The importance of the earth sciences to society is rarely more apparent than
during a natural disaster. Lives are disrupted, government services are strained
and societys safeguards are severely tested. Threats from geologic events
continue despite our modern technology and advances in understanding and awareness.
The Federal Emergency Management Agency (FEMA) estimates average annual earthquake losses at $4.4 billion in the United States. The U.S. Geological Survey (USGS) estimates that, nationwide, landslides cause over $1 billion in damages and cost 25 to 50 lives every year. The National Oceanic and Atmospheric Administration estimates average annual flood losses at $4.5 billion with about 100 deaths.
Utah Geological Survey geologists survey a channel bend in one of the Santaquin debris flows. The geologists will use the data to calculate discharge and velocity of the debris flow. Photos courtesy of UGS.
One of the great contributions earth scientists and state geological surveys can make is to help protect lives and property from geologic hazards. At the Utah Geological Survey (UGS), our philosophy is to use earth science information to help reduce the risks people face from natural hazards. State geological surveys can raise awareness of hazards, advocate responsible risk reduction, perform research to better understand hazards, and help developers and regulators promote safe land use.
Principal hazards include earthquakes, landslides and floods. Geologic hazards are particularly important in Utah because of their variety, frequency and coincidence with urban areas. Utahs populous Wasatch Front, including the state capital Salt Lake City and contiguous Provo and Ogden metropolitan areas, sits in the most geologically hazardous part of the state.
A challenge for UGS is reducing risks from geologic hazards for new development by identifying areas where hazards may exist, and convincing local governments to adopt and enforce ordinances that require developers to address the hazards. The challenge is significant. First, despite the surveys efforts for new development, risks inherited from previous building and land-use practices remain high and losses continue. Second, annual losses from geologic hazards will continue to increase as development moves into less favorable areas unless risks are properly reduced. UGS experience has shown that many forces act to impede risk reduction, including: the perceived high cost of assessing hazards and taking steps to reduce risks; high levels of uncertainty in hazard assessments; relative infrequency of major hazards; and lack of earth-science expertise at the local government level, where land-use regulation typically occurs.
Utah Geological Survey geologists lead a field trip for geologists and government officials to a trench across the Wasatch fault in southern Salt Lake County.
A key tool in overcoming these obstacles is the wise use of earth science information. Already, using such information in land-use regulation and building practice has helped prevent potentially greater losses from natural hazards. State geological surveys have played an active role in this prevention.
Earthquakes in a growing region
Over 80 percent of Utahs 2.3 million people live in the central Wasatch
Front along Utahs most active fault, the Wasatch fault. The fault extends
the entire length of the Front at the base of the Wasatch Range along the eastern
edge of the urban area. The fault itself trends through expensive east-side
neighborhoods, and may extend beneath high-rise buildings in downtown Salt Lake
City. However, the Wasatch fault itself has not generated a major earthquake
in historical time, and the most recent one to affect the Wasatch Front was
a magnitude-6.6 earthquake in 1934 on the Hansel Valley fault north of Great
Salt Lake. In general, large earthquakes do not occur often enough in Utah to
remind people that they are living and building in earthquake country.
UGS, in cooperation with USGS and others, has undertaken extensive geologic studies of faults along the Wasatch Front as potential sources of large earthquakes. These studies involve trenching across the faults to reconstruct the timing and size of past surface-faulting earthquakes (greater than magnitude 6.5) to assess how active and dangerous the various faults are as sources of damaging ground shaking. For the Wasatch fault, these studies indicate that the active central segments generate magnitude-7.0 or greater earthquakes on average every 350 years, and that the last one was about 600 years ago in the Provo area. Our studies have resulted in a map and database of all known Quaternary faults, which USGS uses for preparing national seismic hazard maps that in turn provide the basis for designing buildings, bridges and dams.
The Wasatch Front also has many soil and groundwater conditions that increase the severity of an earthquake and thus the likelihood of damage. UGS has prepared 1:75,000 to 1:250,000-scale maps for estimating the potential effects of soils on earthquake ground shaking, and worked with private-sector and university seismologists to prepare ground-shaking maps for the Salt Lake City and Wasatch Front areas.
Two years after the 2001 Heather Drive landslide in Layton, Utah Utah Geological Survey geologists continue to monitor movement on the main scarp at the head of the landslide.
Shallow groundwater and liquefiable soils are also common in the lower parts of Wasatch Front basins. As the ground shakes in an earthquake, sandy soils below the water table may liquefy and lose their ability to support structures, causing damage due to settlement. Liquefaction is particularly dangerous when it occurs on slopes, even very gentle slopes, causing destructive landslides that are a major source of earthquake damage.
UGS studied large-scale, prehistoric landslides and lateral spreads induced by liquefaction to better understand these hazards. Non-liquefaction-induced landslides are also a major concern. Our reliance on lifelines, including highways, railroads and utility corridors, from surrounding mountains, and the susceptibility of these mountain slopes to earthquake-induced landslides, greatly increases the risk. To aid in emergency response planning and estimating losses, UGS prepared scenario maps for a magnitude-7.0 earthquake in the Salt Lake City area. The maps identify where damage from ground shaking, faulting, liquefaction and landslides is most likely.
Building on hillsides
Landslides, debris flows and alluvial-fan floods are common in Utah in the
foothills along the base of the Wasatch Range in response to wet climatic conditions.
In 1983 alone, landslides and floods caused by rapid melting of a record winter
snowpack accounted for hundreds of millions of dollars in damages. The disastrous
Thistle landslide blocked a main highway and railroad corridor and dammed a
river, costing more than $200 million itself. Recent landslides in 1997 and
1998 caused major damage throughout the Wasatch Front. The 2001 Heather Drive
landslide in Layton, 25 miles north of Salt Lake City, destroyed or forced removal
of six houses and cost more than $1 million.
Nearly all recent landslides occurred in areas of pre-existing landslides now identified on geologic-hazards maps. Unfortunately, most development in these areas predated awareness of the importance of geologic hazards, and also predated completion of modern geologic-hazards maps. To help reverse this trend, UGS works with communities affected by recent landslides to adopt and enforce hillside protection ordinances that will better address geologic hazards in the future. UGS geologists are participating on a technical review panel to advise Provo City regarding existing and proposed new development on a large, partially active but very slow-moving landslide. In landslide emergencies, UGS assists local governments by mapping the landslides, assessing hazards and the likelihood of continued movement, providing information to the public and press, and providing advice about plans for future development. We prepared a technical analysis of the 1998 landslides evaluating landslide types and characteristics, causative climatic conditions, instability thresholds and the role of hillside modifications. One goal of the analysis was to improve our ability to identify potentially unstable slopes before people build on or near them.
Alluvial-fan surfaces provide flat, scenic, desirable mountain-front building sites. However, alluvial fans are built by sediment-laden debris flows and floods that wash out of the mountains. Debris flows and alluvial-fan floods from storms following mountainside wildfires have been a particular hazard in Utah during drought years since 1998. A large wildfire denuded hillsides above the Wasatch Front communities of Santaquin and Spring Lake 55 miles south of Salt Lake City in 2001. The fire destroyed the vegetation that controls runoff and protects the soil from erosion, leaving hillsides vulnerable. A 2002 storm generated debris flows from 10 canyons, one of which flooded a subdivision, causing major damage to five houses and two businesses, and minor damage to 27 other houses. UGS performed scientific investigations to understand this event and the continuing long-term hazard, and also showed that the damages occurred in known high-risk areas shown on existing geologic-hazards maps. We continue to work with local, state and federal agencies to implement federal emergency risk-reduction programs in the area and to promote the use of geologic-hazards maps in long-term risk reduction.
Helping local governments
Utahs State Code grants authority for regulating land use to local governments,
both cities and counties. To regulate land use with respect to geologic hazards,
local governments typically adopt ordinances that require developers to perform
studies prior to construction to identify geologic hazards and demonstrate that
risks are acceptable or will be reduced to acceptable levels. Although this
process sounds relatively straightforward, assessing geologic hazards and establishing
levels of acceptable risk tap into very complex, controversial and political
topics that many local governments are unprepared and ill-equipped to face.
UGS provides technical assistance to cities and counties to help promote wise land use and encourage uniform levels of acceptable risk among jurisdictions. Our efforts are directed at outreach to local government planning staffs, planning commissions and elected officials. We encourage them to adopt ordinances, and we assist them in implementing those ordinances. UGS provides models of effective ordinances and assistance in adapting them to local geologic conditions. We prepare generalized, 1:24,000-scale geologic-hazards maps showing areas where hazards may exist in a community. Local governments adopt these maps in ordinances to show where site-specific studies are required before developers can build. Local governments also use the maps to develop master plans. Developers and their consultants use the maps to understand local-government requirements.
In the late 1980s, UGS acquired USGS funding so that the major Wasatch Front counties could employ geologists for three years to prepare geologic-hazards maps and work with city and county planners to use those maps. The work of these geologists, along with continued mapping of adjoining areas by UGS, has culminated in maps of geologic hazards (1:24,000-scale) available to everyone living in the Wasatch Front. Site-specific studies required by city and county planners using these maps typically recommend risk-reduction measures such as fault setbacks, slope modifications, and flood or debris-flow containment or diversion where needed. Most major Wasatch Front communities follow this procedure. Although the level of enforcement is variable, we believe these measures have significantly reduced long-term risk.
The scarp of the active trace of the Wasatch fault the linear shadow shown by arrows in the center stretches along the east side of the Salt Lake City metropolitan area.
A critical element of enforcing geologic-hazards ordinances is to review the reports on potential hazards that developers submit to local governments. Salt Lake County is the states only local government still employing a geologist to perform these reviews. Outside of Salt Lake County, UGS geologists review hazard reports for local governments as requested. These reviews evaluate both the technical aspects of the hazard assessment and the recommended hazard-reduction measures. Whereas hazard assessments are chiefly technical applications of the earth sciences, recommendations for risk-reduction measures are based on a concept of acceptable risk that may vary between a developer and a local government. Therefore, UGS works with local governments in reviewing reports and helping them to understand the uncertainties and risks involved so that the interests of the city, future homeowners and city taxpayers are protected.
UGS also provides advice to local governments in responding to geologic disasters such as earthquakes and landslides. Local government responders at the scene of a disaster typically need to know: what additional areas may be affected by a hazard such as a landslide or debris flow; whether a hazard remains after the initial event; and whether warning and evacuation procedures are necessary. UGS immediately responds to natural disasters to work directly with emergency responders as needed.
In any disaster, information is the key. UGS has developed a detailed response plan to coordinate geologic investigations and establish an information clearinghouse following a major earthquake. The purpose of the clearinghouse is to share information among emergency responders and scientists, and provide information to the media and general public, in real-time.
Information is also the key to long-term risk reduction. State geological surveys not only study and map geologic hazards and disseminate information, but actively reach out and work with government partners, developers, residents and other constituents to promote the beneficial use of earth-science information for reducing risks.


