and exploring the communication equate alternative (CAA). We reaffirm our commitment to the nonprofit to work with Special Education and with people with special needs. We reaffirm our commitment to citizenship and dignity of persons with special needs not only in our country but with all human beings recognize that: • without being able to use the words through words written or spoken people with special needs could not be integrated to living as true members of society; • with the application of Assistive Technology and the use of educational software educational, developed in various areas of knowledge in line with the plan of the teacher education and its reality in the classroom. The student will contact via software programs, with various disciplines worked in the classroom, with texts, animations, videos, hypertexts, hypermedia and other resources that the student with special needs, may provide targets for the use of personal power in the changing society. So before that, we're asking everyone to help this comin and all men of good will to help us judar, with small contributions we can continue our work with solidarity. Make your donations in the form of the account below: Jesus said: "What help is one of those little ones that are helping ME" BANCO DO BRASIL AGENCY : 3927-6 CURRENT ACCOUNT: 817.119-X YOU CAN HELP ALSO PURCHASEDIN OUR EDUCATIONAL SOFTWARE PEDAGOGICAL. PURCHASE OF THE SOFTWARE YOU ARE PEDAGOGICAL EDUCATION HELPING CHILDREN WITH SPECIAL NEEDS. HELP US WHO NEED HELP. PLEASE CONTACT WITH OUR E-MAIL BELOW. MAY GOD GIVE YOU IN DOUBLE. BELOW IS THE E-MAIL CONTACT. CONTACT US AND WHO EITHER NEED HELP. CHILDREN THANK.	<urn:uuid:90828f3b-5a07-4c7b-b80c-3614be1a0c1a>	{ "date": "2015-03-05T20:13:43", "dump": "CC-MAIN-2015-11", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936464840.47/warc/CC-MAIN-20150226074104-00112-ip-10-28-5-156.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9440703392028809, "score": 3.140625, "token_count": 1874, "url": "http://www.cross.tv/profile/119755?go=about&aid=5541" }
Jump to Main Content Mechanistic Analysis of Plant Responses To Air Pollution - Winner, William E. - Ecological applications 1994 v.4 no.4 pp. 651-661 - absorption, air pollution, anthropogenic activities, atmospheric chemistry, carbon dioxide, ecosystems, humans, leaves, monitoring, nutrient availability, ozone, plant response, pollutants, root shoot ratio, scientists, stomata, stomatal conductance, vegetation, water vapor - Human activity is altering the chemistry of the atmosphere, which, in turn is affecting the physiology and growth of plants. The purpose of this article is to develop four ideas that are currently emerging from the work of a diverse group of plant scientists. (1) Air pollution definitions: The definition of air pollution has been broadened, and research activities are expanding to include analysis of plant responses to a wide range of atmospheric chemicals emitted from anthropogenic sources but not previously considered as air pollutants. Thus experiments with CO₂ and other trace gases are being pursued with approaches developed in air pollution research. (2) Air pollution uptake: Efforts are increasing to better quantify air pollution absorption rates through stomata in order to calculate actual dose vs. plant responses. The flux rates of gaseous pollutants into leaves, especially O₃, are largely dependent upon stomatal conductance. Approaches are being developed to calculate stomatal absorption of gaseous pollutants, based on stomatal conductance values for water vapor and ambient air—pollution concentrations. Calculation of air pollution absorption rates will allow responses of plants to pollutants to be assessed in toxicological frameworks and will help characterize the strength of vegetation as sinks for some gaseous pollutants. (3) Compensatory responses: Plant responses to air pollutants can be interpreted as compensatory, i.e., a physiological adjustment to an environmental stress that maximizes productivity above that which would have occurred in the absence of compensation. Examples of compensatory responses to air pollutants are shifts in root—to—shoot ratio and accelerated rates of leaf maturation. Recognition of compensatory responses to air pollutants allows these responses to be placed in a framework that relates to whole—plant processes and ecosystem functions. (4) Air pollution and multiple stresses: Air pollution stress seldom occurs in isolation, and research approaches are being developed around the concept of multiple interacting stresses. Multiple—stress experiments are important because factors such as plant water status, light, and nutrient availability are known to alter plant responses to air pollutants. Multiple—stress studies will involve experiments with model plant species and high degrees of environmental control and monitoring.	<urn:uuid:0ce16d34-2331-4e2d-946e-e0aa4e3b738e>	{ "date": "2019-08-24T12:20:14", "dump": "CC-MAIN-2019-35", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027320734.85/warc/CC-MAIN-20190824105853-20190824131853-00376.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9115450382232666, "score": 2.84375, "token_count": 532, "url": "https://pubag.nal.usda.gov/catalog/5191226" }
Lake County, Indiana The Railroad Period Outline History from 1851 to 1904. When the first half of the nineteenth century closed, the frontier or pioneer method of living, of working, of making sure, but slow progress, was coming, in Lake county, to a sudden end. For, eastward, in the distance, and not far away, could be heard the sound of the railroad whistle. The railroads were coming; the swift passenger cars, the long lines of freight cars, with all the changes which these meant to the quiet life of the settlers, were coming to help build up a mighty city on the Lake Michigan shore just outside of the county of Lake. Of necessity, from its geographical situation, every railroad entering Chicago, which in 1850 was just commencing its remarkable growth, must, coming from the east or southeast, cross the northwestern corner of Indiana. And rapidly they came after a beginning had been made. So, when the families in the central part of the county, waking one early morning in the springtime, besides the sounds, to which they were accustomed, of the sand-hill cranes and wild geese in the marshes and of the thousands of the grouse on the prairies near them, heard far up among their northern sand hills, the shrill whistle of the steam engine, they knew that a new agricultural and commercial life was near at hand. The very deer were startled by the sound, unaccustomed as they had been even to the sound of horns and the baying or trailing of dogs, hearing only sometimes a cowbell in the woodlands. Wild life, so abundant as then it was, at length grew wary. The railroads came. The Indians had gone. The deer followed them or were exterminated. It has always been stated in Lake county history that the first road to enter Lake county was the Michigan Central, and the date assigned has been 1850. And this date is found in a paper prepared by Rev. H. Wason, one of the best statisticians of the county, for the Semi-Centennial of 1884. He says: "For statistical purposes, I append the report of the State Board of Equalization on Railroads for 1884 one column in that report is headed, "Time when roads commenced running," and the time for the Michigan Central is given, 1850. This authority is good. And yet the writer of this Outline, from some information gleaned in the last few years, hesitates now to claim that date, believing himself to have been responsible for it at first, and he thinks the date ought to be 1851, the same year in which the Michigan Southern came into the county. From the best evidence to be obtained two other dates., as given in that State Board report are here changed, and the following are believed now to be the certain dates of these various roads when trains commenced running in the county: Michigan Central - 1851 Michigan Southern - 1851 Joliet Cut Off - 1854 Pittsbnrg, Fort Wayne, & Chicago - 1858 'Pan Handle" road - 1865 Baltimore & Ohio - 1874 Chicago & Grand Trunk - 1880 Chicago & Atlantic (Erie) - 1882 New York, Chicago, & St. Louis (Nickel Plate) - 1882 Louisville, New Albany & Chicago (Monon) - 1882 Indiana, Illinois, & Iowa (the Three Fs) - 1883 Elgin, Joliet, & Eastern (Belt Line) - 1888 Chicago & Calumet Terminal - 1888 Wabash - 1892 Griffith & Northern (Freight) - 1899 Chicago, Cincinnati, & Louisville.. - 1903 These sixteen roads, taking the whole railroad period of fifty years, are placed together here, near the beginning of this Outline, for convenience of reference, and that the readers may see at a glance what have so largely helped to make Lake county, in the last few years, first in rapid growth among all the counties of Indiana. On these roads are now three cities, Hammond, East Chicago, which includes Indiana Harbor, and Whiting; three incorporated towns, Crown Point, Hobart, and Lowell; and seventeen towns and villages, these having a population of one hundred and less up to four hundred and five hundred. That Lake county stands first among the counties of the State in the number of miles of railroad might naturally be expected, Marion, Allen, LaPorte, and Porter, coming next in number of miles of road-bed. Three of the best roads of the State, which are "great thoroughfares in the nation," the Michigan Central, Michigan Southern, and Pittsburg & Fort Wayne, pass across the county. These were assessed for taxation in 1884, "at twenty thousand dollars for each mile of road-bed." Having looked over the railroads which have been built in this period of new life and more rapid growth, it will be instructive to look at some of the stages of advancement. The first place for shipment of grain and for obtaining freight from cars was Lake Station, distant from Crown Point fifteen miles. This gave no great impetus to farming or to building. The next stations were Ross and Dyer, and the latter soon became a large shipping point. Ross Station gave facilities for a daily mail at Crown Point, a little stage which carried passengers running up and back daily. This town, the only one in the county, in fact only a village itself for several years, had been slowly improving in the latter part of the pioneer period. The log huts had been gradually disappearing, shade trees and fruit trees were taking the place of the native growth, business houses were increasing in number, and in 1849 the frame court house was erected, "George Earle architect; Jeremy Hixon builder," so the statement on the building said; and from 1850 to 1860 a large amount of business was done for a small inland town. In these years some enterprising and excellent business men were building up the town. Some of these were: J. S. Holton, J. W. Dinwiddie, Joseph P. Smith, William Alton. A. H. Merton, David Turner, James Bissel, E. M. Cramer. J. C. Sauerman, H. C. Griesel, and J. G. Hoffman. There were also the firms of Nichols & Nichols, Luther & Farley, Lewis & Dwyer, then Lewis & Pratt. Also, business men, Fred J. Hoffman, Levi Tarr, and W. G.McGlashon. The railroad stations from which goods were hauled were Lake and Ross and at length Hobart. The roads were dirt roads, sometimes dusty, sometimes very muddy, some of the way deep sand. Brick buildings as well as frame dwellings were erected. In 1858 were built the brick dwelling houses of Z. P. Farley, of J. Wheeler, of J. G. Hoffman, and a three-story business house; in 1859 two brick county offices and the brick school-house, the Sons of Temperance donating to the schoolhouse one thousand dollars: and in 1860 was erected the present Methodist church building. In its steeple was placed a bell, and since that time the families of Crown Point have been able to hear for these last forty years in their peaceful homes "the sound of the church-going bell." The completion of the Pittsburg & Fort Wayne road enabled Hobart, founded in 1847, to become a prosperous manufacturing town. The mill-dam was completed and a sawmill started in 1846, and soon a grist mill was busy grinding wheat and corn. Town lots were laid out in 1848. But there was little to bring business or inhabitants until the railroad passed through to Chicago. Then busy life commenced. Making brick became a great industry, followed by making what is called "terra cotta lumber and fire-proof products." Hobart has continued year after year to improve, having as citizens some very enterprising and energetic business men, and of terra cotta alone, the State Geologist has said that from Hobart "sixty carloads a month are shipped to all parts of the United States." Hobart has good, brick buildings and is a thriving little city. Another village or town owing its growth if not its origin to that same railroad is Tolleston, between the two Calumets, twelve miles due north of Crown Point. Its elate as a village is 1857. The Michigan Central road also runs through it, and the Wabash touches its northeastern corner. The inhabitants are for the most part German Lutherans and the men work on the railroad. It has a large Lutheran church and parsonage and school, and the population has reached five hundred. For several years no new road crossed the county, and from 1860 to 1865 the interest of the inhabitants of the central and southern parts was concentrated on the events that were threatening the destruction of the nation. The inhabitants north of the Little Calumet were then few. Lake county having been strongly Democratic in its earlier years, became, when those troublous times came on, intensely Republican, and sent to the war, as men were needed, company after company of her brave and patriotic sons, until, so far as can be determined, fully one thousand had joined the regiments of Indiana and Illinois to help decide the great question then at issue over all the land. The population of Lake county in 1860 was 9,145. This number, of course, includes men, women and children, also men too infirm or too far advanced in life to perform a soldier's duty, and leaving these all out, it will appear that Lake county sent a large proportion of men into the fierce conflict. Some of them returned, but not nearly all of the one thousand. Much money was sent back to their homes by the soldiers on the field, and in a new form; what were called "greenbacks" then came into circulation, and many improvements in the county were thus made. It was not a time for building railroads, and yet. in 1865, a road came up from the southeast, passing directly through Crown Point onward to Chicago. It has had several names but is now generally known as the Pan Handle. For this the business men had been wishing long. They had for about fifteen years felt the great disadvantage of being "inland:" of bringing all their goods and sending off their butter, eggs, and prairie chickens, immense numbers of which they shipped, on wagons that went back and forth to Ross and Lake and Hobart. To them and to all Crown Point the railroad was a cause of new life. The growth began and kept steadily on. In the spring of 1868 the town was incorporated. This road gave two other stations, one at Le Roy, which though a small village became a large shipping point, and one called Schererville, a larger village, mostly German families, and a place for some shipments. As the road left the county south of the Calumet it gave no growth to the northern townships. The year 1870 came with no other new road. But without a road, without much prospect of one, a town of no little importance had been growing up in the south part of the county in these eventful years from 1860 to 1870. Its commencement may be placed as early as 1850. Its founder was Melvin A. Halsted. It is called Lowell. It is located in the best agricultural portion of the county. West of it lies the southern portion of Lake Prairie, and east of it and south of it the rich farming belt skirting the Kankakee marsh lands. As early as 1836 it was selected as a "mill seat on Cedar Creek" by John P. Hoff, of New York City. He purchased the claim from Samuel Halstead. who had selected and claimed it in August, 1835. In November, 1836, the New York man having forfeited his right, it was transferred for two hundred and twelve dollars to James M. Whitney and Mark Burroughs. It came at length into the possession of Melvin A. Halsted, whose name is not written as was the first Halstead. He commenced his long residence there in 1850 in a brick house, built a flouring mill in 1852. laid out town lots in 1853. and secured the erection of a brick church building in 1856, a small brick schoolhouse, used as a church, having been built in 1852. About 1853 Lowell's first store was opened by Jonas Thorn, and about 1857 William Siglers store and soon after Viant's store were opened for business. These two were for some time the two principal stores of Lowell. The growth of Lowell was also advanced in these years before 1860 by a settlement made in 1855 and 1856 by a group of families from New Hampshire, who made their homes near the heart of Lake Prairie. This was known for some years as the New Hampshire Settlement. The citizens of Lowell were not behind others in the war period, from 1860 to 1865, in showing their loyalty to the flag and in sending men to the conflict. Their deeds as patriotic citizens belong to a later portion of this Outline. In going on along this railroad period from 1870 to 1880, it will be interesting to notice yet further the enterprise and growth at Lowell. One lesson might here be learned, the benefit for a town to be situated in a growing and rich farming community. In 1869 and 1870 new church buildings were erected, making in Lowell four churches. In 1872 Lowell had the largest and best school building in the county, built of brick, a two-story structure, costing, with the furniture eight thousand dollars. The other largest building at that time in the county was also at Lowell, a brick building of three stories, built for a factory, eighty feet long and fifty feet wide, also costing eight thousand dollars. At that time there were in Lowell one hundred and six families. For some years Lowell was the strongest temperance town in the county. It had a Good Templars Lodge with one hundred and sixty members. In 1874 there came yet another railroad, the Baltimore & Ohio, but it kept so very close to the shore line of Lake Michigan that it added very little as to any growth in the county. It gave one station called Miller's, among the sand hills of the northeast township now called Hobart, about one mile and a half from the Lake Michigan shore. The Michigan Southern had passed along among those sand ridges in 1851. The ice business formed for years the principal business at Millers Station, to which was afterwards added shipping sand, both profitable industries, and requiring no large amount of capital on the part of the men who carry them on. A gravel road has been made from Lake Michigan through this village to the town of Hobart, and there is a good church building and good public school building. The inhabitants are mostly Swedish Lutherans. There is one large store. About 1869, perhaps 1870, a small industry was commenced on the Calumet River and the early Michigan Central Railroad near the Illinois State line. The place was called the State Line Slaughter House. About eighteen men were employed, and three or four carloads of beef packed in ice were shipped each day to Boston. It was understood that George H. Hammond of Detroit was the head of the company who started this line of business. The men worked seven days in the week for-a long time, never stopping for Sunday. As the business increased village life started. In 1872 there was one store, one boarding house. After a few families moved in besides the early settler-families (the Hohman, Sohl, Drecker, Dutcher, Booth, Miller, Goodman, Olendorf and Wolf families, of that corner of the county), a Sunday-school was proposed, organized, and carried on, and then regular Sunday work ceased. Sending beef to Boston soon assumed quite large proportions. The village was becoming a town, and to the town was given the name of Hammond. Could the founders, men from New England, have thought that on those sand hills or ridges and those marshes of 1870 in a few years a city would be flourishing with only an air line between it and the southeast corner of the city of Chicago, they would probably have laid foundations with more care. It seemed far enough away from any Christian civilization in 1870. For a footman on a cloudy day to have undertaken to cross, then, from the slaughter house to the little station called Whiting on the Michigan Southern road, would have been very risky. The distance in a straight line is about five miles; but the swampy underbrush then was well called impenetrable. This writer tried crossing there once, years after 1870. He failed, and he had been in many a wild. Hammond continued to grow. The first plat of the town as so called was recorded at the office in Crown Point in the spring of 1875 growth had already commenced there which soon made Hammond the first place in the county for manufactures, for shipments, for population. In these years, from 1870 to 1880, there was growth elsewhere also in the county. In 1873 the building of brick blocks of business houses commenced in Crown Point. The first three large halls were in that year opened. These were: The Masonic Hall, Cheshire Hail, now Music Hall, and the Odd Fellow Hall. In 1874 was organized the First National Bank of Crown Point. In 1872, on an island in the Kankakee Marsh, a singular enterprise was commenced. The island, called School Grove, as it was on section sixteen, afterward Oak Grove, a beautiful grove surrounded by marsh and water, was an early home for a trapper known as John Hunter. Heath & Milligan of Chicago afterward bought some land on this island, and with eight other Chicago men built in the grove a hunters' home in 1869. It was called Camp Milligan. The entries in their Hunters' Record Book show that no shooting was done there on Sundays, and that eight men in a. few days shot five hundred and thirteen ducks. The one who kept this camp, G. M. Shaver, has the record of shooting in 1868 eleven hundred ducks. In 1871 there visited this camp a young man from England, William Parker, said to be a member of a family belonging to the nobility of England and heir to the title of an English peer. With him. in some relation, was an older man called Captain Blake. These were so well pleased with the island and the abundance of wild fowl that, after visiting England, they returned in 1872, laid out quite an amount of money in lands and buildings and stock. The buildings comprised a quite large dwelling house, barns and kennels. They imported from England "some sixteen of the choicest blooded dogs known to sportsmen." and some choice Alderney cows and some horses. Other choice stock they imported or purchased. They had a black bear and some foxes. The establishment was called Cumberland Lodge. A younger brother of William Parker came with the others in 1872. who was for a time a very pleasant member of Crown Point society. Captain Blake seemed quite communicative to the writer of this sketch. who visited the Lodge and was much interested in examining the kennels find in seeing all the animals that came from England, but the real reason for such a singular incident, which was soon passed into other hands, remains to this day unseen in Lake county. Lord Parker, if that is now his title, if now living. could give the real reasons. Short as was the residence of these English visitors in the county, they laid out quite an amount of money and so aided the business interests of Lowell. And Lowell iv. these years was steadily improving, as also was Hobart. The increasing productions and wealth of the farmers were building up Lowell; manufacturing was building up Hobart. In 1875 was organized at Crown Point the Old Settlers' Association; in 1876 quite an interest was manifested in collecting specimens of mineral, agricultural, and manufactured products for the Centennial at Philadelphia. A number of the citizens visited Philadelphia that summer, among whom was Wellington A. Clark, Esq., who spent twenty-four days viewing that great exposition. The votes of the county this year as cast for governor were 3,187, showing that there must have been at that time as many as thirty-two hundred voters. In this same year a large brick business house was erected by Geisen, Fancher & Groman. And in 1878 a brick block costing about fifteen thousand dollars was built by Hartupee, Griesel., and J. D. Clark. September 15, 1879, is the date on record for the beginning of the occupation of the new court house, the corner stone having been laid in the presence of a large assembly of citizens September 10, 1878. It cost fifty-two thousand dollars. The year 1880 came and cars began to run on a new road, the Grand Trunk. This road gave a station at Ainsworth which grew into a small village, passed through what became Griffith, and helped to build up no town. But it did what was probably better. It sent a morning milk train over its line of road, stopping at every place convenient for the farmers, to receive their cans of milk. These stopping places, called milk stands, were very convenient for the farmers and their families who wished to spend the day in Chicago, as the train would stop in the evening to put off the empty cans. In 1880 was erected the central Crown Point brick school building at a cost of twenty thousand dollars. In 1881 brick buildings forming a block or part of a block were put up by John Griesel, Conrad Hoereth, and the National Bank; and another brick building in 1882 by J. H. Abrams; and yet another in 1883 by Warren Cole. The year 1881 was the great )-ear for railroad building in the county, and in 1882 cars were running on three new roads, called the Erie, the Nickel Plate, and the Monon. The Erie passed through Crown Point or near it, and enlarged its business and its bounds; it passed through Hammond and helped that to enlarge; it gave milk stands along its line, and two of its stations, Palmer and Highland, are villages. Highland has a factory and two good church buildings. The Nickel Plate helped Hobart and Hammond. It did little good for Hessville. The Monon made a village of Shelby and gave to Lowell communication by rail and telegraph with all the outside world. It furnished a name and a place for shipment in a neighborhood now known as Creston, where descendants of Red Cedar Lake pioneers yet live; and passing along the western shore of that lake it made of it a great pleasure resort, visited by thousands each summer. It passed northward making a station and a town of St. John, and helped Dyer and Hammond. It also sent through the county a morning milk train. It has proved to be for many interests a very important road. In 1883 a road passed across the south end of the county, as Rev. H. Wason said, "came quietly creeping up the Kankakee marsh," commonly known as the three I's (the I.I.I.), which probably added some business life to Shelby. In 1883 Decoration day began to be publicly observed in Crown Point. James H. Bail, Esq., now Judge Ball of Kansas, delivered the oration. In 1884 Judge E. C. Field, now of Chicago, gave the oration. At the presidential election in 1884, there were cast for four candidates 4,145 votes, showing that there were then, in the fiftieth year of the county's growth, about forty-one hundred and fifty voters. A semi-centennial celebration of the beginning of permanent settlement of the county was held on the Fair Ground September 3d and 4th, 1884. Considerable preparation was made for this event through the Old Settlers Association, and by a large number of citizens much interest was taken in preparing for the proceedings and in carrying them out. A volume of 486 pages containing a full account of the proceedings was soon afterward published, and to that the reader is referred for full details. It is called "Lake County, 1884." It has been for many years "out of print" but is in the libraries of many citizens of the county, and in some large public libraries. It will be sufficient, probably, to state here that a large general committee of arrangements was appointed, thirty subjects named and assigned to writers for historical papers, and six special committees appointed. Of those who were on these different committees eleven are not now living. Also, that an oration was delivered by previous appointment, which by the special influence of the chairman of the committee, George Willey, Esq., was assigned to T. H. Ball, who occupied one hour of time in its delivery; that an address was given to the members of the Association of Pioneers and Old Settlers "by Congressman T. J. Wood" and that a semi-centennial poem was read comprising twenty-five stanzas of eight lines each. The oration, address, also the poem, can be found in full in "Lake County, 1884." Also, that seventy-one relics and antiquities of various kinds, historic and prehistoric, were presented for inspection. Not numbered among these were also twelve either old or curious coins, making the full number eighty-three. Most of these rare, curious, valuable relics and heirlooms are supposed to be still in the county, and some of them can probably be secured for the Association when a suitable room is found in which they can be preserved. Besides the exercises at the Fair Ground on the two days of Wednesday and Thursday, literary exercises were held on Wednesday evening at Hoff-man's Opera House in Crown Point, the Crown Point Band, that then was furnishing some excellent music; Willie Cole and Miss Allie Cole giving a flute and piano duet: singing also by a quartette. Benton Wood. Cassius Griffin, Miss Ella Warner, Miss Georgie E. Ball. Mrs. Jennie Young, pianist. On the first day of the celebration the opening hymn was the well known one "My Country 'Tis of Thee." On the second day the new hymn was sung called "Our Broad Land." Further features of this celebration cannot here be given, but this writer hopes that thirty years from now, in 1934, a still larger gathering will be found upon the Lake County Fair Ground, when a book now in the Recorder's office is then to be opened, a book presented to the Association by Hon. Joseph A. Little, and which contains very many signatures of persons present at Lake County's semi-centennial in 1884. A special committee, to be appointed thirty years hence, is to open that at present sealed book. To be called for and to be opened at that same time, by that same committee, there is now sealed up in the Recorder's office a quite large map of Lake county. On this map are the names of many children some of whom, as men and women, it is expected will be present then. On Saturday, September 17, 1887, at four o'clock in the afternoon, the real work began of boring an artesian well on the south side of the public square in Crown Point. One half of the cost was to be paid by the town and one half by the county. The work was carried diligently on, into an immense mass of rock which seemed to underlie the town, until the fall of 1889, when work was given up, as there was no reasonable hope of obtaining flowing water without an outlay of more money than it was considered wise to expend. The depth reached was about 3,100 feet. In the summer of 1887 two steam dredges were busily at work cutting ditches in the Kankakee Marsh. Attempts to drain that wet land by ditching had been made by state legislation soon after 1852, some large ditches had been dug, but the methods employed were costly and slow in attaining results. The newly employed steam dredges worked busily in 1888 and 1889, and in the latter year, by means of the ditching through the marsh, a road was opened from the Orchard Grove postoffice to Water Valley, on the east line of the town lots laid out that year by the Lake Agricultural Company and called "the village of Shelby." It was found that the sand brought up by the dredge made a good road-bed, and so bridges were built across the ditches that went westward, and a bridge for wagons over the Kankakee River, and at last there was a good wagon-road leading from Lake county over into Newton. Soon there was another road passing by Cumberland Lodge in Oak Grove, and another bridge, and a road running directly south to Lake Village in Newton. It was a new and a pleasant experience, after so many, many years, to be able to ride in a carriage down to that long line of blue which had ended the view southward in Lake county, and to pass that great barrier of marsh and river, and visit the citizens of Newton county. While as to distance in miles they had been neighbors, as to access to their homes they had been for more than fifty years strangers. Returning to the history proper of the railroad period in this Compendium or Outline, five other roads are yet to be noticed. In 1888 the Elgin, Joliet & Eastern road commenced running cars across the county from Dyer to Hobart, but as a belt line, a freight line, adding not much to business or agricultural interests. In the same year, 1888, several miles were built and used of a road called the Chicago & Calumet Terminal. This must have aided much in building up a city the first family in which commenced a residence in 1888. The name East Chicago was given to the locality, and the name of the first resident family was Penman. This locality was truly "in the woods" or the wilderness state in 1888. Sand ridges, and marshes, long and narrow, parallel with the ridges, and thick underbrush of a swampy and not an upland growth, characterize that strip of land north of the Grand Calumet for some miles eastward. It was not an attractive spot on which to build a city. But it was near a great city, and work commenced. The swampy growth was cleared out of the way. Sand ridges were quite easily transferred into the low, wet places. Dwelling houses were erected, manufactured articles were produced soon in the factories, a saw mill furnished a large quantity of lumber, various industries were soon starting into existence, and in a little time, almost as if by magic, there were long streets lined with city-like buildings, there were stores filled with goods, there were school buildings and churches and waterworks and electric lights, social organizations, clubs and lodges, a well conducted newspaper, an electric railway line passing through, and the needed adjuncts of a modern city. East Chicago was for a short time an incorporated town, and then, not waiting long there, it became an incorporated city. The Penman family of 1888 soon had around them some three thousand neighbors. Much was done in building up this city by the Terminal railroad. Another city soon started. There had been for several years a station village called Whiting, on the Michigan Southern road, which in 1872 contained fifteen families. Railroad work was the main employment. In 1889 some land was there bought, according to popular report, for one thousand dollars an acre, and nine hundred men were soon employed in erecting a large brick building for what it was claimed would be the largest oil refinery in this country. The estimate was for twenty millions of brick to be used in the construction of the first large building. This was the beginning of the work of the Standard Oil Company in Lake county. In 1890 about seventy-five votes were cast. In 1895 the town was incorporated. In 1900 about fifteen hundred votes were cast. The town is a city now. Starting as a town and to become a city in 1899, its growth, like that of East Chicago, has been remarkable. It is located on quite level land on the first low ridge of sand that here skirts Lake Michigan, with no sand hills eastward for several miles and none westward between it and Chicago. Whiting has some fine resident and business streets, but not much room for territorial growth, being surrounded by Lake Michigan, East Chicago, and Hammond. In the winter of 1890 and 1891 there was much excitement in Lake county on account of a strong effort on the part of some citizens of Hammond to secure the passage of a bill by the State Legislature which would lead to the removal of the county seat from Crown Point to Hammond. For fifty years the question of the county seat location had been at rest; but this winter restless and ambitious men were determined it should rest no longer. The citizens of Crown Point and citizens of other counties fought against the bill and its passage was defeated. In the summer of 1891 Main street and some other streets of Crown Point were paved with cedar blocks. September 10, 1891, at about 6:30 o'clock, electric lights first flashed out in Crown Point. The date of the first electric lights at Hammond is not at hand. In fact Hammond, East Chicago, and Whiting have grown so rapidly from nothing to cities, that to keep trace of their improvements is almost bewildering. In 1891 was founded the town of Griffith. Its location was excellent, on the Cut Off and the Belt Line, on the Erie and the Grand Trunk. It made a promising beginning. In 1892 it had four factory buildings, one church edifice, two Sabbath congregations, two Sunday-schools; and in these schools were eighty members. Two years before the family of the station agent lived alone in the woods and the undergrowth. It is not yet a city, bright as its first promise was. It has two schoolhouses, some stores, and a good many dwelling houses. It has an abundance of room for growth. It needs enterprise and capital. In 1892 the Wabash line of road was completed across the county. It scarcely touched Tolleston, but passed through East Chicago and Hammond. It added not much to the growth of either of these places. The year 1893 was one ever to be remembered in Lake county, as the inhabitants so largely had the opportunity of attending the Columbian Ex-position at Jackson Park. Their locality was favorable: the number of railroads running near so many of their homes, passing in the morning and returning in the evening as the passenger cars did, gave them excellent opportunities for spending the days at the expositon and the nights at home, and well did they improve their opportunities. An effort was made to obtain the exact number of school children that visited Jackson Park, but only a part of the teachers made any report. So the whole number can never be known. There were reported, through the kind consideration of quite a number of teachers, pupils from Hobart graded school 250, from Ross township 47, from Hanover 24, from Crown Point 375, from Eagle Creek township 83, from Cedar Creek 53, from West Creek township 84, making, with a few other small numbers reported, 973. Certainly never before did so many thousands and hundreds of thousands of people cross Lake county as in that very pleasant summer of 1893. The year 1894 was a very different year. It was noted for great stagnation of business in mining and manufactures, the year of the Pullman boycott, the Debs strikes, and the miners strikes, and railroad communication with Chicago for a time ceased. In Hammond the civil officers were unable to maintain order and enforce law and United States troops and about eight hundred State militia of Indiana were sent in to secure railroad transportation and the passage of the mails through the city. A gatling gun stood on the platform at the Erie station and the passenger room could be reached only by passing the sentry and the corporal of the guard. The tents, the soldiers on duty with their arms gave to Hammond the appearance of a city under real martial law. Cars on the electric railway were running in the summer of 1894 so that passengers could go into Chicago from Hammond on the electric and elevated roads. The year in Lowell was noted for much building. Thirty-one dwelling houses and four business houses were erected within the year. Cedar-block paving was laid on nine more streets in Crown Point at a cost of over forty-five thousand dollars. The Superior Court at Hammond dates from 1895. Some interesting figures are here inserted, obtained from the County Auditor, then A. S. Barr. The valuation of the taxable property of the county for 1895, without railroad, telegraph, and telephone property, was $15,224,740. The number of polls in 1895 was in North township 1,929, and the number of men over twenty-one years of age was 4,309: number of polls in the county 4,265, and of men 8,216. The trustees reported for the same year school children in North township 4,068 and in the county 9,380. The United States census gave the population of the county in 1890, 23,886. In May, 1896, was opened for public use the electric railway from Hammond direct to South Chicago between Lake George and Wolf Lake, thus enabling one to go for three, fares only into the heart of Chicago. In August of this year the Crown Point Telephone Company began erecting poles and putting up wires. The road improvement for the year was in Hobart township, the road leading from the south line of the township through Hobart and Lake to Lake Michigan. November 3d of this year, a presidential election, there were votes cast in the county, for Congressman, 8,300; for President, 8,267; of these 3,384 were for Bryan, 4.883 for McKinley. Also some Prohibition votes. In the county probably 8,400 voters. In 1884 there were about 4,200. The number of voters was doubled in twelve years. Of the 8,300 votes in November of 1896 there were in North township 4,328; in Center township 842. February 16, 1897, made the sixtieth year of the existence of Lake as an independent county, and it happened to be the four hundredth anniversary of the birth of the noted Melancthon of the Reformation. The number of children of school age enumerated this year was 9,834. Of these, in North township were 4,512, Hammond having 3,106, and East Chicago 547. Crown Point had 689, and Lowell 356. Hobart, town and county together, 859. North township, including Whiting then and the county, had the same number, 859. These figures from the official reports are given that the growth and the nature of the population may be more readily seen. In the manufacturing cities there will naturally be more men and more voters in proportion to the children than in the country towns. In 1898, according to a quite careful count, there were in the three older towns of the county the following number of families: In Crown Point 580: in Lowell 290; in Hobart 315; in even hundreds 600, 300. 