Permanent URL to this publication: http://dx.doi.org/10.5167/uzh-40252
Stadelmann, S; Perren, S; Groeben, M; von Klitzing, K (2010). Parental separation and children’s behavioral/emotional problems: the impact of parental representations and family conflict. Family Process, 49(1):92-108.
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In this longitudinal study, we examine whether the effect of parental separation on kindergarten children’s behavioral/emotional problems varies according to the level of family conflict, and children’s parental representations. One hundred and eighty seven children were assessed at ages 5 and 6. Family conflict was assessed using parents’ ratings. Children’s parental representations were assessed using a story-stem task. A multiinformant approach (parent, teacher, child) was employed to assess children’s be- havioral/emotional problems. Bivariate results showed that separation, family conflict, and negative parental representations were associated with children’s behavioral/emo- tional problems. However, in multivariate analyses, when controlling for gender and symptoms at age 5, we found that children of separated parents who showed negative parental representations had a significantly greater increase in conduct problems between 5 and 6 than all other children. In terms of emotional symptoms and hyperactivity, symptoms at 5 and (for hyperactivity only) gender were the only predictors for symptoms 1 year later. Our results suggest that kindergarten children’s representations of parent- child relationships moderate the impact of parental separation on the development of conduct problems, and underline play and narration as a possible route to access the thoughts and feelings of young children faced with parental separation.
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|Deposited On:||28 Jan 2011 10:57|
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Beit Guvrin National Park
|Beit Guvrin-Maresha National Park|
Bell cave at Beit Guvrin National Park
|Location||Southern District, Israel|
|Nearest city||Kiryat Gat|
|Official name||Caves of Maresha and Bet-Guvrin in the Judean Lowlands as a Microcosm of the Land of the Caves|
|Designated||2014 (38th session)|
Beit Guvrin-Maresha National Park is a national park in central Israel, 13 kilometers from Kiryat Gat, encompassing the ruins of Maresha, one of the important towns of Judah during the time of the First Temple, and Beit Guvrin, an important town in the Roman era, when it was known as Eleutheropolis.
Archaeological artifacts unearthed at the site include a large Jewish cemetery, a Roman-Byzantine amphitheater, a Byzantine church, public baths, mosaics and burial caves.
The earliest written record of Maresha was as a city in ancient Judah (Joshua 15:44). The Hebrew Bible mentions among other episodes that Rehoboam fortified it against Egyptian attack. After the destruction of the Kingdom of Judah the city of Maresha became part of the Edomite kingdom. In the late Persian period a Sidonian community settled in Maresha, and the city is mentioned in the Zenon Papyri (259 BC). During the Maccabean Revolt, Maresha was a base for attacks against Judea and suffered retaliation from the Maccabees. After Hasmonean king John Hyrcanus I captured and destroyed Maresha in 112 BCE, the region of Idumea remained under Hasmonean control. In 40 BC the Parthians devastated completely the "strong cite", after which it was never rebuilt.
Beth Gabra or Beit Guvrin succeeded Maresha as the main town of the area. Conquered by the Roman general Vespasian during the Jewish War (68 CE) and completely destroyed during the Bar Kochba revolt (132–135 CE), it was re-established as a Roman colony and in the year 200 it received the title of a city and the ius italicum, under the new name of "Eleutheropolis", 'city of freemen'. Sources from the Byzantine period mention both Christian and Jewish personalities living in the city.
History of archaeological excavations
Maresha was first excavated in 1898–1900 by Bliss and Macalister, who uncovered a planned and fortified Hellenistic city encircled by a town wall with towers. Two Hellenistic and one Israelite stratum were identified by them on the mound. Many of the ancient city's olive presses, columbaria and water cisterns can still be seen.
Both Maresha and Beit Guvrin/Eleutheropolis were excavated after 1989 and 1992 respectively by the Israeli archaeologist Amos Kloner. Important finds at the latter site were the amphitheater built by the Roman army units stationed there, a large Roman bath house, and from the Crusader period a fortress integrating the walls of the Roman amphitheater and bath house, as well as an attached church.
The Sidonian burial caves were the family tomb of Apollophanes, the leader of the Sidonian community in Beit Guvrin. The Sidonian caves are the only ones that are painted inside. The caves were burial caves for the Greek, Sidonian and Edumite inhabitants of Beit Guvrin. The first and largest cave has paintings of animals, real and mythic, above the niches where the corpses were laid. A cock crows to scare away demons; the three-headed dog Cerberus guards the entrance to the underworld; a bright red phoenix symbolizes the life after death. The Tomb of the Musicians is decorated with a painting showing a man playing the flute and a woman playing the harp.
There are about 800 bell-shaped caves located in the area. Many of the caves are linked via an underground network of passageways that connect groups of 40–50 caves.
The largest bell caves are in the east part of the park. They were dug during the Early Arab Period for chalk to cover roads.[dubious ] The walls are beige-colored limestone.[dubious ] There are numerous bell caves within the park grounds and events are held in one of them. They are large (over 60 feet (18 m) high), airy and easily accessible.
The Church of Saint Anne
Saint Anne's church was first built in the Byzantine period and then rebuilt by the Crusaders in the 12th century. The ruin is known in Arabic as Khirbet (lit. "ruin") Sandahanna, the nearby tell (mound) of Maresha being called Tell Sandahanna. The freestanding remains of the apse are well preserved (see photo).
The remains of a Roman amphitheater were uncovered in the mid-1990s. The amphitheater was built in the 2nd century, on the northwestern outskirts of Beit Guvrin. This amphitheater, in which gladiatorial contests took place, could seat about 3,500 spectators. It had a walled arena of packed earth, with subterranean galleries. The arena was surrounded by a series of connected barrel vaults, which formed a long, circular corridor and supported the stone seats above it; staircases led from the outside and from the circular corridor to the tribunes. It was built for the Roman troops stationed in the region after the suppression of the Bar Kochba rebellion. The amphitheater is an elliptical structure built of large rectangular limestone ashlars. It was in use until destroyed in the Galilee earthquake of 363.[dubious ]
Byzantine mosaics depicting birds and animals were discovered on the hilltop in 1924.
- Bayt Jibrin for the history of the area
- Kibbutz Beit Guvrin
- National Parks of Israel
- The Guide to Israel, Zev Vilnay, Tel Aviv, 1972, p.281
- The Guide to Israel, Zev Vilnay, Tel Aviv, 1972, p.275
- Bell Cave at Beit Guvrin Archived January 29, 2009, at the Wayback Machine
- For a description of the paintings in the tomb of Apollophanes, see John P. Peeters and Herman Theirsch, Painted Tombs in the Necropolis of Marissa (London: Palestine Exploration Fund, 1905).
- The Holy Land: An Archeological Guide from Earliest Times to 1700, Jerome Murphy-O'Connor, 1980, p.145
- The Guide to Israel, Zev Vilnay, Tel Aviv, 1972, p.276
|Wikimedia Commons has media related to Beit Govrin National Park.|