Picking Up Interesting Essay Topics For 8th Graders
Essays can be fun, or tedious and boring depending on the topic you have to write on. It is simple to make what could have been an otherwise interesting and fun experience into a difficult and tasking one requiring a lot more effort to achieve a mediocre sub standard end result that does not reflect the amount of effort put in. Essay topics can also vary in their types, for example, you could write about a trip to a vacation destination, camping or hiking, or you could chose to describe an experience like the first day of school, your first kiss, or an incident like a plane or automobile crash. Here are fifteen interesting essay topics for 8th grade students:
- My first experience at skydiving and how an almost tragic incident changed my life.
- Why i no longer fear the dentist and wish that everyone my age could understand what I do now.
- How having a pet from since it was a baby and raising it to adulthood affected my perspective on life and what happiness really is.
- Describe the scenes you would expect to see if aliens visited us and made contact with our species.
- What happened to make you believe or stop believing in Santa Clause or any other fairy tale character?
- What do you imagine it would be like to visit the moon, Mars or any other planetary body?
- Describe an adventure you had during the summer vacation that involves a new experience.
- Why are there differences between the sexes if both are of the same species?
- Should children be given the option to say yes to vaccination or should that decision be left solely up to the parents?
- Describe an incident that made you feel proud to be a member of the human race.
- How has the internet affected your daily life, do you consider this a good or a bad thing?
- You awake alone in the forest with no visible lights or landmarks in sight, what do you do?
- You find out you have a twin sibling who was separated from you at birth, sadly they are in prison for committing several crimes, how will you react?
- How do you imagine the world as we know it will come to an end?
- How do you feel when you consider a moment in your life ten years ago and how you felt about life then?


Have the leadership and guts to become a governor. Some might say that being the president of the states is quite a tough job, but little they know that state governors performs more job than the president. Here are some amazing facts about the job of Ohio Governor. Get to know this and you will know what they can do to the state.
What is Ohio Governor?
Ohio governor is the chief executive in the Ohio. He is also the political and head of the Ohio state according to the laws of the state. He can also assume other roles such as being the commander-in-chief of the National Guards and even pardon some criminals. He works together with the lieutenant governor of the Ohio to in running the state. He also has the position in the cabinet that holds different agencies in the state.
Duties of an Ohio Governor
The Ohio Governor performs three main tasks. These include setting the policy for the state, public relations and managing the whole state. Some of the detailed tasks they have are the following:
Policy Setting: Some of the policies that the governor set are lowering of the state tax, elevating the education and generating more jobs. On the other hand he also needs to face the problems regarding taxpayers, interest of other groups and others. At some point he may debate the issues on state budget.
Public relations: Some of the tasks are visiting some elementary school, attending conferences, taking over some meetings and attending state fair and other program.
State management: He meets and talks with the department heads, staff members and other members of the board. He also presides over the organizations and act as chief executive officers too.
Work Condition of an Ohio Governor
Ohio Governor works in his office in the state capital and does his job as the governor of the state and does community works around the state. He may travel from different place in the Ohio to address the needs of his constituents.
Educational Requirements of an Ohio Governor
The state has the right to set what age and other requirements to become their governor. There are no formal criteria when it comes to education and training. But most of the state governors have state law degrees to help them manage their area of responsibility. It is also needed to understand the policy making as one of his tasks. The state will be the one to vote for their governor and most of the previous governors held also other job such as lawyer, secretary general and treasurer. The governor must also have an excellent communication skills and socialization skills.
Occupation and Progress of an Ohio Governor
The employment prospect of being an Ohio Governor is quite low because not everyone has the chance to become the governor of the state. Anyone can run for the position of the governor but most of the time this is costly. Campaigning is quite really expensive. Governors can advance to higher positions and other opportunities as well. They can be next in line as the president of the state, ambassadors, cabinet members, senators and a lot more. The annual salaries of being the governor of the state usually range to $65,000 to $79,000 annually.
If you got the leadership skills, money and popularity value then you can run the position as Ohio governor. And if you got lucky enough to get all the votes then you can become one in the future.


Last month, a 77-year-old woman made a fatal decision: She boarded a Carnival cruise in Galveston, Texas, in sunny Belize.
The cruise required a vaccination, and around 96% of all 4,336 passengers and crew were reportedly vaccinated, but no one was required to present a negative Covid test before boarding. After four days on the water, the ship reported a 27-person Covid outbreak that included both passengers and crew. One of the passengers, the 77-year-old, died 10 days later – the first reported fatality since US cruises resumed in June.
The tragic incident begs the question: is it safe to travel on a cruise now?
How predictably, Carnival says yes. In the past few weeks, the company has ordered negative Covid tests for all passengers before boarding and issued a statement to the Washington Post stating that the deceased woman “almost certainly did not develop COVID on our ship”. When she boarded the ship on July 31, there were no testing procedures in place.
Doctors are not convinced. Travel of all kinds is a very high-risk activity right now, explains Dr. Luis Ostrosky, director of infectious diseases at UT Health, part of the University of Texas, Houston. The cases are “completely out of control,” he says. “And we don’t have the vaccine protection we need to make sure people survive if they happen to get one [Covid]. “
And even with safety precautions, cruises harbor residual risks that cannot be neglected, such as unavoidable tightness and potential breakthrough infections.
This is why these risks are particularly dangerous compared to other forms of travel – and what can be done to make cruises safer:
Cruises are “a recipe for transfer”
Even on a good day outside of the pandemic, cruises are challenging from an infection control perspective, Ostrosky says.
On a cruise, you often spend time in common areas. They eat and drink indoors in buffet restaurants with large communal tables, attend shows in theaters, and touch all kinds of surfaces from railings to casino games. If an outbreak occurs at sea, you are confined to the boat, which can make it difficult to contain and manage the outbreak.
“It’s just a prescription for transfer,” says Ostrosky. For this reason, outbreaks of other contagious respiratory or gastrointestinal viruses such as norovirus are common aboard cruises.
In fact, cruises are particularly risky compared to other types of travel, such as driving a car or flying, as they offer more opportunities for longer exposure. “To be honest, the risk is on a two hour flight with everyone masked and airflow good [lower] than being on a cruise ship for five days straight, “says Dr. Preeti Malani, chief health officer at the University of Michigan.
Vaccination regulations help, but aren’t foolproof
Several cruise companies, including Disney Cruise Line and Norwegian Cruise Line, are cracking down on vaccination regulations. A good start, say experts – but not enough.
A full vaccination significantly reduces the risk of hospitalization or death from Covid, Ostrosky notes, but the increased transferability of the Delta variant means vaccination “no longer guarantees that you will not acquire or transmit the infection”. This means that all vaccination regulations must be paired with other safety measures, such as wearing masks and maintaining social distance.
“We can try to make cruises as safe as possible, but we will have breakthrough cases,” says Ostrosky.
Another factor to keep in mind: the community penetration where you live – or, in this case, where a cruise departs – affects your level of risk significantly. “When the community’s penetration is high, as is the case in Florida right now, everything becomes risky,” says Malani. “The idea of going on a cruise is a lot riskier.”
Some of the cruise lines are also waging a different battle – against the state governments that have passed laws or regulations aimed at stopping vaccine mandates. On Wednesday, Texas Governor Greg Abbott passed an executive order banning all state or local mandates that require a Covid vaccination. In Florida, where several popular cruise ports are located, Governor Ron DeSantis signed an executive order in May banning nationwide vaccination records.
Norwegian Cruise Line sued Florida’s top health officials in July, requesting an injunction to enable the company to enforce its vaccination mandate for all passengers and crew. The company won the case earlier this month when US District Judge Kathleen Williams wrote that Norwegian “has proven that public health is endangered by suspending vaccination”.
Relying on a negative Covid test is also a flawed strategy
If you don’t quarantine yourself for two weeks before boarding your Covid test, the test is “fundamentally irrelevant,” says Ostrosky.
To make cruises truly safe, companies would have to require mandatory two-week quarantines, negative Covid tests 24 to 48 hours before boarding, and another negative Covid test immediately after boarding for every passenger and crew member. This is a tedious process and difficult to organize and perform, especially in the middle of a passenger’s vacation.
If you need to take a cruise, do the following:
It can take a while before it is truly safe to board a cruise. Dr. Anthony Fauci, the country’s foremost infectious disease expert, recently said that he believes the country will be in control of Covid and regain a sense of normalcy by spring 2022. But even then, travel and cruising are likely to be high risk.
“We look forward to a future in which more people will be vaccinated and the numbers will be lower, maybe we will be over the delta variant,” says Ostrosky. “This will be a much safer time to travel.”
If your heart is racing to take a cruise by then, get vaccinated if you’re eligible, Malani says. Then look for cruises that require proof of vaccination and only allow reduced capacity – the lower the better. While cruising, choose activities and excursions with less risk, as they always dine al fresco. And of course you step aboard the ship with the understanding that no matter what, you are taking a risk.
The Centers for Disease Control and Prevention (CDC) give cruise lines a color-coded safety status – green, yellow, orange, and red – based on reports of cases of Covid or Covid-like illness. The agency also points out when there are investigations into outbreaks on ships. You can check the CDC’s website for a ship’s Covid status before planning a cruise or getting on board.
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When I was young and living in Alberta in the 1980’s, I belonged to the Dairy 4-H Club. One of our big projects every year was Highway Clean-up. We picked up garbage on the side of the Highway for probably about 4 hours on a Saturday afternoon. It was amazing to see the amount of garbage that littered the side of the road.
Fast forward to 2011. Have we as humans learned our lesson about littering? It seems that we as a collective whole have not. That is why The Vancouver Aquarium partnered with TD Canada Trust and started the Great Canadian Shoreline Clean-up, happening this weekend in New Westminster and beyond.
Every year tons of garbage collects on the vast shore lines of Canada and across the world. Marine life eat cigarette butts and get caught in plastic pop rings. Also, plastic never fully decomposes in the water, it breaks down into minute particles, which are then swallowed by fish, and then we consume the fish. We are literally eating our own garbage.
The Great Canadian Shoreline Cleanup is an annual event that helps keep our oceans, rivers, and lakes healthy. People from all across Canada join in to remove the human-made litter and garbage that was either dumped or accidently deposited into our water systems. This year, with the City of New Westminster, the New West Environmental Partners (NWEP) has committed to taking care of two sections along the Fraser River: the Carter Foreshore Park and the South Dyke Road. There is also a group working on the Central Valley Greenway in Sapperton.
As a volunteer, you can take part in the shoreline cleanup along with an invasive plant pull to help take care of our portion of the Fraser River. The Cleanup is about more than just picking up garbage. An important part is collecting data on the numbers and types of garbage found. As a volunteer, you will see for yourself the types of litter people throw out and which have the highest amounts. Having this data helps people to understand the behaviours that lead to littering and find ways to get people to stop.
Let’s do the environment and ourselves a favour and spend one day picking up garbage along the shoreline. The event runs this weekend, but it’s not too late to sign up.
Please visit: http://shorelinecleanup.ca. There is a search function; just type in New Westminster. There are a few different New West locations that are available for you to sign up with:
- September 24 – Central Valley Greenway, from Braid Station to Hume Park
- September 25 – Carter Foreshore Park and South Dyke Road
On Sunday, September 25, the tide will be low, making it perfect for an hour or two of shoreline clean-up. The City is providing bags and will make sure that the collected trash and invasive plants will be properly taken away and disposed of. All you need to do is show up and make sure you are dressed for the weather and for being outside—boots/shoes that you don’t mind getting a little muddy and pants and long-sleeved shirts/jackets to protect yourself from reeds and tree branches. Participants under age 19 must bring a signed waiver to participate.
Let’s put on our rain boots and gloves for Mother Nature!
- What: The Great Canadian Shoreline Cleanup – New Westminster
- Date: Sunday, September 25
- Start Time: 9:30AM
- Meeting Location: walkout at Suzuki Street and S Dyke Road in Queensborough, New Westminster
- Wear: boots/shoes that can get muddy, long pants, gloves
- Tools for the Invasive Pull: shovels, pitch forks, pruning shears, hedge clippers—remember to label/mark your tools for identification
- Good to Have: water, snacks, etc to
- Participants under 19 must attend with their parent or guardian or bring a signed waiver with them. Waivers can be printed off the website.


