At the end of this post you will find a Freebie that we hope helps you organize your bilingual goals!
If you are reading this blog post is probably because we have the same goal: to work towards teaching our kids a second language. In other words, to become a BILINGUAL FAMILY.
The reason behind this goal, however, is different for each of us but based on several studies realized in the United States, we have have come to the conclusion that some of the most common reasons to raise bilingual children are:
- Better job opportunities
- The United States is becoming increasingly multilingual at a very fast speed
- Children can help past generations learn the language
- Bilingual children offer different points of view than monolingual children
- Bilingual children become more empathetic and sympathetic with others
- To communicate well with relatives
- Language and culture are intertwined. To understand the community you are living in better.
- Preservation of family’s heritage, and connect with older generations
- To understand and become aware of cultural differences to respect them and appreciate them better.
Now, the way we approach our bilingual goals are unique for each family and there are several ways to teach the target language to the next generation. Let’s look at different ways how we can accomplish it.
Language Learning Strategies:
1.Minority Language at home (MLAH):
In this strategy the whole family uses the minority language in interactions with each other and the child is exposed to the majority language in the community. Keep in mind that, while this strategy is called “Minority language at home” is inferring to using the target language within family interactions and not necessarily the place where the language is used.
Both parents are usually fluent in the target language. An example of this approach is a family where both parents are from Brazil but live in the United States. They speak entirely in Portuguese at home and when they are together without other people like when they are out in nature or at a park. Parents may choose to speak the majority language in the neighborhood, at school, with friends, and in other community activities.
Because the majority language is a dominant force in kids’ lives, parents use their native language at home daily to continue working towards their language goals. There is a significant exposure to the target language and learning might happen effortlessly. It also promotes the strengthening of everyone’s language skills.
Tip: It is important to not only focus on speaking but also taking the time to work on reading writing and comprehension. Watching movies, having dinner dates with friends that share the same language goals, library story time are some ways a family can seek out more opportunities to practice the minority language.
Educational Resources: families in this category benefit from translating any book or any material for their children into the minority language if they have a hard time finding material already in the language. They can use printables, unit studies and other material available with the benefit of knowing both languages.
2. One parent One Language (OPOL):
This strategy involves one parent speaking one language to the child and the other parent speaking a second language. This can be a successful method if each parent is a native speaker of a different language. for example, mom is a native Spanish speaker from Perú and dad is a native English speaker from England. This strategy might have one minority language and one majority language; or, two minority languages. The child knows exactly what to expect and knows which parent will speak which language.
Tip: You can get the most out of this strategy by using your language to communicate no matter the place, time, or activity when you are alone with the child. At the same time be sure to have an initial conversation as to which language will be used when the whole family is together so everyone knows what to expect. A workbook, textbooks and other aids can be used to improve grammar, reading and writing skills in the minority language.
Educational Resources: Families in this category benefit from having one parent translate anything into the target language to diversify the material used at home to learn if they lack material in the language. They can use printables, unit studies, and other material available with the benefit of one parent knowing both languages.
3. Time and Place:
This strategy allows families to decide when, where, and how long they use the minority language. Using the target language can either be determined by a planned schedule or a contextual opportunity. This strategy is optimal for families with one monolingual parent and one bilingual parent; it is a method where everyone comes together to plan do they want to use the language depending on their goals, and the family decides it within the boundaries of time, space, and activities. My family uses this strategy, for example. Dad only speaks English, and I am bilingual. We use Spanish mostly when he is not around to practice core language competencies. I use this time to teach the kids vocabulary and grammar; I read to them in Spanish and help them read books to me. Spanish is added to our homeschooling days and I make sure to include into our daily rhythm. During Lunchtime, we try our best to only speak in Spanish. When he is home, we practice some in a more laid-back way, making it fun and inviting for dad to learn some, encourage the kids, and for him to be part of our family’s bilingual goal. We try to make it less academic and more fun and I think bringing that into the picture adds up significant value for the kids to understand this is simply who we are and what we do. It is part of our family life.
Tip: A clear plan is essential for this strategy to work. The plan should be consistent and steady. Also, remember that for a child to learn a language they need constant interaction with the minority language. So, if it’s needed, consider using external material and resources to supplement their learning and for them to have diverse opportunities to practice. You might want to invest in an online program, a tutor or virtual classes. Books, videos, educational apps, and unit studies will be aids that you also want to have always available.
Educational Resources: Families that use this method have the same advantages when talking about resources for home as those using the OPOL strategy. They can use printables, unit studies, and other material available with the benefit of having one parent that knows both languages and can translate material for the children.
4. Outsource Family:
This method is for families who have agreed on investing their time, efforts, and money toward helping their children become bilingual. These families understand the numerous benefits of bilingualism. Once the family has agreed on a target language, they seek external help since neither speaks the target language. In this approach, families rely on outside help and material to provide that bilingual education for their children. For example, a family has their kids in a mandarin after-school class or a Spanish immersion school.
Tip: While this is more of a long-term commitment where a budget must be designated towards it, Immersion programs are the most effective type of world language program currently available in the united States. Consider also a bilingual school where the children learn normal academic subjects like math, science, and social studies in two languages.
This strategy is very successful. However, just as the ones above, the support of the parents is as important; they play an important role at home and must have an intentional approach to support their children in their bilingual journey.
Educational Resources:Families that use this strategy will have to outsource the material used at home but count on the benefit of finding a significant amount of material available for printing at affordable prices.
So, what do you say? Which category does your family fall in?, What method do you think would work best for you?
Final thoughts to consider:
Remember, the strategy used does not matter as much as our nurturing support towards our kids’ language learning. I am including a free questionnaire in this post that will help you jot down your ideas and determine the goal for a second language for your family. Having a clear overview of what methods others use and why provides helpful insight to decide your family’s needs, what goals you have, and the best way to go about it. Keep in mind there is no one-size fits all approach and the success depends on each individual family and their unique goals and language experience. But having the need to use both languages and raising happy kids matters most!
Enjoy the journey, read to your children or find ways others can read to them in both languages, whether it be through unit studies, printable material, a video, storytime at the library or a native speaker friend, playing games, listening to music, and dancing are great ways to connect with the kids and turn language learning into a fun family affair. Seek out support for you as parents, your child, and at home. Last but not least, talk to your child about your bilingual goals, make sure they are on board and up for the challenge!
To download and print your FREE questionnaire click on the button below:
Thank you so much for reading! We hope this post helped you organize your ideas some, and most importantly, it helped you get excited about the future of your family’s language adventure!!
Be sure to let us know if you have any questions, thoughts or suggestions in the comments.
“Language is the blood of the soul into which thoughts run and out of which they grow.”
– Oliver Wendell Holmeshttps://www.british-study.com/en/blog/inspirational-quotes-for-language-learners