We get can get genital warts from sexual contact with someone who is infected. There is a 60% chance of contracting HPV from just one sexual encounter with an infected person. The period of incubation is 1–6 months. In women, genital warts manifest on the vulva, vaginal walls, cervix, and around the anus. Men get them on their penis, scrotum, and around the anus. Genital warts have also developed around the mouth or in the throat of someone who has performed oral sex on an infected person. Recent research shows that HPV is gone in 70% of infected individuals after one year and 91% after two years. This is thanks to a healthy immune system clearing the virus out.
Genital warts are the result of an infection of human papillomavirus. With the development of a vaccine for HPV, the occurrence of outbreaks should be decreasing over the next few years. There are many strains of HPV. Strain 6 and strain 11, two of the more common strains, account for 90% of genital wart outbreaks. Women infected with HPV are at a higher risk for cervical cancer. Strain 16 and strain 18 are responsible for 70% of the cervical cancer caused by HPV. With these facts in mind, the vaccine for HPV, Gardasil, immunizes against all four of these strains.
The CDC recommends all women between the ages of 11 and 26 should get vaccinated. The vaccination immunizes against the four most common strains of HPV. Side effects of Gardasil can include pain, swelling, bruising, itching, and redness at the injection site. You may also experience headache, fever, nausea, dizziness, vomiting, and fainting. If you have difficulty breathing, wheezing, hives, rash, swollen glands, joint pain, leg pain, chest pain, muscle weakness, seizure, or are unusually tired, you should notify your doctor.
Getting Rid of Genital Warts
Effective immunizations exist. They recently developed a vaccine for HPV. It immunizes against the four most common strains of HPV. The vaccine comes in three shots administered over a six-month period. The Center for Disease Control (CDC) recommends that all girls between the ages of 11 and 26 be vaccinated. After immunization, you will still need to get an annual pap smear, as it does not protect against all strains of HPV. Cost for the vaccine is about $125 per dose for a total of $375.
Abstinence or really safe sex is always an option in the avoidance of HPV. Abstinence from all sexual contact will insure you an extremely low risk for infection. But that’s no fun. So instead, I encourage you to just be smarter about who you sleep with. If you’re in a monogamous relationship, you shouldn’t have anything to worry about. If you have multiple partners, you are at higher risk for infection. Women should get a yearly pap smear, and if you are over the age of 30, get tested for HPV. Using condoms won’t help much because it doesn’t cover all the genital skin.
Topical ointments are available from a doctor. Medications that can be applied to the affected area are available by prescription. These topical ointments include imiquimod (Aldara), podofilox (Condylox), trichloroacetic acid, or 5-fluorouracil cream. Don’t use over-the-counter wart removers. They are not intended for the use on the genitals. Don’t use these treatments if you are pregnant. They could cause birth defects.
Some really bad warts can be removed surgically. There are three surgical procedures to remove warts: laser surgery, cryosurgery, and electrocautery. Cryosurgery is just a fancy way of saying freeze it off with liquid nitrogen. Electrocautery is another way to say burn it off with a hot iron. I bet that smells terrible. Sometimes surgery is recommended for very large warts or warts that don’t respond to other forms of treatment. Not everyone with genital warts is a candidate for surgery.
A direct injection of the anti-viral drug Interferon alfa has been used to treat genital warts. The general consensus on Interferon alfa therapy is that it is effective only half the time in removing the warts. It does not cure the person of HPV. Some patients required a second dose of Interferon. With all that in mind, it is also a very expensive drug. You would be better off sticking with topical ointments.
Natural Treatments for Genital Warts
These are treatments for removing the warts only. If you suspect that you have genital warts, you should see a doctor. You want to make sure that you know what you have caught so you can tell your sexual partners because that’s the right thing to do.
Zinc in the form of zinc sulfate has shown to completely remove warts in 87% of individuals over a two-month period. The maximum dosage per day is 135 mg. Large amounts of zinc should be used under the supervision of a doctor. Some side effects include nausea, vomiting, and mild abdominal pain.
Garlic juice from a fresh clove rubbed on the warts each night before bed has removed warts in an average of nine weeks. The wart was covered with a waterproof bandage at night. Genital warts are highly contagious and can be spread easily, so use gloves when treating the warts. Luckily this method will prevent vampire bites.
HPV and Your Immune System
Genital warts are just a symptom of a larger problem: the human papillomavirus. And so far as I know, there is no effective treatment for completely getting rid of the virus. But somehow 91% of infected individuals are free from HPV after two years. How is this possible? The answer is simple: your immune system got rid of it for you. Yes, once again our own bodies have protected us from a potential life-long illness. It may not have been able to do it right away, but it got rid of it eventually. In fact, one of the reasons there isn’t a bigger push for a vaccine for men is because most men never show any symptoms of having the infection. And it’s because their immune systems are able to suppress the virus. I hope that knowing your immune system is fighting for you will inspire you to begin treating your body better by eating balanced meals, taking vitamins, exercising, and getting good sleep. Also, be more thoughtful about picking your sexual partners. It is never a bad idea to have a discussion about venereal diseases with your potential sexual partners except that it’s a total boner-killer.


Mockito is an open source testing framework for Java released under the MIT License.The framework allows the creation of test double objects (mock objects) in automated unit tests for the purpose of Test-driven Development (TDD) or Behavior Driven Development (BDD).
As the official documentation states: “Mockito is a mocking framework that tastes really good. It lets you write beautiful tests with clean & simple API. Mockito doesn’t give you hangover because the tests are very readable and they produce clean verification errors.”
In this course, you will dive into the magic of Mockito. You will learn about Mocks, Spies and Partial Mocks, and their corresponding Stubbing behavior. You will also see the process of Verification with Test Doubles and Object Matchers.
Finally, Test Driven Development (TDD) with Mockito is discussed in order to see how this library fits in the concept of TDD.
About the Author
Hugh is a Senior Software Engineer and Certified Scrum Master based in Galway, Ireland. He achieved his B.Sc. in Applied Computing from Waterford Institute of Technology in 2002 and has been working in industry since then. He has worked for a several large blue chip software companies listed on both the NASDAQ and NYSE. His main areas of interest include Core Java, JEE, Spring, Design Patterns, TDD, Maven and Agile Software Development.
In this lesson, you will get started with Mockito. You will learn why and when Mocks should be used, and how to perform the two phases of Mockito, Stubbing and Verification. Then, you will see how to integrate Mockito to your projects and some of its best practices.
Now we are now ready to get into more details regarding Mocks, Stubs and Spies. We will take an in-depth look at stubbing classes and interfaces using Mockito, and we will also talk about Stubbing void methods and Stubbing return values. Finally, we will discuss Argument Matchers and Spies and Partial Stubbing.
Verification is the process of confirming the behaviour of a Mock. It is useful in determining that the class we are testing has interacted in an expected way with any of its dependencies. We will look in detail at the verification phase of Mockito and examine the ways which we can verify behaviour out of the box, create our own Verification Modes and use Argument Captors for doing further more complex assertions on our Data.
Hamcrest is a framework for creating matcher objects. These matcher objects are predicates and are used to write rules which can be satisfied under certain conditions. In this tutorial we will look at the Hamcrest Matcher library and how to integrate it with JUnit and Mockito.
From time to time we will run up against the limits of the Hamcrest library of Matchers. In this tutorial we will create matchers for various circumstances, using the tools which Hamcrest provides. We will use the Hamcrest API to create our own Custom Matchers, in order to extend the ‘out of the box’ functionality that Hamcrest provides.
Make sure to retweet this, let your social followers know!
— Java Code Geeks (@javacodegeeks) November 15, 2015


Dark skin, long pectoral fins, a round head resembling that of a beluga, and a short beak: the pilot whale does not really have the typical appearance of the more familiar dolphins. And yet, it is a dolphin! Together with the killer whale, it is even one of the largest members of the dolphin family. In the Northwest Atlantic, pilot whales gather offshore in winter and spring and move closer to the coasts in summer and fall. In the St. Lawrence, they are observed in particular near the Gaspé Peninsula.
Nearly fifteen pilot whales are seen off L’Anse-à-Valleau in the Gaspé Peninsula on May 13. Two members of the Mingan Islands Cetacean Study (MICS) team and their captain and collaborator, René Roy, are delighted to witness this unexpected encounter. The MICS team posted a video on its Facebook page and René Roy details the 111 nautical miles travelled in his Field Notes. However, the trip doesn’t end there! All in all, they sail 300 nautical miles over the weekend. Observations continue one after the next: two blue whales, about fifteen fin whales, three humpbacks, several minke whales, porpoises, gray seals and harp seals!
While pilot whales are unusual-looking dolphins, porpoises, which resemble dolphins (Delphinidae) in appearance and behaviour, belong to a distinct family: Phocoenidae. Beyond phylogenetic considerations, there are physical peculiarities that distinguish them: porpoises have a rounded muzzle and a triangular dorsal fin, while dolphins have an elongated rostrum – though not all of them if one thinks of pilot whales! – a sickle-shaped dorsal fin and are larger in size. Their teeth are also different: those of dolphins are sharp while in porpoises they are spatula-shaped.
At Cap-Chat, a kayaker observes at least twenty harbour porpoises on May 13. He is hardly alone on the water that day! In fact, two inquisitive gray seals are close to his boat, dozens of pairs of loons are present and gannets are circling above the water surface… and his kayak!
At the mouth of the Saguenay, a few groups of belugas are observed and harbour seals are basking on the rocks at the foot of the mountains. Twenty-one species of warblers are tallied on May 18 from Les Bergeronnes and Tadoussac. The lack of wind and the heavy rain in recent days had prevented them from continuing their northward migration. On May 18 and 19, weather conditions improved and they resumed their journey in large numbers.