300. It has been already stated that in 1850 there were in all Lake county 715 families. No attempt was made to count the families of Hammond, East Chicago, and Whiting. For the year 1899 the great improvement going on in the county was road-making. Some of the roads were called gravel, and others stone roads. Before this year eleven miles of gravel road had been made in Hobart township. The following paragraph is quoted: "Cost of different roads: In Hobart township, 1st gravel road, $36,990, 2d, $21,990, 3d, $36,990, making in all for Hobart, $95,970. In North township, the Bradford roads, $124,500. In Ross, $71,485. In Cedar Creek, $47,540. In Calumet, $42,988. In St. Johns and Center, $167,500, and in Center, the Jenkins road, $12,900, in all for St. Johns and Center roads, $180,400. Grand total for roads in the seven townships, $562,883, or a little more than half a million of dollars." These were not all completed till 1900. Around the public square in Crown Point was laid a walk of sandstone, the stone ten feet in length, five in breadth, and six inches in thickness, the walk costing $11,000. The Nineteenth Century closed upon a certainly prospering, enterprising community in this county of Lake. In 1899 one more railroad was constructed running from Griffith to Lake Michigan and then westward, called the Griffith & Northern. This is a freight road and made no towns. In Tune, 1901, work was commenced in the northeast part of the limits of East Chicago, miles away then, however, from its factories and stores and dwellings, for new industries, especially for a large, independent steel mill, which was to furnish employment, when in full operation, for one thousand men. In July, when the locality was first visited by this writer, about one hundred and fifty men were at work grading the ground for streets and for buildings, and breaking the ground for a new city. It was an interest-ing sight. This record was made in August, 1902: "A large mill building has been erected called The Inland Steel Mill, and on Monday, August 11, 1902, the wheels of the big mill were started to receive the first iron of the rolls; A well sunk by the Inland Mill people 276 feet deep will furnish abundance of good water. Indiana Harbor is already a town, almost a city of itself. Its future none can foresee, but it promises now, when its mill work is all in operation and its harbor constructed, to make East Chicago one of the great lake cities of Indiana" Indiana Harbor, as this part of East Chicago is called, is rapidly making good the promise of 1902. Since February 20, 1904, electric cars have been running between the two divisions of the city. To one who saw cities try to grow in northern Indiana sixty-seven years ago, and saw them fail, it is amazing to see how cities now spring up and grow. Electricity is a great agent now. Money and energy, steam and electricity, are doing much for Lake county in its rapid advance among the counties of the State. In 1903 yet another road was completed as far as Griffith, the Chicago, Cincinnati & Louisville road, which promises to be an important thoroughfare when its trains can reach Chicago: It has made the village of Merrillville, which had waited long, a railroad town, and may yet add quite a little prosperity to Griffith. Besides the sixteen roads named, most of them important roads of the country, there are six short lines within the county as given by the State Board of Tax Commissioners for 1903. These are: Chicago Junction, length three miles, fractional parts omitted; East Chicago Belt, five miles; Indiana Harbor, nearly five miles: South Chicago & Southern, seven miles; Standard Oil Company, fourteen miles; Chicago. Lake Shore & Eastern, eight miles: making, according to that report of the State Board, miles of main track in Lake county, 324.28. and of side tracks, 194.55. Lake county has many more miles of railway than any other county in Indiana. According to the United States census the population of Lake county in 1900 was 37,892; the population of Hammond was 12.376; of Whiting 3,983; and of East Chicago, 3,411. The population of Whiting may still be placed, in round numbers, at 4,000; and that of East Chicago, which includes within its limits that new locality called Indiana Harbor, may also be placed at 4,000. It thus appears, by consulting a county map, that more than twenty thousand of the inhabitants of the county live within five miles of the southeast limits of Chicago. According to a state authority the number of voters in the county in 1901 was 11,162, of these 16 being colored men. The Old Settlers' Association, of which mention has been made, was organized at the court house in Crown Point, July 24, 1875. The first public meeting was held at what was the old Fair Ground, September 25, 1875. September 14, 1876, the annual meeting was held at the same place. September 15. 1877, on account of rain, the meeting was held in Cheshire Hall. September 10, 1878, after the public exercises connected with laying the corner stone of the new court house, the fourth meeting was held at the old Fair Ground. In 1879 the Association met in the then new Fair Ground. In 1880, met again in Cheshire Hall. In 1881 and 1882, met in Hoffman's Opera House. In 1883 and 1884 at the Fair Ground. Since 1884 the annual reports of the Historical Secretary have been printed every five years for the members of the Association and other citizens of the county. Sixteen of these reports are now in print, four more will this year be in writing, and these, if continued on, will furnish, it is supposed, quite an amount of information for the historian, whoever he may be, of 1934. It is probable that no other county in Indiana has so full historic records. At the annual meeting in August, 1903, the name of the Association was slightly changed. The "s" was dropped from the word "Settlers" and the word "Historical"' was added, so that the name now is THE OLD SETTLER AND HISTORICAL ASSOCIATION of Lake County, Indiana. It is expected that the Association will have a room before long in which to preserve records and relics. An account has been given of the anniversary meeting of 1884. At the annual meeting in 1889, when East Chicago and Whiting, now thriving cities, were starting into existence, the following address was delivered to the children present at the Fair Ground; and believing it to be of interest to the children of the families where this book will come, it is repeated here: "Beloved children, representatives of the descendants of the pioneers of Lake, some of you grandchildren and great-grandchildren of those pioneer settlers whose names have already, in the annals of Lake. Income historic.- representatives also to-day of some three thousand children in our county, it is my privilege to speak to you for a few moments in regard to the heritage which those pioneers and early settlers, with others who have come among us. have left and will leave for you and those whom to-day you represent. "My subject is. Our Heritage to the Children. I am to represent therefore those men and women, venerable in age, a few of whom yet remain among us, who have come down to us from a former generation. As in their name and in their behalf, and in behalf also of pioneer children, who are now between sixty and seventy years of age, I am to speak to you to-day. ''We are leaving, we are to leave you, this county of Lake with its present great resources. We found it almost a wild. We shall leave it to you a wealthy portion of this great commonwealth of Indiana. 'Whether or not the Indians succeeded the Mound-Builders here, I do not certainly know. But I do certainly know that we took possession of Indian hunting grounds; of Indian homes. When the pioneers came they found here Indian trails and dancing floors, Indian gardens and burial grounds, Indian ponies and Indian life. I have been in an Indian canoe on the Lake of Red Cedars, have seen them eat and trade; and there are those yet among us who have seen them in their wigwams and on their hunting grounds. We came next to the Indians here. And almost a wild, so soon as they were gone, were these five hundred square miles of land and water. We found here the prairie and the woodland, the lakes, the marshes, and the streams. These were then free and bridgeless streams. We have put bridges over them all. The only obstructions, the only dams then were made by the beaver. We have built dams and erected mills. The musk-rats made their homes in the marshes. We have turned many of these into meadows and corn-fields. On the southwest of Cedar Lake, where over a large area the sand-hill cranes waded, where the largest boats of the lake passed, and the best fishing ground was found for the large pike, we have made dry land. "Through the great Kankakee Marsh, where lived the muskrats and the mink, where the wild geese made their nests, we have cut long ditches with steam dredges and have opened up thousands of acres for pasturage and farming. We have fenced up all the once wild prairie, and now, where the deer bounded and the wolves galloped leisurely along, where the cranes 'danced' on the high areas and the prairie hens had their nests undisturbed, where the wild flowers of such rich beauty grew, there are orchards and gardens and barnyards and dwelling houses, and the wild life of the prairie is no more. We have planted twenty-five towns and villages where were only Indian wigwams and gardens. We have built forty-eight churches and one hundred schoolhouses. We have dug some three thousand wells of water. In the early times, in a dry season, it became sometimes needful to steal water. One spring on the west side of Cedar Lake supplied at one time nearly all the families around the lake. What the Indians did for water in the dry season I know not. They left very little. We found only nature here: but we shall leave to you the marks of white men on this soil which no coming years will erase. Lake county has been made first in the state of Indiana in railroads, first in exporting beef to foreign markets, first in the great oil refinery now in process of erection at Whiting, first in organized Sunday-school work. And it has been placed among the first in exporting hay, raising horses, in the general prosperity and intelligence of the people. There are now some eighteen thousand people, about one-half living in the twenty-five towns and villages, and the other half, nine thousand, on the rich and well cultivated farms. "Now, all these farms and orchards and pasture lands, all these towns and villages, all these manufacturing interests and industrial pursuits, all the material results in our public school and Sunday-school work, all this civilization and prosperity attained since the moccasined Indians ceased here to tread, we shall leave as a heritage to you, the children of this generation. Instead of succeeding Indians, who left only trails and dancing floors and burial places, you will succeed a generation of busy workers, of intelligent white people, who will leave you wagon roads and railroads, bridges and fences, and the results of the outlay of a large amount of money and labor making what we call fixed capital in the land. The property in Lake county was assessed for taxes in 1888 at nearly nine and one-half millions of dollars. Do you see how differently you will enter upon life compared with your pioneer ancestry? You will have no court-house, no public buildings to erect, few churches and few schoolhouses to build, no prairie sod to turn over and subdue, few fences to make, few houses to build. All these things have been done for you by those who struck the first blow here with the axe, erected the first log cabin, built the first bridge, constructed the firsv mill, made the first brick, sowed the first wheat and oats, and reaped the first harvest. "Can you see, beloved children; and through you I speak as to the three thousand, can you see how much has been done for you by the two generations that have gone before you here? Some have worked in one line, some in another. They have all helped to furnish for you a rich, a valuable, and, as earth is, even a glorious inheritance. Soon it will all be yours, for rapidly we are passing away. "SHOW YOURSELVES WORTHY OF THIS INHERITANCE." Since this address was delivered to the children in 1889, those who have read a few preceding pages have seen that the heritage for the children has very largely increased, more than half a million dollars having been invested in improved roads, a hundred thousand dollar court house having been built and furnished at Hammond, the assessed value of the property in the county having reached the sum of twenty-one and a half million, and the county auditor's report for January 1st, 1904, showing receipts for 1903 with balance then on hand of about one million dollars. And now the question comes up: Who were the men of the past generation who seventy years ago began to lay foundations here, and who for twenty, thirty, forty years, toiled on, amid privations and discouragements, to furnish for us the inheritance which we all now enjoy? Shall we not honor their efforts, and count their names worthy of lasting remembrance? For the names of some of these men, all of whom have passed from the activities of life, see in another chapter short memorial sketches. Churches, School Houses, Banks. The first church buildings erected in the county were a Methodist church on West Creek and a Roman Catholic chapel near the present St. John, date of both, 1843. In 1872 there were twenty-three church buildings, one only being north of the Calumet, the Lutheran church at Tolleston. There are now: In West Creek township three; in Cedar Creek five; in Winfield four; in Center eight; in Hanover three; in St. Johns four; in Ross two; in Hobart nine; in Calumet two; and in North twenty-six. In all sixty-six. Of schoolhouses there are one hundred and twenty, and of teachers two hundred. Of banks there are: In Crown Point two; Lowell has two: Dyer one; Hobart two; Hammond three; East Chicago two; Whiting two. Total number fourteen. The capital invested in most of these banks is owned by residents of the county. Of the Lake County State Bank of East Chicago, Potter Palmer, Jr., is a director, vice president, and cashier, and probably a large owner of the capital, which is advertised to be fifty thousand dollars. A FEW MORE PARTICULARS. So far as surface water was concerned the county was originally well watered. While not a region of rocks and rills, of springs and streams of crystal water, there were marshes in abundance and some flowing springs, which in the pioneer days usually furnished a supply for all the domestic animals. In these hundreds of marshes usually lived some muskrats, some little fishes, and one or two pair of wild ducks. Shallow wells were dug near the marshes or in low places which furnished drinking water for the families. But dry seasons came, marshes began to be dry, the muskrats even, were driven by thirst and hunger to the houses and stables of the settlers, and the cattle were driven to the central lake and to the large streams once a day for water. The surface wells also gave out, as dry seasons came and the draining of marshes was commenced, and deeper wells were dug and walled up with brick; and at length wells were driven or bored, so that now on every large farm there is a well of some depth, a windmill to work the pump, and a good-sized tank to hold the water. These windmills are pic-turesque as well as useful. Without them it would seem almost impossible for the farmers to keep such large numbers, as now they do, of domestic animals. There are yet a few, comparatively, of valuable living springs in the county, four or five of these furnishing a large flow of water; and there are a very few artesian wells. The cities of the county can obtain water in pipes from Lake Michigan; and the larger inland towns have "water-works." Many of the town families have their own wells and cisterns. The water in every part of this county, where they who use the water have wells, is generally good. In regard to wells of water, there have been found some peculiar and interesting facts in the county. Along the line of the Grand Trunk Railroad west of Ainsworth is the Adams' neighborhood. I quote a sentence: "There is a strip running across that neighborhood, about three miles long and eighty rods wide, where good water can be obtained at a depth of from sixteen to eighteen feet. On each side of this narrow strip it is needful to go about forty feet to obtain water." Other peculiarities have been found. The county now known as Lake was "erected out of the counties of Porter and Newton" January 28, 1836, and by act of the Legislature, January 18, 1837, it was declared to be an independent county on and after February 16, 1837, the day on which the writer of this was eleven years of age. At the first meeting of the first board of County Commissioners the county was divided into three townships, North, Center and South, each extending across the county from east to west. This meeting was in April, May 9, 1839, the Commissioners divided the original south township into three townships called West Creek, Cedar Creek, and Eagle Creek townships, from the names of the creeks running through them from north to south. In 1843 Winfield township was set off from the original Center, named, it is supposed, after General Winfield Scott. June 8, 1848, the Commissioners took off a large strip from the north part of Center township, and organized St. Johns township and Ross town-ship, the latter taking its name from our earliest farmer settler, William Ross, a settler in 1833, and the former, probably, from John Hack, the first German settler. Whatever may have been the boundary lines of the original north township of the county, boundaries were fixed September 5, 1849, for North township, which boundaries give that township as laid down on the map of Herbert S. Ball in "Lake County. 1872." That map shows the ten townships as they were from 1853 until the Calumet township was organized. June 8, 1853. Hanover was taken off from Center by the Commissioners and made a separate township. The present Center township was therefore left as it now is, in June, 1853. Hobart township was at first formed September 5, 1849, but its boundaries were slightly changed December 6, 1853, and the township then included the sections as shown in the county map in "Lake County, 1872," the north part not extending beyond the Little Calumet River. March 9, 1883, its territory was again changed, sections 1 and 2 in township 35 being given to it from Ross township and its west line, running on the west side of section 2, was extended up to Lake Michigan, its east boundary line following the county line up to the lake. It was thus made five miles in width and eight miles long. A strip five miles in width, on the west side of the old North township., was then made a new division of the county, called North township; and between that and the new township of Hobart, a strip of territory six miles in width extending from the north line of township 35 to Lake Michigan, was made a new township and called Calumet. As this took three sections away from Ross, the village of Ross is no longer, as it originally was, in Ross township. The three original townships of the county have now become eleven, there having been no other changes since 1883. RED CEDAR LAKE or the LAKE of the RED CEDARS, or as more commonly called in Lake county and by the railroad officials, plain CEDAR LAKE, has some interesting special history. In its original wildness it was beautiful. Job Worthington of Massachusetts, who spent a summer and a winter there in 1837 and 1838, said years afterwards that he had thought of it by day and dreamed of it by night, as one of the most beautiful places that he had seen; and as late as 1879 Colonel S. B. Yeoman, of Ohio, who was deciding upon a line of railroad to run across Lake county, is reported to have said that whatever interests in other parts of the county might be affected by the location to be made. Cedar Lake was "too beautiful to be left out, promising too much as a pleasure resort." So the proposed road was laid on the west side of the lake, adding nothing, however, to its beauty, and a pleasure resort it did indeed become. Solon Robinson spoke of the lake as being in 1834 very attractive to claim-seekers. Charles Wilson in that summer laid a claim on the west side, on section 27. This soon passed into the hands of Jacob L. Brown, and by him the claim was transferred to Hervey Ball for $300. So says the Claim Register, date July 18, 1837. The family tradition adds, "in gold." This was much more than the claim was worth, but it was then considered one of the most desirable locations in the county. For some twenty-three years this place remained in the possession of the Ball family and was one of the prominent religious, educational, and literary centers until the pioneer days had ended. Its church, its school, its Sunday-school, its two literary societies, were second in influence to none in the county. After the first settlers: the Brown, Cox, Nordyke, and Batton families sold their claims, the neighborhood which was to continue for many years was formed in 1838 by the four families of H. Ball, H. Sasse, Sr., H. Von Hollen, and Louis Herlitz; and of these, the last, of the older members of the households, known as Mrs. H. Van Hollen, has lately passed away, eighty-seven years of age and having lived in the old home for sixty-five years. Younger members of the Herlitz family yet remain on what was at first the Nordyke claim, bought from that genuine pioneer sixty-five years ago. On the east side of this lake claims were located and settlements made in 1836 by members of the large Taylor families, of whom the men then in active life were four, Adonijah and Horace Taylor, brothers, and Dr. Calvin Lilley and Horace Edgerton, sons-in-law of the father, Obadiah Taylor, then quite an aged man. Records of this family will be found among memorial sketches. These families gave considerable attention to saw-mill building and to fishing. On the southwest side of the lake were the two regular fisherman families of Lyman Mann and Jonathan Gray. They soon left that side of the lake. A PLEASURE RESORT. From the very first of the settlements in the county this lake had been a favorite place to visit for fishing and recreation by small parties from the growing neighborhoods; but after cars commenced running on the new7 road in the spring of 1881, that it would become a large pleasure resort was evident. In April, 1881, Captain Harper, a Lake county man, who had learned to manage a boat on Lake Michigan, put a small sailing vessel on this lake. It would carry about twenty passengers. Excursion trains soon commenced running, many row boats were put on the lake, many improvements to accom-modate pleasure seekers followed, a seven hundred dollar steamer was put on the lake in 1883, and one worth twelve hundred dollars in 1884. Other sail boats also came into use. As early as 1884 about two hundred boats of different kinds were on the waters of this lake, and from three to five thousand people would sometimes be visiting the lake in the same week. Since then buildings have been erected on both sides of the lake and every summer there are thousands of visitors. Almost entirely in these later years has that Lake of the Red Cedars been given up to the devotees of pleasure in the summer time, and in the winter to the ice business when busy men fill the Armour and other large ice houses. REMAINS OF MAN. Before taking final leave of this lake there is one more item of interest to be recorded. On the first day of October 1880, two young men, Orlando Russell and Frank Russell, commenced excavations for a mill foundation. The spot they had selected was a beautiful grassy knoll, a very sunny spot, a few feet higher than the sandy lake beach, sloping slightly in every direction. It had been, the summer before, a camping ground for many days and nights of a pleasure party, who did not dream as they reposed upon that turf, what dust was slumbering a very few feet beneath their heads. When on that October morning the work of excavation commenced an unexpected discovery was made. It was found that the top of that mound was artificial, so soon as the surface soil was removed, and as the plowshare cut into the second layer of earth it struck a mass of human bones, evidently entire skeletons, until the plow reached them, of human beings and in a good state of preservation. As many as twenty skeletons were taken out from a small space of ground, and a tree, under the very roots of which some of them were found, gave evidence that they were buried there, apparently in one promiscuous heap, two hundred years ago. LARGE LAND HOLDERS. In 1872, about twenty years after railroads began to cross Lake county, the following areas of land were held by the following named persons: Non-residents of the county: Dorsey & Cline, about 12,000 acres: Forsyth, 8,000; G. W. Cass, 9,577; J. B. Niles, about 1,800; Dr. Hittle, 1,200; D. C. Scofield, 1,000. Residents: A. N. Hart, 15,000; J. W. Dinwiddie estate, about 3,500; Wellington A. Clark, 1,320. In all, 53,500 acres. Calling the area of the county, wet land and all, five hundred sections, the Claim Register says: "This county contains 508 sections of land, about 400 of which are dry, tillable ground" and considering each section to contain 640 acres, there are, then, in the county 320,000 acres: and. according to the figures given above, in 1872 the representatives of only ten families held one-sixth part of the area of the county. Thirty years have made quite a change in those ten families, and all those tracts of land have been more or less divided up. The Lake Agricultural Company, President W. R. Shelby of Michigan, still holds quite a portion of the G. W. Cass land, and William Niles, Esq., of La Porte, still holds quite a large amount of the J. B. Niles land. The other tract of land now held by non-residents lies on Lake Michigan cornering on Tolleston, comprising about 4,000 acres. Real owners unknown. SOLDIERS OF LAKE COUNTY. Some mention is justly due, beyond what has yet been made, of the men and young men, some of them scarcely more than boys, who so readily left their homes, "To march o'er field and to watch in tent," to fight for their country, and perhaps to die. But of the more than a thousand that probably went from the "Homes of Lake," and of the two hundred or more that never returned, of only a few can memorials be recorded here. There are on one Lake county roll, taken from Volume VIII of the Ad-jutant General's Report, the names of nineteen who died, members of Company G of the Twelfth Cavalry; nineteen who were members of Company B of the Twentieth Regiment; of twenty who were in Company A, Seventy-third Regiment; and twenty members of Company A of the Ninety-ninth Regiment. The following are some records concerning a few. Were the material ample it is evident that some selection must be made or the war record alone would make a quite large volume. Colonel JOHN WHEELER. Born in Connecticut, February 6, 1825, spending the years of youth and early manhood in Ohio, married in 1846 to Miss Ann C. Jones, a daughter of John D. Jones, himself the son of Johnson Wheeler, who was the father of seven children, in 1847 the Wheeler and Jones families becoming residents in Lake county, the home of John Wheeler was for about six years in West Creek township. In 1853 he was appointed or elected county surveyor, holding the office for three years. For the next four years he was associated with Zerah F. Summers in editing and publishing the, Crown Point Register. In 1861 he raised a company of one hundred men, was chosen Captain, his company becoming a part of the Twentieth Regiment of Indiana Volunteers. February 16, 1862, he was commissioned Major, and in March, 1863, Colonel. "In July, as Colonel of the Twentieth Indiana Regiment, he led his veteran troops on that bloody and decisive field of Gettysburg, and there fell on July 2d in the slaughter of that terrible conflict." Colonel Wheeler's line of genealogy, traced backward, is the following: His father, Johnson Wheeler, who removed from Connecticut to Ohio in 1824, and who became a resident of Lake county in 1847, was born in 1797 and was the son of Johnson Wheeler, born in 1754, who was a son of Samuel Wheeler and Ruth Stiles Wheeler, born in 1712, who was a son of John Wheeler, born in 1684, who was a son of John Wheeler, of Woodbury, who died in 1704, date of birth not known, who was a son of John Wheeler, who settled in Fairfield, Connecticut, in 1644, and had resided in Concord before 1640. Date of migration from England not known. Ruth Stiles, wife of Samuel Wheeler, and so the great-grandmother of Colonel Wheeler, was a daughter of Benjamin Stiles, of which New England Stiles family Dr. Stiles of Yale College was a member; and as Dorcas Burt, of the noted Burt family of Springfield, Massachusetts, in 1658 was married to John Stiles of this same family of which Dr. Ezra Stiles was a member, the probability is that Ruth Stiles was a descendent through Dorcas Burt of Henry and Eulalia Burt, who came from England also "before 1640." To one who traces lines of genealogy, it is singular how many of the earliest New England families have been, in some generation, connected by marriage. And that those first early families should have intermarried is natural. One line from that same Henry and Eulalia Burt goes down to that noted man, Grover Cleveland. It is certain that there were eight Burt daughters who were married and had many descendants, and it is claimed that there were eleven sons. No man can choose his ancestry; and no man can be sure of what sort will be his descendants. STILLMAN A. ROBBINS. In marked contrast with the foregoing record of one who had led veteran troops in brilliant and bloody battles, is placed a memorial of a soldier youth. It is copied from a publication of 1864. "Died. In Huntsville, Alabama, July 18, 1864, Stillman A. Robbins, of Company G, Twelfth Indiana Cavalry, aged 22 years and 8 months. There are those who recollect, a few years ago, a bright little boy, deeply interested in mastering that key to knowledge, the magic alphabet; then, in early boyhood, leaving the sports of other children, and stealing away by himself with his favorite books, treasuring with care a neglected Sunday-school library; then in the academy the attentive scholar, winning the love of teachers and classmates by obedience and politeness; and soon again in the business of life with a mechanical taste becoming a skillful engineer; and they saw in the child, the boy, and the man, a characteristic nobleness, manliness, and energy, that ever attracted attention, and won respect and love. "In November, 1863, when returning after a five months' absence the young engineer finding a cavalry company recruiting in his neighborhood, after spending but a few hours under his parents' roof, enrolled himself as a volunteer. "Soon after the organization of the regiment he was detailed as clerk in the adjutant's office, where he soon won the confidence and esteem of all the officers in the regiment by his attention to business and soldierly conduct. At Huntsville he was again detailed as chief clerk in the provost marshal's office, which position he filled for a month with great credit, when he was taken with a fever from which he was just recovering, when a hemorrhage suddenly closed his career. "He sleeps where 'southern vines are dressed above the noble slain,' none the less a martyr to his country than if he had wrapped his colors round his breast in some blood-red field of battle; and there is no nobler grave than that of a patriot soldier. His loss was deeply felt by all the regiment-'talk not of grief till you have seen the tears of warlike men'-but who shall speak of the loss to those parents who had given up their two brave boys, their all, without a murmur, to their country?-C. Ball." The writer of the record just copied was Lieutenant CHARLES BALL, himself a member of the Twelfth Cavalry, who "was, detailed to serve as a staff officer, and was appointed sergeant-major," a position which "kept him generally at the headquarters of the regiment." He sent to his Cedar Lake home very interesting letters, but they are too lengthy to be reproduced here. Some of them are in a publication called "The Lake of the Red Cedars." One incident only will be given here of his many experiences. There was assigned to him at Huntsville a somewhat dangerous duty. He had taken from his home the best horse for cavalry service that he could find, a^good and easy traveller and very hardy. "Mounted on this hardy and faithful animal the sergeant-major started from the headquarters and passed out of Huntsville alone to carry orders. He knew not what moment the aim of a concealed foe would be upon him, but proceeding upon a gentle gallop, he slacked not rein nor did his trusty steed break his pace, till a ride of about twenty miles was accomplished." It had not the excitement of Sheridan's famous ride, but perhaps it was more dangerous. MILES F. MCCARTY. Another member of the Twelfth Cavalry was Miles F., usually called Franklin, McCarty. He was the third son of Judge Benjamin McCarty. of West Point, a member of a pioneer family of La Porte, of Porter, and of Lake counties. He was talented and ambitious. He had capabilities which would have developed nobly under favorable circumstances, but by some means he was not in the line of promotion. He was taken sick at Nashville, or on the way there: and died at Nashville, May 27, 1864. His death was more than usually sad. Four members of Company G died at Nashville. GEORGE W. EDGERTON. Of two members of Company B who fell at Gettysburg with their Colonel on that bloody field, July 2. 1863, one was George W. Edgerton, a member of a true pioneer family and a young patriot soldier. He was a son of Amos Edgerton, a grandson of Horace Edgerton, and was connected with the large Taylor family of pioneers of East Cedar Lake. He was a promising youth, and his loss, like that of thousands of others, was a great grief to a fond mother who has herself long since passed to the peaceful shore. Her son fell in one of the greatest decisive battles of the world. M. GRAVES. Another youth whose life was given for his country was M. Graves, son of Orrin W. Graves, of West Creek. He was a member of Company A, Seventy-third Regiment and died at Nashville, December 16. 1862. He was a mild and pleasant boy, too young to bear the exposures of a soldier's life. Nashville seems to have been a fatal place for our soldiers. The record states that of the Seventy-third there died at Nashville Lewis Atkins, November 22, 1862; Eli Atwood, November 29, 1862; E. Woods, November 29, 1862; Albert Nichols, December 1, 1862; John Childers, December 3, T862; William Frazier, December 15, 1862; A. Lamphier, January 7, 1863; James Roney, February 8. 1863; L. Morris, April 30, 1863; T. W. Loving, September 30, 1863; of the Twelfth Cavalry, W. M. Pringle, November 4, 1864; William Harland, January 8, 1865: William Stinkle. February 1, 1865; besides M. F. McCarty and M. Graves, specially named. Captain ALFRED FRY. Among those who returned from Mexico in 1848 was Alfred Fry of Crown Point, fifteen years older than when he first became a soldier, who enlisted as a private July 26. 1862, and was mustered into the service of the United States as Orderly Sergeant of Company A, Seventy-third Regiment of Indiana Volunteers, August 16, 1862. September 1st of the same year at Lexington, Ky., he was commissioned Second Lieutenant of Company A. The regiment returning to Louisville he was as-signed to the position of Brigade Commissary. December 2d he was commissioned First Lieutenant and engaged in the battle of Stone River. He was under fire for six days. January 19, 1863, he was commissioned Captain of Company A. His regiment was assigned to Colonel Streight's brigade and surrendered in May, 1863, in that disastrous attempt of about fifteen hundred men to pass through North Alabama to Rome, in Georgia. Captain Fry's narrative of the treatment the officers of the Seventy-third Regiment received, after they had surrendered on honorable conditions, was published in full in "Lake County, 1872," and presents a very dark picture of man's inhumanity to man. For one year they endured the horrors of Libby Prison, and for about one more year were removed from one prison pen to another. Finally they were paroled, February 14, 1865, and in March entered the Union lines. Captain Fry was in a few weeks exchanged, returned to his company, then in Alabama, was discharged in the summer with his regiment, and became again a resident of Crown Point, where he continued to live, engaged in the peaceful pursuits of life, until 1873. Captain JOHN M. FOSTER. Of Company G, Twelfth Cavalry, John M. Foster became Captain, promoted from First Lieutenant. His brother, Almon Foster, was the first captain. They were sons of Frederick Foster, of Crown Point, and brothers of Mrs. John Pearce, of Eagle Creek. Unlike the infantry regiments, the Twelfth Cavalry was sent into no great battles and the officers and men had no opportunity to gain promotion through deeds of valor; but the regiment performed a large amount of cavalry service. Colonel Karge, of the Second New Jersey, who commanded in the course of the war several different regiments, is reported, in a letter written June 11, 1865, to have said that the Twelfth Indiana was the best regiment he ever commanded. After the war closed, Captain Foster returned to Crown Point and engaged again in the peaceful pursuits of business life. Sons and daughters grew' up in his home. He was a worthy citizen; was quite successful in business: and lived until February, 1893, rejoicing in the prosperity of a united nation. As this cavalry regiment gained no distinguished war honors, as the infantry regiments did, it seems just to quote a few statements from the report of the Adjutant General of Indiana, see Vol. Ill, showing that its members accomplished a large amount of soldier work in various ways, in North Alabama, in Tennessee, in South Alabama and Florida, and over many hundreds of miles of southern territory. Out from Huntsville as a center the men "were employed very extensively in fighting and ridding the country of guer-rillas and 'bushwhackers' in which numerous skirmishes and engagements were fought." In September, 1864, the regiment was removed to Tullahoma, Tennessee, and there constantly employed against General Forrest's forces. They went to South Alabama and into Florida, fighting, skirmishing, doing different duty from what infantry could do. "The regiment was highly and specially complimented by Major General Grierson, in a letter to Governor Morton, for its gallant conduct and military discipline." No one reading the full report of the Adjutant General could reasonably think that the members of Company G failed to do their duty. As to what to do a soldier has little choice. Captain DANIEL F. SAWYER. Officers as well as men in the ranks fell victims to the sickness incident to camp life and to climate. Daniel F. Sawyer, the first captain of Company A, of the Ninety-ninth, was taken sick and died in Mississippi, and was succeeded in command by K. M. Burnham. Captain Sawyer was from Merrillville, and his body was brought home and laid away to sleep in the Merrillville cemetery. Lieutenant JOHN P. MERRILL. One of the sons of Dudley Merrill, of Merrillville, John P. Merrill was born October 13, 1843. on August, 1862, he enlisted in Company A, of the Ninety-ninth Regiment, and in October, 1864, was promoted from the office of Sergeant to that of First Lieutenant. He returned home in June, 1865, and became a merchant. In 1867 he was married to Miss Martha T. Randolph. He was for many years Trustee of Ross township, and at length, having been elected County Treasurer, he removed to Crown Point. Spending several years of life as an active., useful citizen of Crown Point, he died there suddenly "at 5 o'clock Sunday evening, February 21," 1897. Immediately following the record of his death is the following record: "Captain W. S. BABBITT was born in Vermont, December 19, 1825. When eleven years of age he went to sea. Sailed five times around Cape Horn and made three voyages on a whaling vessel. Came to Ross township in 1854. Was a soldier in our army in that great conflict, and died, at Crown Point, on the next day, February 22, one of our national anniversary days. Age, 71 years." The "next day" in the record here quoted means the day after the death of Lieutenant Merrill. Like him he was Lieutenant in Company B, of the Twentieth, but was transferred to Company C and was promoted Captain. He also removed to Crown Point, where he spent with his family the later years of his life. He did not forget God in the days of peace, of whom he could say as king David once said, "Thou hast covered my head in the day of battle," but was an active member of the Methodist Episcopal church. Such are a few brief memorials of our loyal and gallant soldier dead. There were many others, perhaps not quite so well and widely known as these who were equally dear to their special kindred and friends, and of these others a small volume of memorials might be collected. Of the Twelfth Cavalry there fell in battle or died, at New Orleans, Henry Brockman and Sidney W. Chapman; at Kendallville, Charles Crothers, Fred Kable, and Albert Moore; at Vicksburg, Jacob Deeter; at home, R. L. Fuller, F. S. Miller, William Stubby, and Ezra Wedge; at Starkville, Ephraim E. Goff; at Huntsville, M. Hoopendall; at Michigan City, A. McMillen: making with those elsewhere named sixteen of whom no memorials are here given. But their names will live and their deeds are on record. Of the Twentieth, Company B, there fell in battle or died, Horace Fuller, Wilderness; Lawrence Frantz, Spottsylvania; John Griesel, David Island; M. Hafey, Pittsburg; C. Hazworth, ----; William Johnson, Petersburg; Albert Kale, Camp Hampton; William Mutchler, Camp Smith; P. Mutch-ler. Washington; James Merrill, Wilderness; S. Pangburn. Andersonville: C. Potter, ------- ; D. Pinkerton, -------; J. Richmond, Gettysburg; John F. Farr, Washington; Isaac Williams, Charles Winters, City Point. Seventeen names without memorials. Of the Seventy-third, Company A, the names not already given in the Nashville list are these: John H. Easley, Stone River; R. W. Fuller, Indianapolis; J. M. Fuller, Gallatin; I. W. Moore, M. Vincent, Gallatin; John Maxwell, Scottsville; C. Van Burg, Bowling Green; E. Welch, Stone River; S. White, Blount's Farm. Nineteen names in all of this company, with no memorial sketch. Of the Ninety-ninth, Company A, the names are: O. E. Atkins, D. T. Burnham; J. Bartholomew and H. H. Haskins at Andersonville; J. D. Clinghan at Huntsville ; H. A. Case at La Grange; James Foster and James Horton at Atlanta; R. T. Harris and T. C. Pinnel at La Grange; John Lorey, Adam Mock, N. Newman, at Black River; Corydon Pierce at Washington; Albert Robbins, a brother of Stillman Robbins of the Twelfth, dying August 6, 1864; J. Schmidt, Indianapolis; and J. Stickleman, A. Vandervert, and M. Winand, the last one dying "at home," December 11, 1864. Of this company are also nineteen names. Seventy-one names are thus here given following the eleven memorial sketches. Patriot soldiers all. This writer gives no sketches of the living. A SOLDIER'S MONUMENT. In 1903 the citizens of the three southern townships, Eagle Creek, Cedar Creek, and West Creek, including as quite central the town of Lowell, determined to erect a monument to perpetuate on lasting stone the names, if not all the deeds, of their brave sons who engaged in the great conflict which commenced in 1861. It is understood that the monument is to cost three thousand dollars, the money mostly, perhaps all, raised by the efforts of the public-spirited women of those townships. It is to stand on the public square at Lowell. (Fom the book "Encyclopedia of Genealogy and Biography of Lake County, Indiana" by Rev. T. H. Ball, Back to the HISTORY index Return To The Main Lake County ©2006 Genealogy Trails	<urn:uuid:7eafbfd8-ed02-4bb8-915a-add71ab8bf29>	{ "date": "2015-10-06T18:30:52", "dump": "CC-MAIN-2015-40", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443736678979.28/warc/CC-MAIN-20151001215758-00196-ip-10-137-6-227.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9828045964241028, "score": 3.3125, "token_count": 18380, "url": "http://genealogytrails.com/ind/lake/therailroadperiod.html" }