From the 8th Century B.C
The Greeks established colonies in Abkhazia, a part of the Caucasian land then known as Colchis at the Eastern end of the Black Sea. Their cities, especially Dioscurias (now modern day Sukhum) grew to be prosperous trade centres.
First Century B.C.
The Romans fortified Sukhum (Calling it Sevastopolis or Sebastopolis). The people’s longevity was reported.
Abkhazia became part of the Byzantine Empire. Christianity, which had come early to Abkhazia, was offically adopted by the Emperor Justinian in 543-6.
780 - 978
The Kingdom of Abkhazia flourished and the Abkhazia Dynasty extended its sway over much of what is now Western Georgia.
978-Mid - 13th Century
Abkhazia, as a result of dynastic inheritance, is united with Georgian-speaking regions in the mediaeval kingdom whose rulers carried the title 'Sovereign of the Abkhazians and Georgians'.
Mid 13th Century - Circa 1400
The Mongols appear, and the aforementioned unified kingdom eventually splits into varios kingdoms and principalities, of which Abkhazia is one.
A portion of Abkhazia was under the Mingrelian Rule
1500 - 1680
The Abkhazian Chachba Dynasty drove the Mingrelians out and established the boundary between Abkhazia and Georgian that exists to this day.
Abkhazia was invaded by the Ottoman Empire
Abkhazia, in alliance with Georgia, made repeated efforts to drive out the Turks.
1801 - 1804
Various Georgian areas (Kartli and Kakhetia-1801, Mingrelia-1803, Imeretia and Guria-1804) came directly under Russian Rule (voluntarily seeking protection from Ottoman Turks and Iran).
Tzar Alexander the First issued a charter to the ruling Prince of Abkhazia acknowledging Abkhazia as an autonomous principality under the protection of Russia.
After prolonged fighting across the entire region of the North Caucasus, Abkhazia was the last Caucasian principality to be forcibly annexed to the Russian Empire. Russian oppression was so severe that over the next few decades more than half of the Abkhazian population fled to Turkey and the Middle East.
1917 - 1918
Abkhazia joined the Republic of North Caucasus. The Mensheviks came to power in Georgia and succeeded in annexing Abkhazia.
The Bolsheviks overthrew the Mensheviks in Georgia. The Abkhazian Soviet Socialist Republic was established separate from Georgia and headed by Nestor Lakoba.
Abkhazia was a signatory to the formation of the USSR acting as a sovereign Abkhazian Republic.
Abkhazia adopted its first Constitution under which it was united by a Special Treaty of Alliance with Georgia.
Stalin (Georgian) and Beria (Mingrelian) reduced Abkhazia to the status of an autonomous Republic within Georgia.
1937 - 1953
Forced mass immigration into Abkhazia was carried out from Western Georgia (Mingrelia) by Stalin and Beria. In Abkhazia, as well as other regions of the USSR, mass oppression was carried out, thousands of intellectuals were persecuted. Abkhazian schools were closed. Abkhazians were punished for speaking their own language. The Roman based Abkhazian script, which had been introduced in the late 1920s was replaced by one based upon the Georgian alphabet during this period.
1977 - 1978
In Deceber 1977 Abkhazian intellectuals signed a letter of protest to the Supreme Soviet of the USSR complaining about the status of Abkhazia and blamed the Georgian leaders for pursuing a "Beria" policy aimed at the "Georgianization" of the Republic. Major demonstrations at Lykhny ( a sacred place in Abkhazian tradition) followed in 1978. The Abkhazian campaign to be incorporated in the Russian Federation was rejected by Russia and Georgia. Instead, concessions were made to the Abkhaz, including the opening of A University in Sukhum and the introduction of TV broadcasting in Abkhaz. During that year (1978), Moscow allocated millions of rubles to help Abkhazia. The Abkhazian government never received the moneys. The sum was dispersed to restrain the Abkhazian people's protest at the existing conditions.
1988 - 1989
Leaders of the National Movement in Georgia demanded the abolition of the “Autonomies” within Georgia along with Georgia's secession from the USSR.
1989 - 1990
THE Georgian Soviet Socialist Republic unilaterally adopted a number of measures which essentially effected the secession of Georgia from the USSR and abrogated all legal acts that united Georgia and Abkhazia under Soviet legislation.
On the eve of the signing of the new Soviet Union Treaty, Abkhazia, like all of the other autonomous Republics, declared its sovereignty. On the next day Georgia declared the abrogation of the Abkhazian Declaration of Sovereignty. Georgia abrogated the autonomy of Ossetia leading to armed conflict between South Ossetia and Georgia.
Abkhazia declares its sovereignty over its own territory and proposes a federative treaty with Georgia to fill the "legal vacuum" that emerged after Georgia's unilateral abrogation of all Soviet legal documents. Exactly 20 days after being accepted by the United Nations, on August 14, Georgian troops entered the territory of Abkhazia without any notification to the Abkhazian government and launched a land and air attack on the southeast part of Abkhazia and its capital city.
Bloody fighting continued for 14 months.
On September 30, Abkhazian forces - backed by the Confederation of the Peoples of the North Caucasus and volunteers from the diaspora Abkhazian community based in Turkey finally ousted the Georgian troops from the territory of Abkhazia
In April, The Joint Declaration on the Political Settlement was signed by the parties to the conflict (Note especially this assignment of equal status of Abkhazia and Georgia) plus the UN, Russia and OSCE, in the presence of the UN Secretary General. The Declaration outlined principles for the peaceful settlement of the conflict on the basis of equality between the parties.
In May, negotiations under the auspices of the UN sanctioned the deployment of the CIS peace-keeping troops to separate the parties to the conflict.
November 26, Abkhazia ratifies its Constitution as a sovereign state, though it did not formally declare independence until late 1999.


Fossils of a 30-feet long dinosaur have been rediscovered after more than two decades, but this time with a twist. Remains of the duck-billed dinosaur were originally excavated from the Nelson rock formation in Utah in 1990s. At the time, scientists were interested in it because of its well-preserved skin impressions. Scientists recently found the remains in storage at the museum of Brigham Young University, Utah.
What did Rhinorex do with its big nose?
When they reconstructed its skull, Terry Gates and Rodney Sheetz realized that it was an entirely new species. Named Rhinorex condrupus, this dinosaur had a snout so big that it was branded “King Nose.” What did it do with its large schnoz? Dr Gates said it might have used its nose for a variety of purposes. If the dinosaur was anything like its relatives, it didn’t have a good sense of smell.
Gates speculates Rhinorex could have used its nose as a means of attracting mates, as an enormous attachment for a plant-smashing beak, or to recognize members of its species. Researchers are still trying to find out answers to these questions. Findings of the study appeared in the Journal of Systematic Paleontology.
The 8,500-pound dinosaur lived about 75 million years ago
Scientists said preparation for reconstruction and analysis of its skull was very difficult. It took them over two years to dig the remains out of the sandstone where it was embedded. But finally they had almost the entire skull. Fossil analysis revealed that the dinosaur lived during the Late Cretaceous period, about 75 million years ago.
It weighed more than 8,500 pounds. Rhinorex lived in a swampy environment about 50 miles from what it today the Utah coast. Scientists said it was the only complete hadrosaur fossil from the Nelson rock formation. Hadrosaurs had heads similar to modern-day ducks. Rhinorex helps fill in the gap about habitation segregation during the Late Cretaceous era.