Einstein Never Used Flash Cards
- How Our Children Really Learn--and Why They Need to Play More and Memorize Less
- Narrated by: Eliza Foss
- Length: 12 hrs and 30 mins
- Unabridged Audiobook
- Release date: 01-23-13
- Language: English
- Publisher: Audible Studios
Regular price: $24.95
Buy Now with 1 Credit
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Reassuring to parents and educators, Einstein Never Used Flash Cards shows why - and how - to step away from the cult of achievement and toward a more nurturing home life full of imaginative play and love of learning.
Here's the message that stressed-out parents are craving to hear: It's okay to play!
In fact, it's more than just okay - it's better than drilling academics. After decades of research, scientists and child development experts have come to a clear conclusion: Play is the best way for our children to learn. Children who are prematurely pushed into regimented academic instruction display less creativity and enthusiasm for learning than their peers. Children who memorize isolated facts early in life show no better long-term retention than their peers. Children who learn through play also develop social and emotional skills, which are critical for long-term success.
Somewhere along the line, we've gotten off track by stressing academic products and programs to our preschoolers. Thankfully, Dr. Kathy Hirsh-Pasek and Dr. Roberta Michnick Golinkoff have a simple remedy for our children that is based on overwhelming scientific evidence from their own studies and the collective research results of child development experts.
Einstein Never Used Flash Cards goes beyond debunking the myths spread by the accelerated-learning industry. Parents and educators will find a practical guide to introducing complex concepts through smart, simple, and loving play.
For every key area of a child's development (speech, reading, math, social skills, self-awareness, and intelligence), you'll understand how a child's mind actually learns. Then you'll discover exercises (40 in all) that will showcase emerging skills and leave your child smiling today - and prepared for tomorrow.
Customer ReviewsMost Helpful
By Gregory on 05-31-14
Important premise but way too long
I've listened to a lot of parenting books for young children. And while I completely agree with the premise of this book, I found that it was way too long and filled with self-promotion. And while they certainly made an effort to mention studies, I still felt that more of the book was pontification rather than a presentation of research.
The narration was great
3 of 3 people found this review helpful
By yvonnenron on 05-10-17
Where does Einstein Never Used Flash Cards rank among all the audiobooks you’ve listened to so far?
Best audio book I have purchased! I needed to read this for a college class and this was the best way for me to accomplish the task with my busy schedule. I LOVE THIS BOOK
What was one of the most memorable moments of Einstein Never Used Flash Cards?
Different perspectives and
Easy to understand and envision


One thing I needed to do this summer was to get a bit more organised as far as my record keeping in our language area is concerned. While I used to be able to know exactly which letters and sounds a child had mastered from the top of my head, this very inefficient and poorly thought method let me down many times as the number of my children started to rise last year. For this reason, I needed to find a better way to keep my observations in order. I needed something easily accessible and practical. And then, I found an very interesting post on To the Lesson. Sasha shared with us how she uses little booklets with the entire alphabet on the inside cover. Each time a child has been introduced to a sound /letter or has mastered it, she records it in the booklet. So I “stole” this fantastic idea and adapted it to the needs of our classroom. You see, in Montessori education, we tend to introduce letters by phonetic sounds rather than by their names. Each letter/sound is introduced in an order that permits the child to make out words. Different schools have different orders. The one I chose to follow is suggested in How to Raise an Amazing Child the Montessori Way by Tim Seldin.
This is a wonderful book written by one of America's most respected Montessori educators and authors. Here it goes:
- c m a t
- s r i p
- b f o g
- h j u l
- d w e n
- k q v x y z
So using Sasha’s idea, I spent a few hours making little booklets. In the inside cover, I have written the 6 sets of letters studied in our classroom. Each page of the booklet has picture (an apple for a, a tractor for t etc..) to represent the sound. Under each picture, the child can trace the letter. I have decided that once a child has completely mastered a sound/letter, I will let him/her trace the letter in question. When opening a booklet, I will be able to see straightaway how far he/she has gone in her learning of the sandpaper letters. By the way, I got the pictures from Homeschool Creations.
As I mentioned in my post on our new calendar (here), we have a Letter of the Week added to our routine at circle time. It goes without saying that each letter will also be introduced following the order mentioned above. I will not introduce any other set until I am satisfied that the children have mastered the set. The children moving faster will be able to do extra work using our letter boxes and the moveable alphabet.
And to keep the momentum going, I decided that I could create the same type of booklets for numerals. No sooner said than done:
What do you think? What do you do in your own classroom? Let me know.


This is a great question. It actually comes at a great time! I had lunch with my niece and nephew last weekend. It is amazing to me how picky they are about what they eat! My brother tells me that getting them to try new things is a battle every time. Kids can be naturally skeptical about what they are eating. But, it is not impossible to get them to try new things. When working with a picky eater, there are several things that dietitians suggest. First, try to describe a healthy sweet food using sensory qualities vs. taste qualities. Encourage your kids to snack on apples and oranges and use words like “crunchy” and “juicy” to describe them. Experts suggest using statements to help determine if your child is hungry or full. “Is your stomach telling you that you are full?” or “Is your belly making that hungry growling noise?” Experts also suggest that using certain statements that make your child feel like he or she is making the choices. For example, it could be helpful to say “Do you like that?” or “Which one is your favorite?” Overall, I think that if parents present foods/eating in a healthy way, then your child will eventually begin to take in a variety of foods…even sweet ones!
I think that it is good that you are interested in your kids’ diet and trying to get them to eat more healthfully. It is true that kids are not always thrilled about eating fruits and vegetables. To get your kids excited about good nutrition I would first be a good role model. Show your children by example that fruits and vegetables are delicious and let them see how much you enjoy eating them. Now think about making food fun! Make snack time play time and have kids make pizza faces. Use whole wheat English muffins and top with pizza sauce then use green pepper for a smiling mouth and black olives for the eyes. Cut cherry tomatoes in half for the ears and throw in broccoli for hair. To get kids to eat more fruit think about making fruit kabobs or have kids cut fruits into fun shapes using a cookie cutter. With their help I suggest whipping up a healthy pan of granola for bars. Then use the cookie cutter to make fun shapes and this can be an excellent snack! Utilize foods that you already know kids like and add fruits and vegetables to them. For example, cut up a banana and add to a peanut butter sandwich or toss small cauliflower chunks into macaroni and cheese. If your kids like chip dip, cut up veggies instead and modify and make your own dip (low fat mayo and sour cream mixed with a little powdered ranch dressing). You can also “sneak” fruits and vegetables into dishes by adding mushrooms and peppers to spaghetti sauce. Puree strawberries, blueberries and raspberries and combine with yogurt (and maybe a little ice cream) for a healthy “milkshake”. Shred carrots and broccoli and combine with ground turkey when you are making a meatloaf and puree cauliflower and onions and add to a casserole dish.Login to Favorite


by Alex Cullison
Werewolf Origin was inspired by the 1941 movie, “The Wolf Man.” The film starred Lon Chaney, Jr. who is bitten by a werewolf in his attempt to save a girl. The girl dies, but he did kill the monster, who was Bela, a gypsy fortuneteller. Unfortunately for Lon, he becomes a werewolf, and so begins the genre. But how did Bela become the first werewolf? Illustrated.


Securing our Energy Future
ENERGY! – It’s the most vital, indispensable resource for sustaining and advancing humankind. Much as Oxygen is essential for all life on earth, Electricity – the foremost and primary useful energy form – is the core enabler of all technology development since the industrial revolution, and key to the sustainability of modern civilization.
The future of all human evolution – and indeed the very survival of our modern existence – depends on secure, reliable, and continuous access to electrical power and its dependent vital infrastructures. It would seem that with the many technological advancements in energy production, growth in renewables, and the evolution of various “smart” things like the national grid, cities and communities, transportation, and others – we have arrived in the age of energy security and abundance. For the first time in nearly a century, our nation claims “energy independence” from foreign suppliers.
Far from having achieved such security, however, our energy supply, the national electrical grid, and our critical infrastructure are plagued with social, climate and political controversy, and challenged with a range of devastating threat scenarios. Cyber, Physical, Electro-Magnetic attacks, Solar and earth-based weather and other risk factors threaten its security, along with that of our modern human existence.
A rigorous and effective systems approach is essential to addressing and dealing with these modern challenges. Without a comprehensive understanding of a system’s intended purpose, its architecture, its operational environment, and its behavior in response to external entities and events, it may be impossible to detect all the points of vulnerability and undertake adequate risk mitigation. This weakness is well understood by our adversaries; who continue to seek ways of exploiting methods of attacking our sensitive and vital infrastructures.
EnergyTech is the leading annual Conference and Exposition Forum that advocates and pursues a System Methods and Models approach to addressing the broad and complex topics of energy and related technology, including the various forms of critical infrastructure that underpin our economic and social fabric. It is a forum which attracts renowned Systems Thinkers, Scientists, Engineers and Developers to bring forth their vision on relevant new concepts and technologies that – guided by an overarching “Systems” knowledge and methods – offers solutions for “Securing our Energy Future”.
The EnergyTech Conference has become widely known as “the FUSION of ENERGY and TECHNOLOGY” in its persistent advocacy and focus on systems engineering solutions. EnergyTech2019 continues to advance the cause, with a series of relevant sessions, panel discussions, and exhibits to provide a forum to educate and debate the solutions.
The event it’s in Cleveland, between October 21-25th, 2019. Check the agenda and buy your ticket here.
This article was written by John Juhasz, the CEO of Telepath Systems Inc.