2013 Spring Term The course examines the processes that lead to different types of volcanic activities, role of volcanism on development of continents, oceans, and atomsphere, and its various impacts on the biosphere on planet earth. Volcanism on other planets and satellites within the solar system will also be explored. Special emphasis will be place on volcanoes as major economic resources and potential alternate energy sources. Other Requirements: PREREQ: GEOLGY 100 OR GEOLGY 101 There are no sections offered for this course and term that meet your criteria.	<urn:uuid:cc921a15-db5f-4d8f-b4de-4e87980955d8>	{ "date": "2014-11-20T20:43:23", "dump": "CC-MAIN-2014-49", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416400372202.67/warc/CC-MAIN-20141119123252-00048-ip-10-235-23-156.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.8819403648376465, "score": 2.8125, "token_count": 114, "url": "http://courses.uww.edu/2131/undergraduate/GEOLGY/203" }
Archives and Research Introducing Undergraduates to Manuscript Research For over twenty years the history department at Haverford College has required all undergraduate majors to take a junior year course called the Seminar on Evidence. In it they each undertake two investigations, one of an artifact, the other, and the more important one, producing a scholarly edition of an unpublished manuscript. At first this counted only as half a semester course, but it has become a regular course, an important component of the major program. (The early years of this endeavor were briefly described by John McKenna in "Original Historical Manuscripts and the Undergraduate," Perspectives, March 1978). It is now a large fall semester class, restricted of necessity to history majors, involving close collaboration between the whole department and an excellent, enthusiastic library staff. (For a more detailed report of this project featuring the role of reference librarians, see Margaret Schaus, "Hands-on-History," College and Research Libraries News (1990). Each fall reference librarians respond to questions like: "Who was Mrs. H. Orr-Ewing and how did she know Japanese crown prince Akihito?" "Why would people have needed a darning egg with a tight fitting metal ring?" "Can I get copies of an abolitionist newspaper published in Kansas?" "How can I find out about the introduction of merino sheep into the United States?" The seminar itself originated in 1969 in part in response to a student revolt against the traditional comprehensive examinations, and in part from the faculty's desire to introduce the students to the real excitement of archival research. The artifact assignment, the lesser of the two projects, was intended mainly to show students how objects can be used for historical purposes. It turned out that the assignment had many useful side effects, including making all the majors think across a broad spectrum of the discipline (social, economic, material, cultural) and handle things that could turn out to be from anywhere in the world. Veterans of the course have donated some objects, including wooden Ethiopian cowbells and obscure medical instruments. Artifacts allow the students to exercise their investigative and deductive powers in libraries and the wider world—hardware stores, antique shops, auto repair shops, and obscure museums. Students choose their artifact from a display containing about one third more items than there are students. The only rule is that it must be unknown to the student when it is selected. The student is given the name of the donor. He or she can then ask questions about the provenance of the object, but the donors can only confirm, not reveal, the identity of the object. Combining physical evidence of the shape, material, and markings with information from the donor, students have enough clues to go to the library for old tool and antique guides, trade catalogs, and special directories enabling them to contact museum curators, dealers, and skilled craftspeople. (For artifacts as a primary source for assignment to students, see Historians/Artifacts/Learners: Working Papers, edited by Susan K. Nichols, National Endowment for the Humanities, 1982. Available as ERIC document ED 216947.) Once the chase begins, the library and special collections staff presents a class session emphasizing research strategies. Since two of the librarians are themselves trained historians, this is much more than the usual display of reference books and explanation of the LC system. Handouts summarize such mechanics of library use as locating periodicals, interlibrary loan procedures, and use of computer searches. The librarians' goals for this seminar are more numerous and far-reaching than they would be for the typical term paper assignment. Students need more than an introduction to the literature of one discipline because they must work comfortably in various fields, use a wide range of reference sources, and go beyond the usual monographs and journals to such primary sources as patent records, letters, and eyewitness accounts, and to scholars, collectors, and other presumably knowledgeable individuals. To accomplish their goals, students need a creative and flexible approach to research; they must think widely, not restricting themselves to one narrow line of reasoning, one subject approach, or one reference title. They must be willing to change direction and adjust their strategy if new evidence suggests a different interpretation or if promising leads appear in an unexpected place. The detective work involved has given the course a widespread reputation for puzzling people to the point of distraction. Students come hoping to dazzle everyone with their deductive powers, but also apprehensive of complete and abysmal failure. Both projects in the seminar end with a "show and tell" session in which students make brief oral presentations and are questioned by the faculty and each other about their research and conclusions. Under these circumstances there are great opportunities for making a name for themselves one way or another. The papers students prepare on their artifacts include description of the object, an outline of the investigative strategies pursued, and then as the main point of the exercise, historical analysis. Explanation, rather than mere identification, is the main goal of the report. The object reflects contemporary material conditions and social values, and must be made to speak for the society that fashioned and used it. What, for example, do whalebone stays from an eighteenth-century corset say about women's roles, health concerns, distinctions of social class, large-scale fishing, or fashion and the garment industry. Students have about a month to complete the first project, then move on to work on documents. Haverford is unusually fortunate for an undergraduate college in having in its library two large document collections: the Quaker Collection, containing documents relating to the Society of Friends, family papers, and journals from the seventeenth century onwards as well as other materials; the other, the Charles Roberts Autograph Letters Collection, given to the College in 1902, has grown from 12,000 to more than 20,000 items over the years. The Roberts Collection ranges over every field of endeavor from the sixteenth century on, with many important letters from major figures. Every member of the history department chooses documents for the seminar, selecting those that seem to offer something solid for students to work on. Again each fall there are about a third more documents than there are history majors in the course, so there is some range of choice for each student. Most of the documents selected are letters, but students have also worked on wills, contracts, diaries, and even a 1799 safe-conduct pass signed by Haitian leader Toussaint L'Ouverture. Over the course of the preceding year the manuscript cataloguer works closely with faculty, planning the sort of documents that might prove useful in a student search. Some promising letters may be purchased to add to current choices. Having faculty and a manuscript person fluent in several languages has allowed us to offer a steady supply of foreign language selections. This year documents in French, Russian, and German (with some Latin phrases) received scholarly editing and translation: two letters in French from the Revolutionary era, a letter from Catherine the Great, and a Reformation-era prophecy in German. A cataloguer's sharp eye assures a rich selection of future choices. Before selecting their documents, students attend an evening seminar in the library where the history faculty and special collections staff briefly introduce the documents selected. The library and special collections staff again make a detailed presentation on archival protocol, index, and reference materials for unpublished sources, and the main types of reference materials available to the scholar working on primary material. The library's bookbinder discusses paper and other physical aspects of document analysis. Special Collections staff acclimate students to the care and handling of rare materials. As they do for the artifact exercise, the librarians have prepared a written handout with lists of sources and practical illustrations of their use. When students select their documents, they receive a photocopy. The original is kept on reserve in the Special Collections, where it may be consulted for physical characteristics and checked for anything that may not be clear on the photocopy. Students then have about six weeks to complete the editorial work, which includes a complete transcription with an introduction indicating the document's provenance, physical characteristics, biographical details about the writer, and a brief explanation of the document's context and historical significance. Footnotes are used to explain all references in the letter that are not self-evident, and comment on any errors or other textual problems. In at least one case a student has proved that a letter in the autograph collection was in fact a forgery—in this case a letter purporting to be from Jonathan Swift. The history faculty gives considerable attention to reading these papers, each of which is read by at least two members of the department. One person generally reads all of them for form and consistency. Another person in a relevant field will read for content, analytical acumen, and bibliography. The department insists that this is not a typical workbook exercise in which the answers are known in advance, but a genuine encounter with historical evidence so far not available to the world at large in print. It demands, therefore, a high standard of accuracy and editorial exactness. By doing this kind of work the students are, after all, doing what professional historians do all the time, and to that extent the students are not pupils but colleagues in this enterprise. Over the years about a dozen of these papers have been published in various journals or collections of essays. (For example, from the object assignment: Michael A. Sisk, "Corn Husking Culture," Small Farmer's Journal (1988); from the document assignment, Matthew Levinger, "'No Old Man's Sorrow': A New Ruskin Letter," Burlington Magazine (1983); and Paul M. Kelly, "Thomas Kelly Encounters Nazi Germany: His Letter from Strasbourg, 1938," in J. William Frost and John Moore, eds., Seeking the Light: Essays in Quaker History in Honor of Edwin Bronner (1986) All of the papers, except for the very few which for one reason or another do not meet the basic standards set for the course, are duplicated and put on permanent file in the Special Collections along with the documents, where they become part of the scholarly record, available to others who work in the college archives. Juniors often find themselves looking up seniors who worked on documents in a similar field as theirs, pumping them for help and useful tips. Willing staff makes a difference. Handwriting alone can daunt a first time researcher while translation and transcription can produce dozens of questions from a single student over a month's time. Support from the special collections staff, their familiarity with Quaker principles and language, helps students avoid pitfalls and carry a project through to a successful conclusion. Student response to the course has been overwhelmingly positive from the beginning. In most cases it allows juniors at the beginning of their major in history to work fairly closely on very specific scholarly problems with one or more members of the department. From the faculty's viewpoint there is no doubt that it has vastly improved the level of research and writing represented in regular term papers for other courses. The very success of the course has produced problems of its own, not the least of which is the popularity of the history major. Students often are enticed by the investigation to go too far and leave little time to reflect and analyze their findings. There are often problems for undergraduates getting access to other research collections. In the three years since the library staff has joined with the history faculty in teaching the seminar, the demand on special collections, reference, and interlibrary loan services has stretched its resources to bursting. The library discovered a number of gaps in its collection which have had to be filled, particularly in the area of material culture. The close collaboration between the history faculty and the librarians has been a particular benefit from this course. The historians get expert help in teaching a course, the librarians get to work with students in an atmosphere that earns them trust and respect. The students see firsthand the collective process of scholarly inquiry, and have as undergraduates the unusual opportunity of seeing a little of what goes on behind the footnotes in the monographs they read. Students who have gone on to graduate school in history have found they have a leg up on most beginning graduate students, but students headed in other directions, including law, business, and medicine, have been equally grateful for the training in research technique and bibliography. If you wish to develop your own course on evidence: A. Assess your library holdings. Unpublished documents alone are relevant for the editing project. The few times faculty inadvertently chose documents already published, they spoiled the project for the student, since a student may make an original contribution to scholarship only if the work of editing is not already done. On the other hand, poorly edited letters may make good selections since the student project may yield new information and a superior outcome. Documents need not concern notable people or for that matter fit an epistolary model. Ships' ladings, inventories of goods, and marriage contracts may be used. An eighteenth-century Philadelphia property transfer for ten peppercorns produced a worthwhile report in 1989. B. Assess your potential for collecting objects. While this does not take a large budget, it may take time in secondhand stores and attics. Someone on the history faculty ought to be knowledgeable about material culture. C. History faculty, reference librarians, and special collections staff must meet well before the course begins to divide responsibilities and check reference materials. Our Sears Roebuck catalogues from the turn of the century are well worn; the object assignment could not succeed without them. Other reference works on the history of technology have been added to the library to support the course. D. The selection process for documents, which falls to history faculty members, is crucial to the success of the course and requires some thought and effort well before the course begins. Assess whether there is unpublished or published material relevant to the document, whether library holdings suffice, and whether interlibrary loans or nearby institutions will support the search. E. Alert librarians in special collections, in local museums, and in historical societies. You may wish to involve these people in the development of ground rules. Some acknowledgement or thank you, preferably from the student, is in order if special demands are made on individuals or institutions outside the college or university. F. Accompany the two projects with shared readings which will be discussed in small groups. E.H. Carr, What is History? (Knopf, 1962) is an old standby. Recently we have used James West Davidson and Mark Hamilton Lytle, After the Fact: The Art of Historical Detection (Knopf, 1986, 2nd ed.) as a basis for discussion. One reference work on editing should be available to all to minimize technical problems. We have used Jacques Barzun and Henry F. Graff, The Modern Researcher (Harcourt, Brace, Jovanovich, 1977, 3rd ed.) as an ultimate reference on citation and style. G. Set aside faculty time for consultation. Our students meet together in small or large groups eight times for three hours over the semester. They meet individually with experts from the faculty, the library, and elsewhere many more times. This may not be as onerous as it appears. Faculty will be consulted for their expertise on subjects they enjoy discussing. Students use the time before and after class, walking to the library, etc., to good purpose. However, be warned that a loquacious student may apprise you of every step taken along the way. H. Two evaluations with written comments take time at the end of the semester. Department honors at Haverford weights the grade in the Seminar on Evidence heavily. I. One last note: We are urged today to teach the difference between genuine research and plagiarism to students who may not be able to distinguish between the two. A fairly detailed outline of what is expected in the object research paper and the document edition can teach students the difference between their own findings and those of the secondary works they have consulted. It is difficult (but of course far from impossible) to "borrow" another's phrases or arguments when all information included in the paper must relate specifically to the object or document researched. We are indebted to Emma Lapsansky, Curator; Elisabeth Potts Brown; and Diana Franzusoff-Peterson of Special Collections, Haverford College, Magill Library, for their additions. John Spielman and Susan Stuard are professors of history and Margaret Schaus is a reference librarian at Haverford College. Please read our commenting and letters policy before submitting.	<urn:uuid:16401f2b-c87c-443d-8f83-601bc1b389c7>	{ "date": "2019-07-20T22:37:00", "dump": "CC-MAIN-2019-30", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195526714.15/warc/CC-MAIN-20190720214645-20190721000645-00456.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9475659728050232, "score": 2.65625, "token_count": 3413, "url": "https://www.historians.org/publications-and-directories/perspectives-on-history/may-1991/introducing-undergraduates-to-manuscript-research" }
Youth Climate Parliament debate on World Environment Day 2017 Save the Children and Institute of Disaster Management and Vulnerability Studies (IDMVS) of University of Dhaka, jointly held a Youth Climate Parliament debate and rally on June 05, to celebrate the World Environment Day 2017. ‘Connecting People to Nature’, with this theme, the event was organized to raise the awarness of children and youth on environmental issues, aiming to stimulate their minds and encourage discussion through active participation, connecting them with nature. A total of 45 students from 6 schools in Dhaka and Narayanganj districts joined together at the event, encouraging schoolchildren and their peers to take action to protect the Earth that we share. The two final teams taking part in today's debate were Savar Girls High School from Savar and Morgan Girls High School from Narayanganj. The motion was: 'Current global climate agreements are effective enough to address climate change'. Savar Girls High School was the winner of the debate competition.. Present at the event were the Vice Chancellor of University of Dhaka, Director General, Department of Environment and Additional Secretary, Ministry of Disaster Management and Relief. and Director-Program Development and Quality, Save the Children in Bangladesh. The hope is that these children continue to realize that they have the power to make a change and help the communities they live in. Save the Children will continue to bring awareness on this power that they hold. Environment Day is a chance for everyone, especially children, to explore, discuss and take action on issues that directly impact their lives, not just for today but also for every day that follows in the future.	<urn:uuid:94678a9d-385e-4fc2-9aa4-479a78ccc39f>	{ "date": "2017-12-11T05:28:37", "dump": "CC-MAIN-2017-51", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948512208.1/warc/CC-MAIN-20171211052406-20171211072406-00656.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9618297219276428, "score": 2.5625, "token_count": 335, "url": "https://bangladesh.savethechildren.net/news/youth-climate-parliament-debate-world-environment-day-2017" }
Q. I am wondering what exactly the mark of the beast actually means. A. Here’s a reply from TCA columnist Father Ray Ryland, Ph.D., J.D: The so-called mark of the beast is referenced only in the book of Revelation: 13:16,17; 14:9,11; 16:2; 19:20; 20:4. (In the New American Bible, the phrase “mark of the beast” appears just once, in 16:2.) The beast is the Antichrist, or even Satan himself. By demanding people accept the mark, the beast tries to force them to renounce the faith. The mark designates those who have committed apostasy. Scholars generally assume the apostle John wrote the Book of Revelation late in the first century. In that time, codes for names were sometimes created by assigning a number to each of the letters of the name. The number 666 is commonly regarded as a cryptogram for Nero, Roman emperor A.D. 54-68. He was responsible for the first outbreak of murderous persecution of Christians. The numerical values assigned to the letters of his name written in Hebrew add up to 666. Some ancient manuscripts of the Book of Revelation give the number of the beast as 616. This would be the cryptogram for the name of Nero spelled in Latin.	<urn:uuid:7e64a036-24de-4753-851c-3103857fcde6>	{ "date": "2016-07-29T12:10:51", "dump": "CC-MAIN-2016-30", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257830066.95/warc/CC-MAIN-20160723071030-00231-ip-10-185-27-174.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9463700652122498, "score": 2.65625, "token_count": 281, "url": "https://www.osv.com/TheChurch/ChristianUnity/Article/TabId/654/ArtMID/13690/ArticleID/14350/Mark-of-the-Beast.aspx" }
.- Researchers said on Thursday that they had proven in principle a new type of stem cell could be used as therapy after they used the cells to treat mice with sickle cell anemia, Reuters reports. A team at the Whitehead Institute of Biomedical Research in Cambridge, Massachusetts used stem cells created from skin cells to treat mice engineered to have sickle cell anemia, a blood disease caused by a defect in a single gene. The pioneering technique avoids using embryonic stem cells, which are produced by cloning an adult cell and then destroying the resulting embryo. "This is the first evaluation of these cells for therapy," said Dr. Jacob Hanna, who worked on the study. "The field has been working for years on strategies to generate customized stem cells," he added in a telephone interview. The new technique, developed by US and Japanese researchers, reprograms skin cells to behave like embryonic stem cells. Four genes, what one researcher calls the “magic four factor,” are inserted into the skin cells to trigger the change. The new stem cells are called induced pluripotent stem cells, or iPS cells for short. Rudolf Jaenisch, a member of the Whitehead Institute, noted in a statement the technique’s potential: "This demonstrates that iPS cells have the same potential for therapy as embryonic stem cells, without the ethical and practical issues raised in creating embryonic stem cells." The technique is in need of further study to resolve potential problems. One difficulty is that the “magic four factor” genes are delivered using retroviruses. "Once they enter the genome, there is the danger that they can silence some genes that are important or they can activate some dangerous genes that shouldn't be activated," Hanna said. In addition, one of the four genes used is known to cause cancer, though the gene is removed after the cells are reprogrammed. Hanna and other researchers said experimentation on human embryonic stem cells should continue. "They are the gold standard for what is normal and how a stem cell should behave," Hanna said. However, this method is opposed by the Catholic Church and pro-lifers because it relies on the destruction of a human embryo. Stem cell researchers hope to treat many diseases like diabetes, Parkinson’s disease, and spinal cord injuries. Stem cell therapies created from a patient’s own cells would use genetically identical cells, thus avoiding immune system problems.	<urn:uuid:11f807fe-fb89-4e2e-9a2e-d089a587e2d9>	{ "date": "2014-11-01T04:10:43", "dump": "CC-MAIN-2014-42", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1414637903638.13/warc/CC-MAIN-20141030025823-00051-ip-10-16-133-185.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9457120895385742, "score": 3.046875, "token_count": 502, "url": "http://www.catholicnewsagency.com/news/new_ethical_stem_cell_production_technique_confirmed/" }
Homeowner's Energy Handbook Your Guide to Getting off the Grid In The Homeowner’s Energy Handbook, Paul Scheckel, a meticulous homeowner intent on living as far off the grid as possible, shares his research and his real life experience. The goal of the book is to provide readers with the most cost-effective, self-empowered, and energy-efficient home-energy solutions, and it unequivocally reaches its goal. The book starts by helping readers break bad habits through increasing awareness and assessing usage. The Homeowner’s Energy Handbook is split into two parts: home energy efficiency and renewable energy. The home-energy section is more accessible to the average homeowner, leading them through an extensive home-energy audit and providing in-depth advice about how to improve home insulation. The renewable energy section becomes increasingly involved (and daunting, for many readers). It begins with simple solar energy ideas and works its way to making your own biogas, a rather involved scientific process. Scheckel exhaustively looks at solutions and takes an honest look at just how practical each one is (for example, he states that “it is somewhat rare to find a location that meets all the practical requirements to make harnessing water power worthwhile”). The book gives step-by-step instructions for building your own bicycle-powered battery charger, solar hot-water batch heater, biodiesel kit, and more. Each set of instructions has a comprehensive list of materials (that contains all the specifications beginners will need) and methodical, thoroughly explained steps. While the directions are clear enough for beginnings, having some mechanical and tool knowledge will help ensure the desired result. Throughout the book there are many very effective two-color diagrams that illustrate key energy concepts and components of energy-saving devices. They help readers visualize what they’re doing and give them confidence that they’re building things correctly. Tables and charts also give readers the data and equivalencies they’ll need to make accurate calculations. The book is great for fastidious home scientists. Readers who find the content a bit overwhelming will be encouraged by profiles of real-life people who’ve used the tools the book describes to revolutionize their energy use. But many who are just aiming to trim their utility bills will find Scheckel’s “get off the grid” approach a bit extreme. For those who share his sentiments, this is a one-of-a-kind resource. Disclosure: This article is not an endorsement, but a review. The author provided free copies of his/her book to have his/her book reviewed by a professional reviewer. No fee was paid by the author for this review. Foreword Reviews only recommends books that we love. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255.	<urn:uuid:42919d8d-0ce3-4c8d-8e7e-94f8c7099368>	{ "date": "2016-09-29T06:51:16", "dump": "CC-MAIN-2016-40", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738661779.44/warc/CC-MAIN-20160924173741-00082-ip-10-143-35-109.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9408383965492249, "score": 2.546875, "token_count": 590, "url": "https://www.forewordreviews.com/reviews/homeowners-energy-handbook/" }
The new Learn, Grow, Eat & Go! Online Curriculum and Teacher Training is a self-directed and engaging training course for teachers, volunteers and Extension. It serves as both a dynamic professional development opportunity AND a new, multimedia curricular option for the Learn, Grow, Eat & Go! hard copy curriculum. Created by teachers, this multifaceted garden, nutrition, and physical activities curriculum is evidence-based and academically rich. Through a linear set of hands-on, proven lessons, your students will better understand plants and how plants provide for people’s needs. The 10-week (2 lessons / week) unit of study will step your class through process of establishing a thriving garden that is easy to create and maintain. This online curriculum & training leads you through a series of easy-to-follow, weekly video modules. This training course lets you see how to teach the lessons as they are modeled by elementary teachers in a public school setting. Upon completion of this course, you will be equipped to teach fun and effective lessons from each module/content areas and lead students to earn certification. Course registration includes access to all course content, video resources and printable lesson PDFs for one full year. You will also be awarded a certificate to document 4 hours of professional development. For more info about the course, content modules and all included resources go to: http://JMGkids.us/LGEG-Online-Curriculum-Teacher-Training-Course	<urn:uuid:24f96748-0a60-481d-bc33-2ee648d54f14>	{ "date": "2018-03-21T10:43:38", "dump": "CC-MAIN-2018-13", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647612.53/warc/CC-MAIN-20180321102234-20180321122234-00456.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9318501949310303, "score": 2.71875, "token_count": 302, "url": "http://www.agrilifebookstore.org/LGEG-Online-Curriculum-and-Teacher-Training-p/jmg-038oc.htm" }
New data from the United States Census Bureau track population shifts in all 50 states from July 1, 2015 to July 1, 2016. LiveStories decided to put together a quick look at this data and help visualize the components of these population changes. There are three main ways a state’s population changes over time: Natural increase: a state’s total births minus its total deaths. (For two states—West Virginia and Maine—deaths outnumbered births, so they lost population.) International migration: people moving from abroad to live in the state. Domestic migration: people moving from one state to another. On the story, you can use the filter to see how total population shifts in each state break down into each of these components. Broadly speaking, western and southern states are growing, while the population in northern and middle America is stagnant or shrinking. The pattern of total population shifts generally matches that of domestic migration. But exploring the data in depth yields some interesting facts. For example, New York’s total population has not shifted much in the past year. But this stasis belies a remarkable demographic turbulence: New York vacuums up immigrants from abroad, while its domestic population is fleeing to other states. It has the second-highest rate of international migration (+6 people per 1,000) and the highest negative rate of domestic migration (–9 per 1,000). Utah is another interesting exception: no state’s overall population has increased as much as Utah’s. But the state’s net domestic migration is in the middle of the pack. The driving force behind the state’s expanding population is its extremely high natural increase rate—far more people are being born in Utah than dying. LiveStories encourages our partners to make use of this story as a template to tell your own story about your local community. If you have an account, you can copy the story and its dataset—learn how to do this here—and then add local data about your state or county, and stories from your community.	<urn:uuid:70d88d4d-1dbe-459a-8604-78dddbcea53b>	{ "date": "2017-10-20T23:27:34", "dump": "CC-MAIN-2017-43", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824471.6/warc/CC-MAIN-20171020230225-20171021010225-00256.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9315597414970398, "score": 3.3125, "token_count": 425, "url": "https://www.livestories.com/blog/happening-now-the-changing-states-of-america" }
This material must not be used for commercial purposes, or in any hospital or medical facility. Failure to comply may result in legal action. WHAT YOU SHOULD KNOW: Dementia (duh-men-shuh) is an illness that effects a person's memory, judgment, thinking, problem solving, speaking, and communicating. It may cause you to be confused and have problems doing activities such as driving, cooking, or bathing. You may also have changes in how you act and feel. It is a serious illness and usually gets worse. Some types of dementia may be treated with medicine and other care so that the illness develops more slowly. You may need to go into the hospital for tests and treatment. You have the right to help plan your care. Learn about your health condition and how it may be treated. Discuss treatment options with your caregivers to decide what care you want to receive. You always have the right to refuse treatment. Dementia usually gets worse if it is not treated. In some cases, dementia can be treated or slowed with medicine. Without treatment, you may have a hard time getting along with others. You may have trouble taking care of yourself. You may accidentally put yourself or others at risk. And, dementia may cause you to get depressed. Call your caregiver if you are worried or have questions about your medicine or care. WHILE YOU ARE HERE: - Inpatient Unit: This is the place where you will stay while in the hospital. It has bedrooms and a living area. Sometimes the doors of this unit are locked. - Partial Care Program: This is when you come to the unit every day during the day or evening. After you are treated each day, you then go home. You may need a partial care program just after you've been treated in the hospital. Or, caregivers may suggest this type of program to keep you from needing to go into the hospital. - Intensive Outpatient Program: This is when you come to the hospital or clinic for 1 to 3 hours of treatment. This program is usually 2 to 5 times a week for a short period of time. - Outpatient Program: This is when you meet with your therapist once a week or less. Appointments are one hour long or shorter. You could meet one-to-one with your therapist. Or, you might meet with your therapist in a group. You may have few or many scheduled appointments over time. - Psychiatrist (si-ki-uh-trist): This is a medical doctor who works in the area of mental health. The psychiatrist is in charge of ordering your medicine. You may work closely with this doctor and other caregivers. - Therapist: This is a caregiver that works closely with you during treatment. This person may be a doctor, psychologist (si-kall-o-jist), nurse, mental health counselor, or social worker. - Anti-Anxiety Medicine: This medicine may be given to help you feel less nervous. It may be given by IV, as a shot, or by mouth. - Anti-Convulsant (kun-vull-sunt): This medicine is given to control seizures. It may also be used to lessen violent behavior, aggression, or irritability. This medicine may also help control your mood swings. It is usually given by mouth. It may rarely be given by IV or as a shot. - Anti-Depressants: This medicine is given to lessen or to prevent the symptoms of depression. Dementia can cause you to feel depressed so you may need anti-depressant medicine. It is given by mouth. - Anti-Psychotics (si-kaw-tiks): This medicine is usually given to lessen the symptoms of psychosis or severe (very bad) agitation. Anti-psychotics are given as a shot, by mouth, or as a suppository in the anus (rear-end). - Anti-Parkinson's: This medicine is used to control muscle stiffness, twitches and restlessness caused by anti-psychotic medicine. It is usually given by mouth or sometimes as a shot. - Memory Medicines: These medicines increase the amount of certain brain chemicals to help improve your memory. - Mood Stabilizer (sta-buh-li-zer): You may feel very happy one moment, then very angry the next. This medicine is given to control these kinds of mood swings. It is given by mouth. - Psychostimulant (si-ko-stim-u-lunt): This medicine is given to improve your attention, concentration, and energy. It is given by mouth. - Sedatives (seh-duh-tivs)-Hypnotics (hip-nah-tiks): This medicine may be given to help your feel calmer. It is often used to help you sleep better at night. It is usually given by mouth. Sometimes it may be given by IV, as a shot, or in the rear end. - Release of Information Form: This is a legal paper that lets caregivers share information with those listed on this form. You have to sign this form before any information can be released to persons outside the hospital. - Right to Privacy: Information that you share with your caregivers is private among hospital caregivers. They will not share information with others without your permission. - Clothes: You may wear your own clothes while you are in the hospital. - Meals: You will eat your meals on the unit or in the cafeteria. - Personal Belongings: Caregivers search your belongings when you are admitted to the unit. Any belongings brought to you during your stay are also searched. This search is done to keep you and the staff safe. - 72-Hour Hold: This is when you are put in the hospital by police or a caregiver for 72 hours without your permission (OK). This may only be done if others are concerned that you may hurt yourself or others. Or, caregivers or police may not think you can safely care for yourself because you are so out of control. - Quiet Room: This is an empty room used for patients who need to have time out in a safe place. You may be put here if caregivers are worried that you may hurt yourself or others. - Restraints: There are 2 types of restraints that may be used while you are in the hospital. They will only be used if caregivers feel you are in danger of hurting yourself or others. Physical restraints may be put on your wrists or ankles and tied to something else. These are usually cloth or leather bands. Other things will always be tried before using physical restraints, such as going into a quiet room or seclusion. Or, caregivers may use "chemical" restraints which is medicine used to help you calm down and relax. Restraints should never be used to punish you. - Seclusion (suh-klew-shun): This is when you need to be locked in a safe room because you are out of control. The door is locked because you might want to leave the room. Caregivers will closely watch you while you are in seclusion. You may come out of seclusion when caregivers feel you will not hurt yourself or others. - Sharps: You are not allowed to keep any sharp items with you. Sharp items may include scissors, nail files, razors, or glass. Ask a caregiver if you need to use one of these items. - Time Out: This is time spent away from other people. This is usually needed when you are not able to control your behavior. You may be put in time out if your behavior is affecting others. Time out may be in your room or another room. Types of Therapeutic Sessions: - Couples Therapy: You and your significant other meet with a caregiver to talk about how to cope with your illness. Your significant other may be your spouse (husband or wife) or a boyfriend or girlfriend. - Family Meetings: Your caregivers will meet with you and your family. You will talk about how to cope with your illness - Group Therapy: A series of meetings that you attend with other patients and staff. During these meetings, patients and staff talk together about ways to cope with illness. - Individual Therapy: A time for you to meet alone with your therapist. During this time you and your therapist may talk about how to cope with your illness. Types of Therapy Approaches: - Cognitive Therapy helps to make you aware of how you see things. You may have trouble seeing the good in things around you. Then you are more likely to feel depressed, sad or angry. Cognitive therapy teaches you to learn how you see things in a more positive way. - Insight Oriented Therapy makes you think about things that have happened in the past. It helps you to understand your feelings and behavior now as it relates to past events. Always consult your healthcare provider to ensure the information displayed on this page applies to your personal circumstances.	<urn:uuid:8f93d06f-7a97-4f08-a328-696b1b7811ac>	{ "date": "2018-06-18T10:26:18", "dump": "CC-MAIN-2018-26", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267860168.62/warc/CC-MAIN-20180618090026-20180618110026-00576.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9447813630104065, "score": 3.390625, "token_count": 1857, "url": "https://www.drugs.com/cg/dementia-inpatient-care.html" }
