The Impact of Peace Education in Northeast Asia:
Educating for Transformation and Learning to Live Together
Kathy R. Matsui
Department of Global Citizenship Studies
Keyword: Peacebuilding, transformation, peace education, attitude, culture of peace
Peace in Northeast Asia may depend upon developing relationships among nations based on mutual respect and trust; this relationship building may be especially important as scars of historical past have not been fully healed since the end of World War II. Japan also faces territorial issues with the neighboring nations. Tensions in Northeast Asia also concern increase in military spending. There is a need to identify peaceful methods for establishing a foundation for reconciliation and diplomatic relations. Peace education is crucial in establishing a peaceful community in Northeast Asia and, peacebuilding is a grave concern of the civil society as it cannot be achieved exclusively by governments and international organizations.
The presentation introduces the significance of peace education in transforming the culture of violence and military to a culture of peace, the civil society activities and efforts in seeking common grounds to overcome regional tension, and the evidence of how peace education training can change attitudes for a better future.
2. Significance of Peace Education
Education for peace includes not only basic literacy but teaching of nonviolent conflict resolution and critical thinking. Betty Reardon, former director of Center for Peace Education at Columbia University in New York, also known as the mother of peace education said that peace education is an education of transformation that aims at profound global cultural change that affects ways of thinking, world views, values, behaviors, relationships, and the structures that make up our public order. This implies great change in the human consciousness and in human society.
Peace Education can help to provide the inspiration and direction to move beyond the culture of violence to envisioning and working toward a culture of peace. Reardon (1988) asserts that peace education is education for transformation. This means “profound global cultural change that affects ways of thinking, world views, values, behaviors, relationships, and the structures that make up our public order. It implies great change in the human consciousness and in human society.” To encourage students and citizens to take action, peace education need to offer programs that are cognitive to raise students’ awareness and understanding of the issue, and affective to help students to respond and feel concerned. (Castro & Galace, 2008)
3. Seeking for Common Ground (CSO Activities)
Since 2003, various efforts by civil society organizations have been made to bring about a better relation in Northeast Asia. To name a few, there is Global Partnership for the Prevention of Armed Conflict (GPPAC), International Peace Corps of Religions (IPCR) and Northeast Asia Regional Peacebuilding Institute (NARPI). These three organizations have focused on the importance of peace education to search for common grounds to co-work and build a collaborative community that respects and values lives of individuals in the region, to develop non-military and non-violent engagement to prevent conflict and to promote a culture of prevention (not preemption).
4. A Transformational Experience with Northeast Asia Regional Peacebuilding Institute
The Northeast Asia Regional Peacebuilding Institute (NARPI hereon) began in 2009 to strengthen and empower people in Northeast Asia through providing peacebuilding training and building cross-cultural networks (NARPI website). Past venues of NARPI were Seoul and Inje (2011), Hiroshima (2012), Inje (2013), and Nanjing (2014). NARPI 2015 will be held in Ulaanbaatar, Mongolia. Over 130 people from the region have participated in NARPI trainings and have shared a common vision to transform this region to a culture of peace. Participants are NGO workers, university students, professors, teachers, religious workers and community leaders.
The preamble of the United Nations states that one of the purposes of its establishment is ‘to save succeeding generations from the scourge of war.’ There’s a similar part in the preamble of the Japanese Constitution that says, “We, the Japanese people, …, determined that we shall secure for ourselves and our posterity the fruits of peaceful cooperation with all nations …and resolved that never again shall we be visited with the horrors of war … “
And the horrors of war were what the NARPI participants witnessed in Nanjing, China, where they have just experienced the first week of peacebuilding training program. Peace education has helped the peacebuilding participants process this terrible incident and envisioned a positive way forward to propose what they can do to change this cycle of violence and hatred.
The Nanjing Massacre was an incident that happened in 1937 in Nanjing, China where the Japanese military has committed genocide, according to scholarly research, the lowest estimate is 50,000 and the highest estimate is 300,000 given by the Chinese government). This gruesome history was recorded in the museum.
After having taken peacebuilding courses and visited the museum, the participants of the NARPI peacebuilding training, Chinese, Koreans, Mongolians and Japanese, all thought deeply and came up with some questions:
One Mongolian participant explained: “Every horrifying photograph and artifact had an explanation, which said “The Japanese Military did this” or “the Japanese government did that.” Can’t we change the subject of the sentences to “War did this” or “War brought about this horrifying situation? War changed the normal people into beasts and heartless beings?”
One Korean participant said: “No matter what ethnic background we come from, don’t we need to know and predict the possibility that in times of war, we ourselves might build that evil in us and do beastly things that were done in Nanjing?”
One Chinese participant said: “Don’t we have to think what we can do from here? What can we do to make this world a better and safer place to live? What can we do to learn from history and prevent any inhumane activities from happening again?
One Japanese participant said. “Such horrifying events still happen to this day. We still hear in the news of one country killing people of another country, of one ethnic group killing another ethnic group.”
The Northeast Asian Participants posed such questions and they all responded in solidarity: “What we need to do is to design peace education programs that would enable present and future generations to find nonviolent ways to resolve conflict and change the structure of the world from the culture of war to the culture of peace, just as we have taken the peace building and education sessions, they feel that their attitudes have changed.” Some Chinese participants said that they were brought up to hate the Japanese, but through the five-day training they have completely changed their mindset to more cooperative and accepting attitude. They have eased their ill feelings as they worked together with the Japanese and learned about peace building. They realized that they all were aiming toward a common objective, a peaceful world.
Their change of attitude is a sign of hope, that the participants from various ethnic background and walks of life can learn how to make decisions and find positive ways to go forward.
Peace education focuses on the learning of values, attitudes and behaviors to learn to live together in a world of diversity and pluralism.
As a peace educator, we all have a role in this project to educate our future generation and “to save them from the scourges of war.” Peace education begins from the home. Peace education could be taught in schools within any subject, history, language or art. Peace education can be used for citizenship education and adults’ continuing education. I propose that we all call out to the community we live and lead a peace education program, as Eleanor Roosevelt once said: “It isn’t enough to talk about peace, one must believe in it and it isn’t enough to believe in it, one must work at it.”
Reardon, B. (1988). Comprehensive peace education: Educating for global responsibility. New York: Teachers College.
Castro, L. N. & Galace, J. N. (2008). Peace education: A pathway to a culture of peace. Quezon City, Philippines: Center for Peace Education, Miriam College.


Bitcoin is more than a cryptocurrency. It’s a risky concept that has so far, paid off. Many people thought that this couldn’t work, but it has. The concept? A peer to peer payment system.
Peer to peer payment gets completely rid of the middleman, in most cases the bank or government, allowing people to directly send payment from one person to another. This allows for lower transaction fees, and faster payment transactions, due to the fact that there is no middleman or third person to go through.
This doesn’t mean that payments aren’t any less secure. In fact, some might argue even more secure due to its decentralized nature. Since the whole system is based on cryptographic proofs and not trust, it is “computationally impractical to reverse transactions” allowing for safer transaction for buyers and sellers alike.
Without going too much into detail, the way transactions occur is as follows. Since an electronic coin is a chain of digital signatures, the way coins are moved from one person to another is by appending a hash of previous transactions and the owner’s public key, which then the person receiving the coin verifies.
This is where problems arise however, as the payee has no way of checking if the coin has been double spent, or used previously. Most common solution would be to use a third party to check payments, but would defeat the purpose of decentralized p2p payment.
Instead Bitcoin, and other cryptocurrencies, use a decentralized time-stamp server concept. A timestamp server’s purpose is to take hashes from block of times to be timestamped, then which is publicly broadcasted. This is proof that the transaction did occur at the time it says, otherwise the timestamp server could not have obtained the hash. Each timestamp includes a hash of the previous one, backing the timestamps the longer it goes.
In order for the timestamp to remain distributed, it is broadcasted to a proof-of-work system in which anyone can participate if they have SHA256 capable hardware. The proof-of-work involves “scanning for a value that when hashed, hash begins with a number of zero bits.”
For Bitcoins network, “we implement the proof-of-work by incrementing a nonce in the block until a value is found that gives the block’s hash the required zero bits”. After the hardware has completed this proof, the block cannot be changed without redoing the work. As other blocks are chained together, work required to change one block would require the work of all the blocks included in that chain.
This is the basis of how cryptocurrency works. Someone sends a transaction, hardware confirms. The system really is an intricate system, and with knowledge you will learn how to appreciate it, as it requires no central figure, and is run by the people, which was Satoshi’s main intention when making cryptocurrency. Now we have over 250 cryptocurrencies to choose from, but we have Bitcoin and Satoshi’s system to thank for all of it.


