The constant discipline required to organise the crew on a ship as complex as Victory and run her in a safe, efficient way should not be confused with the occasional punishment metred out to the few.
The crew were disciplined and organised in a number of ways. They were placed in one of the two watches and this determined when they had to work and be ‘on watch’. For the more complex activities on board, such as mooring, raising anchor or tacking ship, each man was given a station – a specific place to work. He was also allocated a quarter for fighting the ship, which might be in a gun crew or in one of the magazines or involve working aloft. The ship’s 10 commissioned officers and 21 midshipmen were responsible for a small ‘division’ of men and supervised their health and welfare.
Overall the crew were relatively lightly disciplined in military terms. Although they dressed in standard loose trousers and short blue jackets they did not have an official uniform. With so few commissioned officers on board their life on the mess deck was lightly policed.
When things went wrong the Captain had a range of punishments at his disposal. Most commonly he awarded anything from 12 to 36 lashes for offences like drunkenness, insolence or neglect of duty. This excruciatingly painful punishment was carried out by the Boatswain’s Mates, offenders being brought to the Quarter Deck in front of the ship’s company, stripped to the waist and tied to a wooden grating. A seaman caught thieving was made to run the gauntlet past fellow crewmen who beat him with knotted rope ends. Others would be locked in leg irons on the gun deck, eating only bread and water. Midshipmen, the Navy’s young, trainee officers, were caned rather than flogged if punished, or could be ‘mast headed’ – sent aloft to sit at the head of the mast in the wind and cold.
The most severe punishments for offences like mutiny or desertion were awarded by courts martial. Men ‘flogged around the fleet’ could receive up to 300 lashes, which were often fatal; others were hanged from the yard.


EPA Finalizes F019 Hazwaste Amendment
The U.S. Environmental Protection Agency is amending the F019 hazardous waste listing to facilitate the use of aluminum in automobiles, light trucks, and utility vehicles.
This action will encourage motor vehicle manufacturers to use more aluminum parts, producing vehicles that are lighter, which can increase gas mileage and decrease exhaust air emissions.
F019 is one of EPA's F-code Resource Conservation and Recovery Act hazardous waste listings, which include waste that is generated from common industrial and manufacturing processes. The amendment excludes from hazardous waste regulation F019 waste generated in the auto manufacturing industry provided the waste:
1) is not placed outside on the land prior to shipment to a landfill for disposal; and
2) is disposed of at an appropriately lined landfill.
EPA has determined that these changes to the F019 listing are protective of human health and the environment. The final rule will be published in the Federal Register in about two weeks.
For more information, visit http://www.epa.gov/epaoswer/hazwaste/id/f019/f019.htm.


Ash Anthracnose becomes a problem on Ash trees when the conditions are favorable: moist and cool. The moisture helps spread the spores in the spring and the cool weather aids the disease development on the leaves. Once the weather becomes less favorable, spore production and disease development will be greatly reduced. Ash trees that become infected several years in a row may become stunted. Steps can be taken to minimize subsequent infections.
Photo credit: Manitoba Agriculture, Rural and Food Initiatives
Fallen leaves should be raked up and destroyed to minimize further infection
Fertilizing with a high nitrogen will promote optimum refoliation
a protectant spray. Timing is crucial and three treatments are
necessary. Make certain labels are listed for Ash Anthracnose.
1st Treatment: Apply when buds are beginning to swell, right before buds break


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Center for Responsible Nanotechnology
Molecular manufacturing plans to build diamond structures by using molecular machines to transfer atoms to selected positions on the workpiece. Proponents have asserted that this could be done, but the lack of detailed recipes has fueled skepticism. Robert Freitas recently announced that he and Ralph Merkle have now developed a set of mechanical chemical reactions for diamond-building, and tested them with high-quality simulation. This strengthens the case for molecular manufacturing. Freitas also discussed a timeline for nanofactory development that is not far off from CRN's timeline.
May 7th, 2007
Making Diamond, Making Plans
There was some big news in molecular manufacturing last month. A point of contention between molecular manufacturing supporters and skeptics has been whether it will actually be possible to build diamond shapes via robotic molecular synthesis. Newly announced work by Robert Freitas and Ralph Merkle provides strong evidence that it will in fact be possible.
Just as the core of a car is the ability to turn fuel into motion, the core of molecular manufacturing is the ability to turn molecules into nanoscale machines under the control of similar nanoscale machines. This approach to manufacturing has a variety of advantages: small machines work faster and more powerfully than large ones; the manufacturing system will take a lot less volume; molecular precision naturally leads to high reliability, which makes automation easier; and because the manufacturing system could build as many duplicates as desired, the cost of manufacturing equipment could drop precipitously.