Day care (outpatient rehabilitation) means that a person requiring long-term care goes to a health facility for the elderly, a hospital, a clinic, etc. on a day trip. Facilities for training to improve living functions and receiving living support such as eating and bathing is defined as.
Day care includes walking training, gymnastics, bathing / excretion assistance, housing renovation / welfare equipment advice, and health checks by nurses.
Day service (outpatient care) is a long-term care service similar to day care. Day service is a long-term care service that mainly supports daily life.
On the other hand, day care also provides assistance such as bathing and excretion like day service, but it is characterized by specializing in medical treatment and rehabilitation.
In day care, there are doctors and staff specializing in rehabilitation, who manage their health by conducting medical examinations in addition to rehabilitation.
Therefore, day care is suitable for those who want to improve their physical function because they are declining, and those who want to continue the rehabilitation that was done at the hospital where they were hospitalized due to illness or injury even after they are discharged.
The purposes of using day care are as follows
I want to continue the rehabilitation that I was doing while I was in the hospital even after I was discharged.
I want to rehabilitate with peace of mind in an environment with a doctor
I want to use a service that allows me to take a bath and rehabilitate
I can’t swallow things well, so I want to receive professional guidance
I would like to hear the opinions of experts regarding the use of assistive devices and home remodeling.
I want to have time for my family to take a break from nursing care during the day
Day care is suitable for this purpose. However, not all day care can serve these goals.
This is because the contents of rehabilitation, bathing facilities, rehabilitation equipment, etc. differ depending on the facility.
When deciding which day care to attend, it is recommended that you actually visit and check the characteristics of the day care and the rehabilitation that can be done with the Day care service.
Also, be sure to ask the user’s willingness to rehabilitate. It is also important to consult with the staff of the facility and make an outlook on what will happen if you continue rehabilitation in the future.
Long-term care preventive outpatient rehabilitation
Long-term care preventive outpatient rehabilitation is a service used by those who have been certified as requiring support even in day care service .
As the name suggests, long-term care preventive outpatient rehabilitation provides rehabilitation for the purpose of long-term care prevention.
Long-term care preventive outpatient rehabilitation can be combined with services such as “improvement of motor function”, “improvement of nutrition” and “improvement of oral function” according to the user’s condition, in addition to common services such as improvement of living function. ..
Day Service Staff
The day service has the following professional staff to provide the service.
Administrator – It is a staff who manages the business establishment. Depending on the day service, you may also have the following occupations.
Life counselor – Procedures for contracts for use in day service and contact work with care managers. My job is to consult with users and their families.
Functional training instructor – It is a staff member who conducts functional training. He has qualifications such as physiotherapist, occupational therapist, speech therapist, judo rehabilitator, and masseuse massager.
Nursing staff – In some cases, nurses are dispatched in cooperation with day services that have nurses and home-visit nursing stations. It mainly measures blood pressure and treats wounds.
Long-term care staff – It is a staff member who provides general care in the day service. It provides meals, bathing, toilet assistance and a variety of recreational activities.
Difference between Day Care and Day Service
The purpose of the day service is “to help users lead an independent daily life in their own home. Day service is centered on long-term care services in daily life.
On the other hand, the purpose of day care is “recovery and maintenance of physical function, training in daily life, improvement of cognitive function” . We are focusing on medical care such as rehabilitation.
You can receive functional training in day service, and you can receive long-term care in daily life even in day care. However, there is a difference between day care and day service, so be careful not to make a mistake.


1This research, which was supported by Istanbul University Scientific Research Project Department with the number of 44490, was presented in 17th (International Conference on Turkish Linguistics (03 May-05 May, 2015) in Rouen University (France) as a paper.
2Istanbul University, Turkey,
Purpose: Research shows that students in Turkey are taught to write with much smaller vocabularies than students in other countries. Along with the constructivist approach, the frequency of words used in texts should be high, and unknown words should be at certain levels in order to allow for production, cognizance and creation of information based on existing information. The aim of this research is to analyze the vocabulary in Turkish textbooks before and after the introduction of the constructivist approach on the basis of frequency and origin.
Method: The research was conducted using a general screening model composed of the words used in informative texts in Turkish textbooks before and after the introduction of the constructivist approach. With the aid of random sampling, informative texts with “Nature and Universe” themes that were used in 2001-2002 and 2013-2014 in secondary schools were chosen as samples. Frequency and percentage proportions were made in a descriptive way in order to compare the numbers of the same and different lemmas. T-test and Mann Whitney U test were used to determine meaningfulness.
Findings: While there is not a significant difference in frequency between TBCA and TACA in the Turkish, Arabic, Persian and western-based words. It has been determined that, among words that do not have synonyms, the same book after the introduction of the constructivist approach shows a preference for words used with less frequency.
Implications for Research and Practice: The word lists for each level should be made in the context of frequency of use in textbooks.
Keywords: Word frequency, word origin, lemmas, word frequency lists.


Protagonist essay examples an analysis of the protagonist and antagonists in the a literary analysis of the protagonist in the novel frankenstein by mary.
Get free frankenstein essay example, frankenstein essay outline and writing tips for frankenstein essay frankenstein essay example 1 protagonist: victor.
Definition, usage and a list of protagonist examples in common speech and literature a protagonist is the central character or leading figure in poetry, narrative, novel or any other story.
In “mary barton”, the protagonist john barton asks with bitter let us write you a custom essay sample mary rowlandson.
The protagonist in death of a salesman english literature essay print reference this the main protagonist in the play death of a by mary catherine.
Who is this mary sue in her essay, ‘“too good to be and using the force without any training mark her out as a mary sue protagonist it’s an example. Groom service “and” return “the protagonist who deal with emotional let us write you a custom essay sample.
Free antagonist papers, essays in example, is after cathy has by mary shelley, the antagonist and protagonist changes throughout the course of the plot. Essay on sympathy in mary shelley's frankenstein - sympathy in mary shelley's frankenstein mary the protagonist mary shelley's frankenstein essay examples. Freudian psychoanalysis of victor's dream in insight to the actions and character of mary shelley's protagonist in frankenstein essay example. Essays related to literary protagonists and antagonists 1 this story is a great example of how a frankenstein in the literary work frankenstein by mary. Vile innocence innocence can be torn with simple sore actions throughout the novel frankenstein by mary shelley, the loss of innocence is existent in many characters, this very lucid theme.


1905: Spanish engineer Leonardo Torres-Quevedo uses a radio remote controller to operate a boat more than a mile away in the Bilbao estuary. The crowd is amazed. Guglielmo Marconi’s famous wireless demonstration at London’s Toynbee Hall in 1896 used a fixed telegraph-key transmitter to ring a bell attached to a receiver that a colleague carried […]
All posts tagged ‘IEEE’
Like many other patented inventions of the late 19th and early 20th centuries, the exact origins of the vacuum tube are a bit murky. But John Ambrose Fleming usually gets the credit, and the advance is a big one — setting the stage for the age of modern electronics.
1884: Barely five years after the first successful test of the incandescent light bulb, a group of individuals interested in the fast-emerging field of electricity meets in New York to start a new organization. They call it the American Institute of Electrical Engineers. Like the Homebrew Computer Club that would come nearly a century later, […]


Communicable Disease staff are responsible for monitoring infectious diseases in Graham County, and working to prevent their spread. Staff members investigate communicable diseases that infect county residents and pose a potential threat to the public's health.
Reportable diseases, the diseases that are routinely monitored and followed up on by the Health Department, usually present a threat to the public's health, and must be quickly contained.
The Health Department routinely follows up on any reported cases of more than 60 communicable diseases, and works to ensure the patients and anyone who may have been exposed to the diseases receive proper treatment and to prevent the further spread of the disease in the community.
North Carolina General Statute: §130A-135
A physician licensed to practice medicine who has reason to suspect that a person about whom the physician has been consulted professionally has a communicable disease or communicable condition declared by the Commission to be reported, shall report information required by the Commission to the local health director of the county or district in which the physician is consulted.


I’ve been having a frustrating Excel “moment.” All I want to do is enter (c) into a cell. But when I type the open parenthesis, the letter c and close parenthesis, I keep getting the copyright symbol—that circle with a tiny c inside. How can I stop that?
The problem lies with Excel’s AutoCorrect tool—an Office feature I suggest you become familiar with. Once you discover how it works, you’ll surely use it often, speeding your work and boosting your efficiency. Be aware that it does more than its name implies: It’s a tool that, with a couple of keystrokes, can generate customized technical names, frequently used phrases, titles, paragraphs and a multitude of special symbols. The tool is included in most Office applications (Excel, Word, Outlook, Access, OneNote, Project, Publisher and Visio). So anything you add, delete or change in AutoCorrect will also be active when you’re in any of those other applications.
Let’s get back to solving your problem. In Excel 2003, access AutoCorrect by clicking on Tools, AutoCorrect Options (see screenshot below). Under the Replace text as you type heading, cursor down to (c). When you click on it, it instantly moves under Replace, bringing © along with it.
You can simply delete the shortcut by clicking on Delete, but I would suggest you not eliminate it because you may want it in the future. Instead, consider giving it different shortcut keys. For example, you could keep the c but replace the parentheses with open and closed brackets and click on OK.
In Word 2007, access AutoCorrect by clicking on the Office button and then on Word Options (at the bottom of the screen that opens). If you’re in Excel, the message will be Excel Options. Then click on Proofing, AutoCorrect Options and follow the same steps as above (see screenshot below).
As you can see, the AutoCorrect tools are easily modified. Think of all the long, complex words or phrases or even sentences you frequently type; now, with a few shortcut keys, AutoCorrect can do the job for you.