|Previous Section: The Setting of the Revolutionary War|
What must I do?.
The winter long.
Where do I belong?. (Haiku)
Resistance of the Colonists. The colonists, shall we say, rather strongly objected to this tax, and refused to pay it on the ground that Parliament had no right to levy a tax of the sort, since the colonists had no direct representation in Parliament. The Speedwell arrived at Savannah in December 1765 bringing a stamp agent and a quantity of stamps, and it was met by about six hundred Georgians who told the governor that unless the stamps were removed from Savannah they would attack his house and destroy them. Governor Wright had the stamps replaced on the Speedwell! Similar outbreaks occurred in the other colonies. Parliament, therefore, repealed the Stamp Act, but the seed of trouble had been sown. Quarrels and misunderstandings followed for ten years, as the colonists were pressed harder and harder. In 1774 delegates from twelve of the colonies (Georgia excluded!) met in Philadelphia to make plans for united action against this tyranny. This body was known as the First Continental Congress.
Division of Sentiment. Neighboring Georgia was not represented in the First Continental Congress because the majority of Georgians had not yet decided what course of action to support. There simply was not wide support for a complete break with the crown and revolution. Recall the arguments of the previous section. English common law was the most liberal legal system on the planet at the time. It is estimated that nearly half of Georgians remained faithful to the king. The same was generally true in South Carolina (and, yes, I am very aware that I have included contradictory statements in this history). I recommend that you try to understand the causes of this division in sentiment. Most of our families, including mine, contained both Tories and Patriots. It is probably not as bad as finding a Yankee in your family tree (grin).
Weakness of the Colony. In addition to the danger of slave insurrection, Indian tribes on the Georgia Frontier had 10,000 gunmen in 1773, and English agents had gained their support through presents. The Cherokees were on the South Carolina border, and were well accustomed to trade with Charleston. 96 was on the principle Cherokee trading road to Charleston, 96 miles from the largest Cherokee town (in northern Georgia). These were very real dangers. In addition, those along the coast, and most of the population was settled along the coast in Georgia and South Carolina at this time, had to worry about the strong British force at St. Augustine, against which South Carolina could make little resistance (We did a bit better with the British navy - read on! In modern parlance, we "kicked butt!").
The Older Colonists Were Royalist in Sentiment. In truth, South Carolina, like most of the colonies, did not wholeheartedly embrace the patriot sentiment. Before you rush to judgment on this issue, recall that South Carolina contained many recent immigrants from Britain itself, plus immigrants from Scotland, Ireland, Germany, France, and other countries. These people fled poverty or persecution at home, and felt no enmity towards the British Government for the opportunity to settle in this new land without that fear of persecution over their heads, and a chance for a new life with land of their own. Many of them had nothing at home, and no chance to better their cause there. Here in the colonies they had land and opportunity. Influential men in politics, society, and business were generally older colonists who had gone through all the earlier struggles of the colony. They remembered the mother country with strong positive feelings. While not always approving of Parliamentary trade acts, some of the older colonists were not comfortable with negative feelings towards King George. Many influential men were closely associated with the government, and rebellion for them was out of the question. This attitude was counter to that of the merchant community along the coast, and those supported by them, who were about to be wiped out by the new tax laws and trade restrictions. The wealthy merchant class, who were mostly older, were not about to be destroyed by these new taxes. Heady makings for division here! Alas. This issue was not clear cut.
Attitude of the Younger Men. The younger colonists did not have such favorable inclinations towards the Crown. As the young and brash so often are, they were drawn into the struggle, fired by idealism, the example of the other colonies, and dreamed of making an independent nation in the New World. This unfortunate difference of opinion sometimes separated families. In my own family, it was the younger ones who seemed to have been Loyalists, while the older were Patriots. This division of younger and older is consistent with the statements made by Colin Nickerson in his Boston Globe (Massachusetts) article 19 April 1999. Nickerson's article was based on interviews with Canadians descended from former Loyalists. (see the section on Loyalists for more discussion on who was "fer 'em" and who was "agin 'em.")
First Revolutionary Meeting. Patriots began meeting in 1774 to discuss the situation. Messages were read from revolutionary committees in the colonies (Georgia excepted. Georgia did not send representatives to the first Continental Congress due to efforts of the Governor.). Royalists responded to the turmoil by calling their own meetings of those who were friendly to the King.
First Provincial Congress, January, 1775. The divided sentiment in South Carolina and Georgia can be seen in the failure of Georgia to even send a delegate to the First Continental Congress because of a lack of general agreement. In January, 1775, a Provincial Congress met at Savannah, but only five of the twelve parishes even sent representatives. Royalist feeling was strong.
|Jump to The Revolutionary War (next in the series)|
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Copyright ©1999, Dr. Frank Oliver Clark. These documents may be freely used for private purposes, and included in your own genealogy. However, this document is copyrighted and may not be sold, nor given to anyone who may attempt to derive profit from same. Please send any errors, corrections, conjectures, updates, etc. to Dr. Frank O. Clark.
Please inform me of errors and corrections, and parts that may be improved.


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Diagnosis: scales parallel-striated; last unbranched dorsal-fin ray heavily ossified and unserrated; 5 unbranched dorsal rays in total; 30-33 lateral line scales (Ref. 75045).
Description: body slightly compressed; body depth approximately equal to head length in smaller specimens, becoming proportionately deeper with size to approximately 1.5 times head length in adults, deepest at origin of dorsal fin; head length 4 times in standard length, head depth approximately 3/4 head length; dorsal profile of head in larger specimens straight to slightly concave, shallowly convex in smaller specimens; eyes lateral in position, visible from above and below, becoming proportionately smaller in large specimens; snout pronounced, particularly in larger specimens, longer than orbit diameter in fish over 40mm SL, shorter than orbit diameter in smaller specimens; small conical tubercles present on snout, operculum and sides of head, not extending on to dorsal surface of head or on to body; nostrils prominent, short tubular anterior naris adjacent to open posterior naris and separated by raised rounded septum; nostrils at horizontal through dorsal half of eye, separated from orbit by less than one orbit radius; mouth not reaching below anterior border of orbit; lips variable, ranging from specimens with straight, keratinised scraping edge to the lower lip (Varicorhinus-like) to specimens with rounded, fleshy lips; 2 pairs of barbels, anterior just over half length of posterior, which ranges from being equal to orbit diameter in largest specimens examined to less than one-half orbit diameter in smallest specimens; gill cover opening from level with dorsal margin of orbit, attached ventrally close to isthmus; robust gill rakers on anterior arch; pharyngeal bones robust with pharyngeal teeth in three rows; origin of dorsal fin equidistant between tip of snout and base of caudal fin, positioned before origin of pelvic fins, last simple ray of dorsal fin heavily ossified and unserrated, anterior branched ray longest; distal margin of dorsal fin strongly concave; pectoral fins falcate, reaching 3/4 of distance to base of pelvic fins; pelvic fins pointed with square distal margin, reaching 2/3 of distance to base of anal fin; anal fin last unbranched ray longest; distal margin of anal fin shallowly concave, reaching to 1/2 length of caudal peduncle; single rows of prominent tubercles present on posterior edge of branched rays of anal fin in adult males; outer rays of caudal fin nearly four times length of median rays, lobes pointed; caudal peduncle of moderate length, depth generally more than 60% of length; anus and genital opening located at anterior of base of anal fin; gut extended and involuted, its length several times longer than standard length; scales moderately large, cycloid and rounded, well developed in regular rows; scales with numerous parallel striations on exposed field, less numerous on medial area of embedded field, focus ill-defined; lateral line complete, anteriorly dipping one scale row below midline, which it rejoins anterior to anal fin, passing mid-laterally to base of caudal fin; elongated pelvic axil scale present; breast scales well developed but markedly reduced in size between bases of pectoral fins (Ref. 75045). Coloration: alive: silvery-olive dorsally, silver laterally and ventrally with faint purple sheen that is most prominent on operculum; dorsal and caudal fins dark olive-grey; anal, pelvic and pectoral fins paler with brownish-orange bases, greyish extremities (Ref. 75045). Preserved specimens: scales on dorsal surface lightly pigmented with fine melanophores, more closely spaced at anterior border of exposed part of scale; pigmentation less intense ventral to lateral line scales with melanophores confined to anterior of exposed part of scale; ventral scales unpigmented; vertical crescent of dark pigment behind operculum from lateral line to pectoral fin base; fin membranes between rays of dorsal, caudal and pectoral fins heavily pigmented, outlining the rays; similar pigment appears on pelvic and anal fins, but less prominently; caudal fin with fine, dark posterior edge as result of membrane pigmentation; dorsal surface of head very finely pigmented, with larger melanophores in the centre of operculum; posterior edge of operculum unpigmented; ventral surface of head, lips and barbels unpigmented (Ref. 75045).
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A dove is the universal symbol for peace and tolerance, but during the First World War real doves were also used as a means of communication and espionage, a paradox emphasising the absurdity of war. During these years of horror, front line soldiers, in crisis situations, sometimes observed paranormal phenomena. These unexplained happenings were a response and relief to some soldiers where there was a thin line between life and death. The phenomena were the inspiration for four tales (animated films) by Raoul Servais.
As a great part of Europe was involved in this war, many nationalities will be discussed. Belgians, French, Germans, British, Italians and Senegalese will each get their own place in the exhibition. Like a dove soaring over the battlefield, each visitor will be lifted over the limitations set by borders and nationalities. The ultimate aim is to emphasise the madness of this – and any – war.
Talbot House Museum - Raoul Servais - Pigeons - 14.11.2014 - 10.05.2015
Website & source : Talbot House Museum NL. - FR - EN
Website : Poperinge NL - FR - EN - DE