Plimoth Plantation has a small but rich collection of original artifacts that show daily life between 1550 and 1700. The artifacts come from places such as New England, Great Britain and the Netherlands, and represent the material culture that the Pilgrims and Wampanoag would have known. Museum researchers and artisans use the artifacts to help re-create the living history exhibits guests see at Plimoth Plantation.
Unlike more traditional museums, Plimoth Plantation does not collect original objects strictly for exhibition. Instead, we collect information to re-create everyday life in the 17th century. Information about the past comes from:
An object does not need to be “museum quality” to provide information about the past. Plimoth Plantation’s collections include both whole artifacts as well as pieces dug from the ground. Our objects are divided into four categories:
Many of the Museum's finest artifacts are held in its varied archaeological collections. Plimoth Plantation founder Harry Hornblower II was an avid amateur archaeologist. His interest in archaeology started in the 1930s, when, as a teenager, he accompanied Jesse Brewer on field trips to look at local Wampanoag sites in southeastern Massachusetts. Brewer was an amateur archaeologist and gardener for the Hornblower estate in Plymouth. Together, Jesse Brewer, Harry and his brother Ralph visited archaeological sites ranging from Scituate to Martha's Vineyard and gathered a significant collection of Wampanoag artifacts. Today Plimoth Plantation owns these collections, which are used in exhibits and as examples for tools and pottery re-created at the Wampanoag Homesite.
Today Plimoth Plantation serves as a state-recognized curation site for local archaeology from all over southeastern Massachusetts. Artifacts are used for study, reproduction and exhibition.
by James Deetz. Traces the development of Anglo-American tradition using artifacts left behind by early Americans.Buy Online
Every day there are special demonstrations going on throughout the Museum. Many days there are additional special events and activities.See the Calendar
Full of color photographs, the guidebook is a great introduction to all that the museum has to offer.Buy Online


John Tilley and Joan Hurst brought their daughter Elizabeth on the Mayflower voyage, leaving their other four children behind. If they planned to send for the rest of them after they were settled, they never had the chance. Both John and Joan died during that first difficult winter in Plymouth, leaving young Elizabeth as an orphan in a strange land. John’s brother Edward Tilley was also a Mayflower passenger, dying in that first sickness that claimed so many lives.
The Tilleys were “saints,” having left England for Leiden for religious freedom years earlier. In Holland John was a silk weaver. They were originally from Henlow in Bedfordshire. John was born about 1571, the son of Robert and Elizabeth Tilley. Joan was born circa 1568, daughter of William and Rose Hurst. They were married at Henlow on 20 December 1596. Joan had married first Thomas Rogers, unrelated to the Mayflower passenger of the same name.
Caleb Johnson found that unlike most Mayflower families, the Tilleys and Hursts had significant land, social status and inheritances. See his article in The Mayflower Quarterly, Vol 76, No. 2, June 2010.
The Pilgrim John Howland Society has constructed a Shallop named after John and Joan's daughter Elizabeth Tilley Howland.
|Shallop Elizabeth Tilley|
The society's Elizabeth Tilley Mission Statement:
To provide outreach and education on John Howland, maritime history, and the Pilgrim story throughout New England. To allow people to experience "living history" when they sail on the Elizabeth Tilley. To be an ambassador to other Mayflower families and the general public for increased knowledge of the 1620's.
I descend through Elizabeth Tilley and John Howland. I posted my line of descent on Monday's post, which can be seen here: http://massandmoregenealogy.blogspot.com/2011/07/mayflower-ancestors-pt-5-john-howland.html.


A reader wrote with a good question from one of her students. She had admonished the students not to use “I feel badly” unless they were trying to say they had numb fingers. Then a student asked why we say “I feel strongly” instead of “I feel strong.”
In fact, we do say “I feel strong” when we mean that we can lift a heavy weight or that we can overcome any metaphorical obstacle. But we say “I feel strongly” when we have a definite opinion about something. Barbara Wallraff, the author of Word Court, explains that “feel” can sometimes be a linking verb: I feel bad, I feel sick. A linking verb in this construction is followed by an adjective that describes the subject. Or “feel” can be an intransitive verb, meaning to have a feeling or an opinion about something. So we can say, “I feel strongly that you should stop saying ‘I feel badly.'” She also notes that “feel” can be a transitive verb and have an object: I feel your pain. Here is a link to Wallraff’s entry on “feel strongly.”
One very wise thing that Wallraff writes in that entry is that no one had a plan for English. It just developed, and only later did we try to apply labels and rules to what we English speakers and writers do.
This article was originally posted by the Raleigh News & Observer, a subsidiary of The McClatchy Co.; is posted here to provide continuity; and is copyright © 2011 The News & Observer Publishing Company, which reserves the right to remove this post.


Snow Day Activities
Snow Day Activities:
Here are some suggestions of activities to do on this snow day:
- If your phonics group have spellings, please practice – the test will now be on Monday
- Read your home reading book.
- There are some fantastic, age appropriate Maths games on the Topmarks website.
- Share your library book with an adult if you have not already read it.
- Spend some precious time outside together in the snow making memories. Build a snow –thing, get creative, throw some snowballs, investigate the ice.
Share any WOW moments on Tapestry – we can share them with the class during our news session Monday.
Have a safe and wonderful day!


Removal of DDT from Soil using Combinations of Surfactants
MetadataShow full item record
Organochlorine pesticides (OCPs) were used in agriculture throughout the world for a long time because they are very effective for pest control, but OCPs such as DDT and its metabolites can threaten human health and ecological systems. Although DDT has been banned for use in Canada since 1972, it still persists in Canadian farmland at detectable levels due to its chemical stability. The soils contaminated with DDT require economical remediation strategies because of the low land value and rural location. Although soil washing has been proposed as a possible economical technique to remove DDT, it has very low water solubility and so it is necessary to consider using surfactants to improve the soil-washing process. Building on previous research, we hypothesize that combinations of surfactants can be used to improve the performance of this remediation method. The surfactants Tween 80, Brij 35, and sodium dodecylbenzene sulfonate (SDBS) were selected based on environmental and reported performance criteria. Combinations of surfactants were tested in both batch and leaching column experiments. Experiments indicated that removal efficiency and flowrate in leaching columns were optimized when a mixture of 2% Brij 35 and 0.1% SDBS was employed. The presence of Tween 80 was found to be less effective, possibly due to its higher biodegradability in the soil. Since the measurement of surfactant concentration in the wash solution is important, several methods were tested before finally selecting a simple COD analysis as a surrogate parameter. Using the COD analysis, partitioning experiments were performed to measure the adsorption of surfactant on the soil. For economic reasons, it would be desirable to reuse the surfactant in a washing process. For this purpose, we employed activated carbon to selectively remove the more hydrophobic DDT from the surfactant solutions. Preliminary results have shown that carbon adsorption can remove some DDT, but additional work is required to understand and optimize the process.
Cite this work
Luis Eglinton Rios (2010). Removal of DDT from Soil using Combinations of Surfactants. UWSpace. http://hdl.handle.net/10012/5192


Did you know, there are approximately 1 in every 100 people diagnosed with Autism Spectrum Disorder today? 80% of the adult autistic population are unemployed. A further 10% do not have “meaningful” employment.
It is a fundamental basic need in order to reach our self actualization to have meaningful employment. This gives us a sense of belonging, a sense of worth, a sense of empowerment. It means so much to people on so many levels and is something we all look for. A fulfillment of our talents and potentialities.
Organizations who employ members of the autistic community have reported better productivity, better teamwork ethics, less absenteeism and a happier workforce culture. So why are there so many autistic people still unemployed or under employed?
Click here to find out more about what we do and how we can help your organization become more inclusive to neurodiversity.


This is big. Mammoth-big. Dinosaur-big. Cambrian Explosion-big!
At the National Museum of Natural History (NMNH), our fossils help us tell a much bigger story. Organisms like dinosaurs are the evidence behind the long and storied history of life on Earth – 3.5 billion years of history! We explore the complexity of interconnections and evolution of life, learn about fascinating prehistoric plants and animals, and begin to understand our place in Earth’s history. At least, that’s the plan for the new Deep Time exhibition.
NMNH last renovated the fossil halls in the early 1980s, which means we’re missing many of the critical stories of science and discovery that have emerged in paleobiology in the last three decades. Many of these recent discoveries have significantly changed what we know about Earth’s past, and what we foresee for Earth’s future. Our collections have grown to include new specimens, while at the same time, many of the 1.900+ specimens in our current exhibition need some updating and TLC. It’s time we did something about that.
So here’s the plan: we are going to renovate our fossil halls, returning the space to the original Beaux Arts architecture of our 1910 building. We’ll also conserve and update our prehistoric giants and all the smaller invertebrates, vertebrates, and plant fossils. We’ll bring out some specimens that are new – new to our collection or new to the public. The new, 31,000-square-foot exhibition will bring together research and the latest scientific knowledge from all seven Museum science departments: Paleobiology, Mineral Sciences, Botany, Entomology, Vertebrate Zoology, Invertebrate Zoology, and Anthropology. You, our visitors, can explore the interconnections among ecosystems, climate, geological forces, and evolution through time.
In the new Deep Time Hall, you will uncover life’s past through the science of paleobiology, and discover the events that have shaped our planet and the species that live on it, including us. Through it all, you will experience awe seeing how we are connected to all life on Earth.
Along the way, we will be sharing this incredible journey with our online visitors through social media and blogs, and with our onsite visitors through public surveys, temporary displays that allow a sneak peek into our progress, and a temporary exhibition about the Late Cretaceous world. We hope you’ll join us in decoding the past. Together, we can use our understanding of the past to increase our knowledge about possible futures, for our planet and for ourselves!
Kirk Johnson guided the exhibits team through what was once a Late Cretaceous landscape. We’ll be showcasing fossils from this expedition in our temporary exhibition and our FossiLab. Photo by Siobhan Starrs, Smithsonian Institution