Molecular manufacturing does not necessarily require the use of diamond, but molecular manufacturing theorists have focused on diamond ever since the publication of Drexler's Nanosystems http://e-drexler.com/p/04/04/0417nanosystemsDesc.html in 1992. Diamond is strong, stiff, and built of readily available carbon. As a result, diamond was a convenient material to analyze and to plan for. (Carbon nanotubes, aka CNT's and buckytubes, have the same benefits, but weren't known in 1992. Freitas's announcement applies to both diamond and CNT's.)
Diamond and CNT's can be created under a wide range of conditions by a number of different chemical processes. The best theory available in 1992 and subsequent years indicated that there should probably be a way to build diamond under mechanical control. But computers just weren't powerful enough in 1992 to simulate the necessary reactions in detail, and scanning probe microscopes weren't powerful enough to develop them through lab research.
Robert Freitas has just announced that he and Ralph Merkle have completed the core of a project to study a set of mechanical-chemical reactions that should, taken together, be usable to build diamond. In his words, "to computationally analyze a comprehensive set of DMS [diamond mechanosynthesis] reactions and tooltips that could be used to build diamond, graphene (e.g., carbon nanotubes), and all of the tools themselves including all necessary tool recharging reactions." They used high-quality density functional theory and looked for pathological side reactions and rearrangments--which means that they studied not only how the reactions ought to work if everything goes right, but in addition, they looked for all the ways things could go wrong.
Computational chemistry has come a long way since 1992. Comp chem papers are routinely published in peer-reviewed chemistry journals. The fact that these diamond-building reactions work in simulation isn't 100% proof that they would work in the lab, of course, but it is strong evidence that they would work. Just how strong the evidence is will be for scientists to determine after they've read the paper, which will be published in the Journal of Computational and Theoretical Nanoscience.
It has been argued that diamond might not be a suitable building material for nanoscale fabrication machines, because there was no known recipe for building the diamond--and if diamond couldn't be built, then molecular manufacturing might not be as powerful as expected. At CRN, we have been confident that Drexler knew what he was talking about, especially since the case for diamond-building only seemed to strengthen as lab results came in. Though we haven't seen Freitas's results in detail, we expect that they will add more rigor to the discussion of the possibilities inherent in molecular manufacturing.
If Freitas has accomplished what he hopes--that is, if he has found a set of reactions that will build diamond, CNT's, and the molecular tools used in the building process--then molecular manufacturing has taken another significant step forward. For one thing, it will be more difficult to dismiss the approach as unworkable. At least as important is that, with the required mechanical motions known, it will be possible to design mechanical systems to carry them out. Software for designing such systems is in advanced stages of development at Nanorex, and with the continuing increase in computer speed, it will soon become possible to simulate the mechanical properties of entire machines at the atomic level.
As if announcing these results was not enough, Freitas also sketched out a budget and timeline for a nanofactory program. A nanofactory means a kilogram-scale or larger self-contained manufacturing system capable of making highly advanced products (including duplicate nanofactories), rapidly, with full automation, and using inexpensive feedstock, via molecular manufacturing techniques. CRN expects that a nanofactory will almost certainly be http://crnano.org/timeline.htm developed by 2020.
Freitas's timeline, if started today, would achieve a nanofactory in 2023. This is still close enough to be worrysome. Because nanofactories will require far less expertise and infrastructure to copy and use than nuclear weapons do--in fact, a single nanofactory will be able to build another nanofactory--any non-proliferation mechanisms will have to be in place before the first nanofactory is released. If nanofactories need to be managed by international organizations, as atomic weapons do, then it will take years to do the required studies, build consensus, and design and create the necessary organizations.
But CRN still expects that nanofactories will be developed earlier than Freitas's timeline implies. Freitas designed his timeline to attract funding as it went along, by demonstrating simple diamond mechanosynthesis (DMS) first. That might take five years, he estimates, if funded at $1-5 million per year. But someone who took a gamble on DMS working could get a five-year headstart on the rest of the work. Of course, starting five years earlier, they'd have to pay ten times as much for computer power. But it would still be worth it.