Peritonitis: Inflammation of peritoneum.
Alternative Name: Acute abdomen, abdominal wall inflammation.
The peritoneum (or the visceral peritoneum) is a thin, two-layered membrane which covers the abdominal organs (like stomach, intestines or liver) and the abdominal walls (parietal peritoneum). When this membrane becomes inflamed it produces the disease called peritonitis.
Peritonitis is an inflammation of the membrane which lines the inside of the abdomen and all of the internal organs. This membrane is called the peritoneum. Peritonitis may be primary (meaning that it occurs spontaneously, and notas the result of some other medical problem) or secondary (meaning that it results from some other condition). It is most often due to infection by bacteria, but may also be due to some kind of a chemical irritant (such as spillage of acid from the stomach, bile from the gall bladder and biliary tract, or enzymes from the pancreas during the illness called pancreatitis). Peritonitis has even been seen in patients who develop a reaction to the cornstarch which is used to powder gloves worn during surgery. Peritonitis with no evidence of bacteria, chemical irritant, or foreign body has occurred in such diseases as systemic lupus erythematosus, porphyria, and familial Mediterranean fever. When the peritoneum gets contaminated by blood, the blood can both irritate the peritoneum and serve as a source of bacteria to cause an infection. Blood may leak into the abdomen due to a burst tubal pregnancy, an injury, or bleeding after surgery.
Primary peritonitis usually occurs in people who have an accumulation of fluid in their abdomens. Ascites is a common complication of severe cirrhosis of the liver (a disease in which the liver grows increasingly scarred and dysfunctional). The fluid that accumulates creates a good environment for the growth of bacteria.
Secondary peritonitis most commonly occurs when some other medical condition causes bacteria to spill into the abdominal cavity. Bacteria are normal residents of a healthy intestine, but they should have no way to escape and enter the abdomen, where they could cause an infection. Bacteria can infect the peritoneum due to conditions in which a hole (perforation) develops in the stomach (due to an ulcer eating its way through the stomach wall) or intestine (due to a large number of causes, including a ruptured appendix or a ruptured diverticulum). Bacteria can infect the peritoneum due to a severe case of pelvic inflammatory disease (a massive infection of the female organs, including the uterus and fallopian tubes). Bacteria can also escape into the abdominal cavity due to an injury which causes the intestine to burst, or an injury to an internal organ which bleeds into the abdominal cavity.
Peritonitis is generally rare but can be a common complication in people with pre-existing risk factors. Cirrhosis (scarring of the liver, usually due to alcohol abuse) is one of the leading risk factors for peritonitis as it can cause a build-up of fluid (ascites) inside the abdomen. Sometimes, the fluid can become infected.
It is estimated that between 10% and 30% of people with cirrhosis and ascites will experience at least one episode of peritonitis. See the Causes section, above, for more information about risk factors for peritonitis.
Peritonitis is a medical emergency that must be dealt with immediately. Treatment depends upon the cause, but generally involves surgery. An operation called a laparotomy is performed first. Through a surgical incision in the abdominal wall, the doctor examines the cavity, confirms the diagnosis, and corrects the problem by removing or repairing the source of the infection. If the appendix is at fault, for example, an appendectomy is performed to remove it.
Left untreated, peritonitis can lead to shock, and even death. Complications from this disorder develop rapidly and include fluid retention in the upper and lower intestines, a halt in the normal movement of food and waste through the digestive tract, and a loss of electrolytes (minerals such as sodium and calcium) from the bloodstream. In the end, lung, kidney, and liver failure can result, along with widespread clotting inside the body.
Major symptoms of peritonitis are:
Board-like rigidity of the abdomen, due to contraction of the muscles of the abdominal wall.
Swollen or bloated abdomen.
Chills and fever, with profuse perspiration.
Nausea and vomiting.
Pale, cold skin.
Acute onset of severe, steady pain throughout the abdomen or localized in one area. Pain may persist for several hours and is worsened by movement or pressure on the abdomen.
Causes and Risk factors:
Primary spontaneous peritonitis: The most common cause of primary spontaneous peritonitis is liver disease, such as cirrhosis (scarring of the liver usually caused by alcohol abuse). Liver disease can lead to a build-up of fluid inside the abdomen which can become infected.
Peritoneal dialysis: People with kidney failure who are having a treatment known as peritoneal dialysis are at risk of primary spontaneous peritonitis. Dialysis is a medical treatment that replicates the main functions of the kidneys and is used to remove waste products from the body.Peritoneal dialysis involves implanting a small tube, known as a catheter, into the blood vessels of the peritoneum. Waste products are then removed through the catheter.
The major disadvantage of peritoneal dialysis is that the equipment can become contaminated by bacteria or fungi, leading to an infection of the peritoneum. As a precaution, people who are having peritoneal dialysis are often given antibiotics to help prevent infection.
Secondary peritonitis: Secondary peritonitis usually occurs when an injury or infection inside the abdominal cavity allows bacteria or fungi into the peritoneum.
Common causes of secondary peritonitis include:
A burst appendix.
Pancreatitis (inflammation of the pancreas).
Severe trauma to the abdomen, such as a knife or gunshot wound.
Digestive disorders, such as Crohn's disease or diverticulitis.
A ruptured (split) stomach ulcer.
Blood poisoning (sepsis) is the most serious complication of peritonitis. In sepsis, an infection in the peritoneum spreads first into the blood and then to other organs.
Rather than helping get rid of sepsis, the immune system makes it worse. The immune system releases a high number of infection-fighting proteins (cytokines), but rather than fighting the infection, the cytokines damage the body's organs and affect the blood circulation.
If sepsis is allowed to progress, it can move into a more serious phase known as severe sepsis. Severe sepsis occurs when one or more organs are damaged by the infection, or there is significant loss of blood supply to tissues and organs (hypoperfusion).
The following factors may increase the risk for primary peritonitis:
Fluid in the abdomen.
Weakened immune system.
Pelvic inflammatory disease.
Liver disease (cirrhosis).
Risk factors for secondary peritonitis include:
Torn or twisted intestine.
Inflammatory bowel disease, such as Crohn's disease or ulcerative colitis.
Injury caused by an operation.
Appendicitis (inflammation of the appendix).
The healthcare provider will take a person's medical history and perform a physical exam. A diagnosis of peritonitis is usually based on symptoms. Discovering the underlying reason for the peritonitis, however, may require some work. A blood sample will be drawn in order to determine the white blood cell count. Because white blood cells are produced by the body in an effort to combat foreign invaders, the white blood cell count will be elevated in the case of an infection. A long, thin needle can be used to take a sample of fluid from the abdomen in an effort to diagnose primary peritonitis. The types of immune cells present are usually characteristic in this form of peritonitis. X-ray films may be taken if there is some suspicion that a perforation exists. In the case of a perforation, air will have escaped into the abdomen and will be visible on the picture. When a cause for peritonitis cannot be found, an open exploratory operation on the abdomen (laparotomy) is considered to be a crucial diagnostic procedure, and at the same time provides the opportunity to begin treatment.
In cases of peritonitis in which the infection may be a result of other medical conditions (secondary peritonitis) or in which the infection arises from fluid buildup in your abdominal cavity (spontaneous peritonitis), your doctor may recommend the following tests to confirm a diagnosis:
Blood tests: A sample of your blood may be drawn and sent to a lab to check for a high white blood cell count. A blood culture also may be performed to determine if there are bacteria in your blood.
X-rays: Your doctor may want to use an X-ray to check for holes or other perforations in your gastrointestinal tract. In some cases, your doctor may use a computerized tomography (CT) scan instead of an X-ray.
Peritoneal fluid analysis: Using a thin needle, your doctor may take a sample of the fluid in your peritoneum (paracentesis). If you have peritonitis, examination of this fluid may show an increased white blood cell count, which typically indicates an infection or inflammation. A culture of the fluid may also reveal the presence of bacteria.
The above tests may also be necessary if you're receiving peritoneal dialysis and a diagnosis of peritonitis is uncertain after a physical exam and examination of the dialysis fluid.
The cause must be identified and treated promptly.
Treatment typically involves fluid infusion to control shock, surgery to drain the peritoneal cavity and repair the cause, and antibiotics to deal with the infection. In cases associated with peritoneal dialysis, antibiotics may be infused through the dialysis catheter, but if the infection is severe, the catheter itself must often be removed.
Treatment typically involves surgery and antibiotics. In cases associated with peritoneal dialysis, antibiotics may be infused through the dialysis catheter, but if the infection is severe, the catheter itself must often be removed.
Course of illness:
The outcome is often good with treatment, but can be poor without treatment.
Sometimes the outcome is poor even with prompt and adequate treatment.
Peritonitis can be life-threatening and cause a number of different complications, depending on the type. Complications may include:
Septic shock - Fluid from the blood accumulates in the abdominal cavity and the loss of fluid from the circulation may also cause shock.
Peritonitis stops the movement of bowel contents (peristalsis), which can block the bowel (paralytic ileus).
Medicine and medications:
Your doctor will likely prescribe an antibiotic medication to fight the infection and prevent it from spreading.
To relieve the pain caused by peritonitis, the patient may be given analgesics or opiate medication. The doctor may also prescribe vitamin or herbal therapy.
The following drugs and medications are in some way related to, or used in the treatment. This service should be used as a supplement to, and NOT a substitute for, the expertise, skill, knowledge and judgment of healthcare practitioners.
DISCLAIMER: This information should not substitute for seeking responsible, professional medical care.
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Black-and-white ruffed lemurs can learn to do complex tasks simply by watching a fellow member of their troop.
When researchers showed one lemur how to manipulate a simple snack machine, all other lemurs in its troop successfully performed the same trick on their first try. That lemurs can learn socially like their distant primate relatives, including apes and humans, suggests they possess an underpinning to human-like culture.
“We don’t really understand how culture evolved,” said primatologist Tara Stoinski of Zoo Atlanta, co-author of the upcoming study in Biology Letters. “To do that, we need to look more broadly at primates and include lemurs in cognition research.”
Lemurs’ only natural habitat is isolated on the southern tip of Madagascar, a large island off the southeast African coast. They are members of a small group of primates called prosimians, which split off the evolutionary tree about 63 million years ago from simians, a grouping of primates that includes gorillas, chimpanzees, Old World monkeys and humans.
Most cognitive research has zeroed in on simian animals and found them to be highly adept in social learning, tool use and other essentials of human-like culture. Lemurs have been mostly excluded because studies in the 1960s suggested they weren’t very bright.
“Recently, however, we’ve seen tool use in lemurs, and recognition of tool features,” said psychologist Laurie Santos of Yale University, who studies primate cognition but wasn’t involved in Stoinski’s research. “For the most part, researchers just really haven’t looked.”
To test prosimian social learning abilities, Stoinski and her team built a snack-filled tube with two different ways to open it — a hinged door and a sliding door. They trained one lemur to open the hinged door, then had four lemurs watch their comrade repeatedly open it and get snacks inside. They trained the same lemur to use the sliding door to get snacks and exposed four different lemurs to that scene.
Both groups of lemurs emulated the trained animal on their first encounter with the snack-filled tube, and continued to use the same door even though another one existed. One group eventually figured out how to open the other door (by accident), but even so Stoinski said the experiment was one of the first controlled demonstrations of social learning in lemurs.
“This is a means of learning we take for granted as humans,” Stoinski said. “We can’t say this instance is culture — it’s nothing like the equivalent of learning a geisha tea ceremony. But it’s what allows for transmittance of cultural norms.”
If more evidence piles up in favor of prosimian social learning, it’s almost a given that the ability first emerged before prosimian and simian primates split about 63 million years ago, Santos said. “It’s the simpler explanation. The more research we do on more distant species of primates, the better window we have to their common ancestor.”
In the future, Stoinski would like to try more advanced tests of cognition. Though zoos are good places to perform the research, more studies of lemur troops in the wild would be nice, she said. But that’s becoming more difficult as the primates lose their natural habitats.
“Before we can understand how rich of a society lemurs may be capable of, we may lose wild populations,” Stoinski said. “If that happens, we lose the ability to answer a lot of questions about how culture emerged.”
Images: 1) A baby black and white ruffed lemur. Credit: Zoo Atlanta/Tara Stoinski. 2) A lemur manipulates the device used in the two-action experiment. Credit: Zoo Atlanta/Tara Stoinski. 3) Ring-tailed lemurs sleep in a wildlife park. Credit: Flickr/Daves Portfolio
- Tracking Notharctus, Wyoming’s Prehistoric “Lemur”
- Monkey Fossils Suggest Primates Came Out of Asia, Not Africa
- Surf’s up!: How Rafting Lemurs Colonized Madagascar
- Endangered Lemurs Survived Ancient AIDS Epidemic
- Culture Evolves Slowly, Falls Apart Quickly