Blue Gudgeon Dartfish (Ptereleotris heteroptera)
Blue Gudgeon Dartfish
114 Litres (30 US G.)
11.4-12.7cm (4.5-5 ")
8.1 - 8.4
22.2-25.6°C (72 -78 °F)
You can contribute to the Aquarium Wiki by expanding this article. Dont be shy!.
- Blue Gudgeon Dartfish, Indigo Dartfish, Blacktail Goby, Pale Gudgeon
Summary[edit | edit source]
The blue Gudgeon Dartfish is a type of dartfish with a blue green coloration on most of its body, and a dark spot on its tail. These fishes will get up to a maximum of 5 inches at adult size. They are commonly found in the reefs Fiji, though they can be found in other areas of the Indo Pacific region.
In Aquariums[edit | edit source]
These dartfishes are very timid by nature. It is an absolute requirement that they must not be housed with any aggressive fish that will threaten them. It is recommended that the minimum size aquarium that they should be Housed in is at least 30 gallons for optimal health. These fish will burrow in sand so it’s recommended to get a substantial amount of sand for the aquarium Approximately 2-5 inches. It is worth noting that these fishes do much better in groups of 2-4 individuals introduced simultaneously. It’s been generally observed that The larger group, the less seclusive the fish tends to be.
Diet[edit | edit source]
In the wild, these fish is normally eat plankton. These carnivorous fish require frequent feeding To be fed a recommended dose of three times a day. Feeding these fishes meat-based food such as frozen mysis shrimp, brine shrimp, copepods, pulverized high-quality flake food meant for carnivorous marine fish.
Pictures[edit | edit source]
Videos[edit | edit source]
[edit | edit source]
- Fishbase (Mirrors: )


The rate of malnutrition and micro-nutrient deficiencies of Vietnamese children is quite high in comparison with other countries in the world, especially poor children in disadvantaged areas such as Quy Hop district. This situation leads to poor physical, stature and mental development of the child, even causing illness and death. Some of reasons are children are not allowed to drink fresh milk regularly and not properly nutritional cared; parents have no money and lack knowledge and skills.
The project provides daily school milk for 300 poor children in Quy Hop district in one school year (2017-2018). Persons involved in child care work are raised awareness of the role of fresh school milk with the children's development, as well as how to properly nutritional care for children. Positive changes and lessons learned will be documented and shared to further replicate the project model, for example increasing the number of supported children, and/or expanding the project area.
The project will help improve nutrition, harmoniously develop height and weight index, and prevent malnutrition for 300 poor children in Quy Hop district. Therefore, children will develop well mental and physical health in the future, which is a prerequisite for children and families to have a better life. In addition, for poor children in disadvantaged areas, the provision of daily school milk also encourages children to go to school.
For Vietnamese Stature Foundation
Fanpage of VSF


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Tobacco smoking is popular around the globe. How did it get started — and where is it now?
There are 1 billion cigarette smokers worldwide — every day, 80,000 – 100,000 more kids start smoking. Daily, 15 billion cigarettes are sold — 10 million every minute. With this high rate of sales, half of cigarette smokers will die from smoking-related illnesses, which killed 100 million people during the 20th century. This century, the estimate is 1 billion smoking-related deaths.
In 16,000 BCE, early humans first encountered tobacco plants. 11,000 years later, we began to cultivate them, and by 1 CE, they had spread across the Americas. As Mayans migrated, smoking moved with them. It took till 1531 CE for tobacco to be cultivated in Europe, but during the 16th century it was even used as currency. By the 17th century, it was taxed and imported to the UK – and it wasn’t until the end of the 18th century that health risks came to light.
Still, tobacco use flourished: cigarette factories opened, production increased, taxes increased. Consumption decreased after World War II, and shortly afterward smoking was linked to lung cancer.
By 1971, public smoking bans began to appear. At the turn of the century, the UK banned smoking ads, and now more states and countries are banning public smoking. Quit smoking products (http://www.nicorette.ca/) are now prevalent, too. What will happen next?0


On Thursday 28th February, year 6 went back in time and met scientist Alfred Russell Wallace at the natural history museum. He told them all about the theory of evolution and how he was one of the scientist that enabled Darwin to publish his theory. The children were able to explore the museums evolution section and understand exactly how different species have developed over time, including bizarre species that have very similar characteristics to humans! They took part in the beak challenge that Darwin used whilst studying birds and the survival of the fittest. All children had a great day and a great insight into their new topic science evolution and inheritance.


A dog growling, snarling and showing teeth can be downright frightening! But does it always mean that the dog is about to attack?
Dog growling and snarling happens for a reason. It could be because your dog is unhappy or stressed, or it could feel afraid or threatened, and that's not all. Dog growls could also be out of playfulness, or be the start of more aggressive behavior, like an attack.
Do you want to learn what Lassie is trying to tell you with that snarl? Since people can't speak 'dog language' let's try to figure out if there's a way to translate what your furry friend is frantically trying to tell you.
Different Types Of Growls
Just like people, dogs are emotional creatures, and they need to communicate how they feel.
If you listen quickly, most growls sound similar, but if you pay attention, you'll begin to notice that each growl has its unique reason and sound.
A growl could mean that Pongo wants to play. Or it could be a warning that your pup is ready to pounce on a perceived threat.
Pay attention to what the growl sounds like and also to the dog's body language. You'll soon learn whether it's out of aggression or not.
What is growling, and why do dogs do it?
Just like people use words to speak, dogs use barks and growls to get their message across verbally. A growl can be low and guttural, soft and brief, or it can be loud and go on for a long time.
Either way, it can sound quite scary!
Since we humans use verbal communication, we feel the need to analyze and understand our furry friends' vocal commands. The trick is to listen to your dog and pay close attention to what their body language is telling you. Some of the physical cues are:
- How your dog's ears are positioned.
- The position of its tail.
- Mouth actions like licking, panting or even yawning.
- Is your dog bowing down?
- How your dog's body weight is distributed through physical posture.
- Are your dog's eyes moving?
- Raised fur.
When you pay attention to these cues and what happens after they happen, you'll soon learn what Taffy is trying to tell you and whether she feels playfulness or aggression.
Below are some hints to help you translate what she's saying.
Different Growls and what they represent
What sound does a dog make when it's in pain or frightened? How different is that from when it's feeling happy? What else causes dog growling?
#1 Feeling threatened
A dog that experiences an unfamiliar situation or is overwhelmed by its surroundings may feel threatened. This feeling may cause it to growl. This could be because of an intruder, or another dog approaching, or something as harmless as you dropping something on the floor.
The following physical signs could mean that Fido is feeling threatened:
- Attempting to run away from the situation.
#2 Feeling anxious or fearful
When a dog is growling, it may be feeling fearful or anxious. While some dog breeds are generally more anxious, there may be good reasons for the dog to begin growling out of the blue.
Dog growling is typical in dogs with a history of neglect or abuse. Certain circumstances may remind the poor pup of what they've been through and may trigger anxiety or fear and cause dog growling as a response.
Other fears can range from being washed, brushed, visiting a vet, having a collar put on, or even cuddled!
These tell-tale signs may accompany growls that are born from fear:
- Lip-licking, yawning, or other mouth ticks.
- Looking in another direction or needing to flee.
- Slow movements or standing frozen in position.
If the fear comes from trauma, it is best to have your vet recommend a certified dog behaviorist. They will help you to learn how to help your dog. This could involve exercises like desensitization and counterconditioning.
#3 It may just be Peanut's way of playing
If your dog is growling, but it's also looking happy, it may just be part of being playful. This could turn into aggression, especially if other dogs are involved, so keep a close watch on the situation!
If the dog growling is playful, you'll notice the following signals:
- Playful bowing.
- Moving in a bouncy or jumpy way.
- Looking or turning away.
- Laying down.
- Tail wagging.
By observing how your dog behaves during play, you'll notice what the signals mean. It will soon become apparent which ones mean to play and which ones mean Odie feels uncomfortable or hostile.
#4 Fluffy could feel frustrated
Frustration may also contribute to your dog's growling. For example, walking your dog on a leash may make the dog bark at people and other dogs. It feels frustrated by being confined by the leash (or leash reactivity), which is quite common.
Also, it may be that your dog cannot jump on the bed and wants you to lift it up, in this case a dog ramp for bed would cut a lot of noise in your home!
Growling from frustration will often be exhibited by these postures and behaviors:
- A lunge
- A bark or whimper
- Pulling on their leash
- Acting hyper (hyperactivity)
#5 Your dog is in pain
Is your dog snarling and showing teeth? He may be in pain! Dogs are stoic, so they may not always indicate they're in pain. However, sudden growling or snarling may show that the dog is in pain or discomfort.
A dog in pain may only growl when you want to touch them or come near the affected area. Look for other signs of this, for example:
- Sudden behavioral changes.
- The dog growls or snaps at a nearby movement.
- The dog growls or snaps at any touch to its body.
#6 Get off of my lawn!
Dogs instinctively defend their territory (i.e., YOUR house!) This could be from intruders or other animals.
The following body language could indicate territorial growling:
- Barking at territorial markers such as windows or fences.
- Lunging, barking, or growling at people as they enter the house.
- Aggression towards animals or people as they come close to their designated territory.
#7 Daisy is guarding their/your resources
If you have ever tried to take away a toy or item that belongs to your pup, you may have seen some lip-curling and snarling happening. A dog can become possessive over things like toys, bones, food, their bed, and in some cases, even people.
This possessive behavior is natural, but sometimes it can get out of hand and become problematic. Pablo may be so protective of his belongings that he lashes out and bites another dog or human.
The following gestures often accompany growls that come from possessive behavior or resource guarding:
- As you approach them, they will freeze in position.
- As you approach their possession, they will growl or snap.
- Stand at guard over their possessions and bare their teeth or snarl.
How to remedy my growling dog?
Your dog may be growling at other people, things or animals, or even at you. What can you do as the dog owner to remedy the situation and gain control over a potentially aggressive situation?
- Should my dog be punished for growling? Punishment is never the answer. Your dog may show aggression the next time and decide to bite instead of warning with a growl first. Instead of punishing it, learn to communicate. Dogs are sensitive to tone.
- Is neutering or spaying an effective way to lessen the growling? There is little research that suggests that a dog that is spayed or neutered will growl less. However, it's your responsibility to neuter or spay your pets anyway.
- Is my growling dog attempting to dominate me? Probably not, unless you are doing something it's not happy with. Mostly, the growl is just a reflex towards a specific trigger. It is about how they feel, rather than trying to be an alpha animal.
- Is a growl different from a snarl? The difference is whether the teeth are bared or not. When you look at a snarling dog, you'll notice it is baring its teeth with its lips curled. This is a warning and can seem more menacing than a dog growling.
- Should I worry about my dogs playing together and growling? Growling during their playtime is perfectly normal and doesn't mean your dog is aggressive. Just keep a close eye on the dogs for signs of aggression.
Pay attention to your dog, notice how it growls or snarls, and be proactive with how to remedy it. It may pay to bring the dog to a behavioral specialist for dog training to calm any aggression that could arise.
You don't need a degree in dog psychology to figure it out. Since a growl is a communication, once you learn more about how to communicate with your furry friend, you will have a better idea if the growl is harmless or if it could lead to aggressive behavior.


