Just like other historical sites in Kingstown, St. Vincent, Fort Charlotte was only completed in 1806. The place was named after the wife of King George III, Charlotte. A few centuries ago, this military post housed hundreds of canons and stirred fear in the minds of many. Efforts to build the fort happened shortly after the British took control of the country to oversee affairs and defend from French attackers, Carib conflicts, and slaves suspected of inciting rebellion.
At one point, the fort was used to house lepers, prisoners, and the mentally ill. Now that it is no longer used for military purposes and rarely for disciplinary purposes, the place has been opened for tourists who want a panoramic view of the whole territory of St. Vincent and the Grenadines. Though there are still some cannons in the fort, there’s no need to feel intimidated as these are only for display.
These days, one of the old barracks has been transformed into a museum that showcases art from the Garifuna featuring their history. The place is also home to Fort Charlotte Light, a landmark to those who are entering the capital of Kingstown. The site also houses the country’s coast guard and signal station.
Those who want to go beyond the usual island-hopping trip can spend a day exploring this historic site. An exhibit of St. Vincent’s rich history and culture, it is a must-see place. Tourists entering the country through Kingston can choose to make a stop at this fort to get a glimpse of the many islands that are part of the country. Getting a panoramic view of the picturesque islands is a great introduction for a memorable stay in St. Vincent and the Grenadines.


(NaturalNews) According to a recent study out of Europe, eating lots of meat may be contributing to weight gain. Even among people eating roughly the same amount of overall calories, those that eat meat are more likely to weigh more than those who do not.
Over 400,000 Europeans from ten different countries participated in the study, which was published in the American Journal of Clinical Nutrition. Participants filled out diet and lifestyle questionnaires and were weighed both at the start of the study, and at five years later. Overall, meat consumption was found to be linked to weight gain in both men and women.
The worst meat offender for weight gain was processed meat, which may be due to the nitrites, nitrates and other chemical preservatives they contain.
The team did admit, however, that participants self-reported their weights in the end, rather than be weighed in a clinical setting. And there could have been other variables responsible as well for the overall weight difference between the two groups.
But researchers still believe there is a link between meat consumption and overall weight gain, especially after discovering that, among people consuming the same exact number of calories, an extra eight or nine ounces of meat consumed every day accounts for a five-pound gain in weight over five years.
"In primates, animal food consumption is inversely related to body weight," explain Michael T. Murray, N.D., and Josephy E. Pizzorno, N.D., in their book Encyclopedia of Natural Medicine, Revised Second Edition. They believe eating meat affects human weight in a similar way to how it affects primates.


A new study suggests that improvements in air quality over the Potomac watershed, including the Washington, D.C., metro area, may be responsible for recent progress on water quality in the Chesapeake Bay. Scientists from the University of Maryland Center for Environmental Science have linked improving water quality in streams and rivers of the Upper Potomac River Basin to reductions in nitrogen pollution onto the land and streams due to enforcement of the Clean Air Act.
“The recent water quality successes in the Chesapeake Bay restoration are apparently driven more by air quality regulation rather than by water quality control efforts,” said study author Keith Eshleman, professor at the University of Maryland Center for Environmental Science’s Appalachian Laboratory. “These air quality regulations were intended to address human health issues and acid sensitive streams. No one thought you would have this positive impact on water quality. It was totally unanticipated.”
The Chesapeake Bay — the nation’s largest estuary — has suffered from excessive nutrient pollution and widespread hypoxic (low oxygen) conditions for decades. While land-based best management practices and improvements to wastewater treatment plants have been credited with beginning to turn the tide against nutrient pollution, researchers have found that improvement in air quality — specifically reductions in atmospheric nitrogen deposition — have been the primary driver of improvements in water quality in the Upper Potomac River Basin, which covers nearly 12,000 square miles in Maryland, Virginia, West Virginia, Pennsylvania, and the District of Columbia. These unanticipated region-wide water quality benefits were brought about by reductions in harmful emissions of nitrogen dioxides following implementation of the Clean Air Act of 1990.
“Most best management practices — like a riparian buffer or retention pond — only impact a relatively small area,” said Eshleman. “You can think about the Clean Air Act as a best management practice that affects every square meter of the watershed.”
Nitrogen deposition occurs when nitrogen in the atmosphere — emitted mostly by fossil fuel combustion — falls to the ground or water surface. When the amount of nitrogen falling exceeds what trees and plants need to grow, nitrogen saturation may result. When excess nitrogen enters streams and waterways, including the Chesapeake Bay, it can cause algae blooms that significantly impact marine life.
Researchers examined water quality trends in streams and major tributaries of the Upper Potomac River Basin from 1986 to the present. Their analysis revealed nearly “universal improvement” in water quality. In particular, researchers found that atmospheric nitrogen deposition began to decline in 1996 — the same year that emission limits on coal-fired boilers were first put into effect. Decreasing nitrate concentrations in the Upper Potomac River began declining shortly thereafter and continued to decline through 2012, rapidly reversing nitrogen saturation in the basin. The paper also suggests that future additional water quality improvements in the Potomac are likely as coal-fired plants are replaced by cleaner-burning natural gas and renewable energy sources.
“As the Chesapeake Bay Program takes stock of our progress in reducing nitrogen pollution mid-way to the 2025 deadline, it is important that it takes full account of real-world results from scientific studies such as this one,” said Don Boesch, president of the University of Maryland Center for Environmental Science. “They are likely reveal that some things, such as air pollution controls, are more effective than computer models estimate, while other practices are less effective and require improvement.”
- Keith N. Eshleman, Robert D. Sabo. Declining nitrate-N yields in the Upper Potomac River Basin: What is really driving progress under the Chesapeake Bay restoration? Atmospheric Environment, 2016; DOI: 10.1016/j.atmosenv.2016.07.004


The earthquake that hit the northern coast of Japan on March 11, 2011 registered magnitude 9.0, the worst ever recorded in the country. It generated a tsunami of unprecedented scale, which, in some areas, reached 39 meters in height and travelled 6 kilometers inland. What caused the giant tsunami? And how did people escape its violent waters? Surviving the Tsunami draws out the lessons of what needs to be done to protect precious lives from the threat of giant tsunami.


The Icelandic Deep Drilling Project (IDDP) is a research program designed to evaluate improvements in the efficiency and economics of geothermal energy systems by harnessing Deep Unconventional Geothermal Resources. The goal is to generate electricity from natural supercritical hydrous geofluids from depths of around 3.5 to 5 km and temperatures of 450-600°C. In order to drill into the target zone of supercritical geofluids, one of the main challenges is to deal with high temperatures and pressures. This book describes geological and technical risks, in terms of drilling, in such an extreme environment. The geological risks arising from volcanic and seismic activity, as well as meeting sufficient permeable zones, are considered to be relatively minor factors. The main risks are assessed in the hazard of underground pressure blowouts, meeting circulation loss zones and material failures. In addition borehole failure, formation fracturing, cement and casing failure and problems during coring operations are deemed to be likely, but by applying the appropriate techniques, mitigation and counteractive measures, discussed in this work, most of these risks can be reduced or prevented.
|Number of Pages||92|
|Book Type||Geology & the lithosphere|
|Country of Manufacture||India|
|Product Brand||VDM Verlag Dr. Müller|
|Product Packaging Info||Box|
|In The Box||1 Piece|
|Product First Available On ClickOnCare.com||2015-01-08 00:00:00|


|Virginain tiger moth in my garden|
I had been having some troubles identifying this moth, so I consulted with the pros at http://www.bugguide.net/. The problem was that my National Audubon Society Field Guide to North American Insects & Spiders listed this moth as a Yellow Woolly Bear Moth (Diacrisia virginica), but all the images I found online identified it as a Virginian Woolly Bear (Spilosoma virginica). As it turns out, Diacrisia virginica is the old name and Spilosoma virginica is the new. Thanks to John and Jane Balaban for teaching me this. I was rather stumped as to what to properly call this moth ~ a Virginian tiger moth!
|I love how you can see its tongue! Click this photo to enlarge it.|
The caterpillars of this moth can be called yellow bear caterpillars, or simply, Virginian tiger moth caterpillars. These caterpillars feed on a variety of plants including forest trees, shrubs and low growing vegetation.
Please check out this site for some fantastic photos of the yellow bear caterpillar: http://www.carolinanature.com/moths/virginiantigermoth.html
Bill Oehlke has an informative link here http://www.silkmoths.bizland.com/ssvirgin.htm on the Virginian Tiger Moth.
|Polyphemus Moth... the largest moth I've ever had the privilege of finding|
|Viceroy on Goldenrod|