The C-130 Hercules, otherwise known as the “Herc,” is one of the most easily recognized and versatile aircraft around the world. The various models of the C-130 have flown in both combat and civilian missions, and the applications of the plane are practically endless. Additionally, the versatility of the aircraft and the legacy of its creators have made the C-130 into a staple of modern aviation and exploration. Since the aircraft has had so many different named configurations, ranging from the C-130A to the L-100, you need to understand the history behind the C-130’s concept design and why it has been so popular among both military and civilian officials.
Why Did the Air Force Need the C-130 Hercules?
In 1951, the United States Air Force (USAF) was heavily involved in the Korean War. Hostile areas and rough, dirt-only runways were making the USAF’s existing aircraft difficult to utilize fully. Moreover, existing aircraft were incapable of delivering the thousands of paratroopers, ground soldiers and supplies needed to continue the war effort. However, the problems continued as the large-scale needs were expanding in conjunction with the necessity of a low-altitude, high-lift transport. In fact, the aircraft’s namesake comes from the legendary 12 labors endured by the Greek demigod, Hercules.
Designing and Production of the “Herc” Begins and Slows.
Lockheed started working on prototype designs, with Lockheed basing those designs on existing aircraft made by the company. A “high-winged, four-engine design” from Lockheed, explains MilitaryFactory.com, was adjusted to meet the control and low-altitude needs of the USAF. On August 24, 1954, the first version of the C-130 Hercules, the “YC-130,” flew in a demonstration for the USAF. Impressed with its capabilities, the USAF ordered this series of aircraft, and by December 1956, the first deliveries of the C-130A began.
As seen in the photo above, the C-130 Hercules, has the 54H60 Propeller System, marked by the 4 blades. A propeller system that C&S Propeller has worked on for decades. Within three years, engineers updated the engines and maximized the efficiency of each of the four-bladed propeller units, which expanded the operational ranges of the C-130. As a result, production of this line, the C-130B began in 1959, and soon, the C-130B-II took on the duties of a reconnaissance mission, providing radar imaging and housing antenna equipment in “faux underwing fuel tanks,”. However, winter needs became apparent, and the C-130 was adapted again with landing skis for Arctic service to become the C-130D.
Lobbying Keeps the C-130 Hercules Relevant.
The Pentagon stopped ordering all C-130s 25 years after its production began due to a surplus of aircraft during the Carter administration. Meanwhile, the Air Force had begun a search for a more efficient, medium-sized aircraft for similar jobs. Rather than going silently into the recesses of history, Lockheed used a congressional add-on tactic to sell another fleet of 256 C-130s to the Air Force. While the Air Force may not have needed so many new aircraft, one congressional study did find that the Air Force would have ordered at least five C-130s regardless. Of course, part of this add-on was reinforced through extensive lobbying and company-spurred research studies that highlighted how useful the C-130 could be in virtually any situation.
One of the most amazing shots of a #C130 we’ve seen! Do you know where this #aircraft beast was spotted? #aviationdaily #aviation #aviationgeek #avgeek #avgeeks #aviationlovers #Planelover #avnerd #avnerds #aviationnerd #IGAviation #Lockheedmartin #planespotter #aviationlove #avLove #igaviation #instaaviation #c130hercules #c130h #c130life #c130hercuies #c130pilot #c130love #c130herculesaircraft #c130flight #c130swag #c130aircraft #c130plane
First Flight of the C-130
The first C-130 was delivered in 1956 to Ardmore AFB, OK. The City of Ardmore wanted to refurbish the plane and return it to its original unit, the 463rd Troop Carrier Wing. At the time, they were at Dyess AFB, TX and this is where the plane rests for all to see.
Although some may make a case against the C-130 and Lockheed, the modern world would be missing a piece of its heart without this aircraft. It has a history as rich as that of the U.S. and the only way to ensure the legacy of the C-130 understands its origins and how to apply to destinations yet to be explored. So, naturally, you might start wondering how it is being used today, which we will discuss in Part II.