The village history is quite recent due to the fact of the Horton Kirby paper mill originally built in 1820 by Henry Hall. Before the mills there were only a few farms and some small cottages for workers including a forge. The mill was first a flour mill less than half of the size of the mill today and employed a handful of local people. Some years later the mill was converted into a paper making mill which took up a much larger area, and also gave way to a small tunnel which gave a diverted route for the river darent which runs through the site. The paper produced was said to be a good quality, used for magazines an copying plans. Towards the end of the 19th century the mill was expanding with a boiler house and the iconic chimney built in 1881. The chimney is Grade 2 listed, as well as 2 other listed buildings (workhouses) in the site, one now the local co-operative Food. In 1918 an extra 70ft of circular Stock was added to the chimney made of mostly red brick to ensure that emissions escaped from the valley. Houses were needed for the workers, so small terraced houses were built (mill cottages and the bottom half of new road.) The mill later closed fully in February 2003.
The co-ordinates above are for the question stage and not the location of the cache.
To find the cache a 35mm film canister in a clip lid box containing a log book only, please bring your own writing implement..
At N51.24.204 E000.14.806 you will find the village sign and the information to the questions below.
Number of arches = A
Total panels in the middle window = B
How many birds flying to the right of the chimney = C
How many consonants in the first name of the designer = D
How many vowels in the surname of the designer = E
How many ducks in the water = F
N51.24 (A-C) (B/E(+D) (D-F)
E000.14. (E+A) (E x E) (B/C)
Please hide the cache as you found it.
If anybody would like to expand this series please do. I would just ask that you let Smokeypugs know first so they can keep track of the Village Sign numbers and names to avoid duplication


Public infrastructure is financed in a number of ways, including p ublicly (through taxes), p rivately (through private investments), and through p ublic-private partnerships. Developing infrastructure as an asset class (i.e., “securitisation” of infrastructure to attract financiers and asset managers) rather than as a public good (public procurement, public service) is however counterproductive and can even exacerbate inequalities, decrease equitable access to essential services and jeopardize the fulfilment of human rights. Furthermore, many governments have turned to … The objective of infrastructure proponents in imposing TBL mandates is to shift from the lowest cost approach to a highest sustainable return on investment approach. Public Key Infrastructure could revolutionise the way companies do business online - if only anyone would use it, says Danny Bradbury. Public Infrastructure may be financed through taxes, tolls, or metered user fees. Taxation. public good, even though it is good for the public. In some cases, public goods are not fully non-rivalrous and non-excludable. As an empirical matter there are several clear linkages between infrastructure and public goods from the development economics point of view, especially when information infrastructure is the project. • First, infrastructure generates positive externalities by stimulating economic activity and By: Rahul Parthe, CTO, Founder & Chairman, Tech5 SA. There is an awareness that infrastructure serves the public good and that lowest cost solutions are not sustainable, resilient, or adding to the quality of life of our society. BUILDING A NATIONAL ID INFRASTRUCTURE FOR PUBLIC GOOD IN AFRICA BASED ON OPEN-SOURCE TECHNOLOGIES. Over the last decade, virtually all industry and service sectors have transitioned to a digitalized mode for the delivery of services and the access of information. Download PDF Here . Cite evidence to explain why infrastructure is a public good. The importance of having a good school infrastructure October 04, 2016 It is a fact that having schools in good conditions is decisive for students to achieve the expected academic results . 1. For those who love to read and study, any place can be good to read and learn.


Provided the water in your area does not fall under a “Do not use”, boil water alert, your filter system and filters unless damaged by the storm should be fine. If your area does fall under a boil water alert you should change all filters and membranes installing new, unused filters or membrane cartridges after you have completely sanitized your system. Boil water alerts are often issued by water municipalities when damage occurs to water lines. These alerts can also be issued if there is a loss in water pressure, allowing bacteria to backwash into the water pipes. Minerals and viruses like E.coli, cryptosporidium, and giardia, are all things that may get into water when a pipe breaks or during a natural disaster, like flooding. Below is Everpure’s Technical Service Bulletin regarding water quality emergencies and the procedures to place your system back into operation after a boil water alert.
Everpure Technical Service Bulletin
File No: 011414
Subject: Responding to Water Quality Emergencies
RESPONDING TO WATER QUALITY EMERGENCIES
Natural disasters such as earthquakes, floods and hurricanes cause contamination of municipal water systems over a large area. Industrial and other chemical leaks can also cause contamination of water supplies. If a water quality emergency occurs in your location, follow your local municipality’s instructions for addressing the emergency. If a boil order is issued, follow that boil order advisory until you have been notified by local authorities that your water is potable and safe to use.
Following is our recommended procedure for cleaning and start-up of Pentair water treatment systems using Pentair filters and RO membranes for commercial foodservice applications.
PENTAIR® OBEYING BOIL WATER ADVISORIES:
Obey them, period!
Contamination due to breaks in the mains, general flooding, or damage to the municipal waterworks itself should not be confused with situations in which contamination by protozoan cysts (e.g. Cryptosporidium, Giardia) is discovered in a water supply. Everpure submicron filters and RO membranes are NSF-Certified for removing such cysts, but not for killing or removing dangerous bacteria and viruses, which must be assumed to be present during the aftermath of a disaster, chemical spill or other water emergency.
When a Boil Water Advisory is announced and it is clear that there has been gross contamination, operators should stop using their filtration or RO system and boil their water as advised by their local authorities, until:
1. The “all clear” is given by local water authorities
2. Plumbing systems in your facility have been disinfected
3. Your Pentair system has been cleaned and any old or contaminated filter or RO cartridges have been replaced with new ones
CLEANUP OF PENTAIR SYSTEMS:
When safe water is available again, all water-using equipment should be sanitized with an approved disinfectant such as diluted chlorine bleach (5.25% sodium hypochlorite). The recommended dosage is 100-200 mg/L chlorine, which is easy to make. Fresh bleach has about 50 mg of chlorine in each mL, or about 500 mg in a capful. Four capfuls or an ounce in a 2-1/2 gal. bucket of water makes about 200 mg/L. Add a few drops of cleaning concentrate (e.g. dish detergent) to this solution and use it to clean external surfaces. Unexposed, interior plumbing surfaces can be sanitized in place using a Pentair Everpure JT Sanitizing/Flushing Cartridge. (Contact your local distributor or sales agent to acquire the JT can). This is an empty housing which can be filled with any cleaning or sanitizing solution and then be inserted into Everpure-branded filter heads. When the flow of water resumes, the disinfectant will be fed into the lines. When a strong chlorine smell is evident at the closest outlet, the flow should be stopped and the sanitizing solution left to soak for at least 30 minutes. When sanitization is complete, remove the flushing cartridge and install new, unused filters or membrane cartridges. Rinse the equipment by flushing water through the system as directed in your system’s Installation and Operation manual. Return your filtration or RO system to service.
POST-EMERGENCY SYSTEM OPERATION:
Follow the replacement cartridge change-out schedule per your system’s specifications. We suggest that you continue to monitor and follow your local water authority’s post-emergency recommendations. Please note that water problems caused by natural disasters often include high turbidity, even muddy, conditions. As a result, filter cartridges may clog faster and need replacing sooner than usual.
If you have any questions regarding these instructions or require additional assistance please call us at 1-800-942-7873 or email us at email@example.com