One in three cars in Sweden could run on biofuels by 2030July 8th, 2013 in Technology / Energy & Green Tech
By 2030 Sweden could increase its production of biofuels to cover just over a third of automotive fuel used by its transport sector today, a move that would mean a ten-fold increase on the current in-country production. Forest-sourced materials such as residue from forestry operations, wood from forest grown for bioenergy and agricultural waste products have the greatest potential to fill the gap.
These are conclusions by biorefinery researchers in Sweden, some of whom of Bio4Energy, submitting a report to the Swedish government this month on the 'Production of Today's and Future Sustainable Biofuels'. The report feeds into an encompassing official investigation on how to wean the Swedish transport sector of fossil fuels and make it "carbon neutral", to be released in October.
Signed by the Swedish Knowledge Centre for Renewable Transport Fuels, f3—of which B4E is a member—the report says the country could increase its annual biofuel production to as much as 25-35 terawatt hours (TWh), keeping within today's "technological restrictions, and to a certain extent also ecological and economic restrictions".
Sweden's current biofuel production has been estimated at three TWh, as part of a total energy supply in 2010 of 616 TWh, 96 TWh of which were put to final use in the transport sector, according to 2012 statistics from the Swedish Energy Agency.
The f3 report, meanwhile, assesses likely effects of increasing production of a range of mainly second-generation or more advanced biofuels in commercial use or at a late development stage in Sweden, using a "well-to-thank" life-cycle approach. It also attempts to check the fuels against sustainability criteria set out in the European Union renewable energy directive from 2009. Estimates of the potential for increasing biofuel production internationally are given as a means for comparison, and the authors discuss the possibility of applying limits on production based on indirect land-use change considerations.
Check production systems, not just types of biofuel
While the report offers few general conclusions, instead assessing the different kinds of biofuels against a range of systemic aspects, one is for policy-makers not to single out any one type of biofuel for blanket support. Rather, each type of production system should be checked for its socio-economic and environmental impacts, taking into account choice of raw materials, conversion route, location and size of production units, transport logistics and possibilities for joint production with other energy carriers or food or feed production. In each case, local conditions should guide the choice.
"Perhaps the most important conclusion is precisely to not favour a particular [type of] biofuel, but instead support production systems that are sustainable", according to B4E scientist Joakim Lundgren, one of the report's lead authors.
"The type of biofuel matters less. For a production system to be considered sustainable, it should be energy efficient and not compete with today's production by the forestry industry or agricultural production", said Lundgren, who works as a researcher at Luleå University of Technology in Northern Sweden.
Largest potential for use increase in forest-sourced biomass
Especially the life-cycle approach points to biofuels made from residues from forestry operations via the thermal conversion route as an "efficient" alternative to fossil fuels. Brought to an industrial scale, biofuel such as methanol or dimethyl ether (DME) made via gasification of branches, tree tops or by-products from biorefinery or pulp and paper making, could deliver greenhouse gas reductions, require only low external energy input and cost per unit, where the outlook is long term. Wood from "energy forests" managed for the purpose of producing bioenergy also receives good marks for greenhouse gas reduction potential:
"Automotive fuels produced from energy forests via gasification or ethanol combined [with agricultural production] leads to a reduction per hectare which is about 50 per cent larger than for most fuel production systems based on traditional agricultural crops", the report says.
"If the perspective is long term and takes into account the outtake on a per-land ownership and landscape level then bioenergy [based on forest-sourced materials] is an efficient alternative from the perspective of [reduction of] greenhouse gases. If we add in initial carbon losses due to an increased use of bioenergy it still will be a better alternative in the long run than fossil fuels", according to the report.
External energy input for biofuel produced from lignocellulose via the gasification route is estimated at five-to-ten per cent, compared with about 50 per cent for bioethanol made from grains, the report states.
Finally, biomass-based waste from agricultural production could be used on a "somewhat" larger scale than today, in appropriate production systems, according to the report authors. There is room for improvement in the technologies for making biogas via fermentation or rot of organic waste, they hint, and for further use of household waste in biogas production. Moreover, Sweden could increase its use of land unsuitable for agricultural production to grow energy crops or rapid-growth deciduous trees.
However, the authors conclude, the "largest potential is in forest-sourced raw materials".
More information: www.bio4energy.se/
Provided by Bio4Energy
"One in three cars in Sweden could run on biofuels by 2030." July 8th, 2013. http://phys.org/news/2013-07-cars-sweden-biofuels.html


A property owner must keep his property in a reasonably safe condition. He must discover any unsafe conditions and repair, replace or warn of any condition he could expect to harm others.
His reasonableness will be measured by the following factors:
- Location of the property
- Likelihood that someone would come on to the property as the victim did
- Likelihood of harm
- Probable seriousness of such harm
- Whether he knew or should have known of the condition that created the risk of harm
- Difficulty of protecting against the risk of such harm
- Extent of his control over the condition that created the risk of harm.
But if the city, state or the federal government owns the property, then the rules are different and getting compensation for an injury is more difficult.


Reluctant writers can be a challenge in class and are grouped together as children who don't want to write. However, there are many reasons why students may be reluctant to write. Just like there are many reasons why adults are reluctant to accept new technologies or change their diets or habits. Before you can tackle the reluctancy, you have to know the reasons behind that are preventing a child from fully engaging. There are four main stand out types of reluctant writers and each of them have their reasons for not wanting to write. Once you find out these, you are in a position not just to tackle these head on, but inspire them along the way!
The Fear of Failure
As the famous Bear Hunt story says, 'we can't go over it, we can't go under it. We will have to go through it!' Or, perhaps, overcome it might be more appropriate. The key here is developing a culture where mistakes, errors and taking risks are celebrated and actively encouraged.
The great thing about maths is either you are right or you are wrong. This isn't the case with writing, the lines are blurred. Developing a growth mindset in these children is really important for the simple reason that there will always be errors or room for improvement in writing. Like a great artist, the painting is never complete. Children need to understand that this is ok!
The Missing Skills
Writing is of course a complex process involving multiple skills that link together like cogs. If one cog is missing, the whole process can break down and result in a blank page in their writing book. This child needs to either work on their weaknesses and fill in their gaps or find ways to overcome their struggles by changing their writing method. A bit of both usually works best. We all find strategies to get around the areas of life we find difficult. How many of us still avoid parallel parking if we can...? Children are no different. Dictionaries and spell checkers help with spelling, vocabulary banks can support language choice, digital devices avoid bad handwriting and collaboration can pair children together who compliment each other and cover each other's weaknesses.
But, at some point, children need to be encouraged to tackle the challenges head on. Interventions, planning adaptations and differentiation will allow children, over time, to develop the skills they lack in order to connect all the writing cogs back together. Soon you will have a fully functioning writing machine.
The Lack of Focus
This child needs - oh look a squirrel... - assistance focusing. You need to discover what is distracting this giddy kipper. It could be a class mate, the environment or something different. It may even be a working memory issue. If a child is focusing so much on holding their pencil, the working memory will not have enough room to think about what it is actually trying to write. It can only spin so many plates at once.
Additionally, not every child is designed to learn and be creative in a classroom on a chair and not every child is designed to learn and create in 60 minute lesson slots. Split writing time up into smaller chunks. Split the paper up into sections to guide thinking. However you do it, make their brain think in short segments or make the process more dramatic. Do children just have to write in a book or can they write on the window or wall in removable marker? Do they have to write in pencil or can they write in different colours? Be a little bit unorthodox to hook them in. You can refine their approaches once they are engaged.
As unfortunate and as sad as it is, some children lack real life experiences to draw from. Without experiences, a child can lack ideas for their writing. It is so important to give pupils these experiences in school. This doesn't necessarily mean through school trips. Events and lessons can provide children with memories to draw from in their own texts. Role-play, drama and technology can all provide useful tools to give children memorable experiences. Go on a virtual field trip to Ancient Egypt or visit the Pac-Man maze! Bring writing to life!
Like-wise, children can also be demotivated by the lack of role models or not understand the impact that writing can have. Study authors and their influences. Make writing feel like painting a picture or playing a computer game... Try and move away from common genres of writing. Write blogs, write movie scripts and construct motivational letters to a local football team. Give writing a true purpose. Everything is more engaging when if feels less pointless.
Find out more...
WAGOLL Teaching is all about sharing great, simple teaching ideas with a global teaching community. As a teaching group, we need to stick together, support each other and develop positive approaches to classroom innovation. Development is all about trying something new, taking risks and sharing great ideas! you may even have some fun along the way!