Synopsis: At the end of the last adventure, Dead ManÃ¢ï¿½ï¿½s Chest, Captain Jack Sparrow had been eaten by the Kraken. His crew and Ã¢ï¿½ï¿½friendsÃ¢ï¿½ï¿½ are not happy with that and want to return him from the dead. This is where the newest adventure begins.
The East India Trading Company is gaining power in the Caribbean and the pirates are not happy about it, especially since many of them are swinging from the gallows. The only way to fight them is for the pirates to unite as one. The Brethren Court is the only answer and Captain Barbossa knows it. He needs Captain Jack Sparrow for that.
Meanwhile, Will is still on his quest to save his father from Captain Davy Jones and Elizabeth feels guilty about letting Jack get eaten by the Kraken. What are they going to do? Everyone has an agenda. WhoÃ¢ï¿½ï¿½s will win out? Follow the code! Aaarr!
This print and use workbook is a child-directed literature study that requires no teacher or parental prep time.
The format is an exciting new approach to studying literature. Each page engages the student in many interesting activities. Children will explore new vocabulary in its context and answer questions that involve them in the story. Learners reflect on their own experiences to better understand those of the characters. This process ensures full comprehension of the novel. Additional activities involve illustrating, sequencing, analyzing characters, and point of view.
The literature study concludes with an organized and detailed book summary. A simple rubric is included for grading the book summary.
Get involved with the story and become a better reader.
Total Pages: 29


SAGINAW TWP. — Elementary school students in Saginaw Township Community Schools are learning math the Singapore way.
The district this year implemented a program called “Math in Focus” for kindergarten through fifth grade students at its five elementary schools: Arrowwood, Hemmeter, Sherwood, Weiss and Westdale.
Superintendent Jerry Seese said the model is based off the Singapore style of teaching math, which was developed in the 1980s.
The teaching model uses concrete examples, such as dice, to explain processes such as addition and subtraction. Then students uses pictures and bar modeling before moving to abstract concepts.
“That’s how kids learn best anyway,” Seese said. “I wish I would’ve been taught this way.”
The content goes in greater depth at a higher level of thinking and focuses on mastering the subject instead of covering a larger spread. The books also make math easy for parents to follow along and help their children, Seese said.
Sandra Braun, principal Sherwood Elementary, said she likes the way math is taught.
“There are a lot of hands on learning in the beginning to understand concepts,” she said. “Teachers are finding that piece to be really useful.”
Math in Focus offers enrichment pieces for students who move more quickly through the material and support for students who need more time, Braun said.
“The program itself has a really good package of resources for teachers,” she said.
Math in Focus materials were $220,720 and six days of intensive training was $75,982. The district used federal grant money to pay for the training, Seese said.
While the program is only in elementary schools, Seese said, he hopes next fall to include the model in the sixth grade curriculum and eventually move it up through the 12th grade as publishing companies introduce Math in Focus at a higher level.
Seese said he hopes more students will be more confident with math and go on to study it on college. Both Seese and Braun said they believe students will see a long-term improvement with Math in Focus.
In Saginaw County, Seese said, Frankenmuth schools also use the program.
“Math is math, this is just a consistent way of presenting it to students,” Braun said.


What is brain tumor?
Brain tumors are abnormal growths made up of cells whose growth and division are no longer under the control of the body. They can occur in the cerebrum (the largest portion of the brain responsible for planning movement, interpreting sensation, and controlling memory, learning, "thinking", and emotions), the cerebellum (controls balance and equilibrium), or the
brainstem (responsible for controlling heart rate, breathing, and consciousness).
A benign tumor does not contain cancer cells and usually, once removed, does not recur. Most benign brain tumors have clear borders, meaning they do not invade surrounding tissue. These tumors can, however, cause symptoms similar to cancerous tumors because of their size and location in the brain.
Malignant brain tumors contain cancer cells. Malignant brain tumors are usually fast growing and invade surrounding tissue. Malignant brain tumors very rarely spread to other areas of the body, but may recur after treatment. Sometimes, brain tumors that are not cancer are called malignant because of their size and location, and the damage they can do to vital functions of the brain.
Metastatic brain tumors are tumors that begin to grow in another part of the body, then spread to the brain through the bloodstream. Common types of cancer that can travel to the brain include lung cancer, breast cancer, melanoma (a type of skin cancer), and colon cancer. All of these cancers are considered malignant once they have spread to the brain.
Brain tumors may be primary or secondary. Primary brain tumors originate in the cells within or next to the brain. These tumors may be cancerous or noncancerous. Secondary brain tumors are metastases originating in another part of the body and thus are always cancerous.
Noncancerous tumors are named for the specific cells or tissues in which they originate. For example, hemangioblastomas originate in blood vessels ("hema" refers to blood vessels, and hemangioblasts are the cells that develop into blood vessel tissue). Some noncancerous tumors that originate in embryonic cells may be present at birth.
Most commonly, cancerous brain tumors are metastases from cancer that started in another part of the body. Metastases may grow in a single part of the brain or in several different parts. Many types of cancer - including breast cancer, lung cancer, cancer in the digestive tract, malignant melanoma, leukemia, and lymphoma - can spread to the brain. Lymphomas of the brain are common among people who have AIDS and, for unknown reasons, are becoming more common among people who have normal immune systems. The most common type of primary cancerous brain tumor is a glioma.
There are several types of primary brain cancers, each arising from a specific type of cell in the brain. Common primary brain cancers include astrocytomas (and their sub-types such as glioblastoma multiforme), oligodendogliomas, ependymomas, medulloblastomas, and CNS lymphomas. Brain cancers also vary in terms of their aggressiveness - i.e., how fast they grow and how readily they invade surrounding tissues. The most aggressive forms of brain cancer are called high grade, lesser degrees of aggressiveness are referred to as low grade. Tumor grade is determined by examining a sample of the tumor under the microscope.


Make composting for kids fun with these tips. Composting is a great tool to teach your children. It is a great topic for scientific investigation and discovery.
Composting For Kids
There are different forms of composting that you can do with your child. Worm bins are popular with younger children, while teens may prefer building the larger outdoor composting systems.
Compost Stew: An A to Z Recipe for the EarthComposting is great for the environment, and teaching kids when they’re young and impressionable will have long term benefits.
There are number of reasons why composting is becoming so popular. Composting helps many communities with its landfill issues. Though it cannot fully solve the landfill problems many communities have, it is certainly a starting point.
Composting also allows one to convert much of their waste into other needed products, such as those needed for gardening and landscaping. The product created as a result of composting is much more environmentally friendly and good for the soil.
Outdoor systems are actually quite easy to create. Leaves and other yard debris are usually quite plentiful and can be used to create a compost system. Most all organic matter can be composted, with the exception of diseased leaves and branches.
Composting For Kids Video With Peppa Pig
How To Build a Compost Bin
Compost piles or bins are simple to create, useful for your garden and good for the environment. A compost pile can be free standing, or can be protected by putting it in a metal garbage bin, or created from wood, wire, or other similar material.
There are also ready-made compost bins that you can purchase. The enclosure should be approximately one cubic yard, and be in an area where it can remain free from animal waste.
To ensure that your compost pile has everything that it needs be sure and include all of the following, including a mixture of:
- Dry materials (ex. dry leaves, straw, wood chips, newspaper)
- Fresh materials (ex. grass clipping, kitchen scraps)
Include in this three parts dry to one parts fresh. You will want to alternate the layers and water them keeping it as moist as a wrung out sponge.
Continue to feed your compost pile with dry and fresh matter. There are a few items you shoulsdn’t include in your compost pile. These include: bones, meat, animal feces and greasy foods.
How to involve kids in the composting process
Children love to take an active role in composting.
- You can have them sort food scraps after cooking and meals so they learn what is appropriate to add to the compost.
- Cleaning up the yard will bring on a whole new meaning for the kids when they know it has a purpose.
- Use the compost with your child to create a garden.
Composting and gardening teach children science, responsibility, good nutrition and many other valuable lessons.
New to gardening? Here’s how to make a Container Garden
Worm Composting For Kids
Kids LOVE worms! So feel free to show them how vermi-composting works. Here are just a few things you can talk to them about and let them experience:
- how much do worms eat
- find out how fast they grow
- how fast they multiply
- learn how they process the food scraps
Here are a few books that will help you make worm composting fun for your children.
Worms Eat My Garbage – How to Set Up and Maintain a Worm Composting System: Worms Eat My Garbage: How to Set Up and Maintain a Worm Composting SystemThe Worm Book: The Complete Guide to Gardening and Composting with Worms
Now you’re ready to have some fun composting with your kids 😉