Measles, also known as rubeola, is a viral illness. It's characterized by a distinct rash and a fever. Measles is very contagious. It is usually spread through direct contact with droplets from coughs or sneezes from a person with measles. Although not as common, it can be spread by droplets in the air. The symptoms of measles occur about 8 to 12 days after coming in contact with a person with the virus.
What are the symptoms of measles?
Measles usually begin with cold like symptoms. Symptoms may include:
Within another few days, a red rash appears. It usually starts on the face and then spreads to the rest of the body. Once the rash appears, the fever may get much higher. This rash fades after 4 to 7 days as symptoms subside.
The symptoms of measles may look like other medical conditions. Always see your child's health care provider for a diagnosis.
What is the treatment for measles?
Your child's health care provider will figure out the best treatment based on:
How old your child is
His or her overall health and health history
How sick he or she is
How well your child can handle specific medications, procedures, or therapies
How long the condition is expected to last
Your opinion or preference
Vitamin A is used to treat measles in children. It lessens the chance of serious complications and death. Other treatment includes:
What are the complications of measles?
Most people recover with no lasting effects. But measles can lead to serious complications or even death. Complications of measles include the following:
Middle ear infection
Infection of the lungs (pneumonia)
Infection of the upper airway with trouble breathing and cough (croup)
Infection of the brain (encephalitis)
How can measles be prevented?
The measles vaccine is part of the routine immunizations recommended for children. Children should be vaccinated for measles with 2 doses:
For people who have not been vaccinated, vaccination up to 3 days after exposure to measles may prevent the disease.
People who have had measles are immune for life. But if you work in education or health care, or are planning international travel, you may want to be vaccinated to boost your immunity.
When to call the health care provider
Call your child's health care provider right away if you suspect measles. Get emergency care if your child has:


The symptoms of neurofibromatosis type 1 usually appear during childhood. The disorder is progressive and, in some cases, the symptoms become more pronounced during puberty, pregnancy, or when hormonal changes take place. The range and severity of symptoms varies greatly among affected individuals and the rate of progression of this disorder is not predictable.
The first sign of neurofibromatosis type 1 is usually the appearance of multiple brown spots on the skin (cafe-au-lait) and freckling under the arms (axillary) or in the groin area (inguinal). According to the NIH Consensus Conference in 1987, a diagnosis of NF1 requires that there must be six such spots (5 mm in size) before puberty; these spots enlarge to 15mm after puberty. Small clumps of pigment develop on the iris of the eyes (Lisch nodules). The presence of Lisch nodules is highly indicative of NF1 as they occur in 97 percent of affected individuals. Freckling under the arm or in the area of the groin, along with Lisch nodules, are important criteria for the diagnosis of neurofibromatosis type 1.
Multiple tumors (neurofibromas) occur in neurofibromatosis type 1, forming on the nerves on or under the skin or in deeper areas of the body. Pain may or may not occur. Tumors can cause disfigurement and wrap around or penetrate the nerves. Orthopedic problems may develop including curvature of the spine (scoliosis) and a condition called pseudoarthrosis. This condition is characterized by loss of bone tissue (deossification) on weight-bearing long bones, followed by a fracture; the fracture does not form the normal mass of tissues (callus) that usually forms at a fracture site. This is commonly referred to as a “false joint.” With pseudoarthrosis the long bones of the legs, especially the tibia, may become thin and bent (bowed), and may fracture easily. These breaks may fail to heal properly. Tumors may also develop on the nerves of the eye (optic gliomas). In a small number of affected individuals, certain types of malignant tumors may develop, especially malignant peripheral nerve sheath tumors.
Sexual development may be delayed or may occur early (precocious puberty) in individuals with neurofibromatosis type 1. In addition, about 50 percent of individuals with NF1 experience learning disabilities. (For more information on this disorder, choose “precocious puberty” as your search term in the Rare Disease Database.)
In the localized form of neurofibromatosis type 1, known as segmental neurofibromatosis, tumors are typically limited to one area of the body.
In about 50 percent of individuals with NF1, the disorder is inherited from a parent as an autosomal dominant trait. Sporadic or random mutations in the gene responsible for NF1, account for the remaining 50% of cases. The NF1 gene, a remarkably large gene, has been mapped to chromosome 17q11.
Chromosomes, which are present in the nucleus of human cells, carry the genetic information for each individual. Human body cells normally have 46 chromosomes. Pairs of human chromosomes are numbered from 1 through 22 and the sex chromosomes are designated X and Y. Males have one X and one Y chromosome and females have two X chromosomes. Each chromosome has a short arm designated “p” and a long arm designated “q”. Chromosomes are further sub-divided into many bands that are numbered. For example, “chromosome 17q11.2” refers to band 11.2 on the long arm of chromosome 17. The numbered bands specify the location of the thousands of genes that are present on each chromosome.
Genetic diseases are determined by the combination of genes for a particular trait that are on the chromosomes received from the father and the mother.
Dominant genetic disorders occur when only a single copy of an abnormal gene is necessary for the appearance of the disease. The abnormal gene can be inherited from either parent, or can be the result of a new mutation (gene change) in the affected individual. The risk of passing the abnormal gene from affected parent to offspring is 50% for each pregnancy regardless of the sex of the resulting child.
According to investigators, the large size of the NF1 gene is consistent with the large percentage of cases resulting from spontaneous (sporadic) changes of the gene. The NF1 gene regulates (encodes for) the production of neurofibromin, a protein that functions as a tumor suppressor. Several different mutations of the NF1 gene have been identified in individuals with the disorder (e.g., deletions, insertions, point mutations). Investigators have determined that some severely affected individuals may have a deletion of the entire NF1 gene as well as deletion of material from other adjacent genes (contiguous genes), potentially contributing to the wide variability of symptoms and findings in those with the disorder.
A localized form of neurofibromatosis type 1 (segmental NF) appears to be caused by a genetic change that is not inherited in the same manner (somatic mutation) as the NF1 gene. The risk for recurrence in the children of people with this form of the disease has not been determined.
Neurofibromatosis type 1 is a rare disorder that affects males and females in equal numbers. All races and ethnic groups can be affected by this disorder. Neurofibromatosis type 1 is estimated to occur in 1 in 4,000 births. The diagnosis of neurofibromatosis type 1 is usually made during the first decade of life, based on characteristic skin freckling, cafe-au-lait spots, optic glioma, and/or pseudoarthrosis.
Neurofibromatosis type 1 (NF1) is diagnosed if two or more of the following are present:
Six or more cafe-au-lait spots;
Two or more neurofibromas of any type or 1 “plexiform” neurofibroma;
Freckling under the arms (axillary) or in the groin area (inguinal);
Benign tumor of the optic nerve (glioma);
Two or more Lisch nodules in the iris of the eyes;
Lesions in the bone (sphenoid dysplasia or thinning of long bones) with or without pseudoarthrosis;
A parent, sibling, or child with neurofibromatosis Type 1.
People with neurofibromatosis type 1 may undergo surgery to remove particularly troublesome tumors. Physical therapy may be beneficial for some people. A variety of orthopedic devices may help to improve mobility in some cases. Other treatment is symptomatic and supportive.
Genetic counseling will be of benefit for people with neurofibromatosis type 1 and their families. For clinical facilities that treat people with neurofibromatosis, please refer to the Resources section of this report.
Information on current clinical trials is posted on the Internet at www.clinicaltrials.gov. All studies receiving U.S. government funding, and some supported by private industry, are posted on this government website.
For more information about clinical trials being conducted at the NIH Clinical Center in Bethesda, MD, contact the NIH Patient Recruitment Office:
Tollfree: (800) 411-1222
TTY: (866) 411-1010
For information about clinical trials sponsored by private sources, contact:
The Children’s Tumor Foundation launched an NF Registry in 2012. The purpose of this registry is to find people who may be eligible for clinical trials or other research studies being conducted in the field of NF, and to determine the commonality of specific NF characteristics. Please go to www.nfregistry.org for more information.
A Phase I/II trial of PEG12000 Interferon alfa-2b (PEG-Intron) is in progress at several locations. This study is designed to determine the maximum-tolerated dose, toxicity profile, and efficacy of PEG-Intron in NF1 patients with progressively disfiguring or disabling plexiform neurofibromas. For more information on this study, sponsored by Schering-Plough, contact:
Beverly Brannon, Study Coordinator
Phone: (412) 692-7070
Several NIH studies focusing on children and young adults with NF1 are presently (2004) in progress. The purpose of these studies is to measure the success and safety of the drug Pirfenidone in slowing the growth of, or possibly shrinking, plexiform neurofibromas. For information on these studies, contact the government sources listed at the beginning of this section.
The National Cancer Institute is sponsoring a study of the use of the investigational drug R115777 to treat children and young adults with neurofibromatosis type 1 and progressive plexiform neurofibromas. This study will examine whether the drug can shrink or slow the growth of plexiform neurofibromas, and determine the side effects related to treatment. Patients with NF1 between three and 25 years of age may be eligible for this study. This trial is being conducted at multiple institutions. For more information, contact;
Andrea Gillespie, Study Coordinator
Phone: (301) 402-1848
Researchers at the University of Cincinnati are studying tumor growth factors, growth factor receptors, and signaling pathways in neurofibroma cells in individuals with neurofibromatosis type 1. They require neurofibroma tissue from NF1 patients. For more information, contact:
Dr. Nancy Ratner
Phone: (513) 558-6079
Fax: (513) 558-4454
A co-founder of the National Neurofibromatosis Foundation, Allan Rubenstein, MD, has founded a drug development company, NexGenix Pharmaceuticals, focused on fighting NF1 and NF2. Information on studies of drug treatments for neurofibromatosis is available at:
RareConnect offers a safe patient-hosted online community for patients and caregivers affected by this rare disease. For more information, visit www.rareconnect.org.
Short MP. Neurofibromatosis Type 1. In: NORD Guide to Rare Disorders. Lippincott Williams & Wilkins. Philadelphia, PA. 2003:563-64.
Beers MH, Berkow R., eds. The Merck Manual, 17th ed. Whitehouse Station, NJ: Merck Research Laboratories; 1999:.
Berkow R., ed. The Merck Manual-Home Edition.2nd ed. Whitehouse Station, NJ: Merck Research Laboratories; 2003:.
Larson DE. ed. Mayo Clinic Family Health Book. New York, NY: William Morrow and Company, Inc; 1996:.
Bennett JC, Plum F. Eds. Cecil Textbook of Medicine. 20th ed. W.B. Saunders Co., Philadelphia, PA; 1996.
Stephens K. Genetics of neurofibromatosis 1-associated peripheral nerve sheath tumors. Cancer Invest. 2003;21:897-914.
Conti P, Pansini G, Mouchaty H, et al. Spinal neurinomas: retrospective analysis and long-term outcome of 179 consecutively operated cases and review of the literature. Surg Neurol. 2004;61:34-43; discussion 44.
Young TL. Ophthalmic genetics/inherited eye disease. Curr Opin Ophthalmol. 2003;14:296-303.
Bryant J, Farmer J, Kessler LJ, et al. Pheochromocytoma: the expanding genetic differential diagnosis. J Natl Cancer Inst. 2003;20:1196-204.
Joyhnson MV. Brain plasticity in paediatric neurology. Eur J Paediatr Neurol. 2003;7:105-13.
Tamer E, Yalcin B, Alli N. Multiple nodular plexiform neurofibromas in a neurofibromatosis 1 family: a familial tendency? A case report and review of the literature. Int J Dermatol. 2003;42:357-58.
Reynolds RM, Browning GG, Nawroz I, et al. Von Recklinghausen’s neurofibromatosis: neurofibromatosis type 1. Lancet. 2003;361:1552-54.
McLaughlin ME, Jacks T. Neurofibromatosis type 1. Methods Mol Biol. 2003;222:223-37.
Kandt RS. Tuberous sclerosis complex and neurofibromatosis type 1: the two most common neurocutaneous diseases. Neurol Clin. 2002;20:941-64.
Abdel-Wanis ME, Kawahara N. Bone development in neurofibromatosis 1. Med Hypotheses. 2003;60:459-62.
Rosser TL, Packer RJ. Neurocognitive dysfunction in children with neurofibromatosis type 1. Curr Neurol Neurosci Rep. 2003;3:129-36.
Ferner RE, O’Doherty MJ. Neurofibroma and schwannoma. Curr Opin Neurol. 2002;15:679-84.
Lynch TM, Gutmann DH. Neurofibromatosis 1. Neurol Clin. 2002;20:841-65.
FROM THE INTERNET
McKusick VA, Ed. Online Mendelian Inheritance in Man (OMIM). The Johns Hopkins University. Neurofibromatosis, Type I; NF1. Entry Number; 162200: Last Edit Date; 2/10/2004.
Friedman JM. Neurofibromatosis 1. GENEReviews. Last Update: 30 September 2002. 21pp.
Pletcher BA. Neurofibromatosis, Type 1. emedicine. Last Updated: January 25, 2002.
Rasmussen SA, Friedman JM. NF1 Gene and Neurofibromatosis Type 1. CDC – Genomics and Disease Prevention. Updated August 31, 1999. 12 pp.
Pinson S. Neurofibromatosis type I or von Recklinghausen’s disease. Orphanet. Creation date: May 2002. 11pp.
Pinson S. Neurofibromatosis type I. Orphanet. May 2002. 2pp.