Image courtesy of Ohio State University Electron momentum energy map of an oxygen (O2) molecule. The energy of a molecule's own electron, ejected by an intense ultra-fast laser pulse and scattered back towards the molecule, has been used to capture freeze-frame images of atoms vibrating in oxygen and nitrogen molecules with femtosecond (10-15 seconds) resolution in a technique called laser-induced electron diffraction. The laser-induced electron diffraction technique offers a novel method for capturing the ultrafast motion of atoms within a molecule through the manipulation of one of its own electrons. Imaging the dynamics of atoms within molecules with high spatial and temporal resolution offers the potential to better understand and control chemical reactions. Developments in theory and ultrafast lasers are rapidly advancing our ability to observe and control the motions of atoms and electrons within molecules undergoing chemical transformations. BES-supported scientists at Ohio State University and Kansas State University recently reported the first freeze-frame images of atoms in vibrating oxygen and nitrogen molecules by using the molecule’s own electrons to report the positions of its atoms with exquisite spatial (0.1 Å) and femtosecond (10-15 sec) temporal resolution. The technique, called laser-induced electron diffraction (LIED), uses the oscillating electromagnetic field of an intense, ultra-fast laser pulse to pull an electron from the molecule in a process known as photo-ionization and then hurl that same electron back to interact with and diffract from the molecular ion. The diffraction pattern from the re-scattered electron provides a snapshot of the molecular structure at the instant when it interacts with the atoms in the molecule. The LIED technique offers a novel method for capturing the ultrafast motion of atoms within a molecule through the manipulation of one of its own electrons. Ohio State University Office of Science Basic Energy Sciences (BES) program C.I. Blaga, et al., “Imaging ultrafast molecular dynamics with laser-induced electron diffraction,” Nature 483 194 (2012). [DOI: 10.1038/nature10820] Nature News & Views, Nature 483, 161 (2012).	<urn:uuid:f6365378-07dd-4274-b39f-d2729b68de40>	{ "date": "2014-08-27T08:51:57", "dump": "CC-MAIN-2014-35", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500828050.28/warc/CC-MAIN-20140820021348-00216-ip-10-180-136-8.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.8495407700538635, "score": 3.296875, "token_count": 449, "url": "http://science.energy.gov/bes/highlights/2012/bes-2012-10-c/" }
Research in flies points to enhanced fatty acid metabolism in muscle as a key driver of the lifespan extending process Fruit flies on restriction (DR) need to be physically active in order to get the lifespan extending benefits that come from their Spartan diet. If the same axiom holds true in humans, those practicing caloric restriction in hopes of living longer need to make sure they eat enough to avoid fatigue. According to research at the Buck Institute, flies on DR shift their metabolism toward increasing fatty acid synthesis and breakdown, specifically in muscle tissue. “Dietary restriction is known to enhance spontaneous movement in a variety of species including primates, however this is the first examination of whether enhanced physical activity is necessary for its beneficial effects,” said Buck faculty Pankaj Kapahi, PhD, who runs the lab where the research took place. “This study establishes a link between DR-mediated metabolic activity in muscle, increased movement and the benefits derived from restricting nutrients,” he said, adding that flies on DR who could not move or had inhibited fat metabolism in their muscle did not exhibit an extended lifespan. “Our work argues that simply restricting nutrients without physical activity may not be beneficial in humans,” said Kapahi. The research was published in the July 3, 2012 edition of Cell Metabolism. For more information: www.thebuck.org	<urn:uuid:4f08eeb9-920a-475c-845f-8148be1b08e3>	{ "date": "2017-07-28T00:47:51", "dump": "CC-MAIN-2017-30", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549436316.91/warc/CC-MAIN-20170728002503-20170728022503-00256.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9593300223350525, "score": 2.765625, "token_count": 281, "url": "http://blog.healthbeing.co.uk/tag/longevity/" }
Morris, Robert (1734–1806), an American patriot, called the “financier of the Revolution.” He was a signer of the Declaration of Independence. Morris was born near Liverpool, England, and came to America at the age of 13. He entered a firm of shipping merchants in Philadelphia and became wealthy. In 1775 Morris joined the patriot cause and served in the Pennsylvania Assembly. As a member of the Continental Congress, 1776–78, he at first regarded the Declaration of Independence as premature and refrained from voting. Later, he signed the document. Morris served on two important committees in Congress, one that corresponded with American diplomats abroad and another that procured war supplies. In 1781 Congress appointed Morris superintendent of finance. In this office, 1781–84, he often had to borrow money on his own credit, but he was ultimately able to put the Treasury Office on a sound fiscal basis. Morris was a member of the convention that drafted the U.S. Constitution (1787). He declined the post of secretary of the treasury, but was a member of the U.S. Senate from Pennsylvania, 1789–95. Morris lost his fortune in land speculation and was imprisoned for debt, 1798–1801.	<urn:uuid:b157cf72-ec7b-4529-9a29-39121ea3a2da>	{ "date": "2014-07-24T17:04:23", "dump": "CC-MAIN-2014-23", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997889622.85/warc/CC-MAIN-20140722025809-00104-ip-10-33-131-23.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9831567406654358, "score": 3.390625, "token_count": 260, "url": "http://history.howstuffworks.com/revolutionary-war/robert-morris.htm" }
With the digital age came the almost immediate challenge of preventing unauthorized and unsolicited access to the systems designed to enrich our lives, and holding so much information about us. Technical advances have brought the Energy industry into the online world, with systems designed to reduce energy use and wastage, analyze energy use, and ensure energy can be delivered without interruption to businesses and consumers worldwide. Naturally, this has attracted similar threats from hackers with ever more sinister reasons to seek access to the data being collected and the technology controlling the delivery of our energy and risks giving those individuals, if successful, the ability to entirely disrupt the even distribution of energy to end users. Preventing and defending against cyber hacking has long been on the agenda of global governments. Now energy providers must ensure that they have equivalent preventative measures in place to identify and prevent threats against their own systems and the resulting chaotic impact on the businesses and everyday lives of their customers. As the SmartGrid infrastructure becomes increasingly widely used and relied upon to provide an intelligent way to collect, distribute and use energy from a number of increasingly diverse sources, the risk of a potential breach of that system becomes both more likely and more catastrophic. The challenges which exist in preventing that are examined in our recent article, which you can read here. The energy industry has traditionally not been an early adopter of technological advances and in many countries the associated infrastructure is in desperate need of renewal. The historical risks of physical access to the energy system have been managed by physical barriers which prevent intruders from getting close enough to any part of that system to disrupt the confluence of energy. With SmartGrid, we know the physical barriers will not prevent the primary risks, and instead we need cutting-edge technological barriers to keep the inevitable and malevolent online attacks at bay. Customer confidence in the technology needs to be built, and that can only happen if privacy of the data collected can be guaranteed, and continuity of the energy flows can be assured. That may take time to consolidate, but will be easily destroyed by one high profile system breach. As with changes in any long established industry, it will take time, and success, before customers willingly integrate all aspects of SmartGrid into their everyday lives. It is beyond doubt that the changes to the energy market have created a wealth of opportunities. As the industry becomes increasingly reliant on technology to enhance and defend energy use by millions of consumers worldwide, so new and innovative ideas develop around it to calculate, analyze, monitor, protect and defend the system itself. Each of these brings its own challenges to the table, and developing the necessary products and services within a highly regulated industry requires exceptional security, flexibility, simplicity, and of course, international legal advice.	<urn:uuid:3a53a2e2-0be9-422f-b65b-25d6d9d2de29>	{ "date": "2018-06-23T00:22:08", "dump": "CC-MAIN-2018-26", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864848.47/warc/CC-MAIN-20180623000334-20180623020334-00096.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9474356770515442, "score": 2.828125, "token_count": 543, "url": "http://smartcities.osborneclarke.com/smart-energy/energy-innovation-in-the-digital-age/" }
String theory escapes this endless loop of going smaller and smaller. String theory states that quarks are made up of tiny vibrating strings. One may ask, "Well if all quarks are made up of tiny vibrating strings, what makes the quarks different?" (As the quarks must obviously be different because there have been dozens of different kinda of particles discovered (you know, alpha , beta , etc)). The answer to this question is that the string vibrate at various frequencies. This additional variable accounts for the many property differences of particles. Thats the jist of string theory. Now for scientists to make this theory check out mathematically, they had to add 7 extra dimensions (for a grand total of ten) and there are lots of theories out there as to what these ten dimensions are. Some say they are too small for us to observe. If we ever do prove the existence of other dimensions (for example, if we observe matter disappearing (not converting to energy) then we can assume it has left our dimension, we will be much closer to solving the mystery of the universe. But then what about other universes... 1. Everything is made of molecules (duh). 2. Molecules are made of atoms (also duh). 3. Atoms are made of electrons, protons, and neutrons (very duh). 4. Electrons, protons, and neutrons can be split in half to create quarks. 5. Quarks are actually made of even smaller pieces, called strings. Strings are eleven-dimensional (ten dimensions + time) bits of energy that not only make up the above particles but create forces including gravity, electromagnetism, strong nuclear forces, weak nuclear forces, and a few other forces that have not yet been discovered. Strings are so infitismally small that anyone with an IQ of less that 400 (ie, all humans) is incapable of imagining how small they are. To give you an example, imagine an atom of hydrogen was the size of the solar system. On the same scale, a single string would be the size of small tree. String theory also includes a bunch of theorys including m-theory, relativity, chaos theory, and a few others that may or may not have been invented by someone who was on LSD at the time (if you've ever seen any Mandelbrot Fractals, you'll know what I mean).	<urn:uuid:0e682b85-be5a-4c1c-95b2-950570edb736>	{ "date": "2014-03-09T10:30:05", "dump": "CC-MAIN-2014-10", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999677213/warc/CC-MAIN-20140305060757-00006-ip-10-183-142-35.ec2.internal.warc.gz", "int_score": 4, "language": "en", "language_score": 0.9426854252815247, "score": 3.59375, "token_count": 500, "url": "http://www.urbandictionary.com/define.php?term=String%20Theory&defid=4495548" }
National HIV/AIDS Vision The United States will become a place where new HIV infections are rare and when they do occur, every person regardless of age, gender, race/ethnicity, sexual orientation, gender identity or socio-economic circumstance, will have unfettered access to high quality, life-extending care, free from stigma and discrimination. Reduce new infections New infections in Illinois have been trending downward since 2001. However, infections among those in the 20-29 age group are still increasing. Many of these young people do not know they are HIV+ because they have not been tested and diagnosed. Infections among gay and bisexual men are beginning to decrease after years of trending upward. The use of condoms and other safe sex methods must be continually emphasized. Improve access to and outcomes of care Emphasizing the importance of HIV testing, especially among young people, will make them aware of the HIV status and encourage them to seek treatment, thereby improving their health outcomes. While the percentage of people living with HIV who are aware of their status is improving, a very high percentage of HIV+ youth 13-24 remain unaware they have HIV. Once individuals are tested and diagnosed with HIV, the “cascade of care” begins: they are linked to a care provider, retained in care, and introduced to antiretroviral therapy (ART). As a result, their viral load is suppressed, or lowered. A low viral load reduces the chances of AIDS and other HIV-related illnesses occurring, as well as the chance an HIV+ individual may pass the infection to others. Reduce HIV-related health disparities Non-Hispanic blacks, gays and bisexuals are much more likely than others to become infected by HIV, and sometimes do not receive the treatment they need, especially if they are black and/or young. It’s important to emphasize HIV testing and treatment within these communities. Due to the Affordable Care Act, many more options are available to people living with HIV.	<urn:uuid:4f2fd6ef-7cf5-4a89-9954-a2a2fdb90fdb>	{ "date": "2017-11-24T21:56:25", "dump": "CC-MAIN-2017-47", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934808972.93/warc/CC-MAIN-20171124214510-20171124234510-00456.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9565609097480774, "score": 3.296875, "token_count": 408, "url": "http://hivcareconnect.com/vision-and-strategy/" }
Begin your visit by seeing our introductory film - To Steal a Mountain, a fascinating introduction to the quarryman’s world People have been quarrying slate in north Wales for over 1,800 years. Slates were used to build parts of the Roman fort in Segontium in Caernarfon, and in Edward I's castle at Conwy. But it was with the dawn of the Industrial Revolution in the 18th century that the slate industry really took off. As small villages such as Manchester exploded into large towns and then cities with the coming of mills and factories, there was an enormous demand for slates to roof the long terraces of houses built as homes for the workers – as well as the foundries and factories themselves. In 1787 the ‘Great New Quarry’ of Dinorwig was opened on the slopes between the present village of Dinorwig and Llyn Peris. By the 1870s Dinorwig quarry employed over 3,000 men. Slate had become one of Wales's most important industries. Wales produced over four-fifths of all British slates in this period, with Caernarfonshire the biggest producer among all Welsh counties. In 1882 the county's quarries produced over 280,000 tons of finished roofing slates, and in 1898 the slate trade in Wales as a whole reached its peak with 17,000 men producing 485,000 tons of slate. It’s a story full of hope and magic as well as sadness and poverty. There are regular showings of the To Steal a Mountain presentation in Welsh, French and German as well as English.	<urn:uuid:19b811ff-f7ac-49c2-805a-f3abdb95450d>	{ "date": "2015-11-28T20:47:24", "dump": "CC-MAIN-2015-48", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398453805.6/warc/CC-MAIN-20151124205413-00135-ip-10-71-132-137.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9794856905937195, "score": 3.28125, "token_count": 339, "url": "http://www.museumwales.ac.uk/slate/story-of-slate/" }
Dr. David Kimbro FSU Coastal & Marine Lab Unlike most of the experiments that I’ve conducted up to this point in my career, the oyster experiment from this past summer does not contain a lot of data that can be analyzed quickly. For example, predator effects on the survivorship of oysters can be quickly determined by simply counting the number of living as well as dead oysters and then by analyzing how survivorship changes across our 3 experimental treatments (i.e., cages with oysters only; cages with mudcrabs and oysters; cages with predators, mudcrabs, and oysters). But this simple type of data tells us an incomplete story, because we are also interested in whether predators affected oyster filtration behavior and whether these behavioral effects led to differences in oyster traits (e.g., muscle mass) and ultimately the oyster’s influence on sediment characteristics. If you recall, oyster filter-feeding and waste excretion can sometimes create sediment conditions that promote the removal of excess nitrogen from the system (i.e., denitrification) As we are currently learning, getting the latter type of data after the experiment involves multiple time-consuming and tedious steps such as measuring the length and weight of each oyster, shucking it, scooping out and weighing the muscle tissue, drying the muscle tissue for 48 hours, and re-weighing the muscle tissue (read more about this process here). After repeating all of these steps for nearly 4,000 individual oysters, we can subtract the wet and dry tissue masses to assess whether oysters were generally: (a) all shell…“Yikes! Lot’s of predators around so I’ll devote all of my energy into thickening my shell” (b) all meat…“Smells relaxing here, so why bother thickening my shell” (c) or a mix of the two. For the next two months, I will resemble a kid with a full Halloween bag of candy who cannot wait to look inside his bag to see whether it’s full of tricks (nonsensical data) or some tasty treats (nice clean and interesting data patterns)! I’ll happily share the answer with you as soon as we get all the data in order. Because of this delay, let’s explore some new research of mine that examined how predators affect prey traits in local marshes and why it matters. There are two main ingredients to this story: (a) tides (high versus low) dictate how often and how long predators like blue crabs visit marshes to feast on tasty prey. (b) prey are not hapless victims; like you and me, they will avoid risky situations. In Spartina alterniflora systems, periwinkle snails (prey) munch on dead plant material (detritus) lying on the ground or fungus growing on the Spartina leaves that hover over the ground. Actually, according to Dr. B. Silliman at the University of Florida, these snails farm fungus by slicing open the Spartina leaves, which are then colonized by a fungal infection. If snails fungal farm too much, then the plant will eventually become stressed and die. So, I wondered if the fear of predators might control the intensity of this fungal farming and plant damage. For instance, when the tide floods the marsh, snails race (pretty darn fast for a snail!) up plants to avoid the influx of hungry predators such as the blue crab. After thinking about this image for a while, I wondered whether water full of predator cues might enhance fungal farming by causing the snail to remain away from the risky ground even during low tide. Eventually, the snail would get hungry and need to eat, right? Hence, my hypothesis about enhanced fungal farming due to predator cues. I also wondered how much of this dynamic might depend on the schedule of the tide. Before delving into how I answered these questions, you are probably wondering whether this nuance really matters in such a complicated world. Fair enough, and so did I. Addressing this doubt, I looked all around our coastline for any confirmatory signs and found that Spartina was less productive and had a lot more snail-farming scars along shorelines subjected to a diurnal tidal schedule (12 hours flood and 12 hours ebb each day) when compared to shorelines subjected to a mixed semidiurnal schedule (2 low tides interspersed among 2 high tides that are each 6 hours). Even cooler, this pattern occurred despite there being equal numbers of snails and predators along both shorelines; obviously density or consumption effects are not driving this pattern. Ok, with this observation, I felt more confident in carrying out a pretty crazy laboratory experiment to see if my hypothesis might provide an explanation. Enter Bobby Henderson. This skilled wizard constructed a system that allowed me to manipulate tides within tanks and therefore mimic natural marsh systems; well, at least more so than does a system of buckets that ignore the tides. Within each row of tide (blue or red), I randomly assigned each tank a particular predator treatment. These treatments allowed me to dictate not only whether predators were present but whether they could consume & frighten snails versus just frightening them: -Spartina and snails -Spartina, snails, and crown conch (predator) -Spartina, snails, blue crab (predator) -Spartina, snails, crown conch and blue crab (multiple predators) -Spartina, snails, cue of crown conch (non-lethal predator) -Spartina, snails, cue of blue crab (non-lethal predator) -Spartina, snails, cues of crown conch and blue crab (non-lethal multiple predators) After a few weeks, I found out the following: (1) Predators caused snails to ascend Spartina regardless of tide and predator identity. In other words, any predator cue and tide did the job in terms of scaring the dickens out of snails. (2) Regardless of tide, blue crabs ate a lot more snails than did the slow moving crown conch and together they ate even more. This ain’t rocket science! (3) In this refuge from the predators, snails in the diurnal tide wacked away at the marsh while snails in the mixed tide had no effect on the marsh. Whoa…the tidal schedule totally dictated whether predator cues indirectly benefitted or harmed Spartina through their direct effects on snail predator-avoidance and farming behavior. And, this matches the observations in nature… pretty cool story about how the same assemblage of predator and prey can dance to a different tune when put in a slightly different environment. This study will soon be published in the journal Ecology. But until its publication, you can check out a more formal summary of this study here. If this sort of thing happens just along a relatively small portion of our coastline, I can’t wait to see what comes of our data from the oyster experiment, which was conducted over 1,000 km. Till next time, David’s research is funded by the National Science Foundation.	<urn:uuid:223263c9-d9f2-4e4c-93cb-af9a55d46620>	{ "date": "2017-01-19T21:18:56", "dump": "CC-MAIN-2017-04", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280746.40/warc/CC-MAIN-20170116095120-00514-ip-10-171-10-70.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9287382364273071, "score": 2.859375, "token_count": 1514, "url": "http://blog.wfsu.org/blog-coastal-health/?tag=nsf" }
King Lear’s Universe These late eclipses in the sun and moon portend no good to us. Though the wisdom of Nature can reason it thus and thus, yet Nature finds itself scourged by the sequent effects. Love cools, friendship falls off, brothers divide. In cities, mutinies; in countries, discord; in palaces, treason; and the bond cracked ‘twixt son and father. This villain of mine comes under the prediction, there’s son against father; the King falls from bias of nature, there’s father against child. We have seen the best of our time. Machinations, hollowness, treachery, and all ruinous disorders follow us disquietly to our graves. Find out this villain, Edmund. It shall loose thee nothing. Do it carefully. And the noble and true-hearted Kent banished; his offence: honesty. ’Tis strange. These lines, spoken in act 1, scene 2, by Gloucester, after his bastard son Edmond tricked him into thinking his son Edgar was planning to kill him, show the relationship between the plot and subplot of King Lear. The main plot of King Lear is the tragedy of Lear: he is tricked by his two eldest daughters’ lies, and does not believe his truthful youngest daughter, Cornelia; he banishes her, and is then betrayed by his two eldest daughters, Goneril and Regan. This is a tragedy because it drives Lear mad and Lear carries the weight of the play: when Lear’s life is out of order, the entire universe of the play is out of order. We see this here, as the focus shifts from Lear and his daughters to Gloucester and his sons, and Gloucester is tricked by Edmond as Lear was tricked by Goneril and Regan. Even though Gloucester sees that things are out of order because of Lear’s poor decision – “And the noble and true-hearted Kent banished; his offence: honesty. ’Tis strange” – he makes the same poor decision by believing Edmond. Thus both plots we see are immediately swept away with Lear’s actions, and the universe of the play corresponds to his condition throughout. The condition of Gloucester’s castle (the sub-plot), heightens the feeling of tragedy in the condition of Lear’s mind (the main plot). The subplot parallels the main plot closely to show that every action in the universe of the play is depends on Lear’s mental condition, showing us the importance Lear has in the universe of the play. Lear’s first mistake in the play is not seeing the power in his youngest, most loyal daughter’s words, “I love your Majesty/according to my bond, no more, no less. (1.1 94-5)” Following dutiful bonds such as this, turns out to be the redeeming quality of every loyal character in the play, which every disloyal character lacks. Lear does not perceive this. Instead, he falls for the verbose speeches of Goneril and Regan. Lear’s most loyal subject, Kent, sticks up for Cordelia when Lear chastises her, attesting for her loyalty; but Lear is firm in his decision, “Nothing. I have sworn. I am firm. (1.1 247)” He then bans Kent from his kingdom and marries Cordelia to France with no bounty, sealing his fate. We see this as Goneril and Regan plot to usurp their father as soon as Cordelia and Lear have departed. In the next scene, the sub-plot of Gloucester’s castle reflects the degeneration of Lear’s mind when Edmond begins to plot against his father. “Thou, Nature, art my goddess; to thy law/my services art bound. Wherefore should I/stand in the plague of custom. (2.1 1-3)” Edmond has a disloyal nature, but Gloucester chooses to believe him over his loyal son, because, as he says, “Nature finds itself scourged by the sequent events.” As Lear has allowed poor nature to rule his mind, poor nature is coming to rule the universe of the play. Kent and the Fool are loyal subjects to Lear in the second act of the play: Kent returns to his duty in disguise, because he simply can’t do anything but serve Lear; and the Fool persists in trying to sway Lear from his stubbornness in his folly, “For you know, Nuncle,/The hedge sparrow fed the cuckoo so long/That it had it head bit off by it young./So out went the candle and we were left darkling. (1.4 220-4)” Even though both of them warn him of Goneril and Regan’s ill intentions, Lear does not believe them quickly enough. Goneril comes into the scene and tells Lear that she has taken half of his men from him, causing him to rush to find Regan. Regan is at the castle of Gloucester, where events are still degenerating parallel with Lear’s mind: Edmond convinces Edgar that Gloucester is angry with him, then when Gloucester nears, Edmond says he must draw swords against Edgar to maintain loyalty in the eyes of their father. Edmond chases Edgar out of the castle, then wounds himself and says Edgar cut him because he would not join in Edgar’s disloyalty. This causes Gloucester to fully believe his disloyal son, and rage against his loyal son. Then, disloyal group joins with disloyal group as Regan and her husband Cornwall side with Edmond over Edgar, with Cornwall saying, “If he be taken, he shall never more/be feared of doing harm. Make your own purpose,/how in my strength shall please. For you, Edmond,/Whose virtue and obedience doth this instant/So much commend itself, you shall be ours./Natures of such deep trust we shall much need;/You we first seize on. (2.1 113-9)” These disloyal subjects then find Kent fighting their subject Oswald, and they put Kent in stocks for it. Here, Gloucester shows himself to be loyal to Lear by having pity for Kent, “I am sorry for thee, friend. ‘Tis the duke’s/ pleasure. (2.2 154-5)” When Lear comes across Kent in the stocks (who he thinks is a new loyal subject of his), it enrages him, and in this state he confronts Regan and finds out that the Fool and Kent were right about his daughters. This drives him over the edge into madness, “I will do such things -/What they are, yet I know not, but they shall be/The terrors of the earth, (2.4 279-81)” and he runs into the storm. In the storm he falls even further into madness. When he meets Edgar, who is dressed as a madman, he can only imagine that Edgar would be mad because Edgar has suffered the same plight as he, “What! Have his daughters brought him to this pass? Coud’st thou save nothing? Did’st thou give them all? (3.4 63-4)” and in the madman he sees his truest self, “Thou art the thing itself; unaccommodated man is no more but such a poor, bare, forked animal as thou art. Off, off, you lendings! Come, unbutton here. (3.4 108-11)” This complete wreck of Lear’s mind is reflected in the whole universe of the play, as we see in Gloucester’s castle, where the guests rise up against the host, and Regan and Cornwall cut out the eyes of Gloucester, with Cornwall saying, “Out vile jelly, where is thy luster now. (3.7 84-5)” Ironically, just after Gloucester looses his sight, he sees Edmond for what he is: Gloucester: All dark and comfortless. Where’s my son Edmond? Edmond, enkindle all the sparks of nature To quit this horrid act. Regan: Out, treacherous villain, Thou call’st on him that hates thee. It was he That made the overture of thy treasons to us. This cutting out of Gloucester’s eyes is symbolic of the blindness that Gloucester and Lear had to the loyalty of their subjects in the beginning of the play, and recalls Kent’s earlier lines, “See better, Lear, and let me still remain/The true blank of thine eye. (1.1 160-1)” The inability of these rulers to distinguish loyalty from disloyalty caused their demise. Now, with Gloucester’s literal lack of sight, both of them loose their figurative blindness: Gloucester is lead by his loyal son as Lear seeks out his loyal daughter to help him. With this, the universe of the play begins to come to order: Albany, who has been blind to the disloyal actions of his wife and her conspirators shows himself to be a loyal subject of the king, “Tigers, not daughters, what have you performed? (4.2 40)” and the most disloyal characters of the play – Edmond, Regan, and Goneril – come together in a strange bond with each other, with Edmond saying, “To both these sisters have I sworn my love;/Each jealous of the other, as the stung/Are of the adder. Which of them shall I take?/Both? One? Or neither? Neither can be enjoyed,/If both remain alive. (5.2 55-9)” When Lear can see who his loyal subjects are, the characters of the play can see it too, and Lear, Cordelia, Kent, Edgar, and Albany are set against Goneril, Regan, Edmond, Cornwall, and Oswald. After Lear and Cordelia are taken captive and sent to be put to death, Edgar, Albany, and Kent defeat the disloyal subjects. This makes sense because the whole universe of the play depends on Lear’s state of mind, and Lear’s state of mind is clear at this point. As Kent believes the movement of the stars dictates every action in the universe, “It is the stars,/The stars above us, govern our conditions, (4.3 33-4)” the condition of the Lear’s mind dictates every action in the universe of the play. However, even though Lear’s mind is clear at the end, and the loyal subjects defeat the disloyal subjects, Cordelia and Lear die. Before Edmond dies, he sends a note to stop Lear and Cordelia’s executions. The note arrives too late, and Lear enters the scene holding Cordelia’s dead body, fully showing us how much the play depends on Lear’s condition. Cordelia’s death is the only way for us to feel the full importance of Lear in the universe of the play. The universe of the play depends on Lear being a faultless king so much, that his folly puts the entire play into motion, causing Lear’s kingdom and Gloucester’s castle to fall into disorder, Lear to loose his mind and find himself again in a madman, Gloucester’s guests to rise against him and put out his eyes, and the loyal to separate from the disloyal and battle. His folly causes the subplot to parallel the treachery of the main plot, and the only way the treachery can end is with Cordelia’s death. After this, Lear himself dies from the exhausting motion of the play, because even he cannot stop the powerful ramifications of his initial folly.	<urn:uuid:63ec69f8-2f21-4103-baa5-e1f5b2d02305>	{ "date": "2017-03-28T15:44:11", "dump": "CC-MAIN-2017-13", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189802.18/warc/CC-MAIN-20170322212949-00506-ip-10-233-31-227.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9629954099655151, "score": 2.65625, "token_count": 2539, "url": "http://keegan.nyc/king-lear/" }
Dykes has been called the most famous hymn-tune composer in English history. There was a period at the beginning of the twentieth century when his tunes were scorned as weak and sentimental. Now we have come to see that at his best he is tuneful and friendly, with a deep concern to reflect the text that he is setting. Apart from an excursion for study at Cambridge, his whole life and ministry was spent in the north of England, the most important part of it in Durham, then at the centre of a coal-mining area. So he wrote at a distance from the centres of fashion and of controversy, but his music was at its time forward-looking, and, perhaps because he was distant from the excesses of romanticism, it is, with all its warmth, also notable for its restraint. It was the various editions of Hymns Ancient and Modern that gave him most opportunity, and it was for the major reshaping of the book for the 1875 edition that he wrote this tune for these words. John Ellerton, an Anglican clergyman, gave the rather chaste Latin original a new richness, and Dykes matches this. In the days when Evensong was the best-attended service in many Church of England parishes, it will often have ended with this, and the congregation will have gone home prepared for a new week’s work filled with a sense of rightness at the heart of things. from notes by Alan Luff © 2001	<urn:uuid:c3367c90-0c0a-4cab-b37c-92d008ada617>	{ "date": "2015-05-25T10:21:29", "dump": "CC-MAIN-2015-22", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207928479.19/warc/CC-MAIN-20150521113208-00289-ip-10-180-206-219.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9916732907295227, "score": 2.546875, "token_count": 306, "url": "http://www.hyperion-records.co.uk/tw.asp?w=W3420&t=GBAJY0110207&al=CDP12102&vw=dc" }
Historic Preservation - Technical Procedures Removing Mildew Stains From Concrete Hstrc Concrete: Investigation & Rpr/Pre-Conf Training - 1989 Removing Mildew Stains From Concrete REMOVING MILDEW STAINS FROM CONCRETE THE CLEANING OR REMOVAL OF STAINS FROM CONCRETE MAY INVOLVE THE USE OF LIQUIDS, DETERGENTS OR SOLVENTS WHICH MAY RUN OFF ON ADJACENT MATERIAL, DISCOLOR THE CONCRETE OR DRIVE THE STAINS DEEPER INTO POROUS CONCRETE. USE THE PRODUCTS AND TECHNIQUES DESCRIBED HERE ONLY FOR THE COMBINATIONS OF DIRT/STAIN AND CONCRETE SPECIFIED. A. This procedure includes guidance on removing mildew stains from concrete using chemical solvents. B. Safety Precautions: 1. DO NOT save unused portions of stain-removal 2. DO NOT store any chemicals in unmarked containers. 3. EXCELLENT VENTILATION MUST BE PROVIDED WHEREVER ANY SOLVENT IS USED. USE RESPIRATORS WITH SOLVENT 4. No use of organic solvents indoors should be allowed without substantial air movement. Use only spark-proof fans near operations involving 5. Provide adequate clothing and protective gear where the chemicals are indicated to be dangerous. 6. Have available antidote and accident treatment chemicals where noted. C. See 01100-07-S for general project guidelines to be reviewed along with this procedure. These guidelines cover the following sections: 1. Safety Precautions 2. Historic Structures Precautions 4. Quality Assurance 5. Delivery, Storage and Handling 6. Project/Site Conditions 7. Sequencing and Scheduling 8. General Protection (Surface and Surrounding) These guidelines should be reviewed prior to performing this procedure and should be followed, when applicable, along with recommendations from the Regional Historic Preservation Officer (RHPO). NOTE: Chemical products are sometimes sold under a common name. This usually means that the substance is not as pure as the same chemical sold under its chemical name. The grade of purity of common name substances, however, is usually adequate for stain removal work, and these products should be purchased when available, as they tend to be less expensive. Common names are indicated below by an asterisk (). A. Sodium Hypochlorite (NaOCl): 1. An unstable salt produced usually in aqueous solution and used as a bleaching and disinfecting 2. Other chemical or common names include Bleaching solution; Household bleach; Laundry bleach; Solution of chlorinated soda. 3. Potential Hazards: CORROSIVE TO FLESH. 4. Available from chemical supply house, grocery store or supermarket, hardware store or janitorial supply B. Sodium Orthophosphate: 1. Other chemical or common names include Tribasic sodium phosphate; Trisodium orthophosphate; Trisodium phosphate; TSP; Phosphate of soda*. 2. Potential Hazards: CORROSIVE TO FLESH. 3. Available from chemical supply distributor, supermarket, grocery, or hardware store. C. Laundry detergent D. Clean, potable water E. Accessible source of water, soap and towels for washing and rinsing in case of emergencies associated with the use of chemicals A. Stiff bristle brushes (non-metallic) 1. Provide adequate wash solutions (i.e. water, soap and towels) before starting the job. 2. Whenever acid is used, the surface should be thoroughly rinsed with water as soon as its action has been adequate. Otherwise it will continue etching the concrete even though the stain is gone. 3.02 ERECTION, INSTALLATION, APPLICATION NOTE: DO NOT TRY MORE THAN ONE TREATMENT ON A GIVEN AREA UNLESS THE CHEMICALS USED FROM PRIOR TREATMENT HAVE BEEN A. Mix together 1 ounce by weight of powdered laundry detergent, 1 ounce by weight of sodium orthophosphate, 1 quart of commercial sodium hypochlorite solution (which contains about 5% sodium hypochlorite) and 3 quarts of B. Brush apply the solution to the stained area, and allow to sit for a few days. C. Thoroughly rinse the surface with clean, clear water while scrubbing with a stiff bristle brush. CAUTION: SODIUM HYPOCHLORITE SOLUTION BLEACHES COLOR CLOTHING AND MAY CORRODE METALS. END OF SECTION	<urn:uuid:74006979-edc0-4705-b692-7211d971b7ee>	{ "date": "2014-12-18T11:31:24", "dump": "CC-MAIN-2014-52", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802766267.61/warc/CC-MAIN-20141217075246-00099-ip-10-231-17-201.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.7996840476989746, "score": 2.734375, "token_count": 1054, "url": "http://gsa.gov/portal/content/111578" }
Source: Journal Bioscience, vol. 60, 552-553 REVIEW OF HEATSTROKE: NATURE IN AN AGE OF GLOBAL WARMING by Anthony D. Barnosky, 2009 (Washington, DC: Island Press) 269pp. By Daniel B. Botkin [Dr. Botkin in not associated with SPPI.] In the late 1960s I began studying possible ecological effects of global warming, and first published a paper about these possibilities in 1973. Thus, I have watched with surprise, and sometimes dismay, the sudden development of scientific and public concern over this issue. When I first began to explore the mechanisms by which a trace gas such as CO2 could influence our planet’s climate, getting into the then abstruse topics of atmospheric physical chemistry and energy exchange, there were just a few scientists — mainly climatologists, meteorologists, and ecologists — who even knew about the possibility, and even fewer who were doing scientific research on it. It was a time when not many were aware that life of any kind could affect the environment at a planetary level, but several of us were exploring those possibilities. I was fortunate to be one of the first to help NASA begin using satellite remote sensing to study a planetary perspective on life. I also worked with scientists at IBM to develop one of the first computer models that could be used to forecast possible effects of climate change on any kind of ecological system. It seemed at that time, through the 1970s into the early 1980s, an uphill battle to even get a large number of scientists to believe in such possibilities, let alone the public. (more…)	<urn:uuid:690be30c-f12a-43f9-8a29-153bbf0727b1>	{ "date": "2015-05-27T05:40:30", "dump": "CC-MAIN-2015-22", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207928907.65/warc/CC-MAIN-20150521113208-00079-ip-10-180-206-219.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9775142073631287, "score": 2.625, "token_count": 340, "url": "http://sppiblog.org/tag/hurricane-katrina" }