This article covers getting to the summative assessment marksheet, how to add marks and some troubleshooting tips if you can't add marks.
Accessing the marksheet
We recommend using the Academic Unit Marksheets, as it's perfect for teachers who need to enter assessment marks for all their assessments (summative and ad hoc) from one marksheet, plus it can be used with Custom Marksheets.
For more information on the two different marksheets in Arbor, see this article: What are the different summative assessment marksheets?
To access the marksheet, go to My Items > My Calendar and select the class. Using the left-hand menu, you can then access the Full Marksheet or Mark Assessments (this is just the Latest Marks page but with a different name for teachers).
Adding in marks
From the marksheet, be sure to select which grades and targets to display using the filters, then add in the marks for the assessment period chosen.
The filters also let you select the date range, assessments and columns you wish to include. If you are wanting to enter marks for a different term you will need to select a date from within that term.
Some columns will show or not show by default depending on the Marksheet Settings your school has set up. You may also have additional columns due to your school choosing to use Custom Marksheets, but these are not editable from the filters.
Here are the filters for the Full Marksheet page:
Here are the filters for the Mark Assessments page:
Entering Marks Individually
Once you have accessed the correct marksheet, you can begin to enter marks into the grid.
- Click into a field to open the drop-down menu of values to select from, or start typing.
- Auto-complete suggests the shortest match (e.g. type “A” and “A” will be suggested first rather than “A+” or “A-”.
- Hit your Enter key to save the value and move onto the cell below. Then hit Enter again to start typing into the new field.
Copy and paste from any source, across multiple fields.
- To copy, select the fields and drag until they are all selected, then use Ctrl+C (Windows) or Cmd + C (Mac).
- To paste, select the fields and drag until they are all selected, then use Ctrl+V (Windows) or Cmd + V (Mac).
Bulk Entering Marks
You may have multiple students in your class all with the same mark. To save time you can bulk enter the marks.
Just tick the students you want to enter the same mark for by ticking the box on the left-hand side of their name. Click on the pencil icon to select one of the options.
Bulk Edit Marks - In the slide over, choose the grade/mark that applies to the selected students and then click on the green Save Changes button.
Bulk Copy Marks (only available from the Full Marksheet page) - Copy assessment marks between past, present and future assessment periods. Both the source and target assessment periods must be visible in order to select them, so remember to change the dates in the filters! You can see which marks will be copied over - any marks highlighted in red will be overridden, and grey will not be changed.
Multiple Column Edit Marks (only available from the Full Marksheet page) - update the marks for the same assessment period for multiple assessments at once.
The marksheet also contains a Comment column where you can add any additional comments to support the mark the student has been given. These comments can then be included in Report Cards when needed.
To add a comment click on the comment cell and a pop-up window will appear for you to type your comment into. You can also use a snippet.
How can I mark assessment strands?
When you have a summative assessment setup to include strands, you will only be able to enter assessment data into the strands and not the overall grade for the assessment. This is because this overall grade is derived from the data entered into each strand.
I can't add marks for a student?
If you can't add marks for students, please follow these tips: Why can the teacher not add assessment marks?


A person's life stance, or lifestance, is their relation with what they accept as being of ultimate importance. It involves the presuppositions and theories upon which such a stance could be made, a belief system, and a commitment to potentially working it out in one's life.
It connotes an integrated perspective on reality as a whole and how to assign valuations, thus being a concept similar or equivalent to that of a worldview; with the latter word (derived from the German "Weltanschauung") being generally a more common and comprehensive term. Like the term "worldview", the term "life stance" is intended[by whom?] to be a shared label encompassing both religious perspectives (for instance: "a Buddhist life stance" or "a Christian life stance" or "a Pagan life stance"), as well as non-religious spiritual or philosophical alternatives (for instance: "a humanist life stance" or "a personist life stance" or "a Deep Ecology life stance"), without discrimination in favour of any.
Origins of the phrase
Humanists interested in educational matters apparently coined the neologism life stance in the mid-1970s; Harry Stopes-Roe of the Rationalist Press Association and British Humanist Association developed the concept originally in that context. The term originally arose in the context of debates over the controversial content of the City of Birmingham's Agreed Syllabus for Religious Education, 1975. That document referred to "non-religious stances for living". According to Barnes:
It was the first syllabus to abandon the aim of Christian nurture and to embrace a multi-faith, phenomenological model of religious education; and it was also the first syllabus to require a systematic study of non-religious 'stances for living', such as Humanism, and for such study to begin in the primary school.
In the late 1980s Harry Stopes-Roe initiated a successful campaign for the adoption of the term by the International Humanist and Ethical Union and by other organisations (see also his comments quoted below on its provenance). It was not an uncontroversial proposal among humanists.
The term was introduced as part of an attempt to establish a clear identity for Humanism, in order to gain recognition and respect.
According to Stopes-Roe:
"Life stance" is an expression that has been current in Britain for more than ten years and is now gaining acceptance worldwide, to describe what is good in both Humanism and religion - without being encumbered by what is bad in religion.
Harry Stopes-Roe, who fought for the term's acceptance by the Humanist movement, defined "life stance" as follows:
"Life stance" - The style and content of an individual's or a community's relationship with that which is of ultimate importance; the presuppositions and commitments of this, and the consequences for living which flow from it. (Each individual or community hopes that it has come to a good and well-founded relationship, but the word is usually used without implying that this really is so).
The British Humanist Association, drawing in part on jurisprudence related to the term "religion or belief" in the European Convention on Human Rights, has put forward a more analytical definition:
A collective belief that attains a sufficient level of cogency, seriousness, cohesion and importance and that relates the nature of life and the world to morality, values and/or the way its believers should live.
A life stance may be distinguished from general support of a cause by capitalization of the first letter. For instance, the life stance of Humanism is distinguished from humanism generally. Many life stances may contain humanism to a greater or lesser extent as instrumental value in order to fulfill their own chosen intrinsic value(s). However, Humanism regards it as having intrinsic value.
Not all life stances use this orthography.
A life stance differs from a worldview or a belief system in that the term life stance emphasizes a focus on what is of ultimate importance. Life stance differs from eupraxsophy in that the latter typically implies a strictly non-theistic outlook, whereas a life stance can be theistic or non-theistic, supernaturalistic or naturalistic.
Religious life stances
A religion is a set of beliefs and practices, often centered upon specific supernatural and/or moral claims about reality, the cosmos, and human nature, and often codified as prayer, ritual, and law. Religion also encompasses ancestral or cultural traditions, writings, history, and mythology, as well as personal faith and mystic experience. The term "religion" refers to both the personal practices related to communal faith and to group rituals and communication stemming from shared conviction.
In the frame of European religious thought, religions present a common quality, the "hallmark of patriarchal religious thought": the division of the world in two comprehensive domains, one sacred, the other profane. Religion is often described as a communal system for the coherence of belief focusing on a system of thought, unseen being, person, or object, that is considered to be supernatural, sacred, divine, or of the highest truth. Moral codes, practices, values, institutions, tradition, philosophy, rituals, and scriptures are often traditionally associated with the core belief. Religion is also often described as a "way of life".
Non-religious life stances
Alternatives to religion include life stances based on atheism, agnosticism, deism, skepticism, freethought, pantheism, secular humanism, spiritual but not religious (SBNR), Objectivism, existentialism, modern incarnations of Hellenistic philosophies, or general secularism.
Humanism is an example of life stance which may be considered to be religious (usually in a non-theistic, ethical sense) or non-religious or anti-religious. One of Stopes-Roe's reasons for advocating the adoption of "life stance" as a label for the Humanist movement, was his hope that it would end the arguments between the different sides as to how best to characterise their position (note that Stopes-Roe uses the term "god-religious" to distinguish theists from non-theists in what follows):
Humanists are divided into two camps... according to how they respond to the word "religion". Do they... respond negatively or positively? The ferocity of the antipathy on the one hand, and the power of the concern on the other, that is generated by this word quite obliterates reasoned discussion of many substantial and important questions on how we should develop Humanism. Likewise, our discussions with the god-religious are confused and frustrated. We need a new term for the idea and ideal of religion, opened out so that it is not discriminatory. Let this be "life stance". Could we, perhaps, bury the hatchet of "religion" and work together?
Bill Cooke comments:
Harry Stopes-Roe's contribution is significant because it makes clear humanism's value as a legitimate system of belief, without it being a pseudo-religion.
Values and purposes
- For example, as treated in The Intentional Stance by Daniel Dennett ISBN 0-262-54053-3
- Stopes-Roe (1988a, p.21)
- On "life stance education" see Stopes-Roe (1976), and Stopes-Roe (1983). Compare with the advocacy of "Education in Life Stances" in Cox (1975), on which also see Greer (1985, pp. 16–17)). The British Humanist Association pamphlet, Objective, Fair and Balanced (1975), includes the text of a letter by Stopes-Roe, printed in the Times Educational Supplement of 12 July 1974, which refers to "stances for living". It also cites the City of Birmingham's Agreed Syllabus of Religious Education, dated 7 May 1974: "it introduces the new term "stance for living". (British Humanist Association, 1975, p. 15). For the related "life stance education" offered to non-religious pupils in Finland, see Slotte (2008).
- Barnes (2008, p. 75), notes that the controversy reached Parliament. Hull (1984, p. 111) notes that "an attempt was made in the spring of 1976 to introduce a Private Members Bill into the House of Commons which would have replaced religious education by 'Education in Stances for Living'". The Bill was published in "Objective, Fair and Balanced — a new law for religion in education", written by Harry Stopes-Roe and David Pollock for the British Humanist Association (1975)
- Barnes (2008, p. 75)
- Stopes-Roe's advocacy of the term outside the literature of religious education was first published as Stopes-Roe (1987), but the article was in circulation at a Board meeting of the International Humanist and Ethical Union in October 1987 (See Walter 1988a, p. 4). The article was reprinted in New Humanist (Stopes Roe 1988a) and Kurtz (1989). Stopes-Roe revisited the subject in Stopes-Roe (1996), and wrote the article on "Life stance" for the New Encyclopedia of Unbelief (Stopes-Roe 2007). See also the statement "Humanism is eight letters, no more", signed by Harold Blackham, Levi Fragell, Corliss Lamont, Harry Stopes-Roe, and Rob Tielman.
- Stopes-Roe (1988a, p. 21) commented that "I have found the degree of opposition to the term "life stance" among Humanists more surprising than the religionist's objection." See also the overview of the debate between Walter (1988a and 1988b) and Stopes-Roe (1988a and 1988b) in Fowler (1999 pp. 3–4).
- See "Humanism is eight letters, no more"
- Stopes-Roe (1988a, p.19)
- Memorandum from the BHA to the Charity Commission on Religion and Non-Religious Beliefs in Charity Law, August 2007: see http://www.humanism.org.uk/documents/3917
- Humanism Unmodified By Edd Doerr. Published in the Humanist (November/December 2002)
- Jack Goody as cited in "Sacred and Profane - Durkheim's Critics". Retrieved 2007-07-10.
- Durkheim 1976, p.36
- Cooke 2003 (p.223)
- Barnes, L. Philip (2008). "The 2007 Birmingham Agreed Syllabus for Religious Education: a new direction for statutory religious education in England and Wales", Journal of Beliefs & Values, Vol. 29 (1), April, pp. 75–83.
- British Humanist Association (1975). Objective, fair and balanced: a new law for religion in education. London: BHA.
- Cooke, Bill (2003). The Blasphemy Depot: a hundred years of the Rationalist Press Association. London: RPA.
- Cox, E. (1975). "Principles behind Syllabus Making", Learning for Living, Vol. 4 (4), p. 132.
- Fowler, Jeaneane D (1999). Humanism: beliefs and practices, Brighton: Sussex Academic Press.
- Greer, J.E. (1985). "Edwin Cox and Religious Education", British Journal of Religious Education, Vol. 8 (1), pp. 13–19 .
- Hull, John (1984). Studies in Religion and Education, London: Falmer.
- Kurtz, Paul et al. (ed) (1989). Building a world community: humanism in the 21st century, Prometheus Books, pp. 166-
- Slotte, Pamela (2008). "Waving the ‘Freedom of Religion or Belief’ Card, or Playing It Safe: Religious Instruction in the Cases of Norway and Finland", Religion and Human Rights Vol. 3 (1), March, pp. 33–69..
- Stopes-Roe, H[arry].V. (1976). "The concept of a 'life stance' in education." Learning for living, Vol. 16 (1), Autumn, pp. 25–28.
- Stopes-Roe, Harry (1983). "Moral Practice and Ultimate Reality", Journal of Moral Education, Vol. 12 (2), pp. 81–91.
- Stopes-Roe, Harry (1987). "Humanism as a life stance", Free Inquiry, Vol. 8 (1), Winter 1987/88, pp. 7–9, 56.
- Stopes-Roe (1988a), "Humanism as a life stance", New Humanist, Vol. 103, (2) October, pp. 19–21.
- Stopes-Roe, Harry (1988b). "Controversy: In defence of a life stance", New Humanist, Vol. 103 (4), December, pp. 8–9.
- Stopes-Roe, Harry (1996). "The Presuppositions of Dialogue: a fair vocabulary." Journal for the Critical Study of Religion, Ethics and Society, Vol. 1 (2), Summer/Fall, pp. 9–15.
- Stopes-Roe, Harry (2007). "Life stance", in Flynn, Tom (ed.). The New Encyclopedia of Unbelief. Amherst, New York: Prometheus, pp. 506–507.
- Walter, Nicolas (1988a). "Rationally speaking: against Humanism as a life stance." New Humanist, Vol. 103 (3), October, p. 4.
- Walter, Nicolas (1988b). "Rationally speaking: what kind of humanists?", New Humanist, Vol. 103 (4), December, p. 4.