Upadhyaya M, Consoli C, Majounie E, et al. Neurofibromatosis Type 1. Department of Medical Genetics, University of Wales. Last Updated 26 March 2003. 3pp.
Huret J-P. Atlas of Genetics and Cytogenetics in Oncology and Haematology. Indexed on: Nov 26 2003. 3pp.
Neurofibromatosis type 1. AmershamHealth. Encyclopedia of Medical Imaging Volume VII. nd. 3pp.
Neurofibromatosis Type 1. Texas Children’s Hospital. nd. 5pp.
Neurofibromatosis Type 1 (NF1). Neurofibromatosis Association of Australia, Inc. Last Updated: 7 June 2002. 2pp.
Gutmann DH, et al. The diagnostic evaluation and multidisciplinary management of neurofibromatosis 1 and neurofibromatosis 2. JAMA 1997;278:51-57.
The information in NORD’s Rare Disease Database is for educational purposes only and is not intended to replace the advice of a physician or other qualified medical professional.
The content of the website and databases of the National Organization for Rare Disorders (NORD) is copyrighted and may not be reproduced, copied, downloaded or disseminated, in any way, for any commercial or public purpose, without prior written authorization and approval from NORD. Individuals may print one hard copy of an individual disease for personal use, provided that content is unmodified and includes NORD’s copyright.
National Organization for Rare Disorders (NORD)
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Mental and emotional health is fundamental to good health and wellbeing. There are strong links between the emotional wellbeing of children and young people and their personal and social development and educational performance. As such it is an important factor in ensuring that they achieve their full potential.
Emotional wellbeing includes confidence and self-esteem which contributes to an ability to form good relationships with family and friends. Poor emotional and psychological health or mental health problems may result in educational failure, family disruption, anti-social behaviour and offending. Unrecognised and untreated mental health problems create distress not only for children and young people, but also for their families and carers, continuing into adult life and affecting the next generation.
Social, emotional and behavioural difficulties are common and affect 30-40% of children and young people at some time. Normal development will include behaviour of concern to adults. Young children may show certain behaviours, such as poor concentration, aggression, lying, stealing, tantrums, toileting or bedtime problems, food fads, specific fears or anxiety; whereas teenagers may have relationship problems or poor anger control or conflict with adults over appearance, school progress or household rules. Mostly these are transient reactions to a particular life event, but for some they may be more prolonged.
Risk factors that increase the likelihood of a child experiencing a mental health problem include:
- environment, e.g. poverty, social housing, homelessness or refugee status
- family e.g. parental unemployment (20% of children where neither parent works have mental health problems, compared with 8% where both parents work. Poverty may also contribute); poor parenting; and circumstances which result in a child being looked after by the local authority
- child health e.g. physical disability, chronic health problems, learning difficulties
- school e.g. bullying and several of the above risk factors may result in relative social exclusion at school which may further increase the risk of bullying
Currently there is very little comparative information to give a good picture of the mental health and wellbeing of children and young people locally. The national indicator set from the TellUs 4 Survey provided a useful summary of the views of children and young people and an indication of mental wellbeing. Data from the survey is included below, however the survey is no longer undertaken centrally, and latest data is from 2009-10.
More recent data from the Merton Annual Young Residents Survey 201213 indicates that young people are generally satisfied and happy, with 90% reporting they are either very or fairly satisfied and happy. The top four factors identified as most important to young people’s sense of wellbeing were:
- feeling safe in the local area (65%)
- satisfaction with family and social relationships (58%)
- satisfaction with school (42%)
- satisfaction with health and mental health (34%).
However, the survey also indicates that bullying is the third highest personal concern for 11-17 year olds in Merton, and this has increased significantly from 21% in 2011 to 31% in 2012, which is now the same as London overall.1(See
Merton Voice: What our Communities are Saying for more details.)
Emotional health of children 2009-10
Children who have experienced bullying
Young people’s participation in positive activities, 2009-10.
Estimates from national prevalence figures suggest that Merton would expect to have over 3,250 children or young people aged 5-16 years with specialist mental health needs, based on the 2012 population. At Tier 3 there is a gap of 34% between observed and estimated use of services (observed: 524 CYP on active caseload for Tier 3 CAMHS 201213; estimated: 825 CYP), indicating a level of unmet need
Estimated number of children and young people under 18 years with a mental health problem appropriate for a Child and Adolescent Mental Health Service (CAMHS) response 2012
% of children|
(17 and under)
| Tier 1 - CAMHS || 15% || 6,670 |
| Tier 2 - CAMHS || 7.5% || 3,115 |
| Tier 3 - CAMHS || 2.5% || 825 |
| Tier 4 - CAMHS || 0.5% || 222 |
Estimated prevalence of mental health disorders among children and young people, 2012
% of CYP|
| Conduct disorders || 5.3% || 1,525 |
| Emotional disorders || 4.3% || 950 |
| Being hyperactive || 1.4% || 410 |
| Less common disorders || 1.3% || 365 |
Mental hospital admissions for children 0-17 years, 2011-12
Key facts on services to support better mental wellbeing in children
CAMHS include universal services (health visitors, school nurses, early years staff, school staff) who identify and support the parents of children and other relevant staff in contact with children showing early signs of emotional and behavioural problems to manage their problems. These services are designated:
Tier 1 services: promote mental health and wellbeing, manage the majority of children and young people with emotional and behavioural problems and refer to more specialist services if appropriate.
Tier 2 services; offer more specialist assessment and intervention from a single mental health professional including primary mental health workers, psychologists and counsellors; and include services delivered in the community such as paediatric clinics, social care premises, schools and youth services.
Tier 3 services: usually multidisciplinary teams working in a community mental health clinic or child psychiatry outpatient service, providing a specialised service for children and young people with more severe, complex and persistent disorders. These teams can include child and adolescent psychiatrists, social workers, clinical psychologists, community psychiatric nurses, child psychotherapists, occupational therapists, and art, music and drama therapists.
Tier 4 tertiary level services: for children and young people with the most serious problems They comprise highly specialised outreach teams and inpatient units including secure forensic adolescent units, eating disorders units and other specialist teams (e.g. services for those with severe learning disabilities).
Most children and young people with mental health problems will be seen in Tiers 1 and 2 services. However, a child or young person may require services from a number of tiers at the same time, or referral between tiers and services at different times. Although most of the CAMHS service is delivered by Tiers 1 and 2, there is no systematic documentation of need for these services.
Following the NHS changes in April 2013, Tier 4 CAMHS is now commissioned by NHS England. Tier 3 CAMHS, commissioned by Merton CCG, and is provided by South West London and St George ’s Mental Health NHS Trust. This team includes child and adolescent psychiatrist, clinical psychologist, child and adolescent psychotherapist and clinical nurse specialist roles. In Merton, in 2012-13, 954 referrals by other professionals were made to this service, with approximately 542 children and young people on the active caseload.
Targeted Mental Health in Schools (TaMHS) aims to transform the way that mental health support is delivered to children, to improve their mental wellbeing and to tackle problems in a timely way. The intervention brings together the effective work that schools are already doing to build social and emotional skills and wellbeing and the clinical and therapeutic expertise available through CAMHS, providing an integrated approach to promoting mental health for children and young people and timely identification and prompt intervention for emerging mental health problems and disorders. There are 21 primary schools and one secondary school in Merton which have directly commissioned TAMHS in 2012/13.
Evidence about what works and best practice
NICE has produced a pathway for social and emotional wellbeing for children and young people, which bring together evidence-based guidance (NICE PH12 2008). This pathway covers recommendations for commissioners, including the following:
- Commissioners need to ensure arrangements are in place for integrated commissioning of universal services and targeted services for children aged under 5. This includes services offered by general practice, maternity, health visiting, school nursing and all early years providers. The aim is to ensure:
- vulnerable children at risk of developing (or who are already showing signs of) social, emotional and behavioural problems are identified as early as possible by universal children and family services
- targeted, evidence-based and structured interventions are available to help vulnerable children and their families – these should be monitored against outcomes
- all primary schools adopt a comprehensive, whole-school approach to children's social and emotional wellbeing.
- Commissioners of services for young people in secondary education should enable all secondary education establishments to adopt an organisation-wide approach to promoting the social and emotional wellbeing of young people. This should encompass organisation and management issues as well as curriculum and extra-curriculum provision.
NICE has also produced a clinical guidance and quality standards for young people with mental health disorders including: Depression in children and young people (NICE CG28 2005 and NICE QS48 2013); and Psychosis and schizophrenia in children and young people (NICE CG155 2013).
Key commissioning recommendations for services to support better mental wellbeing in children
- Given the link between deprivation, poverty and mental wellbeing in young people, better and more robust information is needed to gain a better understanding of the need for local services, so as to inform future commissioning strategies for CAMHS Tiers 1-4.
- Estimates of the expected number of children with a mental health problem appropriate for a mental health service response indicate that there is unmet need at Tier 3 CAMHS.
- Access to specialist CAMHS: assessment and intervention for children and young people on the threshold of care and looked-after children. There is a need to ensure pathways and links across partner agencies and areas of support, such as substance misuse, transition to adult mental health services, Youth Justice, Multisystemic Therapy (MST) and MST-PSB (problem sexual behaviour) and domestic violence.
- Information from the TellUs 4 Survey has been invaluable in assessing mental wellbeing needs and the impact of key risk factors. However, given that it is now no longer undertaken centrally, local systems need to be used to gather information, including full use of the Residents Surveys. Consideration should be given to doing this on a wider scale, possibly regionally, to allow benchmarking.
^ Merton Residents Survey (2012/13), London Borough of Merton.