The Decision Protocol is intended to be a tool to help US Forest Service decision teams work through complex business and environmental decisions. It is an administrative aide that introduces the professional to the principles of decision science, outlines useful steps, and provides sources of information and techniques for improving decision quality. The Protocol is not and should not be viewed as formal Forest Service guidance or policy. Forest Service teams are not required to use the Protocol; its recommendations are not legally binding. Members of the public or other agencies are welcome to participate in Protocol-based projects or use the Protocol or any of its concepts or parts, but their use is strictly voluntary. The Forest Service is not responsible for the consequences of applications or misuse of the Protocol outside the agency. The Decision Protocol is made up of five decisionmaking cycles. The process starts with a situation. The decision team's (analysis and deciding officer's) perspectives on the situation are clarified in the PROCESS, PROBLEM, and DESIGN cycles. From these perspectives, the team designs alternative solutions (DESIGN) and evaluates their relative effects in the CONSEQUENCE cycle. The team makes and explains its selection of alternatives and plans its implementation in the ACTION cycle. The cycles are explained in more detail below. I. PROCESS. Determines what the decision is, who will be making it, how it will be supported, and what may constrain the process. The cycle results in the design of the decision process that the team will follow. Product: agreement among decision team members (including the line officer) to follow a mutually acceptable decision process. II. PROBLEM. Sets the context; organizes available information; describes the situation in biological, social, economic, and other terms; identifies critical structural and functional components and possible influences from large and smaller scales; and identifies historical and current management. States the reason(s) for proposed actions and the perspectives of different stakeholders about the change(s) being proposed. Evaluates the strength of information and expert judgment available to help define the problem, and describes important knowledge gaps, and the costs of closing these gaps. Products: narrative description and map of the area; set of goals and objectives of solving the problem; and a description of the information base, major elements of uncertainty, and information to be collected. III. DESIGN. Proposes activities that will accomplish the objectives. Describes cause-and-effect relationships between activities and predicted changes in attributes. Combines these activities into a design for action and identifies alternative actions, including no-action and status quo. Develops monitoring needs to evaluate performance and guide adaptive response. Describes the stakeholders to be consulted. Product: description of the refined proposals IV. CONSEQUENCES. Identifies measures for predicting changes (effects) in the important attributes of the situation. Sets acceptable (minimum allowable and desirable limits) on these attributes. Evaluates sources of information to assist in this prediction. Quantifies the expected consequences (effects) of the proposed actions and their alternatives. Estimates the consequences of interactions between the activities of the proposals and those of other projects. Describes key uncertainties and how they might affect the consequences. Selects key consequences and guides the team to propose refinements to address them. Product: a display of the refined alternatives and their expected consequences. V. ACTION. Compares alternative proposals for meeting objectives, avoiding adverse effects, cost, feasibility, and other criteria. Describes a logical and defensible rationale for selecting the best proposal. Describes how different assumptions might influence the choice. Chooses or hybridizes a "preferred" design and explains why it was selected. Develops a schedule of responsibilities for implementing the decision. Sets plans to monitor outcomes and evaluate changes in the situation that will guide future adaptation and problem solving. Products: comparison of the alternatives, description of the rationale, and an implementation plan. Cycles consist of CORE QUESTIONS to prompt thought, analysis, dialogue, and choice. Each cycle has questions that encourage divergent (broad gathering of ideas and information) and convergent (analytical) thinking. CORE QUESTIONS also evaluate information and uncertainty, and prompt teams to use their experiences in other projects. The information questions evaluate how much and what kinds of information and analysis are required to improve the quality of the decision. Learning questions prompt the decision team to evaluate and apply the organization's experiences and to document the team members' thinking so that others can learn from them. 1. Why are we here? What decisions have to be analyzed and made? 2. What are the appropriate geographic and organizational scales for this analysis? 3. What is the appropriate time scale for this analysis? 4. What criteria will likely be used to design solutions to problems in this situation? 5. Who should be involved? 6. What special features or constraints might determine how you proceed? 7. What provisions for legal compliance should be integrated in the process? 8. What is your plan for proceeding through this decision? 1. What do you know about the area, organization, or situation for which this decision will be made? 2. What management activities are now going on or have gone on in the area or situation? 3. What natural or human-caused disturbances, patterns, trends, or other uncertain events are important in this situation? 4. What goals, objectives, or strategic directions have been set for this area or organizational unit? How might these affect how you solve problems here? 5. What are the most important problems, opportunities, or public issues that characterize this area? 6. What problem(s) or opportunity(ies) should be addressed with a new or revised management action? 7. What different perspectives of this problem and/or opportunity are held by different stakeholders? 8. What is the cause(s) of this problem/opportunity? 9. What components or attributes of the situation are of most concern or offer the most opportunity for improvement? 10. What measures are used to characterize these attributes? 11. What values of each measure would constitute solving the problem(s)? 12. Is there a need for action to resolve this problem? 13. What evidence do you have to justify the any action? How strong is that evidence? 14. What are the important gaps in knowledge that hinder your ability to understand and evaluate the problems? 15. What information is most needed to close these information gaps? 16. What are your objectives in solving this problem? 1. What is the current or status quo management action? 2. What is the No-Action alternative? 3. What, if any, actions have already been proposed? 4. What activities will accomplish the objectives? 5. What stakeholders --- public groups, organizations, consultative agencies, and others have an interest in these activities? 6. What alternative actions (combinations of activities) could accomplish the objectives? 7. What activities do you want to refine? 8. What design refinements could improve the performance of the alternative? 9. What monitoring will be needed to implement and test these activities? 10. How do the refinements compare on the basis of contribution to objectives, cost, side effects, and other criteria? 11. Which of the refinements will you include in the final set of alternative actions? 12. How do the refined alternative actions, the status quo and the no-action alternatives compare? 13. How might you combine activities or other features of the alternatives into an action that could outperform those in the existing set? Information and Uncertainty Evaluation 1. What information is available to help characterize and predict consequences? 2. How certain (confident) are you that this information is a good basis for accurately predicting consequences? 3. What are important gaps in knowledge for predicting consequences? 4. What uncertain events could confound your predictions? 5. What information is worth acquiring to improve your predictions? What would it cost? 6. What measures will you use to predict consequences of the alternative actions? 7. What are acceptable consequences on these measures? 8. What are the cause-effect relationships between the proposed activities and the consequence measures? 9. What will the values of the measures be if the proposed alternative is implemented? 10. Which predicted values exceed acceptable levels? 11. Should the alternative be refined or eliminated from further consideration because of unacceptable consequences? How should it be refined? 1. How do the alternatives compare in meeting the objectives and minimizing negative consequences? 2. What are the most critical assumptions in your comparison? 3. How would your ranking of the alternatives change if the assumptions were different? 4. What additional information will you (and/or the deciding officer) need to fully compare the alternatives and choose one? 5. How will stakeholders respond to the alternatives? 6. How might you combine features of the alternatives into an action that would outperform the existing alternatives? 7. What alternative action do you prefer? Why? 8. What keeps you from selecting each of the other alternatives? 9. What do you give up (trade off) with the preferred alternative? 10. What aspects of the preferred action are negotiable? 11. What must be done to ensure that the design will be implemented? 12. What stipulations or conditions will be necessary for partners, users, and others? 13. Who are the key players in making this action accomplish it objectives and be successful? 14. What could go wrong during the implementation of this action? 15. How will you monitor to see that the activities are implemented? 16. How will you monitor to determine whether the activities will have the consequences you predicted? 17. How will you document and record this action so that future teams can learn from its successes and failures?	<urn:uuid:36d1981b-5fc8-4a7b-9569-64398794edfd>	{ "date": "2014-04-19T14:50:30", "dump": "CC-MAIN-2014-15", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609537271.8/warc/CC-MAIN-20140416005217-00091-ip-10-147-4-33.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9080585241317749, "score": 3.109375, "token_count": 2032, "url": "http://www.fs.fed.us/emc/nepa/includes/dp2corequestions.htm" }
The mounting evidence increasingly pointed to an astonishing conclusion: this was a mass grave of Viking warriors. In the late eighth century a.d., the Vikings—a Scandinavian people from Denmark, Norway and Sweden—began a 300-year campaign of pillaging and piracy throughout Europe. Some scholars say that political changes (especially the emergence of fewer yet more powerful rulers) forced local Viking chieftains to seek new sources of revenue through foreign conquests. Others point to advances in shipbuilding that enabled longer voyages—allowing the Vikings to establish trade networks extending as far as the Mediterranean. But when an economic recession hit Europe in the ninth century, Scandinavian seamen increasingly turned from trading to pillaging. Most historians believe that England suffered more from the Vikings than other European countries. In the first recorded attack, in A.D. 793, Vikings raided an undefended monastic community at Lindisfarne in the northeast. Alcuin of York, an Anglo-Saxon scholar, recorded the onslaught: “We and our fathers have now lived in this fair land for nearly three hundred and fifty years, and never before has such a terror been seen in Britain as we have now suffered at the hands of a pagan people. Such a voyage was not thought possible. The church of St. Cuthbert is spattered with the blood of the priests of God.” The Anglo-Saxon Chronicle, a contemporary historical account, records that the Vikings waged some 50 battles and destroyed or ravaged scores of settlements. Dublin, one of the largest Viking cities in the British Isles, became a major European slave-trading center, where, historians estimate, tens of thousands of kidnapped Irishmen, Scotsmen, Anglo-Saxons and others were bought and sold. “In many respects the Vikings were the medieval equivalent of organized crime,” says Simon Keynes, a professor of Anglo-Saxon history at Cambridge University. “They engaged in extortion on a massive scale, using the threat of violence to extract vast quantities of silver from England and some other vulnerable western European states.” “Certainly the Vikings did all these things, but so did everyone else,” says Dagfinn Skre, a professor of archaeology at the University of Oslo. “Although admittedly, the Vikings did it on a grander scale.” Martin Carver, an emeritus professor of archaeology at the University of York, characterizes the antagonism between the Anglo-Saxons and the Scandinavians as part of a wider clash of ideologies. Between the sixth and ninth centuries, Vikings in Scandinavia preferred to be organized “in loose confederations, favoring enterprise,” says Carver. But other parts of Europe, such as Britain, yearned for a more orderly, centralized government—and looked to the Roman Empire as a model. Only one Anglo-Saxon kingdom—Wessex, ruled by Alfred the Great—is known to have withstood the Viking invasion. Alfred and his son, Edward, built up an army and navy and constructed a network of fortifications; then Edward and his successors wrested back control of those areas the Vikings had taken over, thus paving the way for English unification.	<urn:uuid:adb1cf25-f0e8-4fec-8af8-a602d8b39cf6>	{ "date": "2016-10-27T14:44:08", "dump": "CC-MAIN-2016-44", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988721347.98/warc/CC-MAIN-20161020183841-00562-ip-10-171-6-4.ec2.internal.warc.gz", "int_score": 4, "language": "en", "language_score": 0.949962317943573, "score": 3.640625, "token_count": 663, "url": "http://www.archeolog-home.com/pages/content/a-viking-mystery-2.html" }
The Fine Art of Scribbling Children’s scribbles were once conceived of simply as practice for “real drawing,” but educators today recognize that scribbling is an important step in child development. Scribbling is the foundation of artistic development and is intimately linked with language acquisition. Young children love to scribble and adults will enjoy it too, if you give them permission to “let loose with a crayon.” So, as I pondered what to address in my first post of 2012, it seemed like a good idea to start at the beginning – with the scribble stage. Scribbling reflects a child’s physical and mental process. This young girl is scribbling with one of my favorite early learning tools, a Colorations® Smooth and Silky Art Stick (SILKYSTK). Colorations® Silky Sticks are great for toddlers because they’re easy to grasp and make exceptionally smooth, bright marks on paper. When toddlers first pick up a crayon and make a mark, they experience a pleasurable moment in which they use a tool and produce a result. They don’t realize they are taking the first step of a long journey, a journey that will culminate around the age of 8 with a mastery of line that is remarkably controlled. They only know that in this powerful moment, something they did with their body created a visible result and that feels very exciting. Mona has her 4 year olds work on long term book making projects that include scribble drawings with dictations. Children are indeed natural storytellers, and scribbling is how their visual story telling begins. No study of scribbling would be complete without mention of Rhoda Kellogg. Kellogg was a pioneer in the study of analyzing children’s art. Over the course of 20 years, Rhoda Kellogg collected and analyzed over 1 million children’s drawings from children ages 2-8. In 1967, she published an archive of 8000 drawings of children ages 24-40 months, focusing on scribbling and the early “ages and stages” of child development. Kellogg concluded that children need plenty of time for free drawing and scribbling to develop the symbols that will later become the basis for all writing and drawing. Before Kellogg, scribbles were considered nonsense. Children were discouraged or even forbidden from scribbling, and encouraged to copy adult models (sounds ghastly and misguided, but this shows how far we’ve come in understanding child development.). Stages of Scribble Here's something creative to do with scribble drawings - check out the "Stages of Scribbles" created by children at the Alpert Jewish Community Center in Long Beach, CA. Assistant Director, Alayna Cosores, asked teachers to contribute examples of scribbles and compiled them into an Ages & Stages frame that hangs in their Early Childhood Office. Not only is it colorful and fun to look at, "Stages of Scribble" reminds parents that scribbling is an important process to encourage at home. Why not try something like this in your own center, it costs so little to put together and will provide years of stimulating conversation. Last but not least, scribbling is not just for kids…it can also be liberating for adults! Scribbling is a physical process that emphasizes freedom of movement. It can help us relax and get into the sensory mode of our bodies as well as the creative, right hemisphere of our brain. With this in mind, I often begin Teacher Trainings with some form of a scribble warm-up. My favorite is a paired up exercise called a “Scribble Chase.” Click here for the printable lesson plan from my book Smart Art Ideas 2 (MOREART). While the original lesson plan used Colorations® Liquid Watercolor for the top layer, I’ve come to enjoy it even more using Colorations® No-Drip Foam Paint. (BFPSET). Scribbling is it’s a great way to energize a room at the beginning of a workshop, and we got beautiful results from the Scribble Chase warm-ups shown here. Both were created by teachers at this week’s Messy Art Workshop, hosted by Beach Cities AEYC at Long Beach City College. I suggest you try “grown-up” scribbling sometime soon. Happy New Year! Colorations® Smooth and Silky Art Sticks (SILKYSTK, set of 24, or SILKYPAK, set of 72) Colorations® Regular Crayons (CRS16) Colorations® No-Drip Foam Paint (BFPSET, set of 7) White Sulfite Paper (A80SU) Smart Art Ideas 2 (MOREART)	<urn:uuid:b28fdea6-1f1c-4f7a-8007-0f652acfcdd0>	{ "date": "2015-03-29T06:04:13", "dump": "CC-MAIN-2015-14", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131298228.32/warc/CC-MAIN-20150323172138-00118-ip-10-168-14-71.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9527974724769592, "score": 3.28125, "token_count": 990, "url": "http://artandcreativity.blogspot.com/2012/01/fine-art-of-scribbling.html" }
Medical dictation and transcription have revolutionized the healthcare industry by giving physicians and associated professionals more time to excel in their professions without having to worry about lengthily written patient notes. In order to run smoothly, physicians must practice excellent dictation habits so that notes are recorded and transcribed perfectly, every time. Medical Dictation Tips to Improve the Accuracy and Quality of your Audio: Speak clearly and slowly Be mindful of enunciating each and every syllable you are speaking to make the transcribing of your notes the most efficient and accurate. If you have a speech impediment or if English is not your first language, take even more time with each word you say. Practice thorough microphone operation habits Read the owner’s manual for the proper distance from and other key habits around the microphone. Before dictating regularly, practice these behaviors. Remember to avoid heavy breathing into the microphone and fading away too soon. Prepare for what you are about to say Before recording, it’s best if you have an idea of what you want to talk about – be in medical history, symptoms, recommendations or session notes. To keep notes clear and organized, always begin a dictation session by introducing yourself, the date and the type of report ahead. Pause while you think If you are thinking, stop recording. Do not waste transcription time on thinking words such as “um” or with long, drawn-out pauses. Research recording equipment Read up on the recording equipment you purchase. Different devices require different uses, and an owner’s manual will walk you through all necessary operation guidelines before you begin recording regularly. Determine the best recording environment Where notes get recorded makes a big impact on the sound quality. Set up your recording station in an area free from outside noise and far away from other objects or devices that might make disruptive noise, such as a fan. If you dictate while visiting with a patient, set up the area so that you can efficiently record throughout a visit, without having to relocate to another part of the room. Take care of equipment Maintaining equipment is as important as investing in quality equipment. Clean equipment routinely, inspect devices for dust, keep equipment charged or stocked with batteries and keep backup energy nearby during recording sessions. Use concise language Speaking into a microphone does not open the floodgates for unnecessary rambling. Before dictating, think about how you would quickly and concisely describe the thought on the paper and verbalize accordingly. Spell words that need clarification Some words need clarification, including obscure or long medical terms and short, everyday words, such as ‘an’ and ‘and’. Spelling out medical terms will make the transcription process more efficient. Spelling short, common words will take some getting used to, but practicing this dictation habit will make audio more clear and ready to transcribe. Remember to verbalize punctuation as you record. It is important that physicians review the correct punctuation commands for dictating. For example, ending a sentence is dictated by saying “full stop,” not “period.” When you finish dictating, be sure to say ‘end of dictation’ so the transcriptionist knows not to waste time by listening for more. Gather transcription feedback Whether you are working with software or a live medical transcriptionist, pay attention to where misunderstandings or mistakes routinely occur. Are you over or under pronouncing certain letters, leading to common misspellings? Are you forgetting to dictate punctuation, leading to run-ons and confusing sentences? Ask your medical transcriptionist for feedback to find out which dictation elements are troublesome. If you work with software, mark mistakes to observe patterns over time. To learn more about incorporating medical transcription services the most optimally in your office, reach out Mercedes Transcription.	<urn:uuid:cd4600a3-1057-403e-979e-167161b745ba>	{ "date": "2019-08-24T01:10:02", "dump": "CC-MAIN-2019-35", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027319155.91/warc/CC-MAIN-20190823235136-20190824021136-00176.warc.gz", "int_score": 3, "language": "en", "language_score": 0.927325427532196, "score": 2.828125, "token_count": 798, "url": "https://www.mercedestranscription.com/medical-dictation-tips-improve-the-accuracy-and-quality-of-your-audio/" }
What is thoracic aortic aneurysm and dissection? A thoracic aortic aneurysm is an enlargement of the aorta (the main blood vessel that carries blood away from the heart to the rest of the body) in the part of the body called the thoracic cavity (the chest area enclosed by the ribs and containing the lungs and heart). If the aneurysm is not surgically repaired, it can lead to aortic dissection (a sudden tear of the inner wall of the aorta that allows blood to flow between the aorta’s inner and outer walls). Early detection and treatment are critical because both aortic aneurysms and dissections increase the risk that the aorta will suddenly burst (rupture), causing massive internal bleeding. Without surgery to prevent aortic rupture, these blood vessel abnormalities can be life- threatening. What is familial thoracic aortic aneurysm and dissection? About 20 percent of people with thoracic aortic aneurysm and dissection have a genetic predisposition to it, meaning it runs in the family. This type is known as familial thoracic aneurysm and dissection. Many people don’t know they have a genetic predisposition to thoracic aortic aneurysm and dissection. First-degree relatives (i.e., parents, children, siblings) of individuals known to have thoracic aortic aneurysm should be screened for the condition. What are the key features of familial thoracic aortic aneurysm and dissection? Aortic enlargement (dilatation) is generally the first feature of familial thoracic aortic aneurysm and dissection to develop. People may develop aneurysms or aortic dissections at any time in their lives. Even within the same family, the occurrence and timing of these problems can vary. What are the symptoms of familial thoracic aorta aneurysm and dissection? Symptoms of aortic aneurysm may be related to the location, size and growth rate of the aneurysm and can include: - Pain in the chest, neck, and/or back - Swelling of the head, neck, and arms - Coughing, wheezing, or shortness of breath - Coughing up blood Symptoms of aortic dissection usually appear suddenly and may include: - Severed, sudden, constant chest pain and/or upper back pain, sometimes described as “ripping” or “tearing” - Pain that feels like it is moving from one place to another - Unusually pale skin - Faint pulse - Numbness or tingling - In some instances, there may be no pain but a sense that there is something terribly “wrong.” If a dissection is suspected, a person needs immediate medical attention and should go to a hospital emergency department right away. To learn more about Familial Thoracic Aortic Aneurysm and Dissection and its diagnosis and treatment, download:	<urn:uuid:b534ee67-e008-4a4d-ab18-9afd775c5742>	{ "date": "2018-06-22T18:56:33", "dump": "CC-MAIN-2018-26", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864776.82/warc/CC-MAIN-20180622182027-20180622202027-00016.warc.gz", "int_score": 4, "language": "en", "language_score": 0.9259482622146606, "score": 3.546875, "token_count": 685, "url": "https://www.marfan.org/familial-aortic-aneurysm" }
There are many causes of low back pain (LBP). Most of us can think of the time we bent over to lift a child, the heavy tongue of a trailer, or a 5-gallon pail of water, or maybe simply sneezed too hard and threw out our back. These causes are common and most often associated with LBP. But, one unusual cause of LBP (not so unusual once you know about it) involves vitamin D deficiency. Yes, you heard me – a VITAMIN DEFICIENCY! One study reported on a 360 patient (90% women, 10% men) group under treatment at spinal and internal medicine clinics over a six-year time frame for LBP of 6 months or greater with no obvious cause. Doctors tested these patients for blood levels of vitamin D (25-hydroxy vitamin D), as well as calcium and alkaline phosphatase (an enzyme found in bone). Then, they administered vitamin D supplements and the same tests were repeated. Their results are VERY INTERESTING! The findings showed 83% of the group studied (299 patients) had abnormally low levels of vitamin D before supplementation and after treatment consisting only of a vitamin D supplement, the researchers noted clinical improvement in ALL that patients who had low vitamin D levels and in 95% of all 360 patients in the study group! THAT’S AMAZING! They concluded that “Vitamin D deficiency is a major contributor to chronic low back pain” and recommended screening for vitamin D deficiency and treatment with supplements which they say, “…should be mandatory…,” especially in areas that are “endemic” for vitamin D deficiency. They also concluded that bone softening diseases like osteomalacia may occur as a result of vitamin D deficiency, while many other studies have linked vitamin D deficiency with osteoporosis. Another question then arises, what geographic regions are most susceptible to low sunlight and hence, vitamin D deficiency? One study showed that during the eight months centered around summer in the United States (March-October), no difference was found in the vitamin D levels for all locations from the southern tip of Texas to just south of Portland, Oregon. But, in the winter months (November-February), vitamin D levels decreased dramatically the more North you traveled. However, in lower latitudes (<25 degrees), no difference was found between summer vs. winter months. What about sun block? Does using it reduce vitamin D absorption from the sun? The answer is, YES. According to “The Peoples Pharmacy” website (http://www.peoplespharmacy.com/2011/06/13/sunscreens-block-vitamin-d/), the typical dose of vitamin D of 400 IU “…is probably inadequate to overcome a deficiency.” They recommend 10-15 minutes of time in the sun without sunscreen a few times a week or a higher dose of vitamin D3 (“…closer to 2000 IU of vitamin D”). There are MANY other benefits – not just in terms of LBP – from taking vitamin D that have good scientific support. In fact, a PubMed search for “benefits of vitamin D” resulted in 554 studies, some of which included conditions such as HIV, heart conditions, chronic illness in the elderly, osteoporosis, cancers (colorectal, prostate, breast, and others), kidney disease, autoimmune diseases (celiac disease, MS, rheumatoid arthritis, and many others), diabetes, and more!	<urn:uuid:bd37d69e-0658-46b1-b9a1-8aca531069b3>	{ "date": "2018-10-17T09:23:59", "dump": "CC-MAIN-2018-43", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583511122.49/warc/CC-MAIN-20181017090419-20181017111919-00176.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9467357397079468, "score": 2.734375, "token_count": 733, "url": "https://chiro-trust.org/back-pain/low-back-pain-an-unusual-cause/" }
General Directorate Of Monuments and Museums His life full of wars for independence of Turkish country and revolutions to raise the Turkish nation to level of modern civilization, Mustafa Kemal Atatürk, the leader in the Turkish War of Independence and Turkish Revolutions, and founder of Turkish Republic, died on November 10th 1938. Mustafa Kemal Atatürk was a great leader, who turned Turkey into member of modern civilization, with all institutions. To build a mausoleum that would represent his eminence, and thoughts about principles, revolutions and modernization, emerged as a common idea of the Turkish nation, during the great sadness following the death of Atatürk. As there was an observation station on the site before building Anıtkabir, the name of Anıttepe was formerly Rasattepe. There were barrows related to the Frig civilization, which lived in Anatolia in the 12th century B.C. on this hill. After the decision to build Anıtkabir to this hill, archeological studies were carried out and the barrows removed. The findings the from barrows are exhibited in Anatolian Civilizations Museum. In the first stage on starting construction, the nationalization procedure was initiated. The construction of Anıtkabir was started in 9th November 1944, with a magnificent ceremony. Construction was completed in 9 years, in 4 stages. Construction of First Stage: 1944 - 1945 The first stage, including the construction of the supporting wall of the lion road and the ground level, was started on November 9th 1944 and completed in 1945. Construction of Second Stage: 1945 - 1950 The second stage, including the construction of the mausoleum and buildings that surround ceremony area, was started in 29th September 1945, and completed on August 8th 1950. At this stage, the “foundation project” of the monument body was decided to be prepared, in order to reduce the foundation pressure, according to the building's construction system. By the end of 1947, foundation excavation and isolation were completed, and an iron assembly 11 meters high reinforced the concrete foundation system, which would prevents any kind of subsidence, were just about to completed. The entrance turrets and most of the road arrangement, nursery facility, forestration work and watering system of the area were mostly completed. Construction of Third Stage: 1950 The third stage of construction included the roads to the monument, the lion road, the ceremony area, stone plating of the upper part of the mausoleum, steps, placing the sarcophagus and installation work. Construction of Fourth Stage: 1950 – 1953 Preparation of the honor hall, lower parts of vaults, stone profiles of the honor hall, and ornamentation of eaves were completed in the fourth stage of construction. This stage was started on November 20th 1950, and completed on September 1st 1953. In the “Anıtkabir Project”, there was the vault section that rises over colonade. On December 4th 1951, the government asked architects if it was possible to finish the building earlier, in the case of lowering the height of 28 meter honour hall. After the studies of architects, it was found possible to cover hall of honour with a reinforced concrete ceiling, instead of stone vaults. This would also prevent the technical problems arising from the weight of the vault. In the construction of Anıtkabir, different colors of travertine were used as exterior plating material over concrete and marble for plating inside of the mausoleum. The white travertine that is used in statues, lion statues and mausoleum columns were from Kayseri / Pınarbaşı, and white travertine used in inside walls of turrets were from Polatlı and Malıköy. Black and red travertines from Kayseri / Boğazköprü were used in plating of floors of ceremony area and turrets, and yellow travertines from Çankırı / Eskipazar were used for the victory reliefs and columns that surround the hall of honour and the ceremony area. Cream, red and black coloured marbles used in floor of honour hall were from Çanakkale, Hatay and Adana, the tiger skin used in the hall of honour's inside interior walls was from Afyon, and green coloured marble was from Bilecik. The sarcophagus stone in one piece, which weighed 40 tons, was taken from Adana / Osmaniye, and white marbles that plates the side walls of the sarcophagus were taken from Afyon. ARCHITECTURAL PROPERTIES OF ANITKABİR The period between the years 1940 and 1950 is called “2nd National Architecture Period” in Turkish architecture. In this period, more monumental, symmetrical buildings were erected, with cube shaped stones. Anıtkabir bears the signs of this period. With the properties of this period, Anıtkabir also bears features of Seljuk and Ottoman architecture and ornamental details. As an example, in the outer surfaces, where ceiling and walls unite, there is a border which is called saw tooth pattern in Seljuk. Also some ornaments such as passionflower and rosette, found in some places in Anıtkabir (Mehmetçik Turret, Museum Management), are from Seljuk and Ottoman art. With all these properties, Anıtkabir is one of the best examples for that period, which covers approximately 750.000 m2. Anıtkabir can be separated into two parts: Peace Park and the Monument Block A - PEACE PARK Anıtkabir is placed in the Peace Park, which is created with saplings from several foreign countries and from several regions of Turkey, that is inspired from the epigram of Atatürk; “Peace at home, peace in the world”. Several trees and saplings were taken from Afghanistan, United States, Germany, Austria, Belgium, China, Denmark, Finland, France, India, Iraq, England, Spain, Israel, Italy, Japan, Canada, Cyprus, Egypt, Norway, Portugal, Yugoslavia and Greece. Today, the Peace Park contains approximately 48.500 trees and plants, from 104 different species. B - MONUMENT BLOCK The Monument Block contains three parts. 1. Lion Road 2. Ceremony Area When entered from Tandoğan gate, the road in Peace Park leads to 26 stepped wide stairs to the Lion Road. At the top of the stairs, independence and liberty turrets can be seen facing one another. In the Anıtkabir building complex, there are ten turrets, which are placed symmetrically. These turrets are named with eminent concepts, according to their effects to the foundation of our nation and government. The turrets are similar to each other with their plan and structure. The Turrets are based on a square-shaped 12x14x7.20 meter rectangle, and covered with pyramid-shaped roofs. On the top of the roofs, bronze spear tips from old Turkish tents are visible. Geometrical ornaments from old Turkish kilim (woven carpet) motifs are applied in fresco technique. Also, Atatürk’s aphorisms related with that turret can be found on the inside of the walls. The Independence Turret is placed on the right, at the beginning of Lion Road. On the reliefs on the interior walls of Independence Turret, a young man holding a sword with both hands, standing and a eagle figure on a rock beside youth, can be seen. The Eagle is the symbol for power and independence in mythology and Seljuk art. The young man with sword represents Turkish nation as defending independence. Relief are work of Zühtü Müridoğlu. Also there are aprohisms of Atatürk, related with independence: “When our nation seemed come to an end, her ancestor's voice called her to revolt, and to our War of Independence.” (1921) “Life means battle, combat. Succes in life will be possible only through succes in battle.” (1927) “We are a nation that wants life and independence, and we will pay with our life.” (1921) “There is no choice such as begging for justice and mercy. The Turkish nation, future Turkish children, should bear this in mind forever.” (1927) “This nation never lived without independence, can’t live, and won’t live without it. Independence or death.” (1919) There is an Anıtkabir scale model, and there are illuminated boards in the turret. In the relief inside the Liberty Turret, on the left side of the beginning of the Lion Road, there is an angel figure holding a paper and a rearing horse. The angel figure symbolizes the sacredness of independence, with the paper “Independence Declaration”. The horse is the symbol of liberty and independence. The reliefs are the work of Zühtü Müridoğlu. In the walls of the turret, some words of Atatürk about liberty read as follows: “The issue is the life of the Turkish nation as a respected nation. This is only possible with independence. Despite all riches, without independence, they are nothing more than a manservant before mankind.” “According to me, maintaining a nation’s honor and humanity is possible with that nation’s liberty and independence. “Freedom, equality, and justice, all depends on national preeminence.” In the turret, a photograph exhibition on the construction of Anıtkabir and stone samples from construction can be seen. WOMAN STATUE GROUP In front of the liberty turret, there is a group of women in national garments. Women on the edge are carrying a wreath. The Wreath with ears represents our productive country. The woman on the left is imploring God’s mercy, and the woman in the middle is crying with her hands on her face. This group of women represents the proud, sedate, determined Turkish woman, even in great sorrow such as on Atatürk’s death. The statue group is a work of Hüseyin Özkan. MEN STATUE GROUP In front of the independence turret, there is a group of men. The man at the right with his helmet and coat represents the Turkish soldier, the man next to him with a book in his hand represents the Turkish youth and intellectual, and the other one with local clothes represents the Turkish farmer. All three statues show the deep sorrow, and longing. The statue group is the work of Hüseyin Özkan. There are 24 lion statues in sitting position which are placed on both ends of the road, which prepares visitors for the eminent presence of Atatürk. The road is 262 meters long. The lion statues represent power and tranquility. The lion statues are done in Hittite style, because of Atatürk’s attention to Turk and Anatolian history. The Statues are the work of Hüseyin Özkan. The ceremony area, at the end of lion road, is in the dimensions of 129x84.25 meters. The area, with a capacity of 15.000 persons, is decorated with 373 carpet and kilim patterns, using black, red and white colored travertine stones. The Metmetçik (a nickname for the Turkish soldier) Turret is placed at the end of the Lion Road, at the right. On the relief outside the turret, the figure represents Mehmetçik leaving his home. In this figure, the sad but proud mother, who sends her son to war, is portrayed. The Relief is the work of Zühtü Müridoğlu. On the walls of the turret, Atatürk’s aphorism’s about Mehmetçik and the Turkish woman can be seen. In the turret, several books about Anıtkabir and Atatürk are sold. ATATÜRK AND TURKISH REVOLUTION LIBRARY Atatrük and the Turkish Revolution Library is placed between the Mehmetçik and Liberty Turrets. This “specialty library” about Atatürk, the national war and the revolutions, is available for research on weekdays between 09.00-12.30 and 13.30-17.00. On the walls of the turret, dates and notes about Atatürk’s most important three victories are on display. In the turret, the gun carriage that bore Atatürk’s body from İstanbul Dolmabahçe Palace on November 19th, 1938 to the fleet at Sarayburnu, can also be seen. SARCOPHAGUS OF İSMET İNÖNÜ Between the Peace and Victory Turrets, in the middle of the gallery, there is symbolical sarcophagus of İsmet İnönü, who died on December 25th 1973, a very close friend of Atatürk, West Front commander of the Independence War, and second president of the Republic of Turkey. The Tomb room is downstairs. İsmet İnönü was buried at Anıtkabir at December 28th 1973, on the decision of the Council of Ministers. There is a composition on the inside walls of the turret, which describes the principle of Atatürk “Peace at home, peace in the world”. In this relief, there are farmers and a soldier protecting them with his sword is shown. This soldier symbolizes the Turkish military as a basis for peace. Thus, people can continue their daily life. The Relief is the work of Nusret Suman. On the walls of the turret, some of Atatürk’s words are as follows: “Peace at home, peace in the world”. “Unless the nation’s life is under attack, war is murder”. (1923) In the turret, Atatürk’s ceremonious and official automobiles between the years 1935- 1938, are presented. 23RD APRIL TURRET There is a relief on the inside walls of the turret, that represents the opening of the Turkish National Assembly. A woman holding a paper is standing in this relief. The date April 23rd 1920 is written on this paper. The woman holds a key in her other hand, representing the opening of our National Assembly. The relief is the work of Hakkı Atamulu. One of the aphorisms on the walls of the turret: “There was only one choice: Founding a new independent Turkish Government, depending on national preeminence.” (1919) Atatürk’s private automobile between the years 1936-1938 is exhibited in the turret. In the middle of the stairs leading to the ceremony area, there is a Turkish flag on the high flagpole. This 33.53 meter long flagpole is specially manufactured in USA, and is the longest single piece steel flagpole. 