In the last exercise, students use time adverbs to answer comprehension questions about the conversation. Late, early, yesterday, tomorrow are adverbs of time. Listening lesson plans with mp3 files also available. 5th Grade Adverb Worksheets Middle School. Plus flashcards. Grammar, reading, vocabulary, speaking. Such a word is called an adverb. 4th Grade Worksheet On Time … Next, students underline the correct adverb of time in each sentence shown. Grammar, reading, vocabulary, speaking. Some of the worksheets displayed are Adverbs, Verbs and adverbs, Parts of speech, Adverbs, Adverbs, Adverb or adjective, Adverbs quiz. Kids apply the learning in their essays and assignments, and in the process secure excellent grades in their exams. Many adverbs end in ly. Once you find your worksheet, click on pop-out icon or print icon to worksheet to print or download. About This Quiz & Worksheet. Some adverbs and adverb phrases answer the question "when?" In this adverbs of time worksheet, students learn and practice definite time adverbs related to points of time. Adverbs of intensity / degree are not included in this word sort. My grandparents live in Kerala. ... A. Adverb of time B. Adverb of place. Worksheets that save paper, ink and time. Next Activity Kinds Of Adverb Worksheet 2. May 13, 2019. Try completing the given sentences first on your own, using adverbs of time to fill the blanks. High Quality ESL Lesson Plans - Free Samples - $26 Membership Be a better teacher! Fundamentals. Adverbs are words that describe or modify verbs and sometimes adjectives and other adverbs. Name: COPYRIGHT STUDYLADDER Adverbs of Time Complete the sentence with an ‘adverb of time’. Hundreds of PDF lesson plans. Next, students read the text and complete definitions with the correct adverbs of time. These grammar worksheets help kids learn to recognize and use adverbs. Worksheet For Adverb Of Time And Place. The students then ask a partner what they wrote and write down their answers.
Adverbs of place can be directional. This means they describe when, where, or how in most cases. In this adverbs of time worksheet, students practice or review indefinite time adverbs that demonstrate relationships in time. Some of the worksheets below are Adverbs of Time Place Manner and Frequency Worksheets : Adverb Types : Definitions of the different types of adverbs with questions and answers, …. Worksheet For Adverb Of Time And Place. Students begin by underlining the correct adverbs of time in a set of sentences. Despite the subtle differences between these 5 types of adverbs, let’s hear some adverb examples that you know of. Next, students read sentences about when events happen and write sentences using definite frequency adverbs to show how often each event occurs. Students then use their own ideas to complete sentences with true information about themselves. Some of the worksheets for this concept are Name date adverb work, Adverbs of manner, Adverbs, Adverbs of manner exercise, Adverb, Adverbs how when and where, Adverbs and adjectives work, Adverbs. Some of the worksheets for this concept are Adverbs, Grade 2 grammar work, Adverbs usually identifying adverbs, Adverbs quiz, Name date grammar work adverbs of frequency, Name date grammar work adjectives and adverbs, Adverbs how when and where, Adverbs of manner. Adverbs Clause of Time Worksheet with Solved Answers. It tells the time of an action. Finally, students use the prompts provided to make sentences using adverbs of time. Kids will be asked to underline the adverb of manner, box the adverb of time and circle the adverb of place. This worksheet is about three different kinds of adverb: manner, time and place. (Adverb of place) 3. Grammar exercises: adverbs of place, manner, degree, duration, relative, time. This resource is perfect for teaching classes time adverbials KS2 so that they are able to use them in conversation and written work.We've taken an abstract from the fabulous Twinkl Originals 'Under the Lights' and ask that all of the time adverbials in the extract be underlined, to gauge their understanding.A time adverbial is a word or phrase which tells us when the sentence is taking place. She is singing a song loudly. Displaying top 8 worksheets found for - Adverbs Of Time For Grade 2. 5th Grade Adverb Worksheets Middle School. Title: Adverbs of time worksheet Created Date: 11/4/2016 10:26:07 AM Present Perfect Adverbs (Already, Just, Still, Yet, For & Since) by Ferfolle: B2.2 Adverbs and adverbial phrases They are extremely common in English. Students then rewrite sentences, changing adjectives of frequency into adverbs of frequency. 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Predictive analytics is a branch of the advanced analytics which is utilized to make predictions about anonymous upcoming events. Predictive analytics utilizes numerous techniques from data mining, statistics, modeling, machine learning, and artificial intelligence to analyze present data to build expectations about future.
It utilizes several of data mining, predictive modeling and analytical techniques to take together the management, information technology, and modeling business process to create predictions about future. The patterns found in historical and transnational data can be used to recognize risks and opportunities for future. Predictive analytics models capture relationships between many factors to assess risk with a particular set of conditions to hand over a score or weight age. By effectively applying predictive analytics the businesses can successfully interpret big data to their advantage.
The data mining and text analytics along with statistics enable the business users to make predictive intelligence by recognizing patterns and relationships in both the structured and unstructured data. The data which can be utilized readily for analysis are structured data, examples of age, gender, and marital status, and income, sales. Unstructured data are textual data in call center notes, social media content, or further type of open text which require being extracting from the text, along with the sentiment, and then using in the model building process.
Predictive analytics enables associations to end up proactive, forward-looking, anticipating outcomes and practices in view of the data and not on a hunch or assumptions. Prescriptive analytics goes additional and propose actions to benefit from the prediction and also provide choice options to benefit from the predictions and its implications.
Predictive Analytics Process
Here is the step by step Predictive Analytics Process:
Step 1 – Define the Project
Define the project outcomes, deliverables, scoping of the effort, business objectives, identify the data sets which are going to be used.
Step 2 – Data Collection
Data mining for predictive analytics prepares data from multiple sources for analysis. This provides a complete view of the customer relations.
Step 3 – Data Analysis
Data Analysis is a process of inspecting, cleaning, transforming, and modeling data with the idea of discovering useful information, arriving at conclusions.
Step 4 – Statistical Analysis
Statistical Analysis allows validating the assumptions, hypotheses and testing them with using standard statistical models.
Step 5 – Predictive Modeling
Predictive Modeling provides the ability to automatically generate accurate predictive models about future. There are also options to choose the best solution for multi-model evaluation.
Step 6 – Predictive Model Deployment
Predictive Model Deployment provides the option to deploy the analytical results into the daily decision-making process to get results, reports, and output by automating the decisions based on the modeling.
Step 7 – Model Managing
Models are managed and monitored to review the model performance to ensure that it is providing the results expected.
For Anjum Khanna’s Blog Visit http://anjumkhanna.com Home page or My Blog Page


At the 1920 Olympics, Winifred McNair, who had recently celebrated her 43rd birthday, partnered with Kathleen “Kitty” McKane in the doubles and as they were expecting a hard match in their semi-final against the French pair, Suzanne Lenglen and Élisabeth d’Ayen, McKane sportingly withdrew from the semi-finals of the singles in order to giver her partner maximum support in the doubles. After losing the first set, McNair and McKane won their semi-final and then took the final against the British pair, Geraldine Beamish and Dorothy Holman. Although Winifred McNair’s playing record could not match that of her distinguished partner she was not without successes of her own. She reached the finals of the All-Comers singles at Wimbledon in 1913 and won the doubles that year when partnered by Dora Boothby after their opponents, Dorothy Lambert Chambers and Charlotte Cooper, were forced to retire through injury when leading 6-4, 4-2.
Like her Olympic partner, Winifred McNair also had a second string to her sporting bow. Winifred was also an excellent golfer and when her tennis career was coming to an end she embarked on her next sporting career. She regularly played for Middlesex and represented England in the 1921 International Tournament at Turnberry, helping them to victory over Wales, Scotland and Ireland. She also competed in the England Ladies’ Championship several times in the 1920s and in 1925 reached the semi-final before losing to Doris Fowler. In 1908 she married Roderick McNair who later became the first President of the International Lawn Tennis Federation.