What is the Rh factor?
Answer: The presence or absence of the RBC antigen called the Rh factor or D - antigen, which determines wether a person is type Rh-positive or Rh-negative.
What is the difference between people who are Rh-positive and Rh-negative?
Answer: Rh-negative people do not have natural antibodies to the Rh factor but will for antibodies if they receive Rh-positive blood.
What is Basal state?
Answer: Basal state is when a person has gone 12 hours in rest with no food and exercise. Example: Sleep 10a.m-10p.m
What are they?
1. Tunica Externa - Outer layer
2. Tunica Media - Middle layer
3. Tunica Intima - Innermost layer
What is "transmission" in medical terms?
Answer: Transmission refers to a way of transportation for bacteria, air born sickness and disease. ie. Sneezing, coughing and vectors (animals).
What is an example of "implied consent" ?
Answer: When a patient extends their arm for you to perform venipuncture.
When a patient verbally gives you permission to perform a venipuncture procedure, what kind of consent is that?
Answer: Expressed consent.
What is Analytical mean in terms of phlebotomy?
Answer: During, acts performed by the phlebotomist while a needle is inserted into the Pts arm.
What is Post- analytical mean?
Answer: Acts that are taken place after the procedure is complete and the needle has been extracted from the Pts arm ie. Mislabeling, neglecting to apply pressure to punctured site.
Why are we not to stick in an area where burns, scars and tattoos are present?
Answer: Because these areas are more susceptible to infection and yield inaccurate test results.


Where do you catch your lobsters?
Most Water-Prince Corner Shop and Lobster Pound’s catch comes form the cold waters of the Gulf of St. Lawrence and Northumberland Strait. Lobsters mainly live in shallow water, and as they grow, they move toward the deeper water. We catch the majority of our lobsters within a few miles of shore and most come from the shores immediately surrounding Prince Edward Island, Canada.
What’s the difference between warm-water and cold-water lobsters?
The warm-water lobsters are the spiny or rock lobsters found in Florida, the Caribbean and southern California. The true lobster or the North American lobster can be found in the colder waters of the North Atlantic Ocean. The major difference is that the true lobster has large claws full of meat whereas the spiny lobster does not. Meat can only be extracted from the spiny lobster’s tail.
If there any difference in taste between male and female lobsters?
Except for minor physiological differences, the male and female lobster are very much the same. The female lobsters may sometimes have roe (eggs) inside the body cavity, which turn bright red upon cooking. Restaurant chefs occasionally request female lobsters from us for the roe to use in presentation.
What is the largest lobster The Water Prince Lobster Pound has ever shipped?
The largest lobster we ever shipped was 20″ to 24″ long and approximately 17 pounds. It was caught here in PEI (where over-sized restrictions aren’t in place). Picture the width of a kid’s lunchbox – which was about the width of that lobster. Larger lobsters can be shipped, but the trip is very strenuous on larger, older lobsters.
Do you ever catch blue lobsters?
Blue lobsters are rare, as the pigments in their shells are genetic defects. Most lobsters are greenish-brown in color, but we’ve seen blue, bright red (almost the same colour as cooked) and even part-white lobsters.
Do lobsters feel pain?
Like all arthropods, the nervous system of a lobster is very primitive and contains far fewer nerve cells than our nervous systems. The nerve cells are grouped in clusters called ganglia. Further, a lobster has no cerebral cortex, the area of the human brain that gives the perception of pain.
How long can a lobster survive out of water?
Lobsters have special gills that allow them to survive out of water. If they are kept cool and damp, lobsters could probably survive out of water up to a week – but we wouldn’t recommend eating them!
Are lobsters low in cholesterol?
Yes. In 1990, The National Institutes of Health tested lobster for cholesterol content and found that it was just as low in cholesterol, fat and calories as chicken and turkey. (Just watch out for the drawn butter!)