4 meters of flagpole are under the base. It was presented as a gift to Anıtkabir in 1946 from Nazmi Cemal, an American citizen of Turkish origin. This flagpole was manufactured at his own flagpole factory. The relief on the base of the flagpole torch represents Turkish civilization, the sword represents the power to attack, the helmet represents power of defense, the oak branch repserents victory, and the olive branch repsesents peace. The Relief is the work of Kenan Yontuç. THE TOWER OF THE NATIONAL CONTRACT The relief in the tower which is situated at the entrance of the museum represents our gathering in unity. The relief consists of four hands grasping each other on the butt of a sword. This composition expresses the promise of the nation to save the Turkish fatherland. The relief is the work of Nusret Suman. On the walls of the tower are Atatürk’s words on the National Contract: “What writes the national oath, which is our general rule of liberation, is the iron hand of the nation.” (1923) “We want to live free and independent within our national boundaries.” (1921) “Nations who can’t find their national identity are prey to other nations.” (1923) In the midst of the tower is a tribute to the signing, which is signed by special committees attending ceremonies carried out in Anıtkabir. In the tower which is also the entrance of the museum are reality panels on which are presented photographs of important ceremonies in Anıtkabir. ANITKABİR ATATÜRK MUSEUM In line with the conditions of the Anıtkabir Project Competition, the section between the National Contract and the Reform Towers is specified as a museum. For this purpose, the Anıtkabir Atatürk Museum was opened on June 21st, 1960. Here, Atatürks personal belongings, gifts presented to him and his clothes are on exhibition. Besides, Atatürk’s medals and insignia, and some of Atatürk’s belongings which were granted by his adopted children. A. Afet İnan, Rukiye Erkin, Sabiha Gökçen are also included in the exhibition. TOWER OF REFORM In this tower, which is the continuation of the museum clothes Atatürk wore are exhibited. On the inner wall of the tower, the relief of a weak, powerless hand holding a torch about to go out, symbolizes the collapsing Ottoman Empire. The other bright torch held in the skies by a mighty hand symbolizes the new Turkish Republic and the Reforms Atatürk carried out to enable the Turkish nation to catch up with modern civilization. The relief is the work of Nusret Suman. On the tower walls are these words of Atatürk on his reforms: “If a society does not proceed with all its men and women towards the same purpose, there’s no technical possibility and scientific probability of its becoming civilized.” “We are not inspired by heavens and the unknown sphere but directly by life itself. ” In this tower which is used as the garments section of the museum is a life-size wax statue of Atatürk by Anadolu University’s former president Prof.Dr. Yılmaz Büyükerşen. TOWER OF THE REPUBLIC This tower is the entry to the art gallery and on its wall these aphorisms of Atatürk about the republic are written: “The fact that we gained our national sovereignty through action and handed over to the people, and undoubtedly proved that we can keep it in their hands, are our biggest strength and most trusted foundation.” In the tower, the models of Monastir Military Senior High School building, where Atatürk graduated from, Sivas and Erzurum congress buildings and I. Turkish Grand National Assembly building and some photographs of that period are exhibited. THE ART GALLERY In this section which is in between the Tower of Republic and the Towers of Legal Defence is demonstrated Atatürk’s personal library. On the walls are oil paintings depicting Atatürk and foreign statesmen together. The paintings are works of the artist Rahmi Pehlivanlı. There is also a cinema section in the gallery wwhere documentary films are shown about Atatürk, National Struggle and the Anıtkabir. DEFENCE OF RIGHTS TOWER On the relief on the outer face of the tower Legal Defence (Müdafaa-i Hukuk), which is the essence of our national unity in the War of Liberation,is represented. On the relief a male figure is depicted, saying“Hold!” to the enemy passing the border, with a sword in one hand while the other is held to the front. The huge tree beneath the hand reaching out represents our country, while the male figure protecting it symbolizes the nation united in the aim of liberation. The relief is the work of Nusret Suman. On the walls of the tower are words of Atatürk on Legal Defence: “To yield national power effective and national will sovereign is the essence.” (1919) “Hereafter the nation will own her life, independence and entire existence in person.” (1923) “History can never reject a nation’s blood, right, and existence.”(1919) “The innermost and most obvious wish and faith rising from the heart and conscience of the Turkish naiton, came to light: Liberation.” (1927) In the tower periodically exhibitions on “Atatürk and the National Struggle” are organized. Besides, there is also the model of the Military Academy Atatürk attended. THE RELIEF ABOUT THE PITCH BATTLE OF SAKARYA There are a youth, two horses, a woman and a man on the right side of the composition. These have left their homes and are on their way to defend the country against foe's first assault. The youth to the right has turned his back and shakes his left fist to the foe, saying, “One day we shall come back and avenge. ” Before this trio is a cart in the mud, horses struggling, a man trying to turn the wheel, two women, a standing warrior, and a kneeling woman is presenting him a sword. This group of figures represents the period before the Sakarya Battle. To the left of this group are two women and a child sitting on the ground, symbolizing our people under enemy’s rule awaiting the Turkish army. Over the people flies the angel of victory presenting a wreath to Commander-in-chief Mustafa Kemal. The woman sitting at the end of the composition symbolizes the motherland, while the oak symbolizes victory. Motherland shows the oak which is the victory symbol of the Turkish army. The relief is a work of İlhan Koman. THE RELIEF ABOUT THE BATTLE OF COMMANDER-IN-CHIEF The group comprising of a rural women, a boy and some horses represents the national preparation for war. In the next part Atatürk stretches out his finger, saying, “Army, your first target is the Mediterranean, ahead!” and pointing our army where to go. The angel in front conveys Father’s order to distant horizons. The part after this one, which summarizes the heroism and sacrifices of the Turkish army carrying out Atatürk’s orders, depicts a warrior taking the flag from the hands of a falling private and a soldier in a trench with shield and sword in his hands - symbolizing the Turkish attack. In the front is the victory angel with the Turkish flag, calling for the Turkish army. The relief is the work of Zühtü Müridoğlu. There is 42-step stairway leading to the most important part of Anıtkabir, the mausoleum. In the middle of the stairs is the “address pulpit”. The side of the marble pulpit facing the ceremonial square is decorated with circular geometrical motifs, in the midst of it is Atatürk’s remark, “Sovereignty is without doubt, the Nation’s.” The pulpit is Kenan Yontuç’s work. The mausoleum has a long rectangular layout of 72x52x17m. The structure is surrounded by columns 14.40m high; 8 on the front and back, 14 on the long sides. On the front of the mausoleum to the left is Atatürk’s address to the Turkish youth, to the right is his oration of the Republic’s 10th anniversary. Letters are in guilded relief. THE HALL OF HONOUR The hall is entered through bronze gates. To the right after the entrance is Atatürk’s last message to the Turkis army, dated 29 October 1938; to the left is 2nd President İsmet İnönü’s condolence message upon Atatürk’s death, dated 21 November 1938. Both scripts were written in 1981, the 100th anniversary of Atatürk's birth. Just opposite the entrance in the niche of the huge window, is Atatürk’s symbolic sarcophagus. The material of the 40 tons monolithic sarcophagus is red marble. The section on which the stone stands is covered with white Afyon marble. The ground of the hall of honour is covered with red, black, green and tiger’s fur marbles from Adana and Hatay, while the side walls are of marbles from Afyon and Bilecik of the same kind. The ceiling of the hall of honour consisting of 27 rafters and that of the side galleries are decorated with mosaics. The height of the hall of honour is 17 m. and there are 6 bronze torches on each of the side walls, which make a total of 12. The top of the mausoleum is covered with a flat lead roof. The beloved corpse of Atatürk is in a grave dug directly in the soil below the ground floor of the musoleum. The tomb which is situated right beneath symbolic sarcophagus in the hall of honour on the first floor of the mausoleum is an octagon in the Seldjuk and Ottoman architectural style, topped with a pyramidal roof and its ceiling decorated with mosaics bearing geometrical motifs. The ground and the walls are covered with black, white and red marbles. İn the middle of the tomb, the smaller sarcophagus made of red marble is directed towards the Kaaba. This marble sarcophagus is surrounded by vases filled with soil from every province and from the Turkish Republic of northern Cyprus. THE ALAGÖZ HEADQUARTERS MUSEUM Upon the approach of the enemy to Polatlı during the Sakaya Battle, the West Front Commandersihp chose the Village of Alagöz, located between Ankara and Polatlı, as Front Headquarters. The farm house of Türkoğlu Ali Ağa of the village was used as headquarters. After the end of the Sakarya Battle, the building was re-used as a home by its owners Ali Türkoğlu and his sons until 1965. In 1965 it was turned over by the inheritors to the Ministry of Education. The structure, which was transferred to the Anıtkabir Museum Directorate under the General Directorate of Ancient Monuments and Museums in 1967, was restored and turned into a museum thereafter. On November 10th, 1968, only the upper floor was arranged and opened to the public; the lower parts were opened in 1983 after a reorganizaton. The structure is a two-storey one and has a Garments Room, Library and Memorabilia Room, Officer’s Lunch Room, Kitchen, Communications Room, Room of the Commander- in-chief, Staff Officers’ Room, Refreshing Room, Aide-de-camps’ Room, Atatürk’s Bedroom, Atatürk’s dining room with his servant’s room, a total of 12 rooms. ATATÜRK’S REMARKS TO THE TURKISH YOUTH Your first duty is to forever preserve and defend the Turkish Independence and the Turkish Republic. This is the very foundation of your existence and your future. This foundation is your most precious treasure. In the future, too, there may be malevolent people at home and abroad, wishing to deprive you of this treasure. If some day, you are compelled to defend your independence and your republic, you will not hesitate before you take upon yourself the duty thinking about the possibilities and circumstances of the situation in which you will find yourself. These possibilities and circumstances may prove to be extremely unfavourable. The enemies conspiring against your independence and your republic may have behind them a victory unprecedented in the whole world. By means of violence and deceit, all the fortresses of your beloved fatherland may have been captured, and all its shipyards occupied, armies dispersed and every corner of the country invaded. And even more distressing and graver than all these circumstances; within the country, those who have the authority to rule may have fallen into negligence, error and even treachery. Furthermore, they may identify their own interests with the political desires of the invaders. The country may be in extreme poverty, in ruins and in exhaustion. Youth of Turkey's future, Even in such circumstances, it is your duty to save the Turkish Independence and Republic. The strength you need is the noble blood that runs in your veins! (1927) Address: Anıt Caddesi Tandoğan/Ankara Tel: (312) 231 79 75	<urn:uuid:035111d9-1b7d-4446-8b61-5f75dfa520bd>	{ "date": "2018-04-26T02:03:21", "dump": "CC-MAIN-2018-17", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125948047.85/warc/CC-MAIN-20180426012045-20180426032045-00616.warc.gz", "int_score": 3, "language": "en", "language_score": 0.945805013179779, "score": 2.875, "token_count": 6209, "url": "http://www.kultur.gov.tr/EN,104010/anitkabir.html" }
At two minutes before noon on Thursday, June 18, 2009, 146 years after Lincoln signed the Emancipation Proclamation and 150 days after a black man took the presidential oath of office, the United States Senate, in a unanimous voice vote, apologized to African Americans for slavery and the racial discrimination during the Jim Crow era. It’s about damn time! Introduced by Iowa Democrat Tom Harkin, and co-sponsored by 21 other senators, the resolution acknowledged that it is important “for the people of the United States, who legally recognized slavery through the Constitution and the laws of the United States, to make a formal apology for slavery and for its successor, Jim Crow, so they can move forward and seek reconciliation, justice, and harmony for all people of the United States.” Who could disagree with that? And so the Congress, “apologizes to African-Americans on behalf of the people of the United States, for the wrongs committed against them and their ancestors who suffered under slavery and Jim Crow laws.” Apology accepted. But what’s taken so long? I know it is Constitutionally enshrined that the Senate is to act slowly, deliberately; that it is to be neither impetuous nor impulsive, but even by the most extreme standards, this was a ridiculously long deliberation — 150 years is a longtime. Of course, everyone would grant that an earlier apology without the hard work that has been done to end discrimination and racial injustice would have been a particularly empty gesture. So on this one, as with most things, actual hard work and progress counts more than just words. At least with Barack Obama in the White House, there is an argument to be made that the apology is sincere. One of the reasons for the delay was the complicated and complicating idea of reparations for slavery. Some have worried that the existence of an official apology would only strengthen the case for reparations; time, it seems, has just diminished those concerns. Still the Senate was careful to address some of those concerns. The Senate resolution differs from the one passed by the House last summer, in that it includes a disclaimer that reads: “Nothing in this resolution— (A) authorizes or supports any claim against the United States; or (B) serves as a settlement of any claim against the United States.” So forget any reparations claims based on this particular apology. While the apology is official, it does not have the force of law. The President does not have to sign it allowing him whatever distance he needs from the debate. But both Presidents Clinton and Bush made a point to condemn the legacy of slavery with President Bush describing it as “one of the great crimes of history.” Comments from the floor were predictably moving and contrite. Kansas Republican Sen. Sam Brownback said that with the resolution, the Senate was, on behalf of the American people, not just saying sorry, but also asking for forgiveness. Harkin noted the historic quality of the moment: “The clerk just read for the first time ever in this body what we should have done a long time ago — an apology for slavery and the Jim Crow laws which for a century after emancipation deprived millions of Americans their basic human rights, equal justice under law and equal opportunities.” The apology notes that Africans were "were brutalized, humiliated, dehumanized and subjected to the indignity of being stripped of their names and heritage” and noted that “the system of slavery and the visceral racism against people of African descent upon which it depended became enmeshed in the social fabric of the United States.” We know that problems remain. The resolution wisely acknowledges such: “African-Americans continue to suffer from the consequences of slavery and Jim Crow laws—long after both systems were formally abolished—through enormous damage and loss, both tangible and intangible, including the loss of human dignity and liberty.” Shockingly late timing aside, there are passages of inescapable truth in the resolution that make it worth reading. It says, for example, that “an apology for centuries of brutal dehumanization and injustices cannot erase the past, but confession of the wrongs committed and a formal apology to African-Americans will help bind the wounds of the Nation that are rooted in slavery.” Yes, there are still wounds to be bound, and they are not all symbolic. The recent sub-prime mortgage crisis is reminder enough, for anyone who needs reminding. But that’s another debate. Another resolution. Terence Samuel is Deputy Editor of The Root.	<urn:uuid:d1649514-65d7-4f3b-b796-39eb55e501ac>	{ "date": "2019-01-19T04:46:56", "dump": "CC-MAIN-2019-04", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583662124.0/warc/CC-MAIN-20190119034320-20190119060320-00376.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9663628339767456, "score": 2.84375, "token_count": 945, "url": "https://www.theroot.com/senate-apologizes-for-slavery-1790899926" }
Ions in action Make pieces of paper fly through the air and stick onto a balloon. What you need: A sheet of paper A hole punch What to do: Inflate the balloon to a size that fits easily in your hand. Tie a knot in the end of the balloon. Use the hole punch to cut several small circles from the sheet of paper. Rub the balloon back and forth gently on your hair about 10 times. Don't press too hard. Your hair should be clean, dry, and oil-free. Hold the balloon close to, but not touching, the paper circles. Watch what happens. Why does the balloon pick up the confetti? Atoms are the teeny tiny particles that make up all matter. Atoms have even teenier pieces, called electrons, that they wear like coats. Sometimes the atom wears all its coats, sometimes it takes off one or more. When you rub the balloon on your hair, some of the electrons rub off and stick to the balloon. The electrons have a negative ( – ) electric charge, so the balloon has a negative charge. When atoms are missing electrons (they've taken off a coat or two), we say they have a positive ( + ) charge. The confetti you made has a few electrons missing, so has a slight positive charge. Negative and positive charges attract each other. So, the confetti sticks to the balloon! Atoms that have either a negative or positive charge are called ions. The Deep Space 1 spacecraft uses an ion engine to propel itself through space. This engine uses the same law of nature that makes a regular fuel-burning rocket work. (See how to build a pop-rocket.) The forces of attraction are very strong in ion propulsion. The ions actually move much faster than does the hot gas coming out of a regular rocket engine. So the ion propulsion system works even better!	<urn:uuid:7b0ac40a-6b33-4dd3-abad-43927f23efb3>	{ "date": "2016-02-10T00:32:14", "dump": "CC-MAIN-2016-07", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701158481.37/warc/CC-MAIN-20160205193918-00049-ip-10-236-182-209.ec2.internal.warc.gz", "int_score": 4, "language": "en", "language_score": 0.9261120557785034, "score": 4.03125, "token_count": 397, "url": "http://spaceplace.nasa.gov/ion-balloons/en/" }
Hill o' Many Stanes History, tourist information, and nearby accommodation Even if the purpose was to create an observatory, it is puzzling that so many stones were needed. And that is part of what makes the Hill o' Many Stanes so appealling - the mystery of its purpose! Some archaeologists think that successive generations of local families added to the rows over time. They were likely erected around 4000 years ago, and though there have been no burials found here, similar sites in other Scottish locations seem to have been linked to burials. According to local folklore, a farmer once took one of the stones to build a kiln, but it burst into flames, so the terrified farmer returned it to its original location! The Hill o' Many Stanes is well signposted off the A9 at Mid Clyth. A short drive brings you to a very small layby on the left with room for only a couple of vehicles. From there it is only a matter of a few steps to reach the crest of the hill, and see the stones spread out below you. There is an information panel, but one thing missing from it is a clear plan of the site layout. It isn't immediately obvious just how the stones rows are arranged, and I wandered around the site for 5 minutes, circling the perimeter path and puzzling over what I was seeing, before the layout 'clicked' in my head and I could see how the rows form a fan shape, closer at the top of the hill and spreading out down the slope. The location is wonderful, but it doesn't seem as if the stone rows would have been visible from far away. For one thing the stones are quite small, as mentioned, and for another the rows spread out down the slope rather than standing in plain view on the crest of the hill. All of which begs the question; what did it all mean? Why build the stone rows here, and why in the fan shape? That's part of the appeal of the Hill o' Many Stanes; its a bit of a mystery! About Hill o' Many Stanes Address: Wick, Highlands, Caithness, Scotland Attraction Type: Prehistoric Site - Standing Stones Location: Off the A9, at Mid Clyth, 4 miles north east of Lybster Website: Hill o' Many Stanes Phone: 01667 460 232 OS: ND295 384 Photo Credit: David Ross and Britain Express Opening Details: Open access site, usually accessible at any reasonable time We've 'tagged' this attraction information to help you find related historic attractions and learn more about major time periods mentioned. Find other attractions tagged with: Bronze Age (Architecture) - NEARBY HISTORIC ATTRACTIONS Heritage Rated from 1- 5 (low-exceptional) on historic interest Whaligoe Steps - 2 miles (Historic Building) Cairn o'Get - 2.1 miles (Prehistoric Site) Yarrows Archaeological Trail - 3.1 miles (Prehistoric Site) Grey Cairns of Camster - 4.1 miles (Prehistoric Site) Achavanich Standing Stones - 7 miles (Prehistoric Site) Castle of Old Wick - 7.9 miles (Castle) Wick Heritage Centre - 8.8 miles (Museum) Laidhay Croft Museum - 9.1 miles (Museum) Nearest Accommodation to Hill o' Many Stanes: Nearby accommodation is calculated 'as the crow flies' from Hill o' Many Stanes. 'Nearest' may involve a long drive up and down glens or, if you are near the coast, may include a ferry ride! Please check the property map to make sure the location is right for you. Nearest Self Catering Cottages Nearest Bed and Breakfasts	<urn:uuid:6f4001b1-29f6-449b-a1d4-5bfc9e521d0c>	{ "date": "2017-03-23T06:16:11", "dump": "CC-MAIN-2017-13", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218186780.20/warc/CC-MAIN-20170322212946-00396-ip-10-233-31-227.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9338929653167725, "score": 2.84375, "token_count": 811, "url": "http://www.britainexpress.com/attractions.htm?attraction=1016" }
A new report released by Greenpeace on the 10th of April 2008 finds that logging in Canada’s Boreal Forest is making global warming worse by releasing greenhouse gases and reducing carbon storage. It also finds that logging makes the forest more susceptible to global warming impacts like wildfires and insect outbreaks, which in turn release more greenhouse gases. Here is a selection of some pictures that can be found in the report. Canada’s Boreal Forest is dense with life. Richly populated with plants, birds, animals, and trees; home to hundreds of communities; and a wellspring of fresh water and oxygen, the Boreal has long been recognized as a critically important ecosystem. But as rising temperatures threaten to destabilize the planet, the potential of the Boreal’s carbon-rich expanses to mitigate global warming continues to be underestimated. Based in part on a comprehensive review of scientific literature by researchers at the University of Toronto1, this report examines the complex relationship between global warming and Canada’s Boreal Forest. It finds that the intact areas of the Boreal are not only actively helping to slow global warming, but are also helping the forest itself to resist and recover from global warming impacts. These unfragmented areas are also helping trees, plants, and animals to migrate and adapt in response to changing climate conditions. At the same time, however, it finds that logging is destabilizing the Boreal Forest in ways that may exacerbate both global warming and its impacts. The forest products industry and government regulators adamantly deny that logging in Canada’s Boreal affects the climate. But research shows that when the forest is degraded through logging and industrial development, massive amounts of greenhouse gasses are released into the atmosphere, and the forest becomes more vulnerable to global warming impacts like fires and insect outbreaks. In many cases, these impacts cause even more greenhouse gasses to be released, driving a vicious circle in which global warming degrades the Boreal Forest, and Boreal Forest degradation advances global warming. If left unchecked, this could culminate in a catastrophic release of greenhouse gasses known as “the carbon bomb”. For these reasons, the report concludes that greenhouse gas emissions must be drastically reduced and that intact areas of Canada’s Boreal Forest must be protected—for the sake of the forest, and for the sake of the climate. Num. pages: 58	<urn:uuid:99387a26-0092-4565-aff1-23c3b3b4e3d8>	{ "date": "2013-12-12T23:20:21", "dump": "CC-MAIN-2013-48", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164746201/warc/CC-MAIN-20131204134546-00002-ip-10-33-133-15.ec2.internal.warc.gz", "int_score": 4, "language": "en", "language_score": 0.9364975094795227, "score": 3.765625, "token_count": 485, "url": "http://www.greenpeace.org/usa/en/media-center/reports/turning-up-the-heat-global-w/" }
Obama Names New Mexico's Rio Grande Gorge a National Monument President Obama has designated five new national monuments, including one in northern New Mexico that encompasses more than 200,000 acres of spectacular wild lands. The Rio Grande del Norte is home to one of the great migratory bird routes in the world, and habitat for bear, deer, elk, and bighorn sheep. The monument designation will preserve this special land and the culture and traditions of its people. The President also named Washington State's San Juan Islands and historic sites in Delaware, Maryland, and Ohio as national monuments.	<urn:uuid:c7b10f73-fe4d-4873-a8d9-411f332f83f3>	{ "date": "2017-04-27T14:56:54", "dump": "CC-MAIN-2017-17", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122174.32/warc/CC-MAIN-20170423031202-00118-ip-10-145-167-34.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9277639985084534, "score": 2.671875, "token_count": 119, "url": "http://www.pewtrusts.org/en/about/news-room/press-releases/2013/03/25/obama-names-new-mexicos-rio-grande-gorge-a-national-monument" }
\|97 Orchard, by Jane Ziegelman\| An Edible History in One New York Tenement This is a book filled with culinary nostalgia. It is about sharing the details of immigrant food and life in one building – 97 Orchard – the melding aromas of customs, traditions and history in a densely populated area. It is part text book; explaining how the Eastern Europeans, Germans, Irish, Russians and Italians forged a new life in cramped quarters in the lower east side and how their foods became familiar to and part of the American palate. It is also a compelling story of day–to–day life at 97 Orchard; cramped quarters, no running water, no indoor plumbing, shared joys and miseries among these new “Americans” who primarily came to America through Ellis Island. Life was hard, money scarce, but food was plentiful and creatively sourced. Due to lack of refrigeration and funds, it was not unusual for a cook to purchase just one egg for a recipe. The Eastern Europeans established poultry farms in the neighborhood and “amazingly, immigrants raised geese in tenement yards, basements, hallways, and apartments...transplanting a rural industry to the heart of urban America." Pigs too wandered the streets, introduced by Irish immigrants. In 1842, the city was home to roughly 10,000 wandering pigs.By 1852 the figure had doubled! The waft of Irish breads filled the building; Ziegelman tells of an Italian woman who foraged the area for wild dandelion greens. Hester street became a “full blown pushcart market” open every day except Saturday. Bagels, pickles, sauerkraut, knishes, hot dogs, saloons, pizza all came to America with the immigrants. Jane Ziegelman shares photos, recipes and the history of this time gone by, and reminds us how influential the lower east side was, and is, to our current daily lives. KosherEye suggests this book as a "gift yourself and gift others" selection – so appropriate for your holiday hostess. And, even better, bring one of the recipes! If you are in NYC, we highly recommend a visit to the Tenement Museum, at 97 Orchard. What a memorable experience – we have been there! The authenticity of Ziegelman’s book will come to life as you tour the actual restored apartments. Read the book, gift the book, prepare a recipe, and then go! To our KosherEye readers: We would love to hear from you! Please share your family’s heirloom recipes with us.	<urn:uuid:0c074d9a-eada-4d5f-9818-554039676947>	{ "date": "2015-03-05T08:00:02", "dump": "CC-MAIN-2015-11", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936463956.95/warc/CC-MAIN-20150226074103-00104-ip-10-28-5-156.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9421721696853638, "score": 2.515625, "token_count": 551, "url": "http://www.week-www.koshereye.com/vip-chefs-foodies/in-the-spotlight/573-97-orchard.html" }
The Coalition Column News Briefs, October 2004 Bruce Craig, October 2004 In early August 2004, the National Archives and Records Administration (NARA) announced the selection of two teams of companies that will compete to design a system that will preserve the federal government’s electronic records irrespective of computer hardware and software formats. The Government Communications Systems Division of Harris Corporation and the Transportation and Security Solutions Division of Lockheed Martin Corporation each will receive about $10 million to develop a detailed design for NARA’s electronic records system. Next year, NARA will decide which firm will receive the massive multiyear contract (worth perhaps as much as $500 million) to develop, deploy, and operate an electronic records archive (ERA) system. NARA officials hope the ERA will be fully operational by 2011. When completed, the ERA is intended to preserve electronic records even after the technology used to generate them has become obsolete. Both companies selected to prepare the new system envision the creation of archives-management software that would be able to operate with today’s computer systems as well as technology yet to be developed. According to NARA officials, the two approaches differ principally in how those records-management functions would be organized. Archivist of the United States John W. Carlin predicts that someday, with the help of sophisticated computer technology, scholars will be able to access authentic electronic copies of documents from any location. While the system initially is to contain only records that are generated by federal agencies in an electronic format, paper records will also be digitized in time. Carlin declared, "Mark my words . . . ERA is going to change the world as we know it." National History Coalition Joins Faulkner Case Brief The "availability, preservation, and dissemination of prior research is essential for scholarly advancement." For this and other reasons, on June 30, 2004, the National Coalition for History (NCH) joined more than 30 scholarly and nonprofit organizations—including the American Council of Learned Societies, the American Historical Association, JSTOR, and the Organization of American Historians—and signed onto a brief of amici curiae supporting the National Geographic magazine in its legal battle relating to digital preservation and access. By supporting the amicus brief, these organizations hope to see the judicial opinion issued by a lower federal court in Faulkner v. National Geographic Society affirmed on appeal. The amici curiae brief was prepared under the auspices of JSTOR, a nonprofit organization that is best known as an electronic archive of the full back-run of digitized versions of important scholarly literature, which it licenses from publishers and learned societies. The brief filed with the court essentially supports the Supreme Court ruling in the Tasini Case and argues that publishing programs like those of JSTOR and the National Geographic fall under its definition of collective work revision. The National Archives and Records Administration (NARA) is the official repository for records of military personnel who have been discharged from the U.S. Air Force, Army, Marine Corps, Navy, and Coast Guard. On July 8, 2004, Archivist of the United States John Carlin signed documents that would permanently preserve U. S. military service records of 56 million veterans who served the nation from 1885 to the present. Modern-era military service veterans’ records will be protected and made available for research at NARA facilities. Not only will these files benefit historians, genealogists, and biographers but also will help veterans and their families who may need the files to claim lifelong rights and entitlements that result from military service (for details, see http://www.archives.gov/media_desk/press_releases/nr04-66.html). " Heroes of History" The National Endowment for the Humanities has announced that Harold Holzer, a prolific writer and lecturer and one of the nation's leading authorities on the Civil War era, will deliver the second annual "Heroes of History Lecture" on October 18, 2004, at the historic Ford's Theater in Washington, D.C. In his lecture, Holzer, who has authored, co-authored, or edited 23 books and written more than 350 articles for both popular magazines and scholarly journals, will focus on the plain-spoken heroism of President Abraham Lincoln. Over the years, he has also received numerous honors including the Barondess Award of the Civil War Round Table of New York (1984, 1990, 1993), the Diploma of Honor from Lincoln Memorial University (1988), and the Award of Achievement from the Lincoln Group of New York (1988 and 1993). During the event medals will be awarded to six high school juniors for their essays in which they discussed how the Gettysburg Address reflects America's founding ideas and and examined its relevance today.	<urn:uuid:77bfe86f-6459-48e0-a749-aa4490513089>	{ "date": "2016-04-29T21:42:56", "dump": "CC-MAIN-2016-18", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860111455.18/warc/CC-MAIN-20160428161511-00170-ip-10-239-7-51.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9473475813865662, "score": 2.5625, "token_count": 975, "url": "https://www.historians.org/publications-and-directories/perspectives-on-history/october-2004/news-briefs-october-2004" }
I ended the previous post by linking to Nicole King, a biology superstar who has a genius award under her belt and whom I was lucky enough to see here at the marine station. She gave a great seminar, the kind which left me thinking--momentarily, at least--"Forget cephalopods. I want to study choanoflagellates!" Before I explain why they're so awesome, let's go back to classification for just a moment. Remember the domain Eukarya? It gets broken down into "supergroups" that separate out a lot of things that used to just be lumped into Protista (i.e. little single-celled beasties). If you're really burning to see a list of all the supergroups, Wikipedia has one--scroll down until you find the domain Eukaryota. The only thing that's really worth noting is that Kingdom Plantae is in an entirely different supergroup than Fungi and Animalia (which are both in the supergroup Opisthokonta). Just as we were all surprised to find that Eukaryotes are more closely related to Archaea than to Bacteria, it's a bit unexpected that Animalia are closer to Fungi than to Plants. Opisthokont translates as "rear pole", a reference to the posterior flagellum that many animals and fungi use to propel themselves. Choanoflagellates are also opisthokonts, and they also have this distinctive flagellum. Here's the hierarchy, for those of us who like to have it laid out visually: Recall the coolness of multicellularity, and how it lets eukaryotes get really big? The best part is that eukaryotes didn't figure out multicellularity just once. We're pretty sure that it evolved multiple times. That means ancestral plants, animals, and fungi each figured out independently how to be multicellular. Not only that, but even within the plants, there are thought to be multiple multicellular lineages. I think at last count there are something like a dozen independent origins of multicellularity, and even this number is thought by some to be a significant underestimate. However, if we just look at Kingdom Animalia, it's supposed to have arisen from just one multicelluar ancestor. That makes things simpler. So let's examine the origins of animal multicellularity. The simplest group of animals is the sponges, Phylum Porifera. Compared to the extensive differentiation of tissues and organs that goes on in other animals, sponges are little more than glommed-together cells. But they do have different cell types. One of the cell types that they have is called a "collar cell", because it has a single flagellum (there's that opisthokont) surrounded by a little collar of microvilli. Collar in Latin is choano so these cells are also referred to as choanocytes. Ah, you knew I was getting around to choanoflagellates sooner or later! There is, as you may guess, a morphological basis for the linguistic similarity between choanocytes and choanoflagellates. Observe: Choanocyte (also available in German) It doesn't take a genius to speculate that these two types of cells--one its own self-contained organism, the other a participant in the multicellular miracle that is a sponge--have a common ancestor. The question is, how common? Do choanos and animals share enough that we can look towards their similarities to give us hints about the evolution of multicellularity? In my heirarchical diagram above, I've placed fungi, choanos, and animals on the same level, implying that they are all equally related to each other. That's highly unlikely. There have been conflicting theories published about who is most closely related to whom, but King has provided strong molecular evidence that the choanos and animals are more closely related to each other than to fungi. Given that common ancestry, she starting looking in choanos for genes that are characteristic of animals--and in particular, genes that animals use for multicellularity. What's that mean? Well, for multicellularity to work, it is fundamentally necessary that cells be able to communicate with each other. Just as in any society with division of labor, individuals must be able to express their needs and trade their products. Cells communicate by means of signaling molecules and receptors. Receptors are transmembrane proteins, which means they have a bit on the outside of the cell and a bit on the inside of the cell. Signaling molecules sent from other cells can bind to the outside bit of a receptor, which starts a biochemical chain reaction inside of the cell, so that it can respond to the signal. (Signaling pathways are endlessly complex, and careers have been built on figuring them out. In fact there's a whole freaking journal about them.) Noting that receptors are proteins, let's sidestep for a moment and remind ourselves of Biology's Central Dogma: DNA --transcription--> RNA --translation--> protein All of your proteins are encoded in your DNA, but not all of your DNA gets translated into proteins. Forgetting about junk DNA for the time being, not even all of your functional genes get translated into proteins. Some of them are only turned on at some times, and some never get turned on. So what scientists have figured out how to do is to look at an organism's RNA* to see only those genes that the organism is actually transcribing and turning into proteins. King & Co. looked at choano RNA, and found out that they have a whole mess of transcribed genes (and thus proteins) that have only ever been found in animals before. And such proteins! They found receptors in choanoflagellates that are used in animals for adhesion and signaling between cells. Smells like multicellularity! It's not quite that simple, of course. Choanoflagellates aren't multicellular, and they aren't the ancestors of animals. But they may provide some hints about where animal "multicellular" genes came from, before the evolution of multicellularity. Some of the receptors might have been used for prey recognition. And some of them, more excitingly, may have been used for colony formation. Now colonies, as I mentioned before, aren't multicellular organisms. But they could well be the first step. And there are some colony-forming choanos . . . which is just about the coolest thing ever. Proterospongia has a misleading name, since it is not the ancestor of sponges. But it may be the best approximation we've got as to where this whole animal thing got started. (Really, King's article says everything I just tried to, and better. Forgive my poor mutterings, and go read that, if you've the time.) * No one really seems to care whether you say Eukarya or Eukaryota. My cherished textbook, Campbell's Biology, uses Eukarya, and so do I. ** Messenger RNA, or mRNA, to be precise. RNA comes in different flavors, and it's mRNA that plays the key role in the central dogma. rRNA, for example, forms part of the structure of the ribosome, which is the little cellular machine that translates mRNA into proteins . . . I trust I make myself obscure.	<urn:uuid:1546b9f1-86a3-43ef-8b80-71d7b1e24591>	{ "date": "2017-02-28T05:27:38", "dump": "CC-MAIN-2017-09", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501174135.70/warc/CC-MAIN-20170219104614-00072-ip-10-171-10-108.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9479675889015198, "score": 2.53125, "token_count": 1574, "url": "http://www.cephalopodiatrist.com/2006/08/peska-ii-choanoflagellates.html" }
The Quizzical Origins of the Thai Curry Puff A Thai curry puff as served at Thai Market. Click on any image to enlarge You've encountered it in Thai restaurants before, a small braided pastry filled with chicken and potatoes called the curry puff. It's unlike any of the other apps on the menu, which run to papaya salads, tart sausages, steamed dumplings, fish cakes, and even marinated raw shrimp (which represent a Thai adaptation of Japanese sashimi). In addition, the small baked turnover has no Siamese name the way other dishes on Thai menus do, being designated simply "curry puff." But where did it come from? Myers of Keswick's Cornish pasty Guatemalan empanada from Pollo Campero The name suggests an English origin, and many point to the Cornish pasty--an elongated lamb-and-potato turnover eaten by miners--as the inspiration. The pasty itself is sometimes said to be the product of an ancient and international Celtic cuisine which has its home in Asturia and Galicia in northwestern Spain. A tiny version of bagpipes are still played there, and it was in Galicia that the empanada was invented--first as a big round pie, later a hand-held pastry when it was adopted in Latin America as a convenient lunch for agricultural workers. Another story points to the Indian samosa, a spud-stuffed pastry also known for its odd tetrahedral shape. Or the Burmese samusa, which is flat and triangular, but often filled with the same sort of curried mixture as the samosa, minus the peas. Another cognate is to be found in the Ethiopian sambusa, which contains a filling of either ground meat or lentils, but looks exactly like the samusa. Even more so than the samosa, the sambusa has a well-thumbed passport, and can be found under nearly the same name in NY restaurants from Uzbekistan and Afghanistan. The descent of the curry puff from any of these prototypes is plausible, but I have a different origin idea. While the English were all over South Asia and Southeast Asia during the days of the great sailing ships, the Dutch were, too. During the second half of the 17th century, they had colonies or concessions in India, Sri Lanka, Indonesia, Malaysia, and even Japan. The Dutch make a skinless meat sausage, usually a link but sometimes a patty, called a frikandel or frikadel. In Indonesia, potatoes (presumably newly arrived from South America, carried by the Portuguese or Spanish) were substituted for meat, and round spicy fritters called perkedel resulted, exactly the size of the curry puff, but without the pastry. Wherever it came from, you can't beat it, especially when dipped in the salty, fishy, sweet tidal wave of a slaw that comes alongside. Samosas from Little Pakistan Deli	<urn:uuid:c8af1b94-7752-4e62-a01e-88ec62367e28>	{ "date": "2014-07-23T16:04:45", "dump": "CC-MAIN-2014-23", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997880800.37/warc/CC-MAIN-20140722025800-00160-ip-10-33-131-23.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9580560326576233, "score": 2.546875, "token_count": 621, "url": "http://blogs.villagevoice.com/forkintheroad/2013/03/thai_curry_puff.php" }