A team of top genealogists reveal their secrets and provide answers to the "brick walls" often reached when researching family history An exciting new addition to any family historian's library, this guide will take their research to the next level with clear advice and explanation of the processes involved. It provides information about the way in which our ancestors used to live and how this knowledge can help the researcher. Topics include genealogical traditions around the world, from North America to West Africa; the abuse of geneology by the Nazis; and the uses of new science such as DNA testing and new technology such as online research; while a problem-solving section sees experts tackle common difficulties. Up to date with new developments in the subject, this is an essential book for anyone researching their family history.
Stroud : The History Press, 2012.
189 p. : ill. ; 25 cm.
3 5 8
Statement of Responsibility:
Includes bibliographical references and index.
Great Britain Genealogy Methodology.


Often in deciding the final results of financial transactions do bookkeeping and accounting play different roles. These may, in fact, be referred to as two stages or phases of the same subject.
The primary or practical aspect is bookkeeping, and the final or theoretical aspect of accounting is accounting. From where bookkeeping stops, accounting begins.
In other words, it can be assumed that the foundation of accounting is bookkeeping, and the system dependent on bookkeeping is accounting.
Any fundamental distinction between bookkeeping and accounting is obviously not marked. The distinctions between bookkeeping and accounting are very narrow. Except, in reality, it is hard to establish a strong demarcation between bookkeeping and accounting practices.
Difference between Bookkeeping and Accounting
The differences between bookkeeping and accounting are as follows.
|1||The recording phase of an accounting method is bookkeeping||The summering process of the accounting system is accounting.|
|2||The foundation of accounting is bookkeeping||The foundation of business language is accounting.|
|3||A bookkeeper is named an individual responsible for bookkeeping.||An accountant is called the individual who is responsible for accounting.|
|4||From bookkeeping records, financial statements are not prepared.||From accounting records, financial statements are prepared.|
|5||Bookkeeping does not provide the whole picture of the business unit’s financial situation.||Accounting provides a complete picture of the business unit’s financial situation.|
|6||In order to comply with ledger formalities, bookkeeping does not help.||With the aid of accounting, ledger formalities can be completed.|
|7||For making managerial decisions, bookkeeping does not provide any information.||In order to make a managerial decision, accounting provides information.|
|8||There is no branch for bookkeeping.||Accounting has many branches, such as financial accounting, cost accounting, government accounting, and management accounting, etc.|
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Snoring and Sleep Apnea London Ontario
Sleep apnea robs people of vitality, health, and sometimes life itself. If you suffer from sleep apnea, you are very likely to fall asleep anywhere and everywhere, even while driving. Heavy snoring disrupts your sleep and that of your family. Obstructive sleep apnea (OSA) is a surprisingly common, debilitating potentially fatal, treatable and frequently unrecognized disorder. Fortunately, treatment for sleep apnea can restore health and vitality so you can have the energy to do the things you enjoy in your life.
Snoring Is Not Necessarily Sleep Apnea
It is important to distinguish between snoring and obstructive sleep apnea. Many people snore but they don’t have sleep apnea. It’s estimated that approximately 30% to 50% of the population snores at one time or another. Still, loud habitual snoring is usually a precursor to OSA. Even a social inconvenience like snoring can require treatment, and there are several options available to chronic snorers at Alba Dental Centre.
Snoring is the result of tissues in the throat relaxing enough that they partially block the airway and vibrate, creating a sound. Depending on an individual’s anatomy and other lifestyle factors such as alcohol consumption and body weight, the sound of the vibration can be louder or softer.
Loud frequent snoring is one of the indicators of OSA, which is a chronic condition characterized by pauses in breathing or shallow breaths during sleep. When people with OSA fall asleep, they can stop breathing for a few seconds to a minute or more. Both conditions can be caused or made worse by obesity, large tongue and tonsils, ageing and head and neck shape.
If you or your partner is a frequent loud snorer, stops breathing, gasps or chokes during sleep, experiences excessive restlessness at night or feels sleepy during the day, you may want to bring it up with Dr. Baalbaki and Dr. Alsabbagh to see whether a sleep study is necessary.


What is an Endpoint? Everything You Need to Know
MCPC is a global endpoint management company and we often hear questions like, “what is an endpoint?” and “what is endpoint management?” This blog post will get back to basics and answer your endpoint questions and explain why endpoint management is such a critical endeavor for all organizations.
Let’s start at the beginning: “What is an endpoint?”
Endpoints are computing devices that are connected to a network and that communicate across the network. Endpoints create, store, and access data and are crucial to facilitating communication and collaboration across an organization.
Examples of common endpoint devices include:
- Internet-of-Things (IoT) devices
Less common endpoints include:
- Virtual machines
- Digital signs
- Security cameras
- Point-of-Sale (POS) terminals
- Smart manufacturing controllers
Further, endpoints can be categorized into two categories, depending on use:
- End-user endpoints are the interface between humans and other devices on a network.
- A host device endpoint communicates with other endpoints but is not directly used by a human. These endpoints include web servers, email servers, and databases.
Endpoints enable the flow of information and data across a network, whether local or worldwide, but they are not part of network infrastructure.
As such, these devices are NOT endpoints:
- Network gateways
Why are endpoints so important?
Endpoints allow human beings to be productive and create work that advances the goals of the organization for which they work. Endpoints are also the most vulnerable points of entry for cybercriminals so endpoint security is essential. As organizations increasingly adopt remote and hybrid workplace models, users connecting to networks from off-premises endpoint devices make protecting them increasingly important to prevent cyber-attacks.
What is endpoint management?
Organizations with a developed endpoint management strategy use tools that help them account for all of their devices, keep their endpoint software up-to-date and patched, monitor them for attempted cyber-attacks, and dispose of them securely and sustainably after they are retired from active service. Holistic endpoint management includes, but is not limited to:
- Device configuration and deployment
- Endpoint security
- IT Asset Management
- Remote endpoint management
- Patch management
- IT asset disposition
Is endpoint management more important in the ever-changing workplace?
Absolutely. As workforces evolve and more employees work remote or in hybrid arrangements, a diligent endpoint management program must be in place to keep on- and off-network devices functional and secure. This includes mobile device management (MDM) programs and BYOD (Bring Your Own Device) policies.
Is endpoint management just for Windows devices?
Not anymore. Microsoft® Windows® is still the predominant operating system in SMBs and enterprise organizations, but Apple® iOS® and Google® Android® usage is growing. Many organizations have IT environments that support endpoints from all manufacturers and thus require an endpoint management strategy that can manage multiple platforms.
As you can see, endpoint management is a complex endeavor. It’s sort of like making one teacher responsible for educating 25,000 students, who speak dozens of different languages, learning different topics, at different ages, and that live in hundreds of different locations – and doing it with near perfect accuracy so that every student gets an A+. Yeah, it’s that hard.
If you’d like to learn how letting someone else manage your complex endpoint management program can be a game-changer for your organization, contact us to have an introductory conversation. We create partnerships where endpoints are just the starting point. We protect them so you can focus on running your business.
We’re the Outcome Engineers. MCPC is a global endpoint management company, founded in 2002, and our approach inspires not just endpoint defense, but business offense. By protecting your devices, bringing simplicity to endpoint management complexity, and empowering employee performance, we reduce your business risk and increases digital innovation. Our consultative approach creates a true partnership where your endpoints are just the starting point.