Wireless sensor networks frequently operate in hazardous areas where explosive atmospheres pose a safety risk to equipment and operators. The design of these systems must follow National Electrical Code (NEC), Canadian Electrical Code (CEC), and IEC/CENELEC installation requirements for Intrinsically Safe (I.S.) systems.
There are different categories of hazardous areas — this article will discuss design criteria for electronic circuits in hazardous areas designated Class I, Division 1 (C1D1). These are defined as environments where combustible gas, vapor, or mist is present or is expected to be present, for extended periods under normal operating conditions. An example is a tank level or oil well monitoring application that involves the storage of dangerous or volatile materials. The top of the oil tank or well head is the potentially hazardous environment. All components of a wireless telemetry system that operate in these types of potentially dangerous applications must be properly rated for intrinsically safe operation.
The goal of I.S. equipment design is to ensure that energy levels are low enough not to generate an arc, spark, or temperature that could ignite an explosive area, even under a fault condition. The electronics typically utilize zener diodes as voltage clamping devices to limit the voltages to safe levels, and current limiting resistors and fuses to limit maximum currents. The electronics must be designed from the ground up to meet the I.S. requirements.
Intrinsically Safe vs Explosion-Proof Systems
IS equipment differs from explosion-proof (XP) systems, in which a possible source of ignition is contained within the enclosure so as not to ignite the explosive environment. XP equipment does not require the same careful electronics design considerations as I.S. devices. But they do require the use of certified explosion-proof enclosures. In addition, all wiring must include explosion-proof conduit with appropriate seal-offs. XP devices must not be opened within a C1D1 hazardous area, which makes maintenance such as battery replacement more difficult. Additionally, access to internal buttons for configuration or setup is not possible.
While both appropriately rated I.S. and XP equipment are useable in a Class 1 Division 1 area, IS systems are typically cheaper and easier to install, as they do not require heavy enclosures and expensive conduit runs.
The Entity Concept
An I.S. approved apparatus, such as a sensor, may be connected to an I.S. approved associated apparatus such as a power source by following the rules for an “entity concept.” ISA-TR12.2-1995 defines the entity concept as follows.
The entity concept provides more flexibility in selecting equipment for an intrinsically safe system. The entity concept allows the user to identify acceptable combinations of intrinsically safe apparatus and associated apparatus that have not been examined as a system.
There is a set of safety or entity parameters for all I.S. equipment. Installers must first evaluate these entity parameters to ensure compatibility before use. I.S. rated equipment entity parameters are: voltage, current, power, capacitance, and inductance.
These values are defined as follows:
The entity concept states:
Ui or Vmax > Uo or Voc (Max input voltage > max output voltage)
Ii or Imax > Io or Isc (Max input current > max output current)
Pi > Po or Pt (Max input power > max output power)
Ca > Ci + Ccable (Max allowed capacitance > internal capacitance + cable capacitance)
Lo or La > Li + Lcable (Max allowed inductance > internal inductance + cable inductance)
These formulas determine whether two pieces of I.S. equipment can be connected while maintaining an I.S. rating. For example, the maximum voltage and current from the device providing the power (associated apparatus) must operate below the maximum rated voltage and current of the device being powered (I.S. apparatus). In determining ratings, refer to information listed on equipment markings or on a control drawing from the equipment manufacturer.
Example of an I.S. Entity Parameter Evaluation
Let's say, for instance, that you are considering using a C1D1 radio node from a remote monitoring system in combination with a guided radar sensor for the continuous measurement of flammable liquids inside a tank. (A C1D1 node is designed specifically for use in hazardous areas.) The node transmits data from sensors to a gateway that formats it for download to a computer, PLC, or Internet. (See Figure 1.)
As shown in Figure 2, a radar tank sensor (yellow unit) takes a level measurement and integrates with a radio node (white unit) that reads and sends data to a gateway for download into a SCADA system or local PLC. The hazardous location wireless node also powers the sensor, making the level monitoring system completely wireless.
Situated outside the C1D1 area, the gateway, PLC, or other polling devices do not need to meet C1D1 ratings. All equipment installed within the C1D1 area — such as the node and radar sensor — must be intrinsically safe to operate in the hazardous environment. An evaluation of the node and radar sensor ascertains their viability for this application. The installer is responsible for ensuring that equipment installed into a C1D1 area meets the requirements.
The following is a typical calculation:
Entity parameters of a SignalFire Sentinel HART node are:
Voc = 21 VDC, Isc = 111 mA, Pt = 0.8 W, Ca = 1.16 μF, La = 11.5 mH
Entity parameters for a VegaFlex 81 guided radar level sensor are:
Ui = 30 VDC, Li = 131 mA, Pi = 0.983 W, Ci=0 μF, Li = 5 μH
To evaluate the combination of these two pieces of equipment, the entity parameters must be compared.
Since the five entity parameters for these two I.S. apparatus meet the entity concept, they may be combined as an intrinsically-safe system.
I.S. Sensor Wiring
Installing wireless devices in a C1D1 zone close to sensors eliminates much of the wiring needed for a standard I.S. wired system. Wiring would only be needed for connecting sensors to a node. While I.S. wiring does not require rigid conduit with poured seals as with XP installations, ANSI/ISA-RP12.06.01 and NEC Article 504 standards list required practices for wiring I.S. equipment in classified locations. The following excerpt is from the NEC Article 504.
504.20 Wiring Methods. Intrinsically safe apparatus and wiring shall be permitted to be installed using any of the wiring methods suitable for unclassified locations, including Chapter 7 and Chapter 8. Sealing shall be as provided in 504.70, and separation shall be as provided in 504.30.
This statement means that any standard wiring practice for unclassified locations is permissible in I.S. installations with two exceptions. First, sealing applies when I.S. circuits run into a non-I.S. area to prevent gases from exiting into the safe location. (This does not apply if all equipment is intrinsically safe.) Second, I.S. wiring must be run in separate conduit or separated by at least 2” of air space from non-I.S. circuits, and I.S. wiring from different I.S. circuits that run together must have an insulation thickness of 0.01”.
Local and national codes require that any equipment installed into hazardous locations be appropriately rated and installed per code requirements to prevent an explosion that can destroy equipment or, even worse, harm workers. Using properly rated and installed C1D1 equipment in these locations ensures safety in the hazardous area.
With the right component classifications, you guard against potentially unsafe situations that can result in downtime and lost productivity. In areas where hazardous gases or vapors may be present it is important to ensure that appropriately rated equipment is used and properly installed. When in doubt, ask the manufacturer about the right equipment for a specific environment and ensure the installation is compliant to all local codes.


I love salt!
For years our government has told us to cut back on sodium to reduce blood pressure. May I remind you that this is also the same government that told us to cut out saturated fats and eat a diet with 50-60% of the calories as carbohydrates. Hmmm?
One of the biggest myths in the medical community is that salt causes hypertension. The big fear of salt started in 1997 after the DASH-sodium study mistakenly concluded that reduction of salt reduces risks of hypertension.
The problem is…
People on the DASH diet also reduced their sugar (fructose) intake, which is the real culprit for a ton of diseases, including hypertension.
In reality, salt does NOT cause hypertension.
In fact, the most up-to-date research shows that the standard recommendation of the American Heart Association of 1.5g/day is too LOW and might even DOUBLE your risks of stroke.
What an a-salt on our health! (sorry could not help it) 🙂
First of all, what IS salt anyway?
Sodium is a vital electrolyte (charged particles that are involved in the electrical balance in the body).
Sodium binds water, which keeps intra-cellular and extra-cellular fluids in the right balance. This electrolyte is extremely important for nerve transmission, muscular contraction, and other functions.
So…What happens when you cut back on salt like your doctor tells you?
Insulin resistance1: In this study, subjects on a low sodium diet increased insulin resistance, in just 7 days, a leading cause of obesity, diabetes and metabolic syndrome
Type II Diabetes2: A study found that in patients with type II diabetes, less sodium intake was associated with an increased risk of death
Hyponatremia3: Athletes with a low sodium intake can get hyponatremia, this is related to a sodium deficiency and can be very dangerous
However, not all salts are created equal — far from it.
Always try to avoid over-the-table refined salt (table salt), and use unrefined Himalayan Pink Salt, Celtic or sea salt instead.
Refined salt contains 97.5% sodium, with the rest being added chemicals like ferrocyanide, fluoride and aluminosilicate – all of which you do NOT want in your food.
On the other hand, pure unrefined salt contains 84% sodium, the rest being 16% of essential trace minerals and other micronutrients.
The protocol is simple: Avoid processed foods (way too much sodium) eat real food then add the unprocessed healthy salt to taste. Enjoy your food. That’s it.
Simple. Not necessarily easy. But definitely simple.
Keep going strong.
Your friend and coach,
1 Low-salt diet increases insulin resistance in healthy subjects,Garg, Rajesh et al.,Metabolism – Clinical and Experimental , Volume 60 , Issue 7 , 965 – 968
2 Elif I. Ekinci,Dietary Salt Intake and Mortality in Patients With Type 2 Diabetes, American Diabetes Association, Diabetes Care 2011 Mar; 34(3): 703-709. http://dx.doi.org/10.2337/dc10-1723
3 Exercise-Associated Hyponatremia, Mitchell Rosner , CJASN, January,2007, Vol 2, no.1,151-161 doi: 10.2215/CJN.02730806


Freedom of expression is essential to the mission of a university. So is freedom from unreasonable and disruptive offense. Members of this educational community are encouraged to avoid putting these essential elements of our university to a balancing test.
People who are offended by matters of speech or expression should consider speaking up promptly and in a civil fashion, and should be able to ask others to help them in a professional fashion to express concern. People who learn they have offended others by their manner of expression should consider immediately stopping the offense and apologizing.
With respect to materials posted on bulletin boards, it is not appropriate to remove or deface signed posters, even if some people find such material offensive. If you are offended by a poster signed by a person or group in the MIT community, it is appropriate to convey your sense of offense to those who created the poster. It is not appropriate to remove or deface the poster.
It is usually easier to deal with issues of free expression and harassment when members of the community think in terms of interests rather than rights. It may be “legal” to do many things that are not in one’s interests or in the interests of members of a diverse community. Most people intuitively recognize that there may be some difference between their rights and their interests. For example, most people do not insist on offending others once they have learned that their behavior is offensive, even in circumstances where they may have, or think that they have, a legal right to do so. Thus, anyone dealing with harassment concerns may find it useful to think about the interests on all sides as well as the rights.


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We’ve written about tank plating on this blog before – the process of plating a metal onto metal items that have been placed into plating tanks. For that process to work, the items to be plated must be electrically charged – in other words, they must be made of metal.
So that leads to an interesting question:
How can metals be plated onto surfaces of non-metallic materials like plastics, ceramics, or composites?
You have doubtless seen non-metallic items that have been plated with metal – they are nearly everywhere. There are metal-plated disposable plastic drink cups, plastic radio knobs, toys with bright shiny metallic coatings, and many other items.
Let’s look at some of the ways that precious and other metals can be coated onto non-metallic surfaces.