G20 must look beyond growth to help poor and create new Seoul development consensus Growth is necessary but not sufficient to lift poor people out of poverty, international agency Oxfam said today as it published a briefing paper calling on the G20 to agree an historic new Seoul development consensus to help the world’s poorest. The paper shows that people living in extreme poverty largely missed out on the benefits of growth in the last two decades of the 20th Century. The poorest received only 1.5 per cent of the $1.9 trillion additional global gross domestic product (GDP) even though they accounted for a third of the world’s population at the start of the period. Today, the poorest 40 per cent get just 5 per cent of the world’s income. By contrast, the poorest have been hit hard by the recent global slump with the World Bank estimating that 64 million have been pushed into poverty by the crisis and the poorest countries suffering a $65bn fiscal hole, forcing them to make cuts to health, education and agriculture spending. This comes at a time when millions of poor people are already struggling as a result of increased food prices and extreme weather linked to climate change. G20 officials are meeting in Seoul on Thursday and Friday this week to lay the foundations of the G20’s approach to development ahead of the Heads of State summit next month. Jasmine Burnley, Oxfam policy adviser and co-author of The Making of a Seoul Development Consensus, said: “These startling statistics show the scale of the failure of the discredited Washington consensus and the need for G20 leaders to break with the past and provide real global economic leadership in tackling poverty. “Economic growth is vital to help poor people escape poverty, but history teaches us that it is not enough on its own. We need to see a new Seoul Consensus that not only drives economic growth but is sustainable and ensures the poorest receive a fair share of the benefits. “That means action to shine a light into the murky activities of tax havens which hold hundreds of billions of dollars belonging to poor countries. It means grasping the challenges of growth in a new era of resource constraints, protecting poor people’s access to land and water vital for growing food in the face of a growing number of international land acquisitions. And it means doing more to achieve the fair trade rules the Doha round of negotiations promised but has failed to deliver. “The G20 should ensure that investment in agriculture, free health care and education are stepped up, not reduced in response to the economic crisis. Malaria alone costs Africa $12bn each year in lost revenue and improvements in education are clearly linked to increases in GDP. In this way, helping the poorest will boost the global economy to the benefit of all.” Oxfam is calling on G8 countries to meet their existing promises to increase overseas aid. It also wants the G20 to take action to fix the hole in poor countries’ budgets by introducing a financial transaction tax on the banks, hedge funds and other institutions whose greed did so much to cause the economic crisis. Burnley said: “It cannot be right that while banks have received trillions in state bailouts poor countries are left without any alternative but to slash essential services to the poor as a result of a crisis they did nothing to cause. “Taxing the financial sector is the fairest way to protect the poorest from the damage done by the global financial elite.” Download the report: The Making of a Seoul Development Consensus: The essential development agenda for the G20 (pdf, 111kb) Jon Slater +44 (0)1865 472249/+44 (0)7876 [email protected]	<urn:uuid:bc849d58-169c-46c4-92ff-752cf3136c57>	{ "date": "2013-12-05T10:12:57", "dump": "CC-MAIN-2013-48", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163043499/warc/CC-MAIN-20131204131723-00002-ip-10-33-133-15.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9368842244148254, "score": 2.671875, "token_count": 774, "url": "http://www.oxfam.org/en/grow/pressroom/pressrelease/2010-10-11/g20-must-look-beyond-growth-help-poor-and-create-new-seoul-develop" }
> Toddlers (Ages 2 and 3) Toddlers (Ages 2 and 3) Toddlers (Ages 2-3) This Program is for children who are two to three years old as of the first day of school. The pace is unhurried, thus supporting the child in these early strides for independence. At this time, the children are able to separate from their parents in a positive, enjoyable way and benefit from new experiences. Activities are simple and suited to the needs, interests and capabilities of very young children. The environment is designed physically for the children with educational materials at the child’s level. Goals for the class include: helping children be happy and productive, working by themselves or with others, promoting independence, respecting the environment and others, experiencing music, stories, nature study, art, and fostering both large and small muscle development. In this program parents and children learn as “steps” are taken toward maturity. The children do not need to be toilet trained to enter this program. "Only practical work and experience lead the young to maturity." -Dr. Maria Montessori in The Absorbent Mind	<urn:uuid:d3639315-092a-494e-8deb-d978ce09fa5e>	{ "date": "2014-03-07T03:36:00", "dump": "CC-MAIN-2014-10", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999635677/warc/CC-MAIN-20140305060715-00006-ip-10-183-142-35.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9520416855812073, "score": 2.828125, "token_count": 237, "url": "http://countrysidemontessorischools.org/stepping-stones" }
People with a pacemaker or defibrillator who like their music on an iPod might want to watch where their headphones are. That’s because researchers in Boston found that a magnetic substance in many MP3 headphones can deactivate a defibrillator and interrupt a pacemaker’s beat, the American Heart Association reported Sunday. The interference only occurred when headphones were placed within an inch of the heartbeat-regulating devices. Researchers tested eight brands of MP3 headphones – including clip-ons and ear buds – on 60 patients with a defibrillator or pacemaker. “We placed the headphones on the patients’ chests, directly over where their devices are located,” said William Maisel, director of the Medical Device Safety Institute at the Beth Israel Deaconess Medical Center. The center is a teaching hospital of Harvard Medical Center. Researchers found that 20 percent of the heartbeat devices reacted to the headphones. They also found that some headphone brands have a stronger magnetic-field strength than others. But Maisel said people should not focus on brands. Rather, he said patients should keep headphones at least 3 centimeters – about 1.2 inches – away from a pacemaker or defibrillator. That means no draping headphones over the chest or putting them in a chest pocket. It also means headphone wearers should be careful when hugging someone with a pacemaker. If you’re wondering about other popular electronics, the American Heart Association said two other studies found no interference problems with Bluetooth pieces, electric blankets, the MP3 players themselves, and metal detectors used at airports.	<urn:uuid:d06de95d-55ae-4567-9823-e141b334dc6c>	{ "date": "2015-09-02T21:47:03", "dump": "CC-MAIN-2015-35", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440645293619.80/warc/CC-MAIN-20150827031453-00052-ip-10-171-96-226.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9343187212944031, "score": 2.515625, "token_count": 332, "url": "http://blog.seattlepi.com/healthreport/2008/11/09/headphones-jam-pacemakers-study-finds/" }
500 years ago, Martin Luther nailed his 95 theses to the church door, marking the start of the world historical event that came to be called the Protestant Reformation. It precipitated a period of intense religious conflict and war in Europe that culminated in the 1648 Peace of Westphalia giving rise to the political form of the nation-state. The Protestant Reformation unleashed forces of individualism, capitalism, and democracy. It reconfigured the form of religion, as it gave shape to a secular public sphere. Through colonial and missionizing processes its influence now extends to all corners of the globe. This panel, featuring Susan Schreiner (The University of Chicago), Daniel Philpott (Univeristy of Notre Dame), and Tracy Fessenden (Arizona State University), will explore the political, religious, and sociological impact of the Protestant Reformation on Euro-American societies, as well as globally. Questions that will be discussed include: What was the Protestant Reformation and how did it give shape to a new form of religion, with new sources of religious authority? What is the relationship between the Protestant Reformation and the rise of the nation-state as the dominant political form in the modern world? What role did the Protestant reformation play in unleashing democratic aspirations and sensibilities? What role did the Protestant Reformation play in the construction of a secular public sphere and secular reason? Is there an affinity between Protestantism and modern capitalism? What are the inherent dangers in the universalizing dimensions of the Protestant Reformation? Are “we” all Protestant now? This lecture and free and open to the public, but RSVPs kindly requested. For classes or other large groups, please contact CSRC directly at [email protected] This event will be live streamed at https://asunow.asu.edu/asulive Location: Katzin Concert Hall, Music Building Event flyer available for download here	<urn:uuid:1f23fb48-034e-47f4-b3d8-5d88e3ed8d38>	{ "date": "2017-11-24T10:23:24", "dump": "CC-MAIN-2017-47", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934807344.89/warc/CC-MAIN-20171124085059-20171124105059-00056.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9133094549179077, "score": 3.421875, "token_count": 405, "url": "http://www.like2do.com/event?id=36081451593_evb" }
The block center in teacher Eileen Ricardo’s kindergarten classroom in Kingwood was busy one recent morning, as children sat on the carpet stacking red, green and plain wooden blocks in towers. Among the students was Ella Davis, a ponytailed 5-year-old who said building with blocks is one of her favorite things to do in school — second only to playing at the sand table. But what to the kindergartner is fun, to her teacher is an opportunity to assess Ella’s progress in areas such as counting and following directions. "What is the difference between this edge and that edge?" Ricardo asked Ella, pointing to curved and flat blocks. "Tell me about your tower." Kindergarten teachers in Kingwood and six other New Jersey districts are evaluating some of the state’s youngest students, as part of a push to get all students reading on grade level by third grade. It is not a typical standardized test: There are no groups of 5-year-olds sitting at little round tables, filling in bubbles on answer sheets. But the pilot program, which uses teachers’ observations to gather information on students’ performance, is nonetheless the first step in what could become a statewide assessment of kindergarten students. "This is not an initiative that is unique to New Jersey. States across the nation are addressing this issue, being able to identify an entry point of a child’s performance as they enter kindergarten," said Red Bank School Superintendent Laura Morana, who served on a state committee that recommended the assessment. Her district is also part of the pilot program. Morana said if schools can measure children’s skills at the start of kindergarten, they can use the information to tailor their teaching — spending more time on certain topics, or trying lessons in a different way. Kingwood Chief School Administrator Rick Falkenstein, who was also on the committee, said kindergartners come into the classroom with a wide range of skills. "Kindergarten is the only time a child has this unique experience of going from no school, to school," he said. "You’ll never see more of a greater gap in readiness." Teachers assess students by observing them in action — building with blocks or play-acting a classroom restaurant, for example. They note performance in 10 different areas, from "social-emotional" to "science and technology," and enter data into a web-based program that keeps track of each child. In some schools, like Kingwood, teachers take notes on iPads, and may include video or photos. "This requires time; not only are they taking notes throughout the day as they’re teaching, they have to upload all of that information," said Katie Neary, preschool supervisor in Somerville, another pilot district. "But they are pleased with the result." Along with measuring kids’ performance, information gathered can also evaluate preschool programs, according to state officials. And, with the state planning to include student performance as a factor in teacher evaluations, kindergarten assessment data could also be used for that. Morana, whose district is also helping develop teacher evaluations, said Red Bank will use the kindergarten data as "one of the multiple measures" for that, but did not know if other districts would. "It is a formal way of collecting evidence of children’s progress," she said. The kindergarten assessment system was created by Teaching Strategies GOLD, a Maryland company being used in several other states. There was no cost to New Jersey in the pilot year, a spokeswoman for the Department of Education said. New Jersey last year sought Race to the Top funding for early childhood education, including kindergarten assessments, but failed. Many school districts in the past used their own kindergarten entry testing, including some pencil-and-paper tests. The pilot is expected to expand next year and could eventually be phased in statewide. In Ricardo’s classroom, she said most observations occur routinely, even on the playground. She said students don’t notice they’re being assessed. "This is not a test, this is catching moments and documenting them," she said, after sitting in a tiny chair in her classroom "restaurant." As students offered her a menu, set the table and served her plastic food, she noted whether they were working together and using expressive words. "So far, its helped me already to see what my kids are doing and what levels they are at," she said. Experts view kindergarten assessments cautiously. Kyle Snow, director of the Center for Applied Research at the National Association for the Education of Young Children, said they "can contribute greatly to the success of early childhood programs and early elementary programming," but warned that the assessments should not be used in teacher evaluations, because they provide only "one brief snapshot" of each child. Holly Seplocha, a professor of elementary and early childhood education at William Paterson University, said they require a lot of teacher training. "Teachers need to be reliable in doing that kind of assessment. If I observe a child and you observe a child and we both see different things, that’s not going to help," she said. Some parents have mixed feelings about assessments so early in children’s school careers. "I don’t think kids should be assessed in kindergarten, but I wouldn’t consider this a strong assessment," said Jennifer Garcia of Red Bank, who has three daughters, including one in kindergarten. Red Bank did similar evaluations two years ago, when Garcia’s oldest child was in kindergarten. From that assessment Garcia learned her daughter excelled in art. "I would not want standardized tests. This is their year to really get their imagination moving," she said. "But I think it’s worth knowing." Other districts in the pilot are Clinton Township, Garfield, Freehold and John P. Holland Charter School in Paterson.	<urn:uuid:63760577-57ce-4a99-98c8-f2f0a7c61800>	{ "date": "2015-07-02T10:54:39", "dump": "CC-MAIN-2015-27", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375095494.6/warc/CC-MAIN-20150627031815-00066-ip-10-179-60-89.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9730427265167236, "score": 2.75, "token_count": 1227, "url": "http://www.nj.com/news/index.ssf/2012/10/pilot_program_aims_to_evaluate.html" }
Bathukamma this year 2013 starts on 5th October and ends on 13th October. Bathukamma festival is celebrated by the Hindu women and it is a Telangana festival that is celebrated during the Navaratri. Bathukamma is a nine days festival. Bathukamma festival falls in September–October month. According to Lunar Calendar it falls in Ashvin or Aswiyuja Masam. Bathukamma festival is unique identity of Telangana for its culture. Bathukamma starts on the day of Mahalaya Amavasya and ends on Aswiyuja Navami. Bathukamma ends one or two days Before Vijayadasami/Dushera. This is a nine day long festival that ends on Durgashtami and is called as Saddula Bathukamma or Pedda Bathukamma. The festival is mainly observed by women and is dedicated to Goddess Bathukamma who is an incarnation of Goddess Sati. Bathukamma means (Bathuku and Amma) Bathuku means live/life, and Amma means mother. Bathukamma is celebrated for the glory of people. Later it is dedicated to goddess Gowri/Gouri celebrated in the form of Bathukamma. Womens start preparing Bathukamma from the afternoon. Local seasonal flowers mainly tangedi, gunuka, alli, katla and more. They cut the flowers leaving the little length base, some dip in colours, some scented and arrange them on a wide plate called tambalamu, and stack them up in a conical mount, like a cone. The flowers arranged in five, seven and more concentric columns and rows decorated with a pumpkin flower on top of the stack. In the evening Women and young girls celebrate the festival dressed up in traditional pattu saris, half Saris and Dresses and wear jewellery. And gather in large numbers with their Bathukamma in their locality, place them in the middle and clap, Sing and dance around them in small circles. After singing and dancing around for hours, Bathukamma are taken to a lake or a pond then set afloat in the water. On the last day of Bathukamma women also prepare different varieties of food mainly pulihora, daddojanam and Maleeda along with Bathukamma after singing and dancing near the pond they will share the food with each other and leave the place with joy and happiness. Bathukamma festival gives the importance of the relationship between human beings. One of the most important Bathkamma Panduga rituals is held at the Bhadrakali Temple in Warangal.	<urn:uuid:405fafc1-a881-4ee3-9ae2-63eced4d19bf>	{ "date": "2019-08-23T09:46:13", "dump": "CC-MAIN-2019-35", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027318243.40/warc/CC-MAIN-20190823083811-20190823105811-00096.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9474645256996155, "score": 2.546875, "token_count": 564, "url": "http://www.hindufestive.com/2013/10/bathukamma-2013.html" }
Recently, I was asked to design a border for a narrow bed fronting the largest solar power array in the State of Oregon. The array is situated in the interior of the Baldock Rest Stop just north of Aurora on I-5 going north. The site is four hundred feet long and four feet wide and is surrounded by fencing on all sides. In addition, the site has no ready access to water. All of the plants selected must be drought tolerant. As I began to envision this unusual site, one of the first shrubs that came to mind was Cistus. We have long been familiar with a number of species and cultivars of Cistus at Joy Creek Nursery. In 2005, however, we were very pleased to learn that Oregon State University was trialing a large collection of Cistus and the allied genus Halimium at the North Willamette Research and Extension Center near Aurora, Oregon. This gave us the opportunity to observe new and unfamiliar plants all in one place. Both of these genera are native to the Mediterranean areas of Europe and North Africa and have long been used in gardens in parts of California with an allied climate. They have been much less common in Northwest gardens. In 2006, the Research Center offered to share cuttings with our nursery. Of course, we were thrilled. This began our own trials of Cistus and Halimium in what we call our no-water border. Our trials involved not only cold hardiness, but also drought tolerance. The winter of 2009 was one of the cruelest in recent memory. At the nursery, cold temperatures plummeted to just above 10°F in mid-December and snow fell most of the last two weeks of that month. The effect of sudden cold after a mild autumn was bad enough, but the accumulation of snow also did great damage, breaking off branches and even snapping entire plants off at their crowns. It became obvious to us that the weight of wet snow is a problem for many of the evergreen Cistus. In the spring we counted the true survivors of our trials. These were shrubs that showed no signs of winter damage. We were surprised. Only ten of the 30 varieties we had planted were unharmed. An additional seven were only slightly damaged and the balance were killed or never fully recovered. We replanted and trialed again only to have another severely cold, exceptionally long, dark and wet winter. This time, most of the plants survived although many were hurt when temperatures dipped to 9°F. The following is a list of the nine that best withstood those two winters. Cistus ‘Anne Palmer’ Cistus x argenteus ‘Paper Moon’ Cistus x argenteus ‘Stripey’ Cistus ‘Jessamy Beauty’ Cistus x ledon Cistus x platysepala Halimium lasianthum ‘Sanderling’ Halimium x pauanum As my vision of the bed at the Baldock site began to develop, I was certain that I wanted to use Citus and Halimiums because their silver and grey foliage would suggest the reflective power of the solar array behind them. Further, I also wanted to include shrubs with yellow flowers to suggest the sun. Because Halimium x pauanum has yellow flowers, it became one of my theme plants. During one of my visits to the site, I realized that it was situated only a mile or so from the Willamette Research Station where we had received many of our plants. And so the design also pays homage to the trials that took place just down the road. The garden was sponsored by Portland General Electric, Oregon Department of Transportation and the Master Gardeners of Oregon™. It will be planted on March 24th, 2012 with assistance from volunteer Master Gardeners.	<urn:uuid:cb57161c-193d-426c-8990-ba372038929a>	{ "date": "2018-12-17T05:11:46", "dump": "CC-MAIN-2018-51", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376828318.79/warc/CC-MAIN-20181217042727-20181217064727-00296.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9748566746711731, "score": 2.828125, "token_count": 805, "url": "https://joycreeknursery.wordpress.com/tag/halimium-lasianthum-sanderling/" }
A scab is made up of the blood clot and dried tissue fluids that form over a wound. It has an important function in keeping the wound bacteria free while the skin cells underneath divide rapidly to heal the opening. Eventually, the scab will fall off (usually within one or two weeks) and new epithelial tissue will cover the wound. In first-degree burns (A) the skin surface turns pink or red; second-degree burns (B) blister the skin; and third-degree burns © severely damage or even burn away parts of the skin. LifeART image © 2008 Lippincott, Williams & Wilkins.	<urn:uuid:f8acfc87-e4ac-4c99-99f5-4fe7230fefe6>	{ "date": "2016-10-20T19:38:37", "dump": "CC-MAIN-2016-44", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988717783.68/warc/CC-MAIN-20161020183837-00056-ip-10-171-6-4.ec2.internal.warc.gz", "int_score": 4, "language": "en", "language_score": 0.9151874780654907, "score": 3.703125, "token_count": 129, "url": "https://www.papertrell.com/apps/preview/The-Handy-Anatomy-Answer-Book/Handy%20Answer%20book/What-is-a-scab/001137015/content/SC/52caff6082fad14abfa5c2e0_Default.html" }
A Data store is the perfect tool for storing data from scenarios or transferring data between individual scenarios or scenario runs. You can use Data stores to store new data from various systems during synchronization. Data stores are similar to databases or simple tables. Examples of the different uses can be found here. You can create a new data store or select an existing data store from the drop-down list. To view the data store you have selected, click the Browse button. To create a new data store, click the Add button. Clicking the Add button in the settings of any module from the Data store app will display the form for creating a new data store. Type a name for the data store and prepare a data structure. The total storage capacity of your data store depends on the plan you have purchased. You estimate how much storage space you will need for each data store and reserve a corresponding amount of space. The reserved amount can be changed at any time later on. A data structure, simply put, is a list of the columns for a table, that indicates the column name and data type. It is preferable to select a data type. This will enable you to work with individual data types later on. For example, you can add and subtract numbers, compare dates, or postpone a date by a month. Give the data structure a name. The data structure can be then used to create another data store. More information about data types can be found here. Other parameters depend on the data type chosen. Restore lost data from your datastore. At the current moment of writting this there is no tool which can automate this, making it difficult to obtain lost data. However, the long method of recovering data in your datastore is to go through all execution logs of scenarios where items were inserted to the datastore then get data manually and insert them again	<urn:uuid:8c2eeb4b-cdc4-4b69-96ba-7a77e33ba1de>	{ "date": "2019-06-19T07:34:32", "dump": "CC-MAIN-2019-26", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998923.96/warc/CC-MAIN-20190619063711-20190619085711-00096.warc.gz", "int_score": 3, "language": "en", "language_score": 0.8294707536697388, "score": 2.90625, "token_count": 386, "url": "https://support.integromat.com/hc/en-us/articles/360006248793" }
(non-psychiatrists): Primarily trained and experienced in treating medical conditions, some physicians have training in treating mild mental problems as well. Your physician will be able to recommend a mental health specialist if your symptoms require it. Psychiatrist: Psychiatrists are medical providers with specialization in the treatment of psychiatric illness. Psychiatrists are licensed to prescribe medication as part of a treatment program. Psychologists: A psychologist has a master’s or doctoral degree and is an expert in psychology, with training in counseling, and psychological testing. Psychologists cannot prescribe medications to treat your symptoms. Social Worker: A social worker is a specialist who provides counseling services and support. Social workers can often recognize mental illness and recommend further help. Click below to read about related topics. Types of Mental Health	<urn:uuid:f622f729-3f3b-4201-8ad2-5e9f43a36d40>	{ "date": "2014-10-23T04:31:08", "dump": "CC-MAIN-2014-42", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1413507450097.39/warc/CC-MAIN-20141017005730-00026-ip-10-16-133-185.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9312118887901306, "score": 3.140625, "token_count": 175, "url": "http://www.msha.com/sites/msha_com/vwc/mature/staying_healthy/emotional_health/getting_help/definition.htm" }
Presented at The Annual Meeting of the American Educational Research Association: Chicago, IL, April 21, 2003. 36 Pages. http://www.aera.net. NOTE: At the time of publication, the author George Petersen was not yet affiliated with Cal Poly. One of the most salient problems in our nation's schools has been to educate the students who experience academic difficulties and eventually drop out of school before mastering the skills and knowledge required for successful participation in society. Research literature focused on at-risk/dropout prevention programs indicates that potential dropouts can be identified in elementary school. Yet, the literature is scant with regard to the impact of programs designed for at-risk elementary students. Synthesizing research of effective at-risk/dropout prevention programs and the learning theory articulated in the American Psychological Association's Leamer-Centered Principles, this study examined the essential components present in an exemplary at-risk/dropout prevention program for kindergarten through sixth grade students. Specifically, we investigated the perceptions of building administrators, at-risk coordinators, at-risk teachers, regular classroom teachers, and parents of at-risk students regarding the program's ability to reduce at-risk behaviors. Findings of this qualitative case study suggest three major themes were essential to the effectiveness of the at-risk program: (I) shared assumptions about mission; (2) student centered focus; and (3) commitment to creation of a nurturing environment. The findings further suggest that eleven subthemes supported the major themes. Analysis of the findings revealed that features within each of the three broad areas clearly reflected the four domains of the APA Learner-Centered Psychological Principles; however, not every subtheme incorporated the concepts of all four domains. Through in-depth, phenomenological interviews, the participants indicated that their at-risk/dropout program effectively reduced three major at-risk behaviors: (I) improved attendance; (2) improved academics; and (3) improved self-esteem. Not all of the participants regarded the program's effectiveness in reducing at-risk behaviors in each of the major themes. Parents of the at-risk students described impressive changes in the area of improved self-esteem exclusively, while the remaining respondents identified changes in all three major areas.	<urn:uuid:c6a6abcd-6a67-411b-8435-466b7b94df45>	{ "date": "2017-02-26T21:22:10", "dump": "CC-MAIN-2017-09", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501172077.66/warc/CC-MAIN-20170219104612-00200-ip-10-171-10-108.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9235957264900208, "score": 2.53125, "token_count": 457, "url": "http://digitalcommons.calpoly.edu/gse_fac/6/" }
On January 4, 2004, the first of two identical robotic exploratory rovers, NASA's Spirit, snapped this stunning 360 degree image of its surroundings, moments after setting down on Mars. In the years to follow, both Spirit and its sister Opportunity helped revolutionize our understanding of the Red Planet. Spirit beat its sister to the surface by about three weeks and landed at a site known as Columbia Memorial Station—in honor of the astronauts killed in the Colombia disaster. Its mission: to find evidence of water, either currently or historically, in the Martian soil over the course of its 90-day mission. According to NASA: Spirit drove 4.8 miles (7.73 kilometers), more than 12 times the goal set for the mission. The drives crossed a plain to reach a distant range of hills that appeared as mere bumps on the horizon from the landing site; climbed slopes up to 30 degrees as Spirit became the first robot to summit a hill on another planet...The rover returned more than 124,000 images. It ground the surfaces off 15 rock targets and scoured 92 targets with a brush to prepare the targets for inspection with spectrometers and a microscopic imager. Nearly six years later, Spirit had set records for rover longevity and covered nearly five miles of alien terrain before one of its six wheels became hopelessly immobilized by sand, relegating the rover to function as a stationary science platform. Spirit continued to operate for another four years before it stopped communicating on March 22, 2010, never to be heard from again. Opportunity, however, is still going strong and continues to investigate the possibility of water—and with it, life—on Mars. [NASA - Wiki]	<urn:uuid:608f3a90-2ebb-4486-9060-ff2565750b35>	{ "date": "2017-10-19T22:21:08", "dump": "CC-MAIN-2017-43", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823478.54/warc/CC-MAIN-20171019212946-20171019232946-00856.warc.gz", "int_score": 4, "language": "en", "language_score": 0.9597468376159668, "score": 3.546875, "token_count": 342, "url": "https://gizmodo.com/its-been-a-full-decade-since-we-landed-the-spirit-rove-1494061663/all" }
Surgery for Invasive Bladder Cancer Invasive bladder cancer, which invades the muscle wall of the bladder, often requires surgery. Treatment generally includes removal of the bladder and either construction of a “neobladder,” in which a new bladder is surgically fashioned to replace the cancerous bladder, or creation of an artificial opening (stoma) through which the urine drains. Surgery for invasive bladder cancer is a major operation for which Washington University urologists are well trained and draw from experience with a large volume of cases. They work closely with other specialists at the Siteman Cancer Center to incorporate chemotherapy and radiation therapy, when needed. For patient appointments, call (314) 362-8200 (Center for Advanced Medicine and Barnes-Jewish West County Hospital). More information on bladder cancer treatment at Siteman Cancer Center.	<urn:uuid:40bc2476-4a66-440e-a18e-749030da2adb>	{ "date": "2014-09-02T01:49:04", "dump": "CC-MAIN-2014-35", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1409535921318.10/warc/CC-MAIN-20140909055359-00495-ip-10-180-136-8.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.922901451587677, "score": 2.546875, "token_count": 175, "url": "http://urology.wustl.edu/Patient-Care/Bladder-Cancer/Surgery-for-Invasive-Blad" }
China and the United States: From Hostility to Engagement, 1960-1998 Presents 15 annotated U.S. government intelligence documents—most of which have been declassified through Freedom of Information Act requests—that illuminate various phases of the evolving U.S.-China relationship from the Cold War period to the recent past. These materials have been selected from a published microfiche collection of more than 2,000 documents. The site offers memoranda and directives on U.S. fears concerning China's weapons program; President Nixon's rapprochement in 1972; the changed U.S. policy regarding Taiwan; U.S. concerns over the sale by China to Saudi Arabia of intermediate-range ballistic missiles; human rights issues; and the resumption of a military relationship between the two powers after a falling out over Tiananmen Square. Includes a White House memo of the conversation held at the first meeting between Nixon and Chairman Mao Zedong, a message by President Ford to Mao on the day of Nixon's resignation, and two biographies of Chinese officials. Valuable for those studying U.S.-China relations and the role the U.S. intelligence community has played in that history.	<urn:uuid:d2034162-19e6-4dc5-9b08-a814e0f13934>	{ "date": "2015-03-28T00:33:23", "dump": "CC-MAIN-2015-14", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131297146.11/warc/CC-MAIN-20150323172137-00082-ip-10-168-14-71.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9403525590896606, "score": 2.6875, "token_count": 243, "url": "http://teachinghistory.org/history-content/website-reviews/23234" }
Why Most Highway Signs Aren't All Caps Anymore A drive down I-95 is full of dozens, probably hundreds, of tiny design decisions that are ultimately about driver attention. From the lettering on a road sign to the shape of a road, engineers are constantly trying to find a sweet spot between getting a driver’s attention and distracting them. As part of our End of the Road series we wanted to ask an expert about the thinking behind some of the things drivers see everyday on I-95 but aren’t supposed to pay much attention to. Gene Hawkins is a professor at Texas A&M University and a leading authority on why interstates look the way they do. He sat down with WLRN-Miami Herald News to talk about highway lettering, the boring way I-95 ends and why a straight highway is a dangerous highway. A lot of the things that we drive by on the interstate are just words and numbers: speed limits and warnings and exit names. And there’s actually a lot of thought behind how those words look, even the mix of capital letters and lowercase letters. That’s exactly right. When a word is spelled with all capital letters, it’s just a big rectangle from a long distance off. The signing book that existed -- and still does today -- is called the Manual on Uniform Traffic Control Devices, the MUTCD. And the signs that were in the 1948 MUTCD used all uppercase letters. And when they started doing the research on signing for freeways they realized drivers need to be able to see these signs from a long way off. So not only do we want to make them bigger, but want to use patterns so that drivers can start to recognize the shape of a word. So let’s say I’m driving north on I-95, going about 65 miles per hour, and I know that I’m looking for Hollywood Blvd. What really am I looking for? So, you know that from a distance there’s going to be a bump at the beginning, there’s going to be a smaller bump where the two l’s are and then the y is going to drop down below the base. And you can look for that pattern before you can actual read the word itself, or the letters in the word. In addition to being an expert in signage, you're also a civil engineer and a student of interstate and highway history. And you’ve mentioned before that from an engineering perspective the most obvious way to build a highway between two points is in a straight line. But I gather that history has taught us that it’s a little more complicated than just doing that. Right, engineers like straight lines because they’re neat and tidy. And they thought that by making a straight highway it would be a safe highway. But when they built these roads that were straight as an arrow what they found out is people driving long distances on the highway, if it is a perfectly straight road, this phenomenon of highway hypnosis started to appear. Turned out there wasn’t enough of a challenge to driving to keep their attention. They’d end up falling asleep, driving off the edge of the road and suffering a crash. So we tend not put in highways and roadways that are perfectly straight. Now, one of the things that we’ve talked about having focused on our little 87 mile stretch of the 2,000 mile I-95, is that the end of that road in particular seems really lackluster in a way that maybe people wouldn’t expect. You’re driving south. All of sudden the road just dumps you out onto US1. And if you’re not looking for it you could totally miss it, but there is a sign -- just a green sign with an I-95 crest and the word “ENDS” below it. And that’s it. Well, you know the idea is you want to keep traffic moving and you don’t want people stopping on the side of the road and taking pictures and you don’t want things occurring that could interrupt the traffic flow. Or at least the engineers don’t. Gene Hawkins is a professor of civil engineering at Texas A&M University. He is one of the leading authorities on the evolution of signage and the Manual on Uniform Traffic Control Devices.	<urn:uuid:69d14bd5-febf-44ab-9d03-96da764f0bdc>	{ "date": "2015-07-29T09:49:48", "dump": "CC-MAIN-2015-32", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-32/segments/1438042986357.49/warc/CC-MAIN-20150728002306-00254-ip-10-236-191-2.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9632958769798279, "score": 2.859375, "token_count": 913, "url": "http://wlrn.org/post/why-most-highway-signs-arent-all-caps-anymore" }
the activity or skill of understanding written words: She loves reading. Reading is taught using a combination of several methods. books and other things that you can read: Her main reading seems to be mystery novels. a bit of light reading (=things that are easy and enjoyable to read) for my holiday There's a list of further reading (=other things you can read) at the end of each chapter. a supply of interesting reading material when you read something: act of reading[singular] The book is quite difficult on first reading. a close reading of the text (=when you read it very carefully) your way of understanding what a particular statement, situation, event etc means [= interpretation] What's your reading of the government's response to this crisis? to a group[countable] an occasion when a piece of literature is read to a group of people: a poetry reading at the bookstore a piece of writing, especially from the Bible, that is read to a group of people: The first reading is from Corinthians I, Chapter 3. to be interesting etc to read: Your report made fascinating reading. a number or amount shown on a measuring instrument: We take temperature readings every two hours. one of the occasions in the British Parliament or the US Congress when a suggested new law is discussed: the second reading of the Industrial Relations Bill	<urn:uuid:e6b43cdc-4ce3-4808-98cc-1d13a5fc8f48>	{ "date": "2015-02-28T14:04:59", "dump": "CC-MAIN-2015-11", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936461988.0/warc/CC-MAIN-20150226074101-00147-ip-10-28-5-156.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9046768546104431, "score": 3.046875, "token_count": 293, "url": "http://www.ldoceonline.com/Parliaments-topic/reading" }