THIS IS A DIRECTORY PAGE. Britannica does not currently have an article on this topic.
Alternate Titles: Aesculus pavia
Learn about this topic in these articles:
...Mountains of the eastern United States is the sweet, or yellow, buckeye ( A. flava), which bears yellow flowers and is the largest buckeye species, reaching up to 27 metres (89 feet). The red buckeye ( A. pavia) produces red flowers and is an attractive small tree, rarely reaching more than 7.6 metres (25 feet) in height.


An American teenager discovered a gap in the FaceTime video on Apple phones.
The company did not disclose the size of the prize, but would contribute to the cost of studying teenage Grant Thompson, 14.
Thompson discovered the vulnerability in TimeTime to be able to spy on group calls that were used with this feature.
This happens when Apple did not want to notify Apple about the security vulnerability of its devices because it did not want to offer a financial reward.
The difference was detected last month, some Apple device users noticed that after connecting with others using FaceTime they could listen to their calls, even though they initially refused to receive calls, which means that once you try to get in touch with others, you can tap all your calls. Apple received these remarks very carefully and forbade the group calls in TimeTime for some time during the investigation. These warnings circulated on social networking sites without mentioning that they were discovered by a certain person, but later Apple revealed that Grant and his mother had already warned of the gap.
Grant discovered the gap when he used FaceTime to make group calls with his friends to discuss new ways in Fortnight.
Grant and his mother, Apple sent several messages to draw attention to the gap, but the company did not respond, but now thanks to Grant for finding a hole.
The German electronic researcher, Linus Haines, who did not detect the vulnerability in the driver, "Apple Mac OS", allows the password to entangle in user accounts.
Linus refused to disclose details after Apple refused a financial reward for information.


What is Java?
Java can be written only once and it is a run anywhere programming language developed by Sun Microsystems. Being similar to C and C++, it has some features that are similar but Java is a lot easier. It is also Object-Oriented Programming Language that is based on the Object-Oriented Programming System (OOPS).
You might have noticed sometimes that when you open a website or an application, it demands Java to be installed, it is because some of the applications and website would not work until Java is installed.
It is fast, secure, and reliable. Also, Java is a Write once and Run Everywhere independent programming language!
Java has been very popular and has dominated the world since early 2000. You might remember studying Java in your Computer Classes when you were in school. Do you remember any of the information? Well, if you don't, we have got you covered!
Before moving on, we will have a brief introduction about Java.
Features of Java –
(i) It is a platform-independent language.
(ii) Rich library
(iii) Easy to code
(iv) Stand-alone application using Java
(v) Automatic memory allocation
(vi) Supports multithreading and concurrency
(vii) Highly interactive and responsive language
(viii) Secure and simple
Java Applications –
(i) Banking – Transactional Management
(ii) Retail – Billing applications
(iii) Android - Applications
(iv) Information technology -to solve implementation dependencies
(v) Financial services – Server-side applications
(vi) Stock market - Algorithms
(vii) Big data – Hadoop MapReduce framework
(viii) Scientific and research community- a huge amount of data
History of Java
It is a programming language developed by James Gosling with other members called the “Green Team” in 1995 for Sun Microsystems for devices like a set-top box, television, etc. later it was incorporated by Netscape. At first, java was named “Green talk” which has the file extension as .gt. It was then named Oak and was taken up as a part of the Green project.
Time magazine called Java as one of the best products of 1995.
Right now, Java is used for internet programming, mobile devices, games, e-business solutions, etc.
Components of Java
There are three main components of Java that include-
(i) JDK – Java Development Kit
(ii) JVM – Java Virtual Machine
(iii) JRE – Java Runtime Environment
Tools you will need for Java
(i) Pentium 200 MHz
(ii) 64MB of RAM
(iii) Linux 7.1 or Windows XP/7/8
(iv) Java JDK 8
(v) Microsoft Notepad or any other text editor
Java Frameworks used
(iv) Google web toolkit
(v) JavaServer faces
(i) JDK Alpha and Beta (1995)
(ii) JDK 1.0 (1996)
(iii) JDK 1.1 (1997)
(iv) J2SE 1.2 (1998)
(v) J2SE 1.3 (2000)
(vi) J2SE 1.4 (2002)
(vii) J2SE 5.0 (2004)
(viii) Java SE 6 (2006)
(ix) Java SE 7 (2011)
(x) Java SE 8 (2014 )
(xi) Java SE 9 (2017)
(xii) Java SE 10 (2018)
With this, we come to an end with this blog.
We hope that this will help you in knowing the Java programming language better. Every programming language is different and you need to have good research on each one of them to know which programming language you can work on.
Also, Java is one of the most popular and in-demand Programming languages and for a fresher in Java developing can get a roughly around 2.50lakhs/year and an experienced Java Developer can get 4.50lakhs/year. It is a job that is always in demand and big companies are ready to pay big amounts to developers.
All the Best!
Check our course on Java – Java Programming Language and enroll today at an affordable price!
Also, check our blogs on Programming Languages.
If you have any doubt regarding the course or syllabus, feel free to contact us. Drop a message or call us and our professionals will get in touch with you as soon as possible.
Edustrom provides you a with a platform to learn various Java Course – Core Java, Advanced Java and Core + Advanced Java and helps you master them within a limited time frame like ( i ) String Handling, ( ii ) Swing, ( iii ) Layout Management, ( iv ) Applet ( v ) JDBC, ( vi ) Java new features, and ( vii ) OOPS Concept.
Why Choose Edustrom?
Edustrom provides you intricate details about the Java course. Also, we make your future ready by giving you industrial training and a chance to work on live ongoing projects. So, your knowledge can excel with the experience. We also provide you with a certificate stating that you are now ready to enter the industrial world. And moreover, we have a team of experts to look after your query and doubts round the clock.