What is XML?
XML is a markup language for documents containing structured information.
Structured information contains both content (words, pictures, etc.) and some indication of what role that content plays (for example, content in a section heading has a different meaning from content in a footnote, which means something different than content in a figure caption or content in a database table, etc.). Almost all documents have some structure.
A markup language is a mechanism to identify structures in a document. The XML specification defines a standard way to add markup to documents.
What's a Document?
The number of applications currently being developed that are based on, or make use of, XML documents is truly amazing (particularly when you consider that XML is not yet a year old)! For our purposes, the word "document" refers not only to traditional documents, like this one, but also to the myriad of other XML "data formats". These include vector graphics, e-commerce transactions, mathematical equations, object meta-data, server APIs, and a thousand other kinds of structured information.
So XML is Just Like HTML?
No. In HTML, both the tag semantics and the tag set are fixed. An <h1> is always a first level heading and the tag <ati.product.code> is meaningless. The W3C, in conjunction with browser vendors and the WWW community, is constantly working to extend the definition of HTML to allow new tags to keep pace with changing technology and to bring variations in presentation (stylesheets) to the Web. However, these changes are always rigidly confined by what the browser vendors have implemented and by the fact that backward compatibility is paramount. And for people who want to disseminate information widely, features supported by only the latest releases of Netscape and Internet Explorer are not useful.
XML specifies neither semantics nor a tag set. In fact XML is really a meta-language for describing markup languages. In other words, XML provides a facility to define tags and the structural relationships between them. Since there's no predefined tag set, there can't be any preconceived semantics. All of the semantics of an XML document will either be defined by the applications that process them or by stylesheets.
So XML Is Just Like SGML?
No. Well, yes, sort of. XML is defined as an application profile of SGML. SGML is the Standard Generalized Markup Language defined by ISO 8879. SGML has been the standard, vendor-independent way to maintain repositories of structured documentation for more than a decade, but it is not well suited to serving documents over the web (for a number of technical reasons beyond the scope of this article). Defining XML as an application profile of SGML means that any fully conformant SGML system will be able to read XML documents. However, using and understanding XML documents does not require a system that is capable of understanding the full generality of SGML. XML is, roughly speaking, a restricted form of SGML.
For technical purists, it's important to note that there may also be subtle differences between documents as understood by XML systems and those same documents as understood by SGML systems. In particular, treatment of white space immediately adjacent to tags may be different.
In order to appreciate XML, it is important to understand why it was created. XML was created so that richly structured documents could be used over the web. The only viable alternatives, HTML and SGML, are not practical for this purpose.
HTML, as we've already discussed, comes bound with a set of semantics and does not provide arbitrary structure.
SGML provides arbitrary structure, but is too difficult to implement just for a web browser. Full SGML systems solve large, complex problems that justify their expense. Viewing structured documents sent over the web rarely carries such justification.
This is not to say that XML can be expected to completely replace SGML. While XML is being designed to deliver structured content over the web, some of the very features it lacks to make this practical, make SGML a more satisfactory solution for the creation and long-time storage of complex documents. In many organizations, filtering SGML to XML will be the standard procedure for web delivery.
XML Development Goals
The XML specification sets out the following goals for XML: [Section 1.1] (In this article, citations of the form [Section 1.1], these are references to the W3C Recommendation Extensible Markup Language (XML) 1.0. If you are interested in more technical detail about a particular topic, please consult the specification)
- It shall be straightforward to use XML over the Internet. Users must be able to view XML documents as quickly and easily as HTML documents. In practice, this will only be possible when XML browsers are as robust and widely available as HTML browsers, but the principle remains.
- XML shall support a wide variety of applications. XML should be beneficial to a wide variety of diverse applications: authoring, browsing, content analysis, etc. Although the initial focus is on serving structured documents over the web, it is not meant to narrowly define XML.
- XML shall be compatible with SGML. Most of the people involved in the XML effort come from organizations that have a large, in some cases staggering, amount of material in SGML. XML was designed pragmatically, to be compatible with existing standards while solving the relatively new problem of sending richly structured documents over the web.
- It shall be easy to write programs that process XML documents. The colloquial way of expressing this goal while the spec was being developed was that it ought to take about two weeks for a competent computer science graduate student to build a program that can process XML documents.
- The number of optional features in XML is to be kept to an absolute minimum, ideally zero. Optional features inevitably raise compatibility problems when users want to share documents and sometimes lead to confusion and frustration.
- XML documents should be human-legible and reasonably clear. If you don't have an XML browser and you've received a hunk of XML from somewhere, you ought to be able to look at it in your favorite text editor and actually figure out what the content means.
- The XML design should be prepared quickly. Standards efforts are notoriously slow. XML was needed immediately and was developed as quickly as possible.
- The design of XML shall be formal and concise. In many ways a corollary
to rule 4, it essentially means that XML must be expressed in EBNF and
must be amenable to modern compiler tools and techniques.
There are a number of technical reasons why the SGML grammar cannot be expressed in EBNF. Writing a proper SGML parser requires handling a variety of rarely used and difficult to parse language features. XML does not.
- XML documents shall be easy to create. Although there will eventually be sophisticated editors to create and edit XML content, they won't appear immediately. In the interim, it must be possible to create XML documents in other ways: directly in a text editor, with simple shell and Perl scripts, etc.
- Terseness in XML markup is of minimal importance. Several SGML language features were designed to minimize the amount of typing required to manually key in SGML documents. These features are not supported in XML. From an abstract point of view, these documents are indistinguishable from their more fully specified forms, but supporting these features adds a considerable burden to the SGML parser (or the person writing it, anyway). In addition, most modern editors offer better facilities to define shortcuts when entering text.
How Is XML Defined?
XML is defined by a number of related specifications:
- Extensible Markup Language (XML) 1.0
- Defines the syntax of XML. The XML specification is the primary focus of this article.
- XML Pointer Language (XPointer) and XML Linking Language (XLink)
- Defines a standard way to represent links between resources. In addition to simple links, like HTML's <A> tag, XML has mechanisms for links between multiple resources and links between read-only resources. XPointer describes how to address a resource, XLink describes how to associate two or more resources.
- Extensible Style Language (XSL)
- Defines the standard stylesheet language for XML.
As time goes on, additional requirements will be addressed by other specifications. Currently (Sep, 1998), namespaces (dealing with tags from multiple tag sets), a query language (finding out what's in a document or a collection of documents), and a schema language (describing the relationships between tags, DTDs in XML) are all being actively pursued.
Understanding the Specs
For the most part, reading and understanding the XML specifications does not require extensive knowledge of SGML or any of the related technologies.


What is TMJ?
TMJ is an acronym for temporomandibular joint, which is a fancy way of saying jaw joint. Clinically, we refer to problems associated with the TMJ (jaw joint) asTMJ Syndrome or TMD (disorder). But many patients just call it “TMJ”. Often, TMJ Syndrome presents itself as a popping sound and sensation near the jaw joint.
Who can have TMJ Syndrome?
TMJ problems can afflict people of all ages, although patients under 40 are more susceptible and it occurs more frequently in women.
What are the Symptoms of TMJ Syndrome?
TMJ Syndrome symptoms include:
• Earaches, stuffiness, or ringing in the ears
• Pain or soreness in and around the jaw joints
• Numbness in fingers and arms
• Difficulty swallowing
• Limited movement or locking of the jaw
• Clicking or grating sounds in the jaw joints
• Pain behind the eyes
• Neck, shoulder, or back pain
• Facial pain
• Unexplained loosening of teeth
Left untreated, the TMJ symptoms increase in number and severity as you get older.
What should I do if I suspect TMJ Syndrome?
In order to determine the best course of treatment, an accurate diagnosis is imperative. Consult with Dr. Gaitanto determine if you are suffering from TMJ Syndrome. Many times all that’s needed is a simple adjustment to your bite (the way your teeth come together), or a small mouthpiece that corrects the way your jaw joint closes.
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Department For International Development
Indias agricultural sector has undergone considerable transformation over the past 6 decades. The elements of agricultural transformation can be seen in the form of reduction in the contribution of agriculture to national income, a decline in the share of labour, a reduction in rural poverty, and malnutrition. These changes have occurred alongside the increase in the production of foodgrains, diversification from the cultivation of cereals to high-value products, emergence of new marketing opportunities, and linkages with the non-farm sector and active land markets. However, these changes are not pervasive and there exists considerable variations across states. Some states such as Punjab and Haryana took advantage of their rich natural resource conditions to increase agricultural productivity and farm income through the adoption of yield-improving technology. A favourable technical, institutional and political environments have also enabled these states to achieve a higher growth trajectory in agriculture.
This report has been commissioned by the South Asia Research Hub of the UK Department for International Development
Pohit, Sanjib & Bandhyopadhyay, saurabh & Elumalai, R. & Singh, R.K.P. & Sayal, Lavanya. (2018). Study on Agricultural Diagnostics for the State of Bihar in India: Inception Report