Molybdenum is a silver-white metal that is hard and tough. The chemical properties of molybdenum are relatively stable, and it does not react with air or oxygen at room temperature or at a temperature that is not too high.
When molybdenum is heated in the air, it reacts with oxygen to form molybdenum trioxide. Molybdenum trioxide is a white crystalline powder that turns yellow when heated and recovers when cooled. Molybdenum trioxide can be used as a raw material for the preparation of metal molybdenum and molybdenum compounds. MoO3 is used as a catalyst in the petroleum industry. It can also be used in enamel, glaze, paint, medicine, etc.
2Mo(s) + 3O2(g)→2MoO3(s)
Reaction of Molybdenum with Water
Molybdenum does not react with water at room temperature. When molybdenum is heated to 700~800℃ in water vapor, it starts to form MoO2. When it is further heated, molybdenum dioxide is continuously oxidized to molybdenum trioxide.
Reaction of Molybdenum with Halogen
Halogen elements are the seventh group VIIA, including fluorine (F), chlorine (Cl), bromine (Br), iodine (I), astatine (At), referred to as halogen. These elements are typical non-metal elements, and they can be combined with typical metals or alkali metals to form salts.
Molybdenum reacts directly with fluorine (F2) to form Molybdenum hexafluoride at room temperature, under much milder conditions than chromium (next to molybdenum on the periodic table). MoF6 is a white bulk crystal, mainly used for isotope separation of molybdenum. It can also be used in the microelectronics industry for chemical vapor deposition of molybdenum silicide or molybdenum to make low-resistance, high-melting interconnects.
Mo(s) + 3F2(g)→MoF6(l)[colorless]
Molybdenum pentachloride is formed in the reaction between metallic molybdenum and chlorine (Cl2) under carefully controlled conditions. MoCl5 is dark green or gray-black needle-like crystals, deliquescence, and irritating to eyes, skin, mucous membranes and upper respiratory tract. This material is mainly used as a chlorinated catalyst, a component of refractory resins, and can also be used to prepare organometallic compounds such as molybdenum hexacarbonyl.
2Mo(s) + 5Cl2(g)→2MoCl5(s) [Black]
Stanford Advanced Materials (SAM) is a worldwide Molybdenum supplier that has rich experience in the manufacture and sale of molybdenum products. For more information, please visit https://www.samaterials.com/.