- Thousands of freeway and off-road miles are put on vehicles at camp each summer. Drivers have a great responsibility and must be extremely vigilant and careful – the lives of all of passengers, members of the caravan, and the public at large are in their hands.
Associated Safety Hazards
- Driver-related hazards are significant and include fatigue, distractions, and inattention during driving.
- Car-person collisions are a serious hazard during activities that require work along busy roadways.
- Flat tires introduce significant hazards associated with both the operation of a moving vehicle and roadside repairs.
Mitigation of Hazards
- All participants must pay careful attention to safety briefings by the instructors. It is your responsibility to be fully informed of potentially hazardous conditions associated with use of vehicles.
- Passengers must never do anything to interfere with the driver's ability to operate the vehicle safely.
- Passengers riding shotgun should never sleep and should help keep drivers awake and aware.
- Personnel driving university vehicles must first satisfy all the driver requirements outlined by their home university. Additional defensive driver training is strongly recommended.
- Before driving, drivers should take whatever time needed to familiarize themselves with their vehicle and routes.
- Participants must wear high-visibility clothing (and/or safety vests if provided) when working along roadways and bike trails.
- Read, understand, and follow the procedures in the Guidelines for Driving University Vehicles.
Guidelines for Driving University Vehicles
The following guidelines regarding the use of university vehicles must be read, understand, and followed at all times:
For All Vehicle Occupants
- University vehicles include "any vehicle owned, rented, leased, or otherwise provided to affiliates of a university participating in the Wasatch-Uinta Field Camp for use in conducting official business."
- Safety restraints (seat belts, both lap and shoulder) must be worn by everyone whenever a vehicle is in motion.
- Keep Vehicles Clean. Regularly remove trash. Loose bottles, rocks and materials on the floor are significant hazards to safe vehicle operation. Whenever possible, maintain the drivers ability to see out of the rear window when packing the vehicles.
- Hazardous materials (e.g. flammables, corrosives, explosives, compressed gases, etc.) must not be transported in a university vehicle unless they have been packaged as prescribed by applicable state and federal regulations. The driver must be informed before the hazardous material is loaded for transport.
- Alcohol consumption in any university vehicle is strictly prohibited.
- Authorized drivers are individuals cleared to drive specified vehicles by a university’s department of risk management. Drivers must immediately inform field camp and their home university if they receive a suspension, probation, cancellation, or disqualification of his/her driver's license.
- Authorized drivers are subject to all traffic laws and are financially responsible for any traffic citations. In addition to posted limits, drivers must operate at speeds suitable for vehicle, road, traffic, and weather conditions. Where vision is restricted, drivers must slow to a speed that will permit the safe negotiation of curves, hills, or intersections.
- Driver fatigue is a leading cause of fatal accidents. Requests for breaks or driver swaps have priority over any itinerary.
- Keep to the right on highways. Do not linger in the fast lane – use it only to pass.
Caravan Driving is among the most dangerous activity at camp. To help mitigate this hazard, please follow these guidelines:
- Do not pass the lead vehicle. Unless safety dictates otherwise, maintain your position in the line of vehicles.
- Do not worry about “keeping up” with the vehicle ahead of you – instead, slow your vehicle to maintain visual contact with the vehicle behind you.
- Avoid distractions. The use of cellular telephones and iPods, etc. while driving are not permitted (even with a “hands-free” device), except in immediate emergency situations. The person sitting in the “shotgun” seat should assist drivers with these functions.
- Drivers are responsible for thoroughly inspecting their vehicle prior to initial use and regularly thereafter for unsafe conditions (lights, brakes, windshield wipers, windshield washer fluid) or damage. Drivers must immediately report vehicles that are damaged or in an unsafe condition.
- If you experience a flat tire or other vehicle malfunction that requires leaving the roadway, pull to the right shoulder – never stop in the center median. Carefully pull off as far as possible, but do not go over the shoulder. If possible, park on a hard (paved) surface.
- Accidents involving any vehicle (university or private) during field camp must be reported according to relevant accident reporting guidelines. The camp director must be notified immediately.
- Use of university vehicles while under the influence of alcohol or drugs (including prescription drugs that may impair the ability of the driver) is prohibited.


The universe, the world, us = ChemistryActivity by Patricia Carabelli | added on Jan 04, 2011 | Uruguay
As an year round primary school project we will get engaged in learning about the universe, the world, us from a chemical point of view. This should allow primary school students to reflect about notions regarding diversity and whole
Place: Saint George´s School, Montevideo, Uruguay
Number of participants: 200 children from primary school (First grade - Sixth grade)
When: Throughout the school year (March- December)
What: During Science classes we will develop different activities for children, from a humanistic and ecological approach, trying to understand the existance of chemisty in our lives. We will:
- Reflect critically about science and problems encountered emphasizing the importance of human cooperation and safety.
- Observ and reflect about differente characteristics regarding water in order to understand its importance, composition and solute and solvent notions
- Observe and reflect about different characteristics of the air
- Carry out and discuss activities regarding cooking (for example by baking bread with and without yeast)
- Study the human body and some of the chemical reactions that take place in it (for example when breathing)
- Study the universe and chemical components in different planets/ understanding ways of knowing the existing chemical components in them
- Learn about the Sun, its chemical gases and solar energy.
- Work with measuring magnitudes
- Invite different people to give talks and demonstrations
- Study the biography of important scientists devoting special time to Marie Curie's, reflecting about the uses of radioactivity, effects and safety issues


Twycross Zoos, it is currently growing hundreds of the spiky plants, for planting along the Shropshire-Union canal towpaths, linking Mr Hughes said: "The Barberry carpet moth was restricted to a single known site in the British Isles - a Suffolk hedgerow - when we began working with it in 1993.
Volunteers reinstate the habitat of the endangered |Barberry Carpet Moth (left) along Chester's Waterway
FASCINATING The twig-like caterpillar, to the left of the upright branch, of the peppered moth and, top right, the autumn green carpet moth
and, bottom, the blood-vein moth.
The study also recorded several unusual species of butterfly, including a small colony of the marsh fritillary, double line and waved carpet moths
and several other declining and key species such as small blue, dingy skipper, silver-washed fritillary and purple hairstreak.
TREES: Birch, holly, ash, rowan, elm and elder all grow in the garden, along with a number of varieties of conifer which attract species like the juniper carpet moth
Zoo staff are heavily involved in a breeding programme for the Barberry Carpet Moth
which thrives on a plant called Barberis vulgaris.
Insects featured in the set include the scarce Adonis blue butterfly and endangered insects including the barberry carpet moth
and the red-barbed ant.
Blomers rivulet was discovered by a Captain Blomer in 1831 and the barren carpet moth
, whose caterpillars feed on moss, had been recorded in 1825.
Seldom-seen Draught Bass is in danger of joining the netted carpet moth
, the red-tipped cudweed and the spotted flycatcher on the downward spiral that leads, eventually, to extinction.
Beech and poplar trees are leafing earlier than they were 30 years ago while insects including brimstone and flame carpet moths
are not only appearing earlier, but are also exhibiting longer flight periods.
They will grow into Barberry Carpet Moths
, a native species almost unknown in the wild nowadays.


Although opioid-related deaths are increasing in the general U.S. population, leading to the U.S. Department of Health and Human Services declaring it a public health emergency, new research shows that the increase is much smaller among patients with cancer, even though opioids are used as an option for cancer-related pain. The findings were published in JAMA Oncology.
Using data from the National Center for Health Statistics, researchers identified 193,500 opioid-related deaths in the general U.S. population and 895 in cancer survivors from 2006–2016. That’s an increase of 5.33 to 8.97 per 100,000 in the general population (p < 0.001) and 0.52 to 0.66 per 100,000 in the cancer population (p < 0.001). The cancer survivors were most commonly diagnosed with lung (22.3%), gastrointestinal (20.9%), head and neck (11.7%), and hematologic (11.3%) cancers.
“Death from opioids as the primary cause as documented in death certificates is 10 times less likely to occur in cancer survivors versus the general population,” the researchers wrote. “These findings confirm prior research showing that opioid-related hospitalizations among patients with cancer are rare but slowly increasing over time. This may be because of increased survivorship rates with commensurately higher rates of chronic pain or increased abuse of opioid medications. Continued care should be taken when treating cancer-related pain.”