Another factor that Freitas may not have calculated is the likely effect of future advances in theory and technology. Molecular manufacturing has gotten a lot simpler since Drexler first conceptualized it, and it continues to get easier as new approaches are developed. My http://crnano.org/bootstrap.htm "Design of a Primitive Nanofactory" paper was obsolete within two years, because a faster, simpler, and more flexible way of putting together sub-components was developed. It seems likely that further simplifications will be developed in the next decade. Also, some of the billions of dollars being spent on other kinds of nanotechnology will develop tools and techniques that will be helpful in developing nanofactories, in ways we can't anticipate yet. Having worked with Freitas, I suspect that, if anything, he has under-counted the possibility of as-yet-unknown advances, and focused instead on the likelihood of unexpected problems. In other words, Freitas has a naturally cautious approach, and I'm comfortable with an estimate a few years earlier than his.
Of course, Freitas is correct when he states that "it would be easy for the project to take twice as long and cost ten times more (or worse) if efforts are not properly focused." In fact, at this point, it would be easy for any nanofactory project to get sidetracked into some interesting nanoscale technology, or simply go in the wrong direction. But stacked against that is the likelihood that at some point, there will be not one, but a number of competing nanofactory projects, only one of which has to succeed.
It's worth mentioning at this point that Freitas has put together a http://www.molecularassembler.com/Nanofactory Nanofactory Collaboration, and is looking for funding to launch a development effort: "We can provide a few more details to any long-horizon entrepreneurs who are seriously considering an investment in such an effort." Just $5 million over five years, he says, would be enough to have a good chance at demonstrating enough diamond mechanosynthesis to attract a lot more funding.
It may seem like this is really big news, and I have had to continuously fight the urge to describe Freitas's statements as heralding a massive step forward. In fact, this is big news. But it is the kind of big news we hear about every month or two. No single piece of news settles the issue--no single announcement or event will be the one that proves molecular manufacturing is coming. The computational mechanosynthesis investigation does not prove anything--though it should provide substantial weight in favor of molecular manufacturing working as described. The timeline is even less conclusive, especially since it's a bit longer than CRN's timeline. We'll just have to keep working, as we have been, to raise awareness that molecular manufacturing will probably be here a lot sooner than most people expect (which would be the case even with Freitas's timeline) and that its effects will be profound and need to be studied before they hit us.


What are the 5 Principles of Passive House Design?
Over the last few years, we have seen a significant increase in interest in Passive House design. For some people this is part of their ongoing commitment to sustainable living and reducing their environmental impact. To others, it is the efficiency of a Passive House, and the significantly reduced ongoing costs, that is most appealing.
But whatever is driving your interest, it is important to understand what makes a Passive House so unique. Here we explore this, taking a closer look at the key principles guiding the design and build of these structures. We will also touch on the benefits they provide and why so many homeowners are so interested in this approach.
What is Passive House?
The Passive House concept is considered by many to be the gold standard in energy efficient home design. It has been established to promote good building practices that have a focus on superior management and retention of heat energy. It also provides a set of standards to assess construction works against and a framework for certifying the most efficient structures.
On a more practical level, Passive House design provides a range of benefits. Most significantly, research has shown that homes that meet the Standard use up to 90% less energy on climate control. In fact, to be certified as a Passive House, a home must use less than 15kWh/m2 per year for heating and cooling.
Additionally, a Passive House provides a high level of thermal comfort, maintaining an internal temperature of 20 – 25oC for most of the year. The humidity level must also be kept below 12g/kg (or approximately 60% at 25oC) for most of the year. And the advanced ventilation system helps maintain high air quality and health, while preventing odours and the growth of mould.
READ > What is a Passive House?
The 5 Passive House design principles
Passive House design is a holistic approach to maximising the thermal management and energy efficiency of a structure. Five key principles are used to guide design and build activities, ensuring they meet Passive House’s high performance standards. These are heavily interconnected and all five must be adopted to achieve the full range of benefits.
#1: Airtight construction
The “building envelope” is a key concept in passive house design. This represents everything that separates the inside of a home from the outside – the exterior walls, the roof, and the floors. In a Passive House, this needs to be an almost impenetrable structure that stops almost all air leakage.
This is because, when air escapes from inside a structure, it takes heat energy with it. As a result, more energy is required to keep the internal climate at a consistent and comfortable temperature. Air leakage can also cause unpleasant draughts, creates cools spots within the structure, and can lead to condensation issues.
To prevent this, a membrane – or air barrier – needs to be installed throughout the building envelope to stop the flow of air. While most new houses will have something like this, it is usually not consistently applied and will have multiple penetrations (for windows, doors, etc.). This is particularly true for lower quality new builds, where an effective air barrier is not considered an important feature.