To modern ears, the most distinctive musical wind sound of the renaissance is the crumhorn, the J shaped wind cap instrument of the 15th–17th centuries. So unusual is its sound today that it was used in a Dr. Who serial to help create an unfamiliar soundscape (Doctor Who and the Silurians, 1970). In the renaissance, however, it was associated with the royal court, with ceremonial occasions and religious worship. This article briefly traces its history, and its perhaps surprising link with the bagpipes. With three accompanying videos: a crumhorn / lute pairing; the sound of the crumhorn’s probable predecessor, the bladder pipe; and a pavan played by a crumhorn consort.


A warm welcome to our Network Early Years Foundation Stage. Children in the Foundation Stage learn by playing and exploring, being active, and through creative and critical thinking, which takes place both in the classroom and outdoors. We aim to provide valuable and meaningful experiences that will set every child up for a successful learning career. We aim to do this in an environment, which is happy, constructive and nurturing.
The Early Years Foundation Stage accommodates children from the age of 2 to 5 years and has the following aims.
- To provide a safe, friendly, happy and stimulating environment for children enabling them to feel safe, confident and valued.
- To recognise each child as unique, to scaffold learning at their own pace and build on what they have already learned at home, from their families and their individual communities.
- To value the diversity children bring to an early years setting and respect and welcome children and their families from all social, cultural and religious communities and family groupings.
- To enable children to feel they belong to the school and that the school belongs to them, paving the path of transition into Key Stage 1.


8th Grade Math Standards - Algebra
To work on Eighth grade algebra standards, click on the standard numbers below to visit pages with internet resources for each of the learning standards.
Basic Operations - Perform basic operations on algebraic expressions (including grouping, order of operations, exponents, square/cube roots, simplifying and expanding).
0806.3.2 Equations and Inequalities - Represent algebraic relationships with equations and inequalities. 0806.3.3 Linear Equations - Solve systems of linear equations in two variables and relate the systems to pairs of lines that intersect, are parallel, or are the same line. 0806.3.4 Linear Inequality - Understand the relationship between the graph of a linear inequality and its solutions. 0806.3.5 Two Variables - Solve linear inequalities in two variables (including those whose solutions require multiplication or division by a negative number). 0806.3.6 Slope - Identify x- and y-intercepts and slope of linear equations from an equation, graph or table. 0806.3.7 Rate of Change - Analyze situations and solve problems involving constant rate of change. 0806.3.8 Proportion - Recognize a proportion as a special case of a linear equation and understand that the constant of proportionality is the slope, and the resulting graph is a line through the origin. 0806.3.9 Function Rule - Given a function rule, create tables of values for x and y, and plot graphs of nonlinear functions. 0806.3.10 Nonlinear - Distinguish quadratic and exponential functions as nonlinear using a graph and/or a table of values. 0806.3.11 Distinguish Functions - Distinguish between the equations of linear, quadratic, and exponential functions (e.g. function families such as y=x , y=2 , and y=2x). 0806.3.12 Contrast Rate of Change - Understand how rates of change of nonlinear functions contrast with constant rates of change of linear functions. 0806.3.13 Symbolic Algebra - Represent situations and solve real-world problems using symbolic algebra. SPI 0806.3.1 Two Linear Equations - Find solutions to systems of two linear equations in two variables. SPI 0806.3.2 Solve Linear Equation - Solve the linear equation f(x) = g(x). SPI 0806.3.3 Solve and Graph - Solve and graph linear inequalities in two variables. SPI 0806.3.4 Various Representations - Translate between various representations of a linear function. SPI 0806.3.5 Slope of a Line - Determine the slope of a line from an equation, two given points, a table or a graph. SPI 0806.3.6 Analyze Graph - Analyze the graph of a linear function to find solutions and intercepts. SPI 0806.3.7 Compare and Contrast - Identify, compare and contrast functions as linear or nonlinear.
Algebra [Grades 6-8] from the National Library of Virtual Manipulatives


Henry H Alfisi was 12 years old when World War II: Combat ends in the Pacific Theater: The Japanese Instrument of Surrender is signed by Japanese Foreign Minister Mamoru Shigemitsu and accepted aboard the battleship USS Missouri in Tokyo Bay. The Pacific War, sometimes called the Asia-Pacific War, was the theater of World War II that was fought in the Pacific and Asia. It was fought over a vast area that included the Pacific Ocean and islands, the South West Pacific, South-East Asia, and in China.
Henry H Alfisi was 24 years old when Space Race: Launch of Sputnik 1, the first artificial satellite to orbit the Earth. The Space Race refers to the 20th-century competition between two Cold War rivals, the Soviet Union (USSR) and the United States (US), for dominance in spaceflight capability. It had its origins in the missile-based nuclear arms race between the two nations that occurred following World War II, aided by captured German missile technology and personnel from the Aggregat program. The technological superiority required for such dominance was seen as necessary for national security, and symbolic of ideological superiority. The Space Race spawned pioneering efforts to launch artificial satellites, uncrewed space probes of the Moon, Venus, and Mars, and human spaceflight in low Earth orbit and to the Moon.
Henry H Alfisi was 31 years old when Thirty-five hundred United States Marines are the first American land combat forces committed during the Vietnam War. The United States Marine Corps (USMC), also referred to as the United States Marines, is a branch of the United States Armed Forces responsible for conducting amphibious operations with the United States Navy. The U.S. Marine Corps is one of the four armed service branches in the U.S. Department of Defense (DoD) and one of the seven uniformed services of the United States.
Henry H Alfisi was 44 years old when Star Wars is released in theaters. Star Wars is a 1977 American epic space opera film written and directed by George Lucas. It is the first film in the original Star Wars trilogy and the beginning of the Star Wars franchise. Starring Mark Hamill, Harrison Ford, Carrie Fisher, Peter Cushing, Alec Guinness, David Prowse, James Earl Jones, Anthony Daniels, Kenny Baker, and Peter Mayhew, the film focuses on the Rebel Alliance, led by Princess Leia (Fisher), and its attempt to destroy the Galactic Empire's space station, the Death Star.
Henry H Alfisi died on 8 Jun 1981 at the age of 47


Norwegian Forest Cats and Maine Coons are thought to have a distant common ancestor and share many characteristics, but they do have several key differences. Norwegian Forest Cats are also known as Skogkatt (or Skaukatt in Norway), and are also fondly referred to as Wegie. Maine Coons are sometimes referred to as Coon Cat or Maine Cat, Snowshoe Cat or Maine Shag, American Longhair and Gentle Giants. As their names imply, Norwegian Forest Cats hail from Norway while Maine Coons call the northeastern United States their home.
Both breeds are popular among fanciers, but Maine Coons are currently more popular in the United States while Wegies are more popular in Europe. In the U.S., the Maine Coon ranks as the third most popular breed, while the Norwegian Forest Cat ranks eleventh. Let’s explore the differences between these breeds!
(Related: How to Spot a Norwegian Forest Cat)
The Wegie has a dense, heavy undercoat and a water-repellant outer coat that is soft, long and silky. Maine Coons have a light undercoat that is silky and soft too. While both breeds require similar grooming, Wegies shed less than Coons.
The Norwegian Forest Cat has a slightly triangular face and a larger head size than Maine Coons. Their noses are longer too. Maine Coons usually have a square or “wedge” shaped face and a medium size head. Their noses are also substantially shorter.
Colors and Patterns
Wegies are usually found in more than have a dozen colors, including:
Maine Coons are usually:
Both can have similar bicolor or tabby patterns.
Size and Weight
While both cats are larger than other breeds, Maine Coons are generally slightly larger than Wegies. Maine Coons on average weigh 12 to 18 pounds, whereas the Wegie weighs on average between 10 to 15 pounds.
The Norwegian Forest Cat is not as much of a lap cat as the Maine Coon. Wegies are active, curious, intelligent, independent, agile, playful and social. Coons are independent, intelligent and gentle. They are generally not quite as active or playful as the Wegie.
Neither of the two breeds is hypoallergenic, but they both have health vulnerabilities. Norwegian Forest Cats are prone to retinal dysplasia and glycogen storage disease while Maine Coons are prone to spinal muscular atrophy. Both are vulnerable to hip dysplasia, polycystic kidney disease and hypertrophic cardiomyopathy.
Maine Coons usually live a bit longer with an average life expectancy of 13 years. Wegies have a life expectancy of 10 to 12 years.
Purebred Wegie kittens are usually priced around $650, while Maine Coons kittens sell for about $350.
Both breeds are generally very friendly with everyone, including strangers. They are particularly sensitive towards their immediate family.