3 edition of Applying Research in Social Work found in the catalog.
October 1, 2006 by Open University Press .
|The Physical Object|
|Number of Pages||256|
Social work principles are guiding assertions of statement that have come from experiences and research. The most commonly discussed principles of social work are as follows: Principles of Acceptance: Social work accepts the individual as he or she is with all his/her limitations. Social work believes that acceptance is the crux of all help. The purpose of human behavior and the social environment content within the social work curriculum is to provide us with knowledge for practice. We need to continually look at this content for how to apply what we are learning about human behavior and the social environment to social work practice and to our Size: 1MB. Our experience is that many students on the social work degree can be intimidated by the word 'theory'. This immediately inhibits effective learning about theory. Theory in social work is about how we relate to others and how we make sure that we are providing effective services.
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Phrónēma toû pneúmatos, or, The grace and duty of being spiritually minded
Applying Research in Social Work [Brian Corby] on *FREE* shipping on qualifying offers. What are the key issues and concerns raised by the debate about making social work more of an evidence-based profession.
How is it possible to evaluate the strengths and weaknesses of specific research projects. How can research findings be. Applying Research in Social Work book Research Evidence in Social Work Practice equips students and practitioners with the essential knowledge and skills needed to become an evidence-informed practitioner.
About the Author Martin Webber is Anniversary Reader in Social Work and Director of the International Centre for Mental Health Social Research at the University of York, UKCited by: 5.
Applying Research in Social Work book. Read reviews from world’s largest community for readers. What are the key issues and concerns raised by the debate Ratings: 0. Applying Research to Social Work presents social work students and practitioners with the background to the key current issues relating to social work practice and social research.
It also provides guidance on the skills needed to evaluate the strengths and weaknesses of a range of research studies.
Maschi is the lead editor of the book, Forensic Social Work: Psychosocial and Legal Aspects in Diverse Practice Settings and the lead author of the soon to be released book, Social Worker as Researcher: Integrating Social Work Research with Advocacy that infuses human rights content throughout the : Springer International Publishing.
Applying Research Evidence in Social Work Practice equips students and practitioners with the essential knowledge and skills needed to become an evidence-informed practitioner. Category: Social Science. title = "Applying Research Evidence in Social Work Practice", abstract = "Good social work practice draws upon relevant and current research to.
The aim of social work research is to build the social work knowledge base in order to solve practical problems in social work practice or social policy.
Investigating phenomena in accordance with the scientific method requires maximal adherence to empirical principles, such as basing conclusions on observations.
Good social work practice draws upon relevant and current research to ensure that interventions are as effective as possible.
As a result of this, social workers are increasingly required to demonstrate their knowledge of the research and evidence that underpin the daily decisions they make and actions they take/5(12). This book provides a step-by-step guide to implementing research into every day social work practice.
The first part provides an overview of the key debates and critical challenges in using research in social work practice. The second part builds on this knowledge by exploring how research is implemented in a wide variety of specialist practice domains.
Applying research evidence in social work practice. [Martin Webber;] -- Good social work practice draws upon relevant and current research to ensure that interventions are as effective as possible.
As a result of this, social workers are increasingly required to. Applying Research in Social Work Practice presents social work students and practitioners with the background to the Applying Research in Social Work book current issues relating to social work practice and social research.
It also provides guidance on the skills needed to evaluate the strengths and weaknesses of a range of research studies. According to the Applying Research in Social Work book, research in social work helps us: Assess the needs and resources of people in their environments.
Evaluate the effectiveness of social work services in meeting peoples needs. Demonstrate relative costs and benefits of social work services. Applying Research Evidence in Social Work Practice, Martin Webber (ed.), London, Palgrave Macmillan,pp. i–xxv +ISBN –1–––0 (pb), £ Mike Fisher Professor of Evidence-Based Social Work and Director of the Institute of Applied Social Research, University of Bedfordshire, UKCited by: 1.
There is no definitive methodological approach to writing a book review in the social sciences, although it is necessary that you think critically about the research problem under investigation before you begin to write.
Therefore, writing a book review is a two-step process: 1) developing an argument about the value of the work under Author: Robert V. Labaree. The political and ideological disputes surrounding the evidence-base debate in social workA wide range of research into social work with children, older people, mental illness and disability The three main paradigms of social research - objectivist, subjectivist and criticalHow research knowledge can be applied to practice Applying Research in Author: Brian Corby.
Meaning definition and purpose of Social Work Research Any study to create new knowledge or to add to the existing store house of knowledge, may it be through observation or by any other methods is called research.
Social work research is the application of research methods to solve problems that social workers confront in theFile Size: 3MB. Research Methods for Social Workers is a great companion to any social worker looking to refine his or her research approach to be more effective in their position.
Dense with theory, as well as practical application, the book showcases the best ways to delve into the latest methods.
Applying Research Evidence in Social Work Practice 25th November 25th November Martin Webber Social work practice, Social work research This edited book brings together some excellent authors who offer insightful guidance on how to use research in social work.
An Introduction to Applying Social Work Theories and Methods. A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the : Barbra Teater. Buy Applying research in social work practice by Corby.
(ISBN: ) from Amazon's Book Store. Everyday low Author. Corby. Social work sets to study individuals, groups, community and institutions and these remains as the academic boundary of the subject.
Social work is also regarded as a practice discipline, because unlike the other social sciences professionals, social workers involve in direct practice and intervention in the field. The book provides a comprehensive introduction to research methods from the perspective of the discipline of Social Work.
The book borrows heavily from Amy Blackstone’s Principles of Sociological Inquiry – Qualitative and Quantitative Methods open textbook. The book is divided into 16 chapters, covering: differences in reasoning and /5(4). Full E-book Applying Research Evidence in Social Work Practice Review.
xugunakom. [Read] Applying Research Evidence in Social Work Practice Best Sellers Rank: #2. jagineb [Read] Applying Research Evidence in Social Work Practice Best Sellers Rank: #4.
mevis PDF Group Work Activities in Generalist Practice. Note: Social workers use this theory to understand clients who are experiencing oppression in some form or another in our capitalist society. Primary Perspectives Strengths – Stems from the work of Saleeby () – The social worker assumes that the client has multiple strengths.
The social worker tries to assess theFile Size: KB. Fourth, applying theory to practice helps social workers make an in-depth reflection and evaluation on theory learning and application, which can enhance the effectiveness of theory application in practice. Social work theories are not written in stone, so they need to adjust to the changes in real life.
The Development of Social Work Social work emerged as a profession out of the early efforts of churches and philanthropic groups to relieve the effects of poverty, to bring the comforts of religion to the poor, to promote temperance and encourage thrift, to care for children, the sick, and the aged, and to correct the delinquent.
This book will use the term practicum. The Council on Social Work Education’s (CSWE) Educational Policies, and Academic Standards () states: In social work, the signature pedagogy is ﬁeld education.
The intent of ﬁeld education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the File Size: 1MB. Buy Applying Research Evidence In Social Work Practice Martin Webber, Reading, Paperback Book Online Now at the Australian based Sanity Movie Store.
View Trailer and Tracks. SAGE Video Bringing teaching, learning and research to life. SAGE Books The ultimate social sciences digital library. SAGE Reference The complete guide for your research journey. SAGE Navigator The essential social sciences literature review tool.
SAGE Business Cases Real world cases at your fingertips. CQ Press Your definitive resource for politics, policy and people.
Research on Social Work Practice, sponsored by the Society for Social Work and Research, is a disciplinary journal devoted to the publication of empirical research concerning the methods and outcomes of social work work practice is broadly interpreted to refer to the application of intentionally designed social work intervention programs to problems of.
Applying Research Evidence in Social Work Practice by Martin Webber,available at Book Depository with free delivery worldwide.4/5(1). The seemingly distant facets of systems theory, group work, and social work as a cohesive aspect of placement requires the long view in order to see the fit of these elements up close.
At the heart of these theoretical and practical applications is a child, which is and remains the focus of these aspects. Incorporating Intersectionality in Social Work Practice, Research, Policy, and Education provides guidance for investigating how the social constructions of race, class, gender, age and social orientation intersect with one another, contributing to the oppression of marginalized groups in modern society.
Economic and social inequities are mediated by the social locations and. Social Work Research: Meaning, Importance and Scope 3 A method is a system of explicit rules and procedures.
Thus methodologically an approach to acquire knowledge which follows certain explicit rules and procedures is science. Further the results – the acquired knowledge are evaluated in the light of the method. The process of study, which.
Introductory Works. For an overview of issues, controversies, and debates associated with evidence-based practice, review the Straus and McAlister essay and then the Mullen, et al.
article. Begin with Straus and McAlister because it describes the most commonly debated issues in evidence-based medicine that apply equally well to social work. The Paperback of the Applying Research Knowledge: A Workbook for Social Work Students by Robert W.
Weinbach, Richard M. Grinnell, Richard M. Grinnell | B&N Outlet Membership Educators Gift Cards Stores & Events HelpPages: Research methods include a review of the resiliency literature, descriptive statistics, and multivariate analyses of data derived from a survey of 1, American and Israeli social workers.
Identified were the characteristics associated with levels of job resilience among social workers in both countries. She is past editor of The Journal of Social Work Education and of Social Work Research. William J. Reid (–) was a professor at the School of Social Welfare, University at Albany, State University of New York, and founding editor of the National Association of Social Workers Press journal Social Work Research.
'The back cover of the book proclaims that "Qualitative Research in Social Work will be essential reading for all students, practitioners and researchers undertaking social work research." That just about sums it up for me' - British Journal of Social Work `This book is a significant milestone in the development of social work research.
Theories Used in Social Work Practice & Practice Models Social work theories are general explanations that are supported by evidence obtained through the scientific method.
A theory may explain human behavior, for example, by describing how humans interact or. Evidence-based practice (EBP) is an educational and practice paradigm that includes a series of predetermined steps aimed at helping practitioners and agency administrators identify, select, and implement efficacious interventions for clients.
This entry identifies definitions of EBP and traces the evolution of EBP from its origins in the medical profession to its current application in social.View copies of Applying Research Evidence in Social Work Practice by Martin Webber () on StudentVIP.