We’re going to play a game. So, if you don’t usually comment, I would appreciate it if you participate. I’ll call it Nature or Nurture. It goes like this: I give you a characteristic found in human beings and you respond by telling me if it is as a result nature, nurture or both. Now, I might not be using these words in the way you are used to, so you want to pay attention to the definitions. - Choose Nature if the characteristic is a fundamental part of the person’s genetic code and therefore set at birth and which cannot be permanently changed without modifying the person’s biological functions in a way. e.g. hair color. - Choose Both Nature and Nurture is the characteristic is affected by the person’s genes, but also modified by the person’s environment – parental upbringing, nutrition, physical environment, etc. For instance, height has a genetic component but is affected by the type of nutrition a person get during their growth periods. That’s why identical twins can have different heights. - Choose Nurture if the characteristic has no correlation with genetics or if it has very little correlation and is mainly affected by a person’s environment - You can also say Neither and I Don’t Know Here’s an example: Skin color: Nature or Nurture Identical twins are born with the same genes controlling skin color, but if one of them spends more time sun than the other. She’ll probably be darker (or sunburnt). Since identical twins would have the same skin color barring outside influences, but different skin colors if raised in different environments, the answer is BOTH. Accent: Nature or Nurture Identical twins often have the same accent. But this does not mean that it is nature because it does not rule out environmental causes. Think. What if two identical twins were placed in different families: one in Britain and one in the United States. Would they have the same accent when speaking English? Of course not. Accent is something that does not exist apart from environmental influence. The answer is NURTURE. Preferred career: Nature or Nurture? Identical twins often have similar likes and dislikes. Often, but not always. Cultural pressures can have a huge influence. A twin taught that you should do whatever makes you happy and a twin thought that you should do whatever has the best chance of giving you a good life will choose differently in certain circumstances. However, since identical twins are often raised together, this difference should not be very pronounced. Also, the fact that they have similar, but not the same likes and dislikes points to something beyond genetics. I’m thinking the answer to this one is BOTH. Ready? Here are a few guidelines. - Do identical twins always have it the same or very similar? Then it is strongly genetic. - If identical twins were separated, what is the probability that they would differ sharply The higher the probability, the stronger the impact of the environment - The fact that something can differ between identical twins does not mean that there is an environmental component. For some strange reason, identical genes can act differently. So, this isn’t an exact science. Be prepared to speak in probabilities. - You might come across something that does not seem to be biologically influenced which also doesn’t seem to be significantly environmentally affected. I can’t help you there. - Things influenced by nature tend to be physical traits: skin, hair, eyes, IQ. Things influenced by nurture tend to be behavioral: manner of acting, reasoning, response to stimuli (e.g. emotional reactions) and things influenced by our beliefs. Think: being vs doing. This is probably because, as far as we can change ourselves, we tend to become more like those around us. - Things influenced by both are sometimes emotional: likes, dislikes, wants, needs, etc. Okay, here we go. Nature or Nurture? - Preferred foods - Idea of beauty - Traits preferred in romantic relationships - Eye color - Pet peeves - Susceptibility to cancer (hint: read the linked article) - Sexual preferences - Body weight	<urn:uuid:f8d8d4fe-cba3-463c-a385-2fdf62e73b05>	{ "date": "2019-01-21T05:01:28", "dump": "CC-MAIN-2019-04", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583763149.45/warc/CC-MAIN-20190121050026-20190121072026-00016.warc.gz", "int_score": 4, "language": "en", "language_score": 0.9534990787506104, "score": 3.5, "token_count": 897, "url": "https://ferlans.wordpress.com/2013/01/22/nature-or-nurture/" }
Toxic ('heavy') metals, such as mercury, lead, aluminum, cadmium, arsenic and others, can affect development and general health. Testing for heavy metals is recommended for a wide range of disorders. With increasing levels of pollution, heavy metal poisoning is of special concern. Chemical products, fertilizers, certain paints, building materials, fish, 'silver' dental fillings, and some vaccines are just some of the sources of poisoning by heavy metals poisoning. Many symptoms of this poisoning are difficult to diagnose without advanced laboratory testing. Hair Analysis is ideal for measuring toxic metals accumulated in the body tissues over a period of time. The growing hair follicle is well supplied by the blood vessels, and blood transports essential and toxic elements present in the body. These elements are incorporated and stored in the hair proteins, which are evaluated in the test. Hair testing provides the most accurate information about interactions between nutrients and toxic metals, requires easy sample collection and involves lower cost. These tests generally measure a wide variety of essential and toxic metals, with individual interpretation that will provide guidance in the treatment process. Hair samples do not expire, which means that a history of samples can be kept. Blood Analysis is best for measuring levels of essential minerals, determining possible deficiencies and recent exposure to heavy metals. Urine and Fecal Testing reflects the levels of heavy metals deposited in the body tissues, but it is most accurate after taking a chelating agent that helps extract metals into the urine. These tests are important for evaluating the efficacy of the chelating treatment since they measure levels of metals excreted from the body and the tissues. The urine and fecal elements tests are not recommended unless using a chelating agent before sample collection. Avoid mercury, and detoxify if levels are found elevated. See discussion of Melatonin for details. Your body is a highly complex, interconnected system. Instead of guessing at what might be wrong, let us help you discover what is really going on inside your body based on the many clues it is giving. Our multiple symptom checker provides in-depth health analysis by The Analyst™ with full explanations, recommendations and (optionally) doctors available for case review and answering your specific questions.	<urn:uuid:4e45c5a3-5d2c-4103-9f42-a92e32ae73c6>	{ "date": "2017-08-18T23:46:11", "dump": "CC-MAIN-2017-34", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105195.16/warc/CC-MAIN-20170818233221-20170819013221-00456.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9268040060997009, "score": 2.921875, "token_count": 452, "url": "https://www.diagnose-me.com/treatment/test-for-heavy-metals.php" }
How do we define educational equity today? As income inequality continues to widen, what has traditionally been defined as success is no longer attainable solely through giving your education your all. That definition of success, the threshold wherein people are provided the ability to earn a livable wage and a foundation to continue along the path of higher learning, is something that most folks are leaving educational institutions completely unable to reach. Here in San Diego County, that issue is compounded by an absurd cost of living, an increasing population of high-needs students, and a completely unsustainable finance paradigm for public schools. Acknowledging that is a necessary preface to the discussion about metrics for educational success because it is at the core of the debate weighing traditional public schools against newer models such as charter schools. San Diego County school districts, especially K-12, are struggling to fund basic construction and maintenance that has been decades overdue. Vital programs are finding themselves on the chopping block. Let’s go over the genesis of these woes here in California. The decline in performance of California’s public school systems can be linked to the infamous ballot proposition in 1978 (Proposition 13) that reduced property value taxes by about 57%. It also moved the authority to raise property taxes from local governments to the state. Local governments seeking to raise property taxes would need voters to approve a ballot initiative by a two-thirds majority. If the State of California wanted to raise property taxes, both houses of the state legislature would have to approve such legislation by a two-thirds majority. While California’s Supreme Court had ruled in the landmark 1971 Serrano v Priest case that the property tax finance schema was unconstitutional, Prop 13 severely limited the scope of the remedy that the Court could apply. It also obliterated the ability of local governments to make any decisions in regard to property taxes. Since that period of time, the renown excellence of California’s public schools took a severe toll. A decade later, after public schools had suffered irreparable damage, California voters passed Proposition 98, which mandated that the state dedicate a minimum of 40% of the General Fund to education. This brings us to the current situation: - Public schools now receive about 60% of their funding from the State, 25% from property value taxes, and the remaining 15% from the federal government (Weston, PPIC). - Due to extenuating circumstances, the overall amount spent on K-12 in the past ten years since the financial crisis of 2008 has fluctuated, with $63.3 billion dollars spent in the 2016-2017 fiscal year (Legislative Analyst Office, The 2016-2017 Budget: California Spending Plan). - The Local Control Funding Formula has been in place for four years and is meeting varying degrees of success around California. In my home school district of Poway Unified, which is in the northeast quadrant of San Diego County, we are in the middle of one of the nation’s largest fiscal imbroglios you will see from a school district. Because the district was restrained by Prop 13 from raising property taxes even incrementally, the school board had to look for other sources of revenue. This resulted in the district issuing a capital appreciation bond worth $105 million dollars. By itself, that isn’t necessarily controversial because school districts borrow that kind of money frequently. The part of the bond that will bankrupt the community is a key stipulation was that Poway Unified would not pay anything back for 20 years. The interest will accrue, equating to a total payment of a staggering $981 million dollars. These are the kind of situations that have arisen from the mess that Prop 13 created. They will not go away until we have repealed Prop 13 and we have reformed school finance statewide and locally. This is why the conversation about looking into new finance paradigms is so important. Unless as a community we take drastic measures to find solutions to this crisis, the future looks very bleak. If you are interested in learning more about efforts to reform Prop 13, please click here. Luis Alejandro Montes Luis wanted to see more of California and took an opportunity to train as a wildland firefighter in Ukiah California, about 800 miles away to the north. After the 2016 presidential election, Luis felt an even stronger call to return to work organizing for positive change. He now resides in San Bernardino County as a freelance writer and environmental policy advisor for several local campaigns.	<urn:uuid:1b7398a3-2ff8-47d9-a407-2e62c1b84aa0>	{ "date": "2019-02-15T18:43:07", "dump": "CC-MAIN-2019-09", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247479101.30/warc/CC-MAIN-20190215183319-20190215205319-00056.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9634050726890564, "score": 2.59375, "token_count": 906, "url": "http://lacomadre.org/2017/12/40-years-later-prop-13-still-negative-impact-public-school-finance-san-diego-county/" }
Posted on: 06/09/2016 Energy consumption fell by so much between 2000 and 2014 that the European Union has hit its 2020 target under the European Energy Efficiency Directive six years early. Europe consumed 1,061 million tonnes of oil equivalent (Mtoe) in 2014, down from 1,133Mtoe in 2000. The 2020 target set by the directive was 1,086Mtoe.The amount saved is equivalent to all the energy consumed by Finland. Financial crisis blamed “Reduced production of iron and steel – the highest energy consumption manufacturing subsector – has led to a 24% drop of the final energy consumption during the period 2000-2014,” said the European Commission Joint Research Centre. “The financial and economic crisis has further affected the production.” The amount of energy consumed by transportation systems rose between 2000 and 2014. > Download the report	<urn:uuid:6e81651e-ed93-4169-9d2a-0bb80ea9482c>	{ "date": "2018-07-21T00:14:54", "dump": "CC-MAIN-2018-30", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676592001.81/warc/CC-MAIN-20180720232914-20180721012914-00456.warc.gz", "int_score": 3, "language": "en", "language_score": 0.931031346321106, "score": 2.90625, "token_count": 184, "url": "http://www.smartestenergy.com/info-hub/the-informer/eu-hits-energy-efficiency-target-six-years-early/" }
Tafu is working with subatomic particles in the Physics lab. A positron is traveling in a straight line down the particle accelerator. Tafu models its position with the function. p(t) = (t^2)/(t - 1) Let a>1 be some fixed number. Let h>0 be some small number. Write out a formula for the slope of the secant line to the graph of x=p(t) between the point at t=a and the point at t=a+h. Is this question asking me to find the derivative of p(t)? Or is it asking me to find the slope of [p(a + h) - p(a)] / h without finding the limit as h approaches 0?	<urn:uuid:d2bc6e31-22a8-4f3e-ad4f-0decf4d71156>	{ "date": "2016-05-24T15:13:10", "dump": "CC-MAIN-2016-22", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464049270798.25/warc/CC-MAIN-20160524002110-00076-ip-10-185-217-139.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.8837948441505432, "score": 2.671875, "token_count": 160, "url": "http://mathhelpforum.com/calculus/178109-question-involving-derivatives-don-t-understand.html" }
\|Elliott Sound Products\|\|Class A Amplifiers - A Brief Explanation\| Copyright © 1999-2005 Rod Elliott Page Last Updated 02 Apr 2005 Recently there has been a resurgence of two "ancient" technologies - vacuum tube (valve) amplifiers and Class-A systems. The big question is .... is there a difference? This discussion centres on the Class-A amplifier, and explains (or attempts to) how it is different from a conventional power amplifier. Why would someone want to build or buy an amplifier which is sooo inefficient? A Class-A power amp will typically draw anything from 1/2 to about 1½ times the peak speaker current in its quiescent state (i.e. while it is just sitting there doing nothing). To put this into perspective, for a measly 8 Watts into 8 Ohms, the RMS current is 1 Amp. The peak current is just over 1.4 Amps, so a typical 8 Watt Class-A amp will draw anything from 700mA to 2 Amps continuous. This equates to a quiescent (no signal) power dissipation of between 17 Watts and 48 Watts, based on a 24 Volt supply (+/- 12 Volts ). At very best, such an amplifier will have an efficiency of less than 35% at full power - at worst, this will be perhaps 15% or less. The basic premise of a Class-A amp is that the output device(s) shall conduct all the time (through 360 degrees of the signal waveform). This means that in the simplest form, the power devices must conduct a continuous current which exceeds the maximum peak load (loudspeaker) current. If we use a power level of 20 Watts (hardly a powerhouse) for all further calculations, we can see the whole picture. In contrast, a typical Class-AB power amplifier's output devices only conduct for about 182 degrees (at full power), which means that for much of the signal's duration, only one or the other device is conducting. The other is turned off. The "crossover distortion" so often referred to is nothing to do with the frequency divider in the speaker system, but is created as the signal "crosses over" the 0 Volt point (see Figure 3). Figure 1 - The Sinewave Cycle Let's have a quick look at some of the power amp "classes", so we have all the info: There are many amplifier topologies which I have not mentioned above, mainly because most of them are either too bizarre, not worth commenting on, or are too complex to explain simply. Of these, Class-G and Class-H use power supply switching and modulation (respectively). This provides greater than normal efficiency and lower dissipation, but both are essentially Class-AB designs. Although many audio amps may be called Class-B, generally they are not. Virtually without exception they are Class-AB, although most will be at the bottom end (conduction for 181 degrees for each device). Most power amps operate in Class-A up to about 5 to 10mW, after which they become Class-B. In the device department - For the remainder of this paper, I shall use bipolar transistors for the power devices, since they exhibit highly desirable characteristics for this application. They are also far more linear than MOSFETs, and some of the newer bipolar devices are outstanding in this regard. Note that there are two types of MOSFET in common use - Lateral devices are designed for audio, and although less linear than bipolar transistors can make a very good amp indeed (see Project 101). Power switching MOSFETs are (IMHO) not suitable for use in audio except where very high power is needed and extreme linearity is not required. \|Load Voltage (at Speaker)\|\|12.65 Volts RMS (17.9 Volts Peak)\| \|Load Current (through Speaker)\|\|1.58 Amps RMS (2.23 Amps Peak)\| \|Supply Voltage\|\|+/- 20 Volts (constant)\| \|Supply Current\|\|+/- 2.25 Amps (peak)\| In amplifier design, we are interested in the peak voltage and current, since if these are not met, then the required RMS values cannot be achieved. The ratio of RMS to peak (for a sine wave) is the square root of 2 (1.414), so RMS values must be multiplied by this constant to derive the peak values of voltage and current. (Refer to Figure 1 to see the relationship between peak and RMS voltages.) This is how the values in the table were determined. The supply voltage needs to be slightly higher than the actual speaker peak voltage because the output devices (transistors) are not perfect, and some voltage will be lost even when they are turned on fully. (If MOSFETs were to be used, the losses may be much greater, unless an additional power supply is employed.) Ok. We have determined that the peak speaker current is 2.25 Amps, so in the simplest of Class-A designs this will require a quiescent current of 2.25 Amps. Given that the voltage is +/- 20 Volts, this means that the power output stage will have to dissipate 40 x 2.25 = 90 Watts (45 Watts per output device). Figure 2 - Basic Class-A Amplifier Figure 2 shows what a simple Class-A amp looks like. The current source is a simple circuit, which will provide a current which remains constant regardless of the load placed at its output. The output transistor "dumps" any current which is not needed by the load (speaker), so when it is completely turned off, all the current source output flows through the speaker. Conversely, when it is turned on, the speaker current flows through the output transistor (as well as the current from the current source!), so its current will vary from almost 0 Amps, to a maximum of 4.5 Amps for our example. When there is no input signal, the output transistor's current must exactly equal the output of the current source. If it does not, then the difference will flow through the speaker. It is allowable (generally speaking) for an absolute maximum of 100 mV DC to be present across the speaker terminals - this equates to 1.67 mW of DC for an 8 Ohm system, assuming a 6 Ohm DC resistance for the voice coil. (Power = (V x V) / Impedance) This simple model is not really appropriate for general use, since it wastes far too much power, although many Class-A amps still use this principle. The next step is to operate the current source at about 1/2 the speaker's peak current, and modulate its current output to ensure that both current source and power amplifier output device conduct during the entire signal cycle, but are able to vary their current in an appropriate manner. This improves efficiency (which remains dreadful, but slightly less so), and lowers the quiescent dissipation to more manageable levels. The simple Class-A amplifier described by John L Linsley-Hood and the very similar looking Death of Zen (DoZ) amp on these pages use this latter approach, and it is a sensible variant of the various Class-A designs. As an example, the amplifier will only (?) need to dissipate about 50 Watts when idle, since the quiescent current is reduced to around 1.2 Amps. Another version of the Class-A amp looks exactly the same as a standard Class-AB (Class-B) power amp, except the quiescent current is increased to just over 1/2 of the peak speaker current. This is thought by some (including me up until I was shown the error of my ways) that this is not a "real" Class-A amplifier. It is real Class-A, and is best described as push-pull (as opposed to single ended) operation. If the bias current is not high enough for the actual reactive speaker load (not some quoted nominal resistive load), it is still possible that one transistor or the other will switch off at some part of the signal cycle. This will happen at a much higher power level than is normally the case, but if this happens, then the amplifier ceases to be true Class-A. As an extension of the above, it is possible to design an amp that looks remarkably like a conventional Class-AB amp, but with additional circuitry is biased in such a way that the output transistors do not turn off - ever. This technique can also be used with Class-AB, and supposedly reduces crossover distortion. I have not used this method, since in my experience the crossover distortion in a well designed output stage should be sufficiently low that the additional complexity is not warranted. The last three "variants" cause the current to be modulated in each supply rail, so there is not the steady state current one expects from a Class-A amp, but a waveform that varies with the signal. When properly designed and biased, the output devices conduct at all times, but the power supply has to contend with a varying load. I have not investigated this fully, but it makes the design of the supply a little more difficult (or simpler in some ways) because of the varying load current. Tests I have performed with the DoZ amp do not show any audible effect on the sound quality - provided the supply is designed to handle the variations without any problems. Actually, the idea that a Class-A amp draws a continuous steady current from the supply is true in one case only. A single ended amp using a current source as the collector load will draw a continuous steady current - but only if it uses a single supply. In the case of a dual supply, the same amp will draw a continuous current from one supply, and a varying current from the other. (My thanks to Geoff Moss for pointing this out - a detail that few published designs have ever mentioned !) An amp that uses a fixed current source of (say) 2.5A from the positive supply will draw 2.5A regardless of load or signal level, but only from the positive supply. The negative supply current will vary from 2.5A at no signal, but will be almost zero at maximum positive swing, when the lower transistor is turned off, and the current flows from the current source to the load. At maximum negative signal swing, the negative supply current will be close to double the quiescent current, since the lower transistor now carries the current from both the load and the current source. This "small" detail seems to have received scant reference in any of the articles I have read, but it will make a very big difference to the power supply. In this respect, I do not feel that the single ended version should be operated from a dual supply. If it is so important to you to eliminate the coupling capacitor, then I suggest that either a push-pull Class-A design be used, or build separate power supplies for each polarity. There is some evidence (I refer again to Doug Self) to indicate that the distortion of a "true" Class-AB amp will often be worse than that of a Class-B design, since the switching transients are larger due to the output devices' higher gain at moderate (0.5A to 1.5A) currents. I have not been able to verify this, and the tests I have done indicate that there are definite benefits in the higher quiescent currents, provided the current is chosen reasonably carefully. One of the biggest problems with Class-A amps is that the simple power supply used with conventional Class-AB amps is usually no good to us. The reason is that the AC ripple on the DC power rails is injected into the amp, and emerges as hum (at 120 or 100Hz, depending on location - US or elsewhere, respectively). The magnitude of this ripple is far greater than with a Class-AB amp, because a considerable amount of current is being drawn at all times, rather than during signal peaks (etc). A power supply which provides a no-load ripple of perhaps 50 mV for a Class-AB amp may have 1 Volt (or more) of ripple at a current of 1.2 Amps. This will be audible at low signal levels. Adding capacitance helps, but by the time the ripple is reduced to a reasonable level, you have sold the car to pay for the capacitors, and no longer have a vehicle to carry them home in. You will need a ridiculous amount of capacitance to obtain reasonable hum levels (> 70dB signal to noise ratio) unless a regulated supply is used. The fact is that many Class-A power amps do not have particularly good power supply rejection (Ok, it is not generally too bad, but cannot compete with the likes of an operational amplifier), and a regulated power supply is recommended for all such amps. In case you were wondering, that does indeed mean that you need more transistors, more heatsinks, and it will cost more money. Such is the price we pay for perfection. There is an alternative (which I have not tried for this application, but have carried out numerous spice simulations) called a capacitance multiplier, which is simpler and cheaper than a regulated supply, but should be capable of reducing the ripple to very low levels. I have had a few e-mails from readers who have built the capacitance multiplier project (see the Projects page), and the results have been very positive, so this makes the Class-A idea far more attractive from a cost and heat perspective. (Capacitance multipliers are not required to regulate, so operate with a much lower input to output differential voltage - therefore, less heat!) Indeed, the design by John Linsley-Hood referenced on these pages uses a capacitance multiplier, although its performance can be improved dramatically. John L Linsley-Hood's Class-A amplifier design Simple Capacitance Multiplier Power Supply The question now is - is this really what I want to do? The answer might be a resounding yes (after all, there is no good reason that a Class-AB amp cannot be just as good) - but to be sensible, we should apply the Class-A amp for the tweeters in the system, and use conventional Class-AB amps for the low and mid frequencies. To obtain adequate sound pressure levels, most modern speakers need lots of power, since they are not very efficient (i.e. electrical power in versus acoustical power out). Rather than extend this page to a short text book on the subject, I shall leave you with a simplified model, which I produced for a reader who had a speaker system which was even less efficient than is common. The table shows the power needed to achieve various peak SPLs (at one metre) for a speaker with an efficiency of 85dB/m/W. Based on the sensitivity of these speakers, the following shows roughly what you can expect, based on a single amplifier for clarity (i.e. not bi-amped or tri-amped): \|dB SPL at 1 metre\|\|Amp Power, Watts, one channel\| This is not good news for the most part, as it clearly shows that vast amounts of power are needed to achieve a realistic SPL in a typical listening environment. Remember that the figures shown are at a distance of only one metre - the SPL will fall by a further 6dB each time the distance is doubled. (Mind you this is a theoretical figure, which is generally not met in practice - perhaps 5dB would be closer to the truth?) Realistic SPL in this context is worthy of a page (book?) in itself, but remember that for an average SPL of (say) 85dB, transients will require between 10 and 20dB of headroom. This means that the peak power needed will be between 10 and 100 times the power needed to reproduce the average of 85 dB. At a distance of 2 metres, something around 3 Watts will be needed for this example. To reproduce the transients, the actual power needed must be between 30 and 300 Watts! In case you were wondering, 85dB SPL is not loud (although "s/he who must be obeyed" will almost certainly disagree). In fact, it is only marginally louder (by about 5dB) than the recognised optimum level for normal speech. Since Class-A amps are inefficient, generate lots of heat, and require a far more complex power supply than conventional Class-AB amplifiers, there have to be some compelling reasons to use this arrangement. The first is circuit simplicity. In the light of the above discussion, the circuit is not simple, but for the audio signal it can be far less complex than for a conventional power amp. The benefit of this is that the signal is subjected to comparatively little amplification, resulting in an open loop (i.e. without feedback) gain which is generally fairly low - probably less than 250 (48dB), and possibly as low as 50 or so (34dB). This means that very little overall feedback is used, so stability and phase should be excellent over the audio frequencies. A well designed Class-A amplifier should not require any frequency compensation (or very little), so the open loop gain will remain reasonably constant over the audio range. This results in superior transient response, and dramatically reduced "Transient Intermodulation Distortion" (or TID, aka Dynamic Intermodulation Distortion), which is thought by many designers to be caused by phase and time delays between the input and feedback signals. It may be possible that this is the cause, although the existence of TID is virtually zero in any competently designed amp. The simple fact is that the more amplifying devices that are introduced into the chain, the more phase shift must be introduced. No amplifying device is capable of responding instantaneously to a change of input - all have some inherent delay (which usually includes different turn-on and turn-off times). With fewer devices in the audio circuit, there must be less delay between a change in the input causing a change in the output. The simplified topology used for most Class-A amps can also be used with Class-AB - often with very good results indeed. Figure 3 - Crossover Distortion Figure 3 shows the crossover distortion of a Class-B type amplifier. This is exaggerated for clarity, and the "soft" crossover distortion shown is actually more typical of a push-pull valve (vacuum tube) or lateral MOSFET amplifier (without proper bias adjustment). As can be seen, when the signal is reduced, the ratio of distortion to signal will become much worse, resulting in an increase in distortion as power is reduced. Indeed, this is exactly what happens in many amplifiers, but it generally is "swamped" by so much feedback that it seems to disappear. It can be seen from the diagram that for this crossover distortion to appear, the amplifier's gain must fall as the signal level approaches 0 Volts. The point that distortion "seems to disappear" is the operative term here - it does not go away at all, and worse, as the crossover point is reached, the open loop gain of the amplifier is reduced, meaning that there is not as much feedback as at higher signal levels. This will be apparent to readers with an electronics background - note that near the crossover point, the amplitude of the signal is much lower than it should be (this is what causes the problem in the first place!). Since the amplitude is reduced, it is obvious that the amplifier's gain must be lower at this level than at higher levels. Therefore, if the open loop gain is lower, then the available feedback must also be lower. This is an area that has received some study, and this is illustrated by the very 'flat' gain vs. collector current curves of many of the more desirable audio output transistors. It is certainly a cause for some concern, and indicates that the open loop behaviour of a power amp should minimise crossover distortion before any feedback is added. Simply increasing the quiescent current is not always a complete answer, because this problem is created by the inherent non-linearity of the output devices as they commence (or cease) conduction. Increasing quiescent current will move the "kink" further away from the 0 Volt point, but it will still be there - and may actually be worse than at lower quiescent currents. A major advantage is that the distortion components will be (potentially) somewhat less audible, and will affect the signal while it is comparatively loud - this will reduce its audibility further. \|I bagged MOSFETs earlier in this article because they are actually more non-linear in this region than transistors. Since this is the most critical part of the signal, it is important that it is treated with the utmost respect.\| This does not mean that MOSFETs are not capable of exemplary performance. A carefully designed MOSFET amp will sound every bit as good as a bipolar amp, whether it is operated in Class-A or Class-AB. In the light of this, it is a wonder that any Class-AB (conventional) power amplifiers sound any good at all. Historically, it is exactly the problems I have highlighted here which created the term "transistor sound" (used in a derogatory sense of course) when transistor or "solid state" amplifiers first appeared. Despite anything you may read, these problems are caused by the physical and electrical characteristics of transistors, and have never gone away. New devices are far more linear than those of the 60s and 70s, but they are not perfect. Operation at higher quiescent currents (i.e. more into the Class-AB region) will reduce the non-linearity at crossover, but it can never be eliminated altogether - at least not with any devices currently available. It is fair to say that although the problem cannot be eliminated, the effects can be reduced to such an extent that many amplifiers have almost unmeasurably small levels of crossover distortion. It is not at all uncommon that to be able to see the distortion residual (after the fundamental has been removed with a distortion analyser), it is necessary to use a digital oscilloscope that can apply averaging. The distortion is buried below the amplifier noise floor, and is not visible without the averaging feature. In tests I have performed, listening to the residual noise + distortion reveals that the distortion component (in isolation) is barely audible over the system noise - itself normally below audibility with typical loudspeakers. So, it is entirely possible to design an amplifier whose distortion at any level below clipping is virtually unmeasurable. Marginally higher levels are commonplace, and it is thought by many that the typical distortion level in most well designed power amplifiers is inaudible under most listening conditions. There are (of course) others who deny this - either because they have done proper comparisons under controlled conditions, because they have hearing that is far more acute than most of us, or because they have been told that they must be able to hear the difference - if they can't, they must have 'tin ears'. Nothing like a bit of peer group pressure to influence one's perceptions. Where does this leave Class-A? There is an emotional connection with the idea of a Class-A amp, and it has to be considered that sometimes there is simply a 'feel good' aspect to this - technicalities don't even enter into it. Despite my own ambivalence, I was still a bit disappointed in my decision not to use P36 for my own tweeters - and this in spite of the fact that I could hear no difference between the P36 and the high quality power opamp which I am using for my tweeters. Because the transistors in a Class-A amplifier are never switched off, there is obviously no crossover distortion (after all, there is no crossover - where one transistor turns off, and the other supplies the load current). There is distortion though - it is caused by all the normal non-linearities in any active device, and in particular the wide current variation in the output device (in combination with elevated temperature). It is worth noting that crossover distortion is exactly the same as clipping distortion, but with a different phase with respect to the signal. Consequently, it contributes odd harmonics (as does clipping) - 3rd, 5th, 7th, etc. If properly designed, a Class-A amplifier should be capable of a maximum open-loop distortion of perhaps 5% at full power, reducing as the input signal (and hence output power) is lowered. This distortion is believed to be predominantly 2nd harmonic, which (in moderation) is far less intrusive than the odd-order distortion created by conventional push-pull Class-AB amplifiers, however this may not be the case. In contrast, most common Class-AB amps will have an open loop distortion of perhaps 10% to 15% at full power, although some will be much lower. Such amps typically rely on global feedback to reduce this distortion, and usually have very high open loop gains. Another problem is that the open-loop gain is not constant with frequency, so the amount of feedback applied is reduced at the higher frequencies - not at all what is really needed. However, it does not mean that all such amplifiers are unlistenable - despite claims to the contrary. For additional comment on Class-A, the "Death of Zen" (DoZ) article may be an interesting read. \|Class-A Myth #1\| A Class-A amp maintains the same current through the transistors, therefore ensuring that they remain in their most linear region at all times. This is not the case at all - the current varies widely in the output device in the case of a current source amplifier, and it varies widely in both output transistors for other types of Class-A amp. While it is possible to make the current reasonably constant, it is neither practical nor sensible to do so. As often happens when writing, I suddenly decided that I just had to run a simulation on a pair of output stages. One is Class-AB (essentially the same as that used in Project 3A) and a Class-A emitter follower circuit. Both were operated with zero feedback, and the Class-AB stage was run at a quiescent current of 14mA vs. 2A for the Class-A circuit. Rather than make this article longer than necessary, if you want to see the details see Class-A Part 2 Class-A is the most desirable of the amplifier configurations from a purist point of view, but is not suited to high power systems unless outrageous power dissipation is acceptable (like between 825 to 1500 Watts of pure heat, to get 300 Watts of audio). However, if used for the high frequency amplifier in a tri-amplified system, it is possible to obtain the SPL you desire in your listening room, but without having to install a dedicated air-conditioning system to remove the heat generated. When used for the frequency range of 3000Hz and above, comparatively little power will be needed, and the sonic benefits should be readily apparent - crystal clean highs, without any harsh distortion components. The distortion generated may be (but is not necessarily) predominantly 2nd harmonic, and will be greatest at high power levels where it is least likely to be audible. Bear in mind though, that a great many Class-AB amplifiers will be capable of performance that is just as good, and in a lot of cases, far better. \|Class-A Myth #2\| Class-A amps give predominantly 2nd order distortion. They might, or they might not, depending entirely on the topology. A great many Class-A amps will produce distortion components that are almost identical to those produced by a Class-AB amp. This excludes clipping distortion, which should be avoided in any class of amplifier used for high quality audio. Where it is not feasible (economically or otherwise) to use a Class-A amp in the tweeter frequency range, a modified Class-AB amp could be used. The modification needed is to increase the quiescent current (to perhaps 1 Amp or so) so that the amplifier operates as Class-A for any signal below about 8 Watts - assuming a well behaved 8 ohm load such as a tweeter. Such a modification to an existing amp is quite simple for an experienced electronics engineer or service person, but will almost certainly require that the heatsinks be upgraded to prevent the destruction of the output devices. It is also probable that additional capacitors will be needed for the power supply - and possibly a regulator or capacitance multiplier circuit, too. Without these, the hum level may become intrusive, which rather negates the whole purpose of the exercise. Some basic experimentation is required for anyone thinking along these lines. Bear in mind that you can say a fond farewell to any warranty which may exist on your amp - few manufacturers will accept that ripping their product to pieces and rebuilding it as something "new" is a perfectly reasonable thing to do. Despite the cost of modifying an amp in this way, it is bound to be cheaper than buying or building a Class-A amp from scratch - even more so if you have a perfectly good (but underpowered) amp just lying about waiting to be put to use. For not a lot of work and relatively few dollars, a potentially fine amplifier can be yours. Please be aware that the above section is more in the line of "musings" than established fact with full testing. The theory is (more or less) sound, but one cannot predict the exact behaviour of any amp once modified, and I suggest that if any such mods are to be attempted, they should be done with "before and after" measurements to allow proper comparison. Operation at a higher than normal quiescent current may actually degrade performance with some amplifiers. \|Copyright Notice. This article, including but not limited to all text and diagrams, is the intellectual property of Rod Elliott, and is Copyright © 1999-2005. Reproduction or re-publication by any means whatsoever, whether electronic, mechanical or electro-mechanical, is strictly prohibited under International Copyright laws. The author (Rod Elliott) grants the reader the right to use this information for personal use only, and further allows that one (1) copy may be made for reference. Commercial use is prohibited without express written authorisation from Rod Elliott.\|	<urn:uuid:2f739411-3b47-4485-8c12-63a4840fb12c>	{ "date": "2014-03-10T09:16:20", "dump": "CC-MAIN-2014-10", "file_path": "s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394010722348/warc/CC-MAIN-20140305091202-00006-ip-10-183-142-35.ec2.internal.warc.gz", "int_score": 3, "language": "en", "language_score": 0.9506160020828247, "score": 3.109375, "token_count": 6317, "url": "http://sound.westhost.com/class-a.htm" }

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