My Dog Ate Groundhog Poop Will He Get Sick?
Do you have a groundhog living near your home? Has your dog eaten groundhog poop? If so, then you’ve come to the right place!
In this article, we’ll take a look at groundhogs and whether or not their poop can make your dog sick. Let’s get started!
What is a Groundhog?
Groundhogs, also called woodchucks, are large rodents who are famous for burrowing, digging, and chewing. They’re quite large at 20 inches long, with a 6-7 inch tail. They can also weigh between 6 to 12 lbs. So, these are not your normal small rodents, such as mice or rats. These are large rodents who have been known to be aggressive.
Woodchucks have brown fur, a rounded body, and a small, busy tail. They have short legs with curved claws just perfect for digging. And they have two very strong front teeth, which are perfect for chewing or biting.Check Price on Amazon
Most groundhogs live in eastern and central parts of the US, as well as Canada and Alaska. They often dig burrows, where they stay during the day. You may see them out in the early morning and evening. They love to place their burrows in areas that provide a little cover, such as beside homes, trees, or hedgerows.
Woodchucks are herbivores, which means their diet is mostly plants. However, they will eat insects occasionally.
If you have a yard or a garden, then you may see how it’s decimated if groundhogs are living nearby.
Do Groundhogs Carry Disease?
Yes; however, they don’t carry as many diseases as other types of rodents. Woodchucks can carry:
Rabies: this cannot be caught through eating feces. Rabies can only be caught from the saliva of an infected animal.
Tularemia: this is an infectious disease caused by a bacteria; symptoms of this infection can include:
- Skin ulcers
- Swollen & painful lymph nodes
Roundworm: this is a parasite that will live in the digestive tract. Symptoms of this infection include:
- Weight loss
- Worms on the dog’s anus or in their poop
If you know or suspect your dog has eaten groundhog poop and is showing signs of being ill, then it’s best to call the vet. Your dog could be infected with a disease or parasite that was carried by the groundhog.
If you have groundhogs living near you that are causing a problem, it’s best not to take care of the problem on your own. These animals can be aggressive. Instead, call a wildlife professional. They can come and trap the groundhogs, then move them to a better environment.


A number of hybrid and turboelectric airplane concepts have been explored through a combination of NASA, industry, academia and other government agencies. For regional jets and larger planes, the design configurations generally fall into three categories: partially turboelectric, fully turboelectric, and hybrid electric.
Turboelectric or partially turboelectric systems store all energy in fuel and convert some or all of it to electrical power to drive propulsors. Hybrid electric systems store a portion of the energy in fuel and the remainder in a battery or equivalent energy storage system with a wide range of possible implementations.
Hybrid & Electric
The Boeing SUGAR Freeze airplane concept looks at many advanced technologies which combine to provide over 70% reductions in Carbon Dioxide emissions. It is an example of a partially turbo-electric architecture. This plane uses liquid natural gas instead of jet fuel, and generates electricity in flight by integrating a solid oxide fuel cell with the turbine engine. The electrical energy is then used to drive an aft propulsor at the tail of the plane in order to energize the boundary layer and reduce drag.
The ECO-150 concept developed by Empirical Systems Aerospace, Inc. is an example of a turbo-electric architecture which uses electrical generators on the wing-mounted turbofan engines to power electrically-driven fans. This plane distributes many smaller motors and fans along the wing in a split-wing, which gives the wing and propulsion system better performance, reducing the total energy required for the trip.
Single-Aisle Turbo-Electric Aircraft
This partially turboelectric concept, dubbed STARC-ABL, has high-power generators integrated with each of the two wing-mounted turbofan engines. In addition to producing thrust, the engines generate megawatts of electricity which can be used to power the airplanes normal electric systems, such as cabin cooling and instrumentation, and is also routed via high voltage cables to the aft of the vehicle. Below the tail is an electric motor and aft fan which provides thrust while reducing drag by re-energizing the low momentum boundary layer flow.
The N3-X is a fully turbo-electric, superconducting airplane with many advanced technologies which combine to provide over 70% reduction in fuel burn in a large, twin aisle passenger aircraft. Liquid hydrogen fuel is used by the wing-mounted turbo-generators to produce over 30 megawatts each of power, which is distributed to the 14 motor-driven fans at the aft of the vehicle. These distributed propulsors help reduce fuel burn by efficiently producing thrust while re-energizing the aft boundary layer..
SUGAR Volt is a hybrid electric airplane concept. This plane uses on-board batteries to drive a motor that is attached to the turbofan engine, augmenting the shaft speed during the cruise phase of its mission. This approach reduces the amount of jet fuel required to produce thrust from the engine, and therefore reduces emissions.


Fort Bragg was established in 1918. At the end of World War I, the military transferred personnel and equipment from Camp McClellan in Alabama to what was then called Camp Bragg. At the beginning, the base focused on long-range weapon testing. Fort Bragg then became a testing center for airborne units during World War II. The base continues to support combat and humanitarian missions around the world.
The following chart outlines the toxins associated with this military location and the potential effects of exposure.*
|PFAS (Firefighting Foam)||Potential Effects||-||-||Testicular cancer, Renal (kidney) cancer, Prostate cancer|
If you were stationed at Fort Bragg and later experienced adverse health effects, you may be eligible for compensation.
*Effects are according to the Center for Disease Control and Prevention’s Agency for Toxic Substances & Disease Registry unless otherwise noted.


Contrary to popular belief, having braces does not mean you have to take a hiatus from all of your favorite foods. What it does mean, is that you have to be careful with how you eat, eat some things a little differently, and substitute a few food items.
For instance, fresh fruits and vegetables should always be a staple in your diet. With braces you should no longer bite into a whole pieces of fruit or vegetables. Rather, cut your apple into small pieces or slices and eat on the sides of your mouth. How about corn on the cob and like foods? Cut the corn off the cob!
When it comes to hard and crunchy foods, you should avoid at all costs. For example, if you are eating pizza, eat everything except the crust. Same for breads like baguettes; eat the soft inside and discard the hard crust. At a mexican restaurant with hard tortilla chips and salsa? Substitute the chips for soft tortillas to dip in the salsa. Fan of popcorn? Replace with Smart Pop or Pirates Booty. This is very important! The “surprise” kernels in popcorn are the most common contributor to broken brackets. Hard crunchy foods are most likely to break your brackets, thus compromising your treatment.
Sticky, chewy foods? These items should always be avoided. The reason being, these items will bend your wire, moving your teeth in ways your Orthodontist does not want your teeth to move. Thus, increasing your treatment time. These foods are consistent with gum, starburst, licorice, etc. Basically, anything that really sticks to your teeth, you should say “no” to.
How about sugary foods and drinks? With or without braces, keep your sugar consumption to a minimum. If you should eat or drink something high in sugar, give your mouth a quick rinse with water. Sugar likes to gravitate to the braces and make a home around your brackets.
The number one take away advice we can give you, is to just eat slowly and carefully and you should be okay.


As we continued to discuss the details of teaching yoga, we began to integrate our prior lessons. We had the opportunity to discuss the philosophy of teaching yoga specifically with Adri's teacher Wanda. We discussed the various components, observational, intellectual, emotional, and educational, that go into teaching a class.
Students also had the opportunity to see in what ways Adri and Wanda are the same, and in what ways they are very different teachers. We discussed how the same foundations may manifest differently in each individual teacher, and how we can best use our own personal teaching perspective to form our teaching voice.
Later we started to tie our prior philosophy knowledge in with our Modern Postural Yoga practice. We reviewed the Yoga Sutras and discussed how key ideas might be explored in the context of a modern practice. We also reviewed some passages from the Hatha Yoga Pradipika.
Yoga Teaching Techniques and Learning Styles
Now that we'd developed a philosophical foundation to our yoga teaching, and a methodology for education, we were ready to start really getting into the meat of teaching.
Before examining the many types of props available, students began discussing creative uses of props in yoga instruction.
While many students understand how props used to assist students into a full expression of a pose that may be physically challenging, students began to evaluate the use of props for additional purposes, such as illustrating a point to a student who learns more concretely with a tactile experience or visual illustration.
For example, students examined types of strap connectors and evaluated them on the basis of ease of use, time for in-class instruction, and durability and hold. Bolsters and blocks were evaluated for structural stability, shape, tactile experience, and size.
Students also discussed ways to modify poses without using traditional props by using common household items or things commonly found in a gym or school environment.
Following props, we moved on to verbal instruction and physical adjustment. We examined some of the different opinions and different styles of each, and discussed the pros and cons from a differentiated instruction and brain-based learning perspective. We discussed how we might determine which method would best reach a student, and what types of things to look for in observation that would give you clues about a given student's learning style preferences.
Students then finally began developing their teaching voice based on their knowledge, interests, and personal perspective to date. Students began by designing short sequences around themes and anatomical points of focus of their choice, and started teaching them to each other to practice verbal instruction, modification, correction, and using the space. Before moving on to Yoga Professionalism, students were introduced to the emerging field of Yoga Therapy and Ayurveda.