If the results of the screening test are cause for concern, then the doctor will make referrals for developmental and medical evaluations.
The goal of a developmental evaluation is to diagnose the specific type of disorder that affects a child. Learn more about screening and diagnosis. There is no cure for CP, but treatment can improve the lives of those who have the condition.
It is important to begin a treatment program as early as possible. After a CP diagnosis is made, a team of health professionals works with the child and family to develop a plan to help the child reach his or her full potential.
Common treatments include medicines; surgery; braces; and physical, occupational, and speech therapy. No single treatment is the best one for all children with CP. Part C of IDEA deals with early intervention services birth through 36 months of age , while Part B applies to services for school-aged children 3 through 21 years of age.
American Academy of Pediatrics. Treatment and therapy help manage effects on the body. What is cerebral palsy? Any information you provide to us via this website may be placed by us on servers located in countries outside of the EU. Riggin EA. Mixed cerebral palsy causes symptoms characteristic of two or three of the other types.
There are several possible causes of the abnormal development or damage. People used to think that CP was mainly caused by lack of oxygen during the birth process.
Now, scientists think that this causes only a small number of CP cases. CP related to brain damage that occurred before or during birth is called congenital CP.
In many cases, the specific cause is not known. A small percentage of CP is caused by brain damage that occurs more than 28 days after birth. This is called acquired CP, and usually is associated with an infection such as meningitis or head injury. Learn more about causes and risk factors for CP.
If you think your child is not meeting movement milestones or might have CP, contact your doctor or nurse and share your concerns. If you or your doctor is still concerned, ask for a referral to a specialist who can do a more in-depth evaluation of your child and assist in making a diagnosis. This is sometimes called a Child Find evaluation. Learn more about early intervention.
American Academy of Pediatrics. Caring for your baby and young child: Birth to age five. Shelov SP, editor. Many have problems that can need ongoing therapy and assistive devices like braces or wheelchairs.
There's no cure for cerebral palsy. But resources and therapies can help kids grow and develop to their greatest potential. As soon as CP is diagnosed, a child can begin therapy for movement and other areas that need help, such as learning, speech , hearing, and social and emotional development. Medicine helps kids who have a lot of muscle pain and stiffness. They can take medicine by mouth or get it through a pump the baclofen pump placed under the skin.
Surgery can help fix dislocated hips and scoliosis curved spine , which are common in kids with CP. Leg braces help with walking. Kids can improve their bone health by eating diets high in calcium , vitamin D , and phosphorus. These nutrients help keep bones strong. Doctors, dietitians, and speech-language therapists can work with families to make sure kids get enough of the right nutrients and suggest changes to their diets or mealtime routines, if needed.
Kids with CP often need to see many different medical specialists for care. That team may include doctors and surgeons, nurses, therapists, psychologists, educators, and social workers. Even if many medical specialists are needed, it's still important to have a primary care doctor or a CP specialist. This doctor will take care of your child's routine health care and also help you coordinate care with other doctors. Ltd and his team organised an art competition for students to celebrate Independence Day.
The Ankur Advocacy Group conducted an awareness programme on problems faced by commuters with disabilities at the Taratala crossing. Mission and Vision Indian Institute of Cerebral Palsy seeks to bring about positive changes in the lives of all people with cerebral palsy through a range of policies and service provisions designed to enhance their individual skills and knowledge and give them opportunities to exercise their constitutional rights and fully participate and contribute to the community and country.
Film and Video Gallery.


Part 2 of fundamental differences between behavioral and developmental approaches in Autism Spectrum Disorder.
I am currently on a 7-day course on blending attachment theory with sensory processing theory in a very practical way. I am looking at videos of children and reflecting on our kids at the center. It feels good to not be the presenter and simply taking the time to listen, reflect, and add to what I already know. To my staff’s dismay, though secretly they enjoy it, I am again thinking of changes I would like to make!
But the topic of attachment is fascinating. It starts in utero as the baby is also exposed to what the mother is exposed to. The baby starts the sense of smell quite early and listens to the mother’s voice by 5 months, though some books say 4 months. They cannot understand the language, but they can get the cadence and prosody of the mother’s voice, which conveys mostly emotional tone and this occurs with bone conduction through the spine as it ripples into the womb. Once the baby is born it is that emotional tone they seek when they burst into this sudden change from fluid to air and there the love affair visibly continues in earnest. I do not think anyone could have hardened heart when watching a mother nestle the baby’s head in that special place just under her shoulder. From this time through the entire lifespan, it is this mother that we bury deep in our subconscious no matter the environmental circumstances.
You can teach social manners, but not the complexity of social skill.
We have come a long way from believing that children on the spectrum do not share this same yearning. There is so much literature discussing the importance of the co-regulation occurring naturally between mother and baby and how this bonding keeps affecting other relationships in our lives. Some families noted the difference in their child from the first month of life; other say it happened after about 18 months, though most agree that co-regulation has always been difficult. As the child’s autonomic nervous system does not provide the adaptive response they need in order to cope, their behavior becomes difficult to read, causing the parent to feel disarmed and alarmed at their seeming own inability to follow their natural instincts. They “lose” their ideal baby to feeling dismissed, rejected and also incompetent, thinking it is about their parenting. They search for help and family members say all kinds of unhelpful things though they mean well. “Do not worry, they will grow out of it” or “I raised you this way, so you should be doing this” and other “helpful” hints. Still the mother struggles to establish a co-regulation with her baby. She visits the doctor and voices her concern about the child’s difficulty to be engaged in a co-affective behavior. Her instinct tells her something is wrong, but she is also afraid that she could possibly be to blame. The doctor states “to give it time”, “he is just a boy, they take longer to develop”. The mother feels again that maybe she is over-reacting and that she must stop feeling anxious.
If there is an emotion children on the spectrum share it is anxiety and it is this anxiety that rules their adaptive response. They also cry out for attention as other babies, but due to their difficulty adapting to the environment, the mother cannot find the right sensory pathway to assure her child of her love and care. As the mother’s anxiety rises, her child feels her anxiety quite intensely. Trewarthon gave us the term “intersubjectivity”, which considers an innate ability that seeks strength from the mother child bond. Think about when you are looking at your significant other and you know exactly what they are thinking and the look from your partner tells you they got it too. Research with one-month old babies and mothers engaged in “motherese” (that special baby talk) showed that exactly the same places in both the mother and baby brain lights up as they “talk” their own language.
Anyone working with children on the autism spectrum will know that they are keenly aware of any amount of tension in the room. They remind me of the deer I love to watch in Kruger Park. As they bend their necks to drink water, their ears are forever moving, checking the environment for danger. In their primal brain, they live in an eternal cycle of fight, flight and freeze. Children on the autism spectrum are just as vigilant of their environment as those deer. The difference is that they are supposed to grow into making sense of their environment. They should feel secure enough to mature into understanding that the environment holds no threat; that there is no danger. A loving secure base in the mother would have provided them this ability had sensory adaptive systems not gone awry. It has to feel painful to experience this disruption of such a primary “right” of development. Mothers continue to search for the answers and techniques that would allow their child to seek their loving arms.
Why am I going into this detail? If this mother-infant bond is good enough to set the stage for all typically developing children in order to grow and mature, it is no less necessary for the child on the autism spectrum. Relationship is the essence of growth and research has shown that this first bond also fosters brain growth. The child on the spectrum is as much in need of relationship as any other typical peer. Their vigilance with regards to discerning threat however, overshadow the relaxation they can find in their mother’s arms, and when sensory thresholds are over-activated, the first response is to use a short circuit to the limbic Amygdala (low road), which does not allow for logic to enter into the equation (high road). Of course there are different ranges of profiles on the spectrum, but the needs remain the same.
So this is my concern: What are we teaching children on the spectrum about relationship within the behavioral method? Is relationship about performance (the task) or is it about creating a love bond that would form the foundation of being social and developing empathy? Why are behavioral therapies so sadly lacking in developing social-emotional skills? This is a question, not an attack. This is a core deficit of Autism Spectrum Disorder and it does not appear to be enforced nor developed by behavioral techniques. The answer lies in re-establishing the mother-child bond and fostering a joy between them that can overcome the Amygdala short circuit, and build the intrinsic motivation that will create the willingness to want to be a part of our world. You can teach social manners, but not the complexity of social skill. Sadly they are not equal in attaining quality of life. To be social-emotionally skilled is to start with the bonding relationship and to use this secure base in developing the child into a fuller, more conscious person that does not have to live with fight, freeze and flight all of their lives.