Understanding matter is about one of the fields that Nobel specified for the prize: physics. It examines how our world is constructed, from the smallest components of matter to the gigantic universe. It is also about how discoveries in physics have changed our world, such as through new technologies.
The Nobel Laureates and their discoveries are a gateway that allows us to see the fascinating riches of our world. The Laureates’ work also shows us the joy of discovering and understanding. And their contributions demonstrate the possibility of using our knowledge to develop new opportunities to change our world.
Understanding matter has six different parts with different themes.
The Stars and Universe
The starry sky has fascinated man since time immemorial. In recent centuries telescopes and other devices have allowed us to study stars and phenomena invisible to the naked eye. Astronomers and physicists have expanded our knowledge of and provided insights about our universe’s origins, structure and evolution.
In a small theater you can watch a film that takes you on a journey through space. During the trip, you will hear about Nobel Laureates who have contributed to our knowledge of the cosmos. In another room you can have a virtual reality experience on the same them.
Our world is made of matter, which assumes different states. The building blocks of matter are atoms, which form molecules and various structures. The atom, in turn, is made up of even smaller components.
In this room, you can build atoms and learn about the properties of different elements. You can also learn about different states of matter, its components and about Nobel Prize-awarded discoveries related to matter.
Rays and Waves
The sun’s rays are the reason we can live on Earth. Our eyes allow us to experience the abundance of light and colors in our world. In addition to visible light, there is also radiation we cannot perceive with our eyes.
In this room you can use X-rays to look inside objects and the bodies of humans and animals. You can also read about different types of light and radiation and about how Nobel Laureates have given us new knowledge about radiation.
A Quantum World
The birth of quantum physics about 100 years ago caused a major upheaval in physics. However, classical physics still provides a good explanation for most things we encounter in our everyday lives. The modern laws of quantum mechanics come into play primarily in the case of very small objects, such as atoms. A lot of electronics in contemporary life is based on quantum mechanical phenomena.
At this station, you can see what the world might look like if the laws of quantum mechanics also governed the large-scale objects in our everyday lives.
Detecting the Invisible
Our senses can perceive only a small part of everything that exists and occurs in our world. Physicists have developed a variety of tools to gain an understanding of our world on more levels. Sophisticated equipment is placed in satellites to learn more about our surrounding universe. At facilities on earth, experiments on an increasingly large scale are being conducted to study the minutest particles.
At this station, you can see traces of particles in a cloud chamber that cannot be seen with the naked eye. You can also see images from some large research facilities where Nobel Prize awarded research has been conducted.
Electronics have become increasingly important in the everyday lives of people. Telephones, radios, television, computers, and other electronics have given people unprecedented opportunities to communicate and follow developments in the world.
In this room, you can try your hand at assembling electronics yourself. You can also view objects that illustrate the development of electronics and read about Nobel Laureates who have contributed to this development.


The Best Ways to Explain the Connecticut School Shooting to Your Kids
I can remember 911 and how my kids were affected, it’s a difficult job being a parent in the time of tragedy.
My son Zachariah played football and I can remember him being so upset the day of 911. When I got home from work, after reporting the horrible news for 14 hours, I could not believe his anger. His anger was not for the terrorists, it was because his football game got cancelled. Here I had been completely engulfed with the events of the day since the first attack and didn’t understand his response. It is not the that he didn’t care, he just didn’t understand the magnitude of the events and what it meant or could mean, he only knew that it affected his football game. Zachariah was just 13, Natasha was 12, Ashley was 7 and Colton was 6… What do you say to your children?
THE BEST ADVICE FOR TALKING TO YOUR KIDS ABOUT TRAGEDY:
- If your child 7 or younger it is best to wait until they are older, unless they approach you with questions. Younger kids might not being able to comprehend or digest the information and may end up more frightened.
- Be matter of fact, tell them it is horrible, but that they are safe. It’s a white lie perhaps that a parent may need to resort to as young children cannot put their heads around such a horrific event and need to be reassured that they are safe.
- Help them understand, but what they want to know. Ask them what they are feeling or even what their questions or comments mean. They may just want answers or the could be frightened, assuming could only open the door for something they had not thought of or had imagined until you brought it up.
- If they don’t feel bad or scared, it’s okay, don’t make them feel bad or try to put your feelings on them. We all process differently and deal with situations in our own way, none are completely right or completely wrong, but each belong to us.
- An event like this might lead your child to want to help in some way. Encourage this as it may be their way of coping, whether it be a 5 dollar bill to a relief fund or taking the neighbor lady cookies, they just may feel they need to spread good.
- Separate you and your child from the event, again assuring them that they are safe and that your child would be free of this kind of incident because their school is safe.
Bottom line reiterating that they are safe is key when dealing with such tragedy. There are many sites that deal with parenting questions in all situations, please just talk to your kids, but let them lead the discussion.


Looking to give your students some activity choices in your cell division unit? Try out this digital choice board! Included in your purchase is a digital choice board with 9 activities students can choose from that all relate to mitosis and meiosis. You can choose to have students complete as many or as few as you would like.
Watch YouTube videos comparing mitosis and meiosis and answer questions
Solve a jigsaw puzzle to uncover the missing phrase
Complete a writing prompt
Complete a crossword puzzle
Examine onion root tip cells undergoing mitosis
Fill out a diploid/haploid chart
Cell division card sorting activity
Work through a cell cycle interactive
Create a mitosis model out of household materials
Included in your purchase is both a Google slide version and PowerPoint version of the activity (this product is NOT meant to be printed as it contains multiple hyperlinks). You will also receive teacher directions and an answer key.