Carbon nanotubes (CNTs) have attracted considerable interest as a conductive additive for polymers due to their very high aspect ratio compared to commercially available carbon-based fillers such as carbon black, carbon fibre and graphite. This high aspect ratio results in a reduction in the percolation threshold for electrical conductivity (the minimum level where a connected network is established). The loading level of carbon black to achieve percolation, for example, is in the range from 5-10 wt%. Multi wall carbon nanotubes (MWCNTs) start to percolate at a loading level of around 1 wt%. Single wall carbon nanotubes (SWCNT) can achieve percolation at a loading level of just 0.001 wt%.
The ultralow percolation threshold of SWCNTs opens up new possibilities for the design of conductive polymer materials. For example, it is possible to produce coloured plastics filled with SWCNTs while still retaining antistatic properties. This makes SWCNTs a promising option for designing conductive plastics and for improving the physico-mechanical properties of these composites. However, the incorporation of SWCNTs into the polymer matrix remains a challenge.
It is well known that SWCNTs occur as bundles. Dispersion of the SWCNTs and the quality of that dispersion in the polymer matrix are the key parameters in achieving an optimum composite.
For thermoplastic materials, there are three main approaches to incorporating SWCNTs into a polymer matrix: in situ polymerisation; solvent-based methods; and melt mixing. The first two approaches allow preparation of a high quality SWCNT dispersion but are difficult to use at an industrial scale. Melt mixing is widely used in the polymer industry and, as a readily scalable and solvent-free method, seems well suited to SWCNT incorporation into thermoplastic matrixes.
Read the entire article in the Compounding World September 2016


It’s easy to rhyme. It’s really easy to rhyme badly. It’s nearly impossible to rhyme beautifully.
If you have a brilliant idea and think you should write it in rhyme, attempt to talk yourself out of it. I am not trying to tell you not to rhyme because I think you are incapable. I know you are. Rhyming is easy—kindergarteners do it. What is difficult about a rhyming picture book is the meter. How’s that for earth shattering paradigm shifting news? Rhyme is easy, meter is hard. But, think about picture books—it’s not enough that you can read it out loud. It has to be read out loud by a stranger without you saying in his ear, “no, the accent goes on that word/syllable…” A rhymed picture book has absolutely no wiggle room. It has to be spot-on, letter-perfect brilliant-- or it fails completely.
Ask yourself these questions:
· Can this story be told without rhyme? Can it be told just as effectively—or more so—in prose?
· Will it benefit from having the space to breathe on its own?
· Are you moving the plot around just to accommodate the rhyme-- will its voice be better off without using the rhyming words? Are those words cumbersome to the story?
· Is the rhyme a crutch holding up a story unable to stand on its own? Is it too slight?
Now, try writing your story in prose.
If you choose rhyme, then it is your obligation to make sure the rhyme and the story are balanced.
· Figure out which parts of the story are only there to serve the rhyme.
· Never mangle your sentences to fit the rhyme.
· Don’t try to squeeze your story into a rhyming format.
· Choose your words as carefully as you would in a non-rhyming picture book. It’s not ok to use we, see, tree, and with glee at the end of half the lines of a book.
· Making up a word is fun sometimes. But remember, there was only one Dr. Seuss.
· Do not set yourself up with a complicated rhyme scheme that you can’t carry it throughout.
· Your story, not the rhyme, needs to be primary.
Jamberry by Bruce Degan: Delicious word play make this book one-of-a-kind.
“Clickberry! Clackberry! Pick me a blackberry!”
Circus Train by Jennifer Cole Judd, illustrated by Melanie Matthews: Deceptively simple, with perfect rhymes that are never the same old ordinary expected ones. The beginning and end are the same which gives it a perfect arc and I dare you to read it aloud without escalating your voice as the circus gets into full swing.
“Elephants dancing. Poodles prancing. Tumbling, twirling, flags unfurling.”
Stick and Stone by Beth Ferry, illustrated by Tom Lichtenheld: This shows you what you can do with very few words in a rhyming concept book. Often with only one or two words on a page this is a study in ‘less is more.’
“Stick. Stone. Lonely. Alone. A zero. A one. Alone is no fun.”
The Library by Sarah Stewart, illustrated by David Small: This is a longer story text which relies on a bouncy rhyme that could go wrong at any moment because of its length, but never does.
“Elizabeth Brown entered the world, dropping straight down from the sky. Elizabeth Brown entered the world, skinny, nearsighted, and shy.”
Jessie Bear What Will You Wear by Nancy White Carlstrom, illustrated by Bruce Degan: Fun and word-perfect with a great repeating refrain that breaks up the rhyme.
“I’ll wear my pants, My pants that dance, My pants that dance in the morning.”
Water Is Water by Miranda Paul, illustrated by Jason Chin: This text contains both internal and end-of-line rhymes. Line breaks and page turns brilliantly inform the read aloud.
“Whirl. Swirl. Watch it curl by. Steam is steam unless… it cools high.”
An Invitation tothe Butterfly Ball by Jane Yolen, illustrated by Jane Breskin Zalben: sets up the rhyme scheme right up front and delivers on it on every page. The child listener will know the refrain by page three and be able to ‘read’ along.
“Knock. Knock. Who’s come to call? An invitation to the Butterfly Ball. One little mouse in great distress, looks all over for a floor length dress. If she can’t find one smaller than small, then she can’t go to the Butterfly Ball.”
How Do Dinosaurs Say Goodnight by Jane Yolen, illustrated by Mark Teague: Simple and short with obvious kid-friendly rhymes that allow for the child listener to guess the next word or line:
“Does a dinosaur stomp his feet on the floor/ and shout, ‘I want to hear one book more!’ Does a dinosaur ROAR?”
Additionally, here are brilliant examples of books that could have easily been written in rhyme but found their own amazing voice without it:
Vampirina Ballerina by Anne Marie Pace, illustrated by LeUyen Pham
Maya Was Grumpy by Courtney Pippen-Mathur
Worm Loves Worm by J.J. Austrian, illustrated by Mike Curato
Heidi is giving away one of her books OR a picture book critique at the conclusion of ReFoReMo! To be eligible, please comment on this post and make efforts to read mentor text regularly.
Heidi didn’t want to be a writer when she grew up. In fact, after she graduated from college, she became a probation officer in Florida. It wasn’t until she was 28 years old that she gave in and joined the family business, publishing her first short story in a book called Famous Writers and Their Kids Write Spooky Stories. The famous writer was her mom, author Jane Yolen. Since then, she has published more than twenty books and numerous short stories and poems, mostly for children. Some of those books are rhyming picture books including You Nest Here With Me, Pretty Princess Pig, and Not All Princesses Dress In Pink. Heidi and her mom both live on a big old farm with two houses, three barns, a couple cats, and a whole lot of books.


Nonviolence lesson to be used with Lessons on Martin Luther King Jr.
Use Article Handout that is listed in lesson plan to help students to understand Martin Luther King, Jr and what he fought for in the 1960s.
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At Hanover, you will find many paths into the worlds of the Greeks and Romans. You can study Latin and Greek texts, as well as archaeology and the history of the ancient Mediterranean. And you can take further courses in mythology, classical art, early Christianity, anthropology, or gender studies. In other words, Classical Studies is “interdisciplinary” – it covers many ways of thinking about and approaching Greek and Roman culture. So we offer two different majors, designed for a variety of student interests. And within each major there is freedom to choose from among a variety of courses:
A foundation for studying Classics is learning to read and analyze ancient texts in the original languages. Studying Greek and Latin has traditionally been a way to study the cultures and cultural values of ancient Greece and Rome. So, basic competence of at least one language is required of all students. But some, interested in ancient literature, philosophy, or early Christianity, will spend most of their time studying ancient texts in the original languages. The aim is to help students find their way into the worlds of the Greeks and Romans, which means, on the one hand, studying texts that have been continuously important to us. On the other hand, this means making an effort to understand ways of thinking and feeling that may seem alien but that help us gain perspective on our own culture’s values and aspirations.
The major in archaeology and history is meant for students drawn to archaeology, classical art, and ancient history. In courses on archaeology and art, students will have more time to become familiar with the archaeological evidence, the objects from the ancient world that have been accumulating and are still coming to light. They will also study the architecture and art of Greece and Rome, fragments from a rich visual culture that have fascinated us since the Renaissance. Courses in archaeology and art will help you to understand how both the archaeological evidence and pieces of ancient art have been found, preserved, and used to understand ancient culture. In courses in ancient history, students will get a chance to study both modern thinking about ancient history and culture and the ancient historical texts that are the foundation for that thinking. These texts have been the basis for reconstructing narratives of ancient history, for reconnecting with ancient culture, and for gaining perspective on our own history. Further, they have helped shape our culture’s thinking about why history is worth studying to begin with. So students will find their way not just into modern scholarly discussions of ancient history; they will study the methods and aims of both modern and ancient historians.
An integral aspect of studying the field of Classics is becoming familiar with the topographic setting in which the cultures of the ancient Mediterranean world existed. While some of this familiarity might be gained through coursework, the department encourages and works to enable its students to travel as much as possible in order to observe this topography and surviving Classical material in person. And so, we offer a wide, rotating range of travel-courses to countries scattered across the Mediterranean basin. Professor Miriam Pittenger, for example, has taken students to Italy to learn about Etruscan and Roman material. Professor Nick Baechle has led a travel-course to Greece. Professor Sean O’Neill has designed travel-courses to both Turkey and Egypt. This broad variety and the frequent offering of such courses ensure that four-year students at Hanover will have the opportunity to experience the modern-era culture and remnants of the ancient past in several countries.
Another way in which students might immerse themselves in the culture and topography of the regions that once comprised the Classical World is to participate in a semester- or year-long Study Abroad program. Opportunities for these sorts of long-term academic experiences can be arranged in coordination with the college’s Office for Off-Campus Study. Possibilities include the earning of collegiate credit at partner institutions based in Turkey, Germany, Spain, France, or Belgium. Additional opportunities for Classics-based study (and transferable credit) are provided by programs in Rome, Athens, or Cairo, among others.
All students interested in the archaeological and historical sides of our discipline are encouraged to gain firsthand experience by doing fieldwork at an archaeological site (usually for four to six weeks during the summer). Although regional and U.S.-based opportunities are available, our departmental focus on the Greek and Roman worlds naturally creates a strong emphasis on field-projects based in Europe, North Africa, and the Near East. Majors, minors, and all other interested students are encouraged to work with Professor Sean O’Neill to determine which type of fieldwork opportunity is most appropriate for them. The selection of possible in-the-field experiences is rather vast and spans the full range of options from serving as an “undergraduate volunteer” on a project to being enrolled for transferable credit in an archaeological field-school.
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