In the last five years, the use of wind energy has enjoyed a powerful resurgence in the United States. And the proliferation of machines that employ moving air to generate electricity can largely be attributed to two pieces of federal legislation, both of which resulted from the recognition of our nation's energy predicament back in the 1970's. These two important incentives can actually turn a wind system that costs as much as $3,000 per kilowatt of capacity into a wise financial investment.
You, the Friendly Local Utility
In 1978 Congress passed the Public Utility Regulatory Policies Act (PURPA), which contains a provision, Section 210, that among other things requires utilities to buy power from (and sell power to) independent producers of electricity who utilize renewable sources of energy. Under PURPA, if you own a wind machine your local utility must grid connect it, guaranteed.
The wind systems of a couple of generations ago had battery banks to store their excess production. These plants were designed to be electrically independent, simply because there was no centralized source of power in the form of a utility grid. Admittedly, windplants of the 20's and early 30's were far better than the alternatives: motor generators or no electricity at all. But when the wind stopped blowing for extended periods, their battery banks did eventually go flat. And, until the wind came up again, the residents either had to fire up a backup generator or go without electricity.
Today the utility grid can offer a wind machine owner an essentially unlimited source of backup power. And the utility's interconnection charge — which the system owner must bear — is far less than the cost of buying and maintaining a battery bank.
Hooking into the grid provides another important benefit, in the form of a constant customer for excess electrical production. Since a wind machine's capacity will sometimes be greater than the amount of power that's needed (in the middle of a windy night, for example), it's very convenient to have someone around to purchase the excess.
PURPA requires utilities to buy electricity from qualifying independent producers at rates based on what is called avoided cost. This figure is determined by what it would cost the utility to produce that electricity. Because there's a tremendous variation in the actual avoided costs of different power companies, and because there are a number of different ways to go about calculating them, buy-back rates vary from about 1¢ per kilowatt-hour (kwh) in some midwestern states to as much as 10¢ per kwh in California and parts of the Northeast.
However, regardless of your location, you'll never get rich by selling power from your home-size wind machine to a utility. Because the power company pays less than retail for power it buys, your best bet is to use as much of your home-generated electricity as possible. Unfortunately, some utilities require that all generated power be sold directly to them (at buy-back rates, of course) and that all power consumed at the site be purchased from the utility at retail rates. This provision — which is often called parallel (as opposed to series) interconnection — can make tying into the utility's grid a financial bust!
Because of a variety of federal and state tax incentives, it's possible to write of as much as 90% of the initial cost of a wind-powered electric system. One of the decisions you'll have to make, however, is whether you'll consider your windplant to be a home appliance or a piece of business equipment.
Domestic applications: The federal residential renewable-energy tax credit allows an individual to deduct up to 40% of the first $10,000 spent on a wind machine. This will result in a direct reduction in the amount of tax paid in the year that the equipment is purchased.
In addition, 19 states offer similar direct tax credits, and a total of 37 states have some sort of direct or indirect incentive. The indirect incentives may be in the form of tax deductions (from gross income), exemption from sales and/or property tax, and/or a combination of rebates or refunds to the purchaser.
Finally, an individual may deduct the interest paid on a loan used to buy a windplant, as well as any sales tax that may have been added to the purchase price.
Business applications: There's a federal 15% renewable-energy tax credit for businesses that install wind machines to serve their enterprises' electrical needs. In addition, if enough of the power produced from a residential system goes to the utility grid, the owner may be considered to be in the business of producing electricity. This can be ticklish for small systems connected in series, but all parallel connected systems should qualify as power-producing businesses.
The federal government also provides a 10% investment tax credit. This can trim yet another 10% off the taxes paid by a business. And the Internal Revenue Service allows wind systems to be depreciated over a five-year period (under Accelerated Cost Recovery), which means that a percentage of the machine's cost can be deducted from business income each year over a five-year period.
The Energy Future
Researchers think that the cost of electricity will continue to rise at a rate of 15 to 30% annually, once the current leveling in cost has passed. They also suggest that another major energy crisis can be expected in the 1990's. Thus, the development of wind energy, wherever it's practical, is vital to both our personal and national well-being.
At present, the tax and utility interconnection incentives are crucial to the feasibility of wind-energy systems. Unfortunately, the renewable-energy tax credit is due to expire in 1985. And, as of this writing, a renewal bill has failed to make its way through Congress. If you'd like to develop your own wind system in the next few years, you may want to contact your representatives and senators and urge them to support a continuation of these incentives.


« AnkstesnisTęsti »
Lear. Take heed, firrah, the whip—
Fool. Truth's a dog that muft to kennel; he must be whipt out, when the lady f brach may ftand by th' fire and ftink.
Lend more than thou owest,
And thou shalt have more
Than two tens to a score.
Kent. This is nothing, fool.
Fool. Then 'tis like the breath of an unfee'd lawyer, you m gave me nothing for't. Can you make no use of nothing, " nuncle?
All but the qu's omit that.
• The qu's read, when lady o'the brach, &c.
f Nos quidem hodie brach dicimus de cane fœmineá, qua leporem ex odore perfequitur. Spelm. Gloff. in voce Bracco.
I The qu's read gull for gall.
The qu's read unckle.
So the qu's and two firft fo's: the two laft fo's and R. read in door; P,
and all after within door.
*The qu's give this speech to Lear.
1 The qu's omit 'tis.
The two last fo's, R. and P. read give for gave..
The qu's read uncle.
Lear. Why, no, boy; nothing can be made out of nothing, Fool. Pr'ythee, tell him, fo much the rent of his land comes to: he will not believe a fool.
Lear. A bitter fool!—
Fool. Doft thou know the difference, my boy, between a bitter fool and a fweet P fool?
Lear. No, lad, teach me.
"Fool. That lord that counsel'd thee to give away thy land, "Come place him here by me! or do thou for him ftand; "The fweet and bitter fool will presently appear,
"The one, in motley here; the other, found out there. "Lear. Doft thou call me fool, r boy?
"Fool. All thy other titles thou hast given away; that "thou waft born with.
"Kent. This is not altogether fool, my lord.
"Fool. No, faith; lords and great men will not let me; "if I had a monopoly s out, they would have part an't; u and ladies too, they will not let me have all
• What is in italic is omitted, or degraded to the margin, by P. and H. and what has the commas prefixed is omitted in the fo's and R. By which we fee that P. by omitting from the fo's, and restoring (and that but in part) from the qu's, has made the pallage incoherent; for the fpeech which gave occafion to Lear's, Doft thou call me fool, boy? as this does to the three speeches following, is left out in P. and H.
P So the qu's; the reft read one for fool.
Or is here added; both the fenfe and measure point out that there is a word loft in this place; and the fenfe fhews it to be or.
P. and H. omit boy.
So the qu's; a monopoly out, i. c. a patent out of court for being fole fool. The reft read on't for out.
So the ft q. an't is a clown th way of pronouncing on't; the ad q. and the reft read on't.
For and, P. and all after read may the.
w The ad q. reads lodes for ladies.
All but the qu's read they'll for they will.
z Give me an
When thou clovest
the fool to myself, they'll be fnatching.". egg, nuncle, and I'll give thee two crowns. Lear. What two crowns fhall they be? Fool. Why, after I have cut the egg i'th' middle and eat up the meat, the two crowns of the egg. thy crown i'th' middle and gav'st away bor'ft thine afs on thy back o'er the dirt. wit in thy bald crown, when thou gav'ft thy golden one away. If I fpeak like myself in this, let him be whipp'd that firft finds it fo.
both parts, thou Thou hadft little
For wife men are grown foppish;
And know not how their wits to wear,
Their manners are so apifh.
Lear. When were you wout to be fo full of fongs, firrah? Fool. I have us'd it, nuncle, e'er fince thou mad'ft thy daughters thy 8 mothers; for when thou gav'ft them the rod, and put'ft down thy own breeches,
Then they for fudden joy did weep,
And I for forrow fung,
That fuch a king should play bo-peep,
And go the fools among.
Pr'ythee, nuncle, keep a fchoolmafter that can teach thy fool
to lye; I would fain learn to lye.
So the 1t q. the ad q. and the rest omit the.
z The fo's and R. read, Nuncle, give me an egg, and, &c.
The ift f. reads crowns.
b J. reads crown for one.
CW. reads footh, i. e. truth, for fo.
▲ P. and all after read ne'er had lefs, &c.
The qu's read wit for grace.
f. The qu's read do for to.
The qu's read mother.
The 1st and 2d fo's read foole.
Lear. If you lye, k firrah, we'll have you whipp'd.
Fool. I marvel what kin thou and thy daughters are: they'll have me whipt for speaking true; thou wilt have me whip for lying; and fometimes I am whipt for holding my peace, I had rather be any kind of thing than a fool, and yet I would not be thee, nuacle; thou haft pared thy wit o' both fides, and left nothing i'th' middle; here comes one o'th' parings.
SCEN E XIV.
To them enter Gonerill.
Lear. How now, daughter? what makes that frontlet on? You are too much of late i̟'th' frown.
Fool. Thou waft a pretty fellow, when thou hadft no need to care for her 1 frown; now thou art an O without a figure: I am better than thou art now; I am a fool, thou art nothing.--Yes, forfooth, I will hold my tongue; [to Gonerill] fo your face bids me, tho' you fay nothing.
Mum, mum, he that keeps neither cruft nor crumb,
Weary of all, fball want fome.
• That's a fheal'd peafcod.
Gon. Not only, fir, P this your all-licens'd fool,
But other of your infolent retinue,
i The ift q. the fo's, and R. read and for if. The qu's omit firrah.
1 So the qu's; the rest frowning.
m The ad q. reads thou for now.
So the qu's; all the reft nor. PW. reads thou'rt for that's.
PJ. reads thus.
7. reads others.
Do hourly carp and quarrel, breaking forth.
In rank, and not to be endured riots, fir.
Is had thought, by making this well-known unto you,
Fool. For you know, nuncle,
The hedge Sparrow fed the cuckow fo long,
That a it had its head bit off by its young.
So out went the candle, and we were left darkling.
Gon. & Come, fir;
I would you would make ufe of that good wisdom,
1 T. W. and J. omit fir.
So all before P. who omits had; followed by the reft.
So all before P. who alters it, t' have; followed by the rest.
The qu's omit it.
w The qu's read redresse.
* The qu's read that for which.
▾ The qu's read must for will.
The qu's read proceedings.
a The 1ft f. reads its.
b. The qu's read it.
The qu's read be it for by its.
d All but the qu's omit come, fir.
So the qu's; all the reft your for that. If we read your, we make the next clause of the fentence, whereof I know you are fraught, unnecessary.