Students teachers or children looking to learn more about programming and coding may be interested in a new online breadboard simulator called MakeCode for makers. Which allows you to create projects from your browser using the online simulator to virtually wire circuits on a breadboard. Simply write your code and a breadboard wiring diagram is generated for you to follow.
MakeCode’s simulator selects basic parts and generates wiring for them from the user’s program. Its creators explain a little more, “the user expresses the behaviour that they want with code, and MakeCode uses that code to configure the simulator, as well as to generate the make instructions that can be printed out. This experience is great for beginners to the Arduino style of making.” Jump over to the Makecode.com website for access to create your very first programme and virtual breadboard components.
The MakeCode simulator provides an interactive experience where buttons are clickable, servos are animated, and audio is directed through the web application. The MakeCode for maker is still under development but provides a wealth of opportunity for you to test and learn more about programming directly from your browser. However the breadboard simulator is useful to more people than just beginners, debugging program behaviour is much quicker in a simulator, so the “inner loop” of development is rapidly sped up.
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IM7. Which bonds are ionic and which are covalent?
Cells contain lots of water. One of the roles of the water is to dissolve different materials. For example, there are many different ionic compounds (salts) in cells. Ions are used to maintain cell potentials and are important in cell signaling and muscle contraction.
How can you tell if a compound is ionic or covalent?
There is not a simple answer to this question. Many bonds are somewhere in between. In a polar covalent bond, a pair of electrons is shared between two atoms in order to fulfill their octets, but the electrons lie closer to one end of the bond than the other. There is more negative charge toward one end of the bond, and that leaves more positive charge at the other end.
Looking at the electronegativity values of different atoms helps us to decide how evenly a pair of electrons in a bond is shared. Electronegativity increases toward the upper right hand corner of the periodic table because of a combination of nuclear charge and shielding factors. Atoms in the upper right hand corner of the periodic table have a greater pull on their shared bonding electrons, while those in the lower left hand corner have a weaker attraction for the electrons in covalent bonds.
In a carbon-oxygen bond, more electrons would be attracted to the oxygen because it is to the right of carbon in its row in the periodic table. Compounds like , dimethyl ether, CH3OCH3, are a little bit polar. Formaldehyde, CH2O, is even more polar. Electrons in pi bonds are held more loosely than electrons in sigma bonds, for reasons involving quantum mechanics. That allows the oxygen to pull the electrons toward it more easily in a multiple bond than in a sigma bond.
Not all polarities are easy to determine by glancing at the periodic table. The direction of the dipole in a boron-hydrogen bond would be difficult to predict without looking up the electronegativity values, since boron is further to the right but hydrogen is higher up. As it turns out, the hydrogen is slightly negative.
A bond is ionic if the electronegativity difference between the atoms is great enough that one atom could pull an electron completely away from the other one. That situation is common in compounds that combine elements from the left-hand edge of the periodic table (sodium, potassium, calcium, etc.) with elements in the extreme upper right hand corner of the periodic table (most commonly oxygen, fluorine, chlorine). Sodium chloride is an ionic compound.
Many bonds can be covalent in one situation and ionic in another. For instance, hydrogen chloride, HCl, is a gas in which the hydrogen and chlorine are covalently bound, but if HCl is bubbled into water, it ionizes completely to give the H+ and Cl- of a hydrochloric acid solution. Even in gaseous HCl, the charge is not distributed evenly. The chlorine is partially negative and the hydrogen is partially positive.
Potassium hydroxide, KOH, contains one bond that is covalent (O-H) and one that is ionic (K-O). Hydrogen is tricky because it is at the top of the periodic table as well as the left side. It is just electropositive enough to form ionic bonds in some cases. It is just electronegative enough to form covalent bonds in other cases.
In KOH, the K-O bond is ionic because the difference in electronegativity between potassium and oxygen is large. The difference in electronegativity between oxygen and hydrogen is not small. An O-H bond can sometimes ionize, but not in all cases.
Sometimes ionization depends on what else is going on within a molecule. Because the K-O bond in potassium hydroxide is ionic, the O-H bond is not very likely to ionize. There is already a negative charge on oxygen. Charge separation costs energy, so it is more difficult to put a second negative charge on the oxygen by ionizing the O-H bond as well. Frequently first ionizations in molecules are much easier than second ionizations.
Predict the direction of polarity in a bond between the atoms in the following pairs:
a) sulfur-oxygen b) silicon-fluorine
c) hydrogen-sodium d) chlorine-aluminum
Because it is so common that an element from the extreme left hand of the periodic table is present as a cation, and that elements on the extreme right carry negative charge, we can often assume that a compound containing an example of each will have at least one ionic bond.
Draw structures of the following compounds. Each one contains at least one anion and cation.
a) KBr b) LiOH c) KNO3 d) MgSO4 e) Na3PO4 f) Na2SO3
g) LiClO4 h) NaClO3 i) KNO2 j) Ca(ClO2)2 k) Ca2SiO4 l) Na3PO3
m) NaOCl n) Mg2SnO4
Ammonium ion, NH4+, is a common molecular ion. Draw structures for the following compounds that include this ion.
a) NH4Cl b) (NH4)2CO3 c) (NH4)3PO3 d) NH4CH3CO2 e) NH4HSO4
Many anions have names that tell you something about their structure.
|prefix- or -suffix|| |
|example name||example formula|
|-ide||atom is present as anion||chloride||Cl -|
|-ate||atom is present as an oxyanion; usually a common form||chlorate||ClO3-|
|-ite||atom is present as an oxyanion, but with fewer oxygens (or lower "oxidation state") than another common form||chlorite||ClO2-|
|per-||atom is present as an oxyanion, but with even more oxygens than the "-ate" form||perchlorate||ClO4-|
|hypo-||atom is present as an oxyanion, but with even fewer oxygens than the "-ite" form||hypochlorite||ClO-|
Using the table as a guide, propose names for the following anions:
a) Br- b) O2- c) F- d) CO32- (common oxyanion) e) NO3- (common oxyanion) f) NO2-
g) S2- h) SO42- (common oxanin) i) SO32- j) SO52- k) C4- l) N3- m) As3-
n) PO43- (common oxyanion) o) PO33- p) I- q) IO3- (common oxyanion) r) IO4-


BIR HAFAF, SUDAN — From an altitude of 3,000 feet, the desert stretches peacefully below, a vast tan and ocher expanse brushed with emerald patches of grass along hollows moist with summer rain.
But when Awad Mohammad pilots the little government helicopter to within a few feet of the grass, an alarming sight emerges.
Some of those damp wadis teem with ravenous young locusts preparing to swarm into the skies in the vanguard of what experts are saying may be the worst such plague in 30 years.
``Unless we kill them first, they will go like the sandstorm,`` said the pilot, turning the chopper toward his base at this ancient Bedouin water hole, 50 miles west of the White Nile in Northern Kordofan province.
Abandoned during the drought in 1984 and 1985, the government encampment now is piled with drums of poison and aviation fuel. It is base for a 30-man team from the Sudanese Plant Protection Department.
Hundreds of similar camps are scattered in a wide band across Sudan.
``This is a war,`` said Seif al-Din, chief of the Sudanese locust team in Bir Hafaf, as he and his men drank sweet tea in the cool of a mud-walled Bedouin hut after a morning of spraying in the desert on foot.
He won`t admit it, but Sudan and its foreign allies appear destined to lose the war. The only question is the extent of the devastation, and that depends chiefly on the wind.
``What we`re seeing is the beginning of a true plague,`` said Keith Cressman, who represents the United Nations Food and Agriculture Organization (FAO) in the Sudanese capital, Khartoum. ``Once it gets going, it can sustain itself from the Atlantic Ocean to India.``
The plague has been brewing since 1985, when rains that followed a drought in sub-Sahara Africa created conditions for a big crop of locusts in the Red Sea region of Sudan. Locusts always are present in the area, but they need moisture and food to multiply rapidly.
From there, the locusts moved west across Chad and Niger, countries crippled by war and poorly equipped to mount an effective defense. By last fall, southern Morocco, another war zone, was infested, and heavy rains hatched billions more of the insects.
Swarms then changed direction and advanced on their traditional breeding grounds in central Sudan and northern Ethiopia, prompting an FAO appeal to international donors, who came up with $40 million to finance a
Still, experts in Sudan lost the initiative when it took three weeks for them to get a Bedouin`s report that a major swarm had crossed into western Sudan from Chad on May 23, Cressman said.
Since then, he said, the fight has been hampered by continuing poor communications, lack of equipment, a government bureaucracy that had not faced a major locust threat in decades, and the sheer size of Africa`s largest nation-three times the area of Texas.
When the battle started, there were only seven Sudanese pilots to man spray planes, and only one working aircraft. Now 14 planes are in the air under a U.S.-funded spraying contract, but their Polish pilots have trouble understanding Arabic- and English-speaking locust spotters on the ground.
It was only last week that 80 radios were issued to the spotters.
Locust-control teams like the one at Bir Hafaf have sprayed 1,200 square miles of infested land with malathion or fenitrothion, an effective but less potent insecticide than dieldrin, which is banned because of its damaging environmental side effects.
Inspections showed as much as 3,600 square miles could be infested, and experts say the insects could be a threat over 10,000 square miles or more.
``In inaccessible areas deep in the Sahara, I imagine a lot of wadis are green and a lot of locusts are in there,`` said Hassan Abbas, head of the Sudanese Plant Protection Department.
``The situation is appalling,`` he said. ``I`m not at all optimistic.``
The locusts in central Sudan now are beginning to move. After hatching and molting five times on the ground, the locusts have reached the stage where they are ready to take off in giant swarms that can travel thousands of miles. Some of the swarms are sure to catch high-altitude breezes and fly as far as Pakistan and Morocco, said Cressman.
He said a second generation of locusts already is breeding even though the last has not moved on, symptomatic of a plague. Sudan`s cotton crop, virtually its sole economic prop outside of foreign aid, is at risk.
If usual weather patterns hold, many of the swarms will be swept away into areas where they can do no harm-just as in the Bible when Moses called on the Lord, who ``turned a mighty strong west wind which took away the locusts and cast them into the Red Sea.``
But a fluke weather pattern could, for example, send the swarms southeast into rich agricultural areas of Kenya.
An immature locust, about three inches long, eats its body weight in vegetation each day. The FAO estimates that one square kilometer of locusts can contain as many as 50 million bugs, capable of devouring 100,000 tons of food in a night.
A swarm about 15 miles long and a mile wide passed through the Khartoum area with a dry rustling of wings last Monday. Children with sticks ran through the dusty streets trying to bat the black-and-yellow bugs out of the air.
In the countryside, farmers old enough to remember the last infestation in 1946 braced for a lean season.
``The last time, they destroyed everything, and people lost their farms,`` said Suleiman Habib, 52, who had been planting sorghum with a primitive hoe when this year`s swarm landed briefly in his village of Sero.
``God help us.``


The gender pay gap is defined as the difference between women and men’s average weekly full-time equivalent earnings, expressed as a percentage of men’s earnings. One of the reasons for the gender pay gap was because of changes in labor force selectivity, gender differences in unmeasured characteristics and in labor market discrimination, and in the favorableness of demand shifts. There was a rising relative demand for intellectual skills relative to physical strength due to technological advances, and these benefited women as a group relative to high-skilled men compared to low-skilled men. Human capital was not a reason for the gender pay gap. Women’s gains result in men’s losses: women enhance their skills and move up the job hierarchy replacing men as they do so. A termed that has been coined from the gender pay gap is the “Glass escalator effect”, which is when men in predominantly female jobs get promoted more easily and earn more money. It has also been found that pay inequity has long-term effects on women. Women are at a disadvantage when they retire because their salaries are lower during their paid work years.
The Equal Pay Act of 1963 is a United States labor law amending the Fair Standards Act, aimed at abolishing wage disparity based on sex. This made it illegal to pay men and women working in the same place different salaries for similar work. This was signed into law by John F. Kennedy as part of his New Frontier Program. Congress drafted this legislation to address racial discrimination in the labor force, as well as continue addressing the gender issue. This act prohibited discrimination in “hiring, firing, compensation, classification, promotion, and other conditions of employment on the basis of race, sex, color, religion, or national origin”
Pay Equity Act was signed by Charlie Baker in August 2016 and is being put into effect July 2018. This is to help close the gender gap, unlawful for employers to pay men and women different rates for “comparable work”. Comparable work is defined work that is substantially similar in that it requires substantial skill, effort, and responsibility and is performed under similar working conditions. For example, a male janitor and female housekeeper have a comparable job. It will also make it unlawful to screen candidates based on their previous salary, or ask salary based questions until after an offer is made, then only with written permission can they collect that data. This act will cause employers to rewrite majority, if not all the applications, and provide interview training for managers in order to avoid unlawful practices Attempt to make companies offer salaries based on job and not the persons and to make it so women are no longer tethered to their salaries.
Maryland and California have similar equal pay acts in that apply the same thought process and concepts that don’t allow employers to discriminate against candidates based off of prior salaries and gender. California has passed laws that ban salary secrecy, discussion between employees about their salaries, New York did the same thing as well. The Institute for Women’s Policy Research conducted a study that concluded there would be lower poverty rates in every state would lower the poverty rate. The Equal Pay Pledge was passed by President Obama himself, it is supposed to help big industry players share best practices and develop better hiring promotion and pay policies. The pledge ensures fair pay for ALL American’s as well as help business attracts the strongest talent. Overall, the idea behind this is to shrink the gender pay gap as well as boost the economy. Trump supports pay based on performance, yet he expressed concerns in 2015 about equal pay legislature if “everybody ends up making the same pay” it will end up becoming a “socialistic society”
Interviews For Pay Equity
We interviewed three faculty members. We interviewed Dr. Tiffany Gayle Chenault, Dr. Paul Green, and Dr. Patricia Markunas. Dr. Chenault is an African American women and is the chairperson of the Sociology department. Dr. Paul Green is a full-time professor of the sociology department and he is a white male. Dr. Patricia Markunas is an adjunct professor who was previously a full-time professor of the psychology department. She is a white female. Each of them has been here a decent amount of years and have been able to see the progress that has been made towards pay equity at Salem State. Dr. Chenault has been at Salem State about ten years. Dr. Green has been at Salem State about 40 years. Dr. Markunas has been at Salem State for about 30 years. We interviewed each of these professors about pay equity. Each of them had different perspectives and a lot to say.
Dr. Chenault– “A big part of pay equity is educating people on how to negotiate and how to bargain. so The reason why my pay has increased is because I knew early on how to negotiate my pay at the start, especially as a woman and a woman of color and women do not realize that they can bargain early. How you start in terms of pay will impact you later on.” (Talks about an example) “We don’t talk about money, we don’t talk about salary, and that’s a problem too.” “Pay equity is making progress but it is a slow progress”
Solution 1: Minimum wage needs to be living wage
When it comes to the pipeline, we are talking about from when you are in kindergarten to when you go to college, talking about careers and opportunities. You are already gender-typed or stereotyped into these specific fields to the jobs you can do or cannot do.
Solution 2: “Going back to the pipeline and educating people. Giving them chances to go into other fields. A lot of it has to do with issues around race too. Having racialized jobs or careers. Congress needs to get moving.”
Dr. Green– (Explained about the group of women faculty who brought the class action, in an attempt to redress the economic disparities, thinks it was a positive outcome but not enough to actually bring about change or improvement) “People get the pay that they deserve.” that’s what equity is all about. It doesn’t mean that everyone gets paid the same, it means everyone should get paid what they deserve.” equity is a human issue of fairness, basically everyone wants to get paid fairly. Status should not be connected to a role. In this society, they are extremely connected. Students feel that that is okay. If you believe in equity you believe people should be treated fairly.
Dr. Markunas– it means that people who have comparable qualification and comparable responsibilities in a job or a workplace or a professional career should make the same amount of money.


Brain MRI scans of babies born during the COVID-19 pandemic support findings that depression and anxiety in pregnant women can affect early brain development, according to a presentation at the annual meeting of the International Society for Magnetic Resonance in Medicine (ISMRM).
In a session covering COVID-19 neurological disease, Catherine Lebel, PhD, an associate professor of radiology at the University of Calgary in Alberta, Canada, first offered reassurance that infection does not appear to have direct effects on prenatal brain development.
"We know from other viral infections that there can be quite substantial effects on infant brains -- think of Zika for example," she said.
The ISMRM is holding this week's meeting in conjunction with the European Society for Magnetic Resonance in Medicine and Biology and the International Society for MR Radiographers and Technologists.
What are the effects of COVID-19 on infants?
There has been uncertainty on the impact of COVID-19 on infants. A study last fall showed there were no growth abnormalities on fetal MRI after maternal prenatal infection. Another study in January showed infant developmental differences at six months were not related to prenatal COVID-19 infection, Lebel said.
"This is reassuring, that the effects of prenatal infection are probably mild, if they are there," she said.
On the other hand, such reassurance can't be offered when considering the indirect effects of COVID-19 on infants, namely changes in the brain due to prenatal distress experienced by mothers during the pandemic, Lebel said.
A large amount of research published before the COVID-19 pandemic has shown that depression and anxiety during pregnancy can cause infant brain alterations, primarily in the frontal and limbic regions, due to prenatal stress. These changes are associated with a variety of negative outcomes in kids, including behavior problems and a higher risk of later mental health challenges, Lebel explained.
Given that pregnant women were disproportionately affected by stress during the COVID-19 pandemic, Lebel and colleagues launched a study to explore these associations in women in Canada.
The researchers surveyed more than 11,000 pregnant women regarding depression, anxiety, life changes, and social support levels prior to delivery. After delivery, the women were surveyed again at three, six, 12, and 24 months (just launched), while babies received brain MRI exams at three months and 12 months.
In all, 111 infants were included in the study for imaging at 3 months old. All babies were full-term and healthy, with two mothers reporting possible COVID-19 infection during pregnancy. In an analysis of MRI scans from 88 babies, the researchers found no gross abnormalities.
"But when we look more quantitatively in detail, we do see associations between prenatal distress and brain connectivity," Lebel said.
Specifically, the group found higher prenatal maternal distress was associated with higher fractional anisotropy (FA) in the right uncinate fasciculus and lower mean diffusivity in the prefrontal amygdala. These results aligned with what has been shown in pre-COVID-19 research, Lebel said.
In addition, an analysis of structural connectivity on a network level showed that higher depression symptoms in mothers were associated with lower clustering and weaker local efficiency in the default mode network in babies born during the pandemic. This also aligned with pre-COVID-19 research findings, Lebel said.
"We're finding the same kind of regions in our COVID pandemic data, so it's really suggesting that these brain differences we see are probably indicating a higher risk of later behavior and mental health problems in these kids," she said.
Importantly, the findings were moderated by sleep and social support, Lebel added. Higher depression in mothers was associated with weaker brain connectivity in the infants, but it was significant only in infants who weren't getting enough sleep and in mothers with low social support.
With additional data from this ongoing study, the researchers plan to look closer at potential links between imaging and behavior in the group over time.
Ultimately, the study highlights the importance of perinatal mental health support for mothers, Lebel said.
"This is really important for moms, for babies, and for families, and this is true not just during the pandemic, but especially so during the pandemic," she concluded.


Because of no specific mention of education, the responsibility for educating the young people of our republic is deferred to the States in the 10th Amendment …. with the caveat “or to the people.”
People, you need to decide. Is public education a national issue?
If we never have that discussion, then we never examine the arguments that have been stalling our progress in education reform for the last three decades.
And, we must look back at the historical precedents surrounding the issue of federal support for public education.
How do we make informed decisions without this conversation?
State versus Federal: Are we sure we should be fighting that battle?
The Constitution doesn’t mention a whole lot of things — by design.
“The original Constitution of 1788 contained very few specific restrictions on the ways in which the power of the national government could be exercised against the people.”
“…the state delegations at the Constitutional Convention voted 10-0 against including a bill of rights in the Constitution.”
One reason they gave for being against such specific rights being in this governing document is
“…any list of rights would be incomplete. Such a list might indirectly endanger any rights not included on it.”
The 10th Amendment …
“— emphasizes that … the fundamental character of the national government… remains a government of limited and enumerated powers, so that the first question involving an exercise of federal power is not whether it violates someone’s rights, but whether it exceeds the national government’s enumerated powers.”
Note in that quote that the authors interchange the words “national” and “federal.” Unfortunately — but fortunately for the country — the Founding Fathers understood the differences, chose to make our constitution a unique blend of those concepts, but it appears they made the assumption that our representatives (and the populous) would forever understand and make distinction between the two concepts. For example…
The Founding Fathers seemed to have also assumed that there would always be open debate and deliberation especially in the Senate.…anyway….
Let’s consider how our predecessors sorted things out when confronted with issues concerning education. Starting pre-Constitution…
1784 — Land Ordinance — This was outlined by Thomas Jefferson while we were still floundering under the Articles of Confederation because “Congress did not have the power to raise revenue by direct taxation. Therefore, the immediate goal of the ordinance was to raise money through the sale of land…”
“The ordinance was also significant for establishing a mechanism for funding public education. Section 16 in each township was reserved for the maintenance of public schools. Many schools today are still located in section sixteen of their respective townships…”
Education was a national issue then.
1787 —September 17— the Constitution was signed.
1789 — President George Washington signed the Northwest Ordinance, which established (among other things) “the precedent by which the federal government would be sovereign,” it designated “prohibition of slavery” in the [new] territories, and it stated (Art. 3) that “schools and the means of education shall forever be encouraged.”
Under our new constitution and through the Northwest Ordinance, our new nation made a statement of national support for education and its importance as well as inching us ALL towards individual freedom and equal opportunity.
1841/1848 — Congress made grants of land to support public education.
Education remained a national issue.
1862 — The First Morrill Act (Land Grant Act) was passed granting public lands to support one college per state for specific purposes.
1867 — Original “Office” of Education was established and, in 1890, the Second Morrill Act “gave the Office of Education responsibility for administering support for the original system of land-grant colleges.”
Obviously, there is a pattern of federal support for public education and many more laws followed that have supported educating the nation —very well. (Don’t forget the GI Bill.)
What is missing in kicking off a national conversation now is what John F. Kennedy was very careful to discuss when he proposed the ideas behind what became the Elementary and Secondary Education Act (ESEA) of 1965. Can the federal government give aid to the nations’ public schools without exerting “control” over them? The answer is yes.
What do our representatives and political candidates now have to say about the proper role of the federal government in education? Can they even tell you what was wrong with NCLB? After all these years, do they have anything specific to say about correcting their mistake? Do they not see how they crossed the line into federal CONTROL versus SUPPORT?
Today, the public is accepting the idea that if politicians say “I support universal preschool” or “community college should be free” that it means they care about supporting the K-12 public education system. That isn’t the case.
K-12 education is the playing field best positioned to offer all kids a chance to explore and fulfill their personal potential. The long-term benefits of preschool without K-3 improvements is still debatable. And, should we really be investing in free community college to make up for what we didn’t do in K-12? How efficient is that?
Did you know we have never provided the funding requested for K-12 disadvantaged students through ESEA Title I? Where’s that conversation taking place?
When the federal policy of the last 15 years undermines the very foundation of K-12 public education — like No Child Left Behind has, does, and continues to do eight years after it should have gone away — that says the lawmakers don’t care.
When the country doesn’t push for the right supports for educating children, what does that say about us?
No deliberation, no debate, no demands, no progress.
End of the road for real national support for public education? Or time to raise the issue to a new level?
According to the 10th Amendment, the people have the power.


"Blaming someone is an unjustified simplification of a complex human situation. We may disapprove of the actions or the behavior of someone, but that person himself is not “useless” or “evil.” No one is intrinsically “this” or “that” within their being. The fundamental nature of consciousness or pure awareness is neither “good” nor “bad”: it is simply conscious. The content of the mind is what colors the mind and this content depends on many factors.
The way people think and behave is the result of a web of causes and conditions that are changing naturally. This can be changed further through specific interventions. People are just more or less confused, more or less “sick,” in their mind. We need to approach people with the understanding that they are human beings who have gone through countless experiences under the influence of countless circumstances, which have conditioned their way of thinking.
Blame often rises from arrogance and lack of compassion. A physician does not blame his patients, even if they behave in ways that harm their health. Instead, he tries to find ways to cure them, or skillfully helps them change their habits. When someone harms others, he should be prevented from doing so with appropriate and measured means and also helped to change his harmful behavior.
Wholesale blame of a person or a group can lead to contempt, prejudice, and eventually hatred.
So, instead of engraving our judgments about people in stone, we should view them--and ourselves as well--as flowing, dynamics streams that always have the genuine potential for change and goodness.
The world has just celebrated the 20th anniversary of Nelson Mandela’s release from jail. When asked how he could make friends with his jailers during his 27 years in detention, he answered: ”By bringing out their good qualities.” And when asked whether he thought that all people had some good within them, he answered: ”There is no doubt whatsoever, provided you are able to arouse the inherent goodness.”


Sri Lanka’s Ravanahatha is the world’s first violinView(s):
Sir Christopher Ondaatje investigates the origins of the violin and discovers it all started in Sri Lanka
The violin as we know it today was developed in Italy in the late fifteenth century, but in fact it can trace its true origins back to many centuries to an ancient bowed fiddle, the Ravanahatha, which had originated in the Hela civilisation of Sri Lanka. The instrument was first used during King Ravana’s reign, believed to have been from 2554 to 2517 BC and hence its name, Ravanahatha, which in Sinhala means Ravana’s hand.
This primitive stringed instrument, which produced sad, soulful music, consisted of a bamboo body and coconut shell resonator covered with goat or monkey skin. Some sort of natural fibre was used for the strings, or possibly goat or sheep gut. Modern versions still played in Northern India today, in Rajasthan and Uttar Pradesh, have two principal strings, one of steel, the other of horsehair, with additional horsehair strings.
What makes it the world’s first violin is that it was the first stringed instrument to be played with a bow, an arched stick with a taut string fastened to each end. The musician for the first time rubbed the strings with the bow rather than plucking them with his fingers, and the halved coconut enhanced the resonance. It is believed that the bow was introduced into Europe from Asia by the Arabs.
After being taken from Sri Lanka to India, the Ravanahatha became known as the Ravanastron in the ninth century. When it subsequently reached the Middle East and Europe it underwent several changes. The North African rebab, which had been introduced into Persia, was a forerunner of the more pear-shaped rebec brought to Southern Europe by Muslim merchants and musicians in the eighth century. This in turn evolved into the vielle and the rotte in the Middle Ages in Europe.
After the eleventh century, bowed instruments of two major types were being manufactured in Europe. The first type had a pyriform or pear-shaped resonance box with no neck or pegs, and a flat belly. The second was flat-bodied and oval; it was joined to its back by ribs, and had a distinct neck.
Round sound holes were introduced, which later took on an “f” shape. These instruments, with their four strings, were the forerunners of the violin. A tailpiece and bridge were later added, distinguishing the instruments of the Renaissance from those of the Middle Ages. The viol, developed in the fifteenth century, was superseded by the ancestors of the modern violin, which was perfected by the Amati family of Cremona in the sixteenth and seventeenth centuries.
And so, after many hundreds of years, and a chaotic and well-travelled history, the violin as we know it had emerged. Isn’t it amazing that it had its origins in a simple bamboo and coconut shell instrument played with a primitive bow in Sri Lanka? Recently a reconstructed version of the instrument was presented by musician Dinesh Subasinghe to President Mahinda Rajapaksa.
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Embodied carbon is a measure of the amount of carbon dioxide produced in the creation of a material. It encompasses the entire path from raw material production to final product manufacturing. For metals, the value is a composite of virgin and recycled values, weighted by average global recycling percent. The virgin material value starts at ore extraction, and is higher than the recycled value.
Embodied carbon values often correlate with embodied energy values. The main difference comes from different carbon footprints of different energy sources. Unfortunately, this makes the values sensitive to both geography and time. The carbon footprint of a unit of energy tends to shrink over time (as, for example, coal is phased out in favour of other sources), but finding what year a particular value in the literature comes from can be surprisingly challenging.