However, in a Passive House, the air barrier is a key consideration during both the design and build stages. Passive House builders use a combination of materials to ensure one continuous membrane encases the whole building envelope. Specially designed products (e.g. Passive House compliant windows and doors) are also used to minimise the impact of the required penetrations.
#2: Superior insulation
Much like an air barrier, all new homes are required to have some form of insulation installed. This is usually done in the external walls and ceiling, and provides some thermal protection for the home. However, the volume and quality of material used varies greatly, with lower-cost builders often choosing to do the bare minimum.
By contrast, Passive House designs prioritise insulation, installing throughout the building envelope – including under the floor. This adds another layer of thermal protection to the home and further limits the potential for heat exchange.
Importantly, the material used needs to be high quality – a good custom home builder should be able to recommend suitable products. It also needs to be applied consistently, with minimal breaks for structural elements and penetrations. In addition to helping prevent heat lost, this also acts and soundproofing and makes the structure more resilient and durable. In fact, a Passive House should be able to maintain a comfortable internal climate, even without power.
#3: Ventilation and heat recovery
Because the building envelope is so airtight, a mechanical system is required to manage airflow. This helps bring a steady stream of fresh air into the home, and exhausts out pollutants and moisture. It should also have a filtration system that helps maintain the quality and health of the air coming in.
The Passive House design principles also require ventilation systems to have a heat recovery component. In the cooler months, this captures the heat from the dirty exhaust air and transfers it to the clean incoming air. In certified Passive Houses, this helps retain at least 75% of the internal heat energy.
#4: High performance glazing
Glass windows and doors are generally the source of the greatest heat losses in most homes. This is particularly true here in Australia, where thin single-glazing – which provides minimal thermal protection – is used widely.
The Passive House design principles address this by requiring higher quality glazing that is designed to significantly reduce heat exchange. For example, many Passive House designs feature windows and doors that are triple glazed, and thermally broken. There is also a range of Passive House certified products that have been proven to meet the required performance standards.
The number, size, and location of windows and doors also needs to be given careful consideration in a Passive House. This is because designs are required to maximise natural light and make the most of free passive solar heating. Though this needs to be balanced against the potential for heat loss at night and during the cooler months.
Here in Australia, Passive House designs also need to consider how to protect the home from overheating in the height of Summer. For example, many homes have a retractable shade structure, like an awning, fitted around each window. This allows them to take full advantage of the sun in the cooler months and minimise its impact in the warmer ones.
#5: No Thermal bridges
A thermal bridge is a weak spot in the building envelope that allows heat to escape. This is usually where there is a break in the insulation, like for a window, door, or structural elements (eaves, corners, balconies). The Passive House design principles require potential thermal bridges to be identified early and addressed during the build phase.
The best way to do this is to avoid the common causes of thermal bridges. For example, a self-supported balcony will require significantly less penetrations of your insulation than a cantilevered balcony. Similarly, as corners are difficult to insulate, minimising the number of them will reduce the number of thermal weak spots.
Where breaks in your insulation are unavoidable, a material that is less conductive to heat (e.g. timber) should be used. These materials can also be used between more conductive materials (e.g. metal) to create a thermal break.
Other considerations when building a Passive House
In addition to the key design principles, there are a few other factors to consider when planning a Passive House. This includes:
Upgrading existing structures: With a few relatively minor changes, it is possible to upgrade an existing home to meet Passive House design principles. This usually requires the windows and doors to be replaced and more, higher quality insulation to be installed throughout the structure. While this should improve the performance of your home, a knockdown and rebuild is usually required to realise all the benefits. A knockdown and rebuild also allows you to increase the size and update the style of your home.
Architectural style: Modern home designs are the most common choice for those looking to build to the Passive House Standard. That said, it is possible to apply the Passive House principles to the design and build of almost any style of home. For example, if you would like a French Provincial home, there are ways to upgrade the structure to meet the Standard. That said, most Passive House products suit modern home designs and products for French Provincial homes will be more expensive.
Cost of construction: As Passive House designs are becoming more popular, the price of the specialised products they require is steadily coming down. However, a Passive House is still more expensive to build than a comparable home using traditional construction methods. The exact difference in price will depend on a range of factors, but could be as low as 3% – 5%.
If you would like to discuss Passive House principles further, or are considering building your own Passive House, contact Carmel Homes. We are one of the leading custom home builders in Melbourne and are deeply committed to promoting efficiency and sustainability. As part of this, over the last 30+ years, we have helped design and build homes that minimise their footprint, without impacting their liveability.


False Assumption: Some people believe that if we just read stories to children that children will automatically learn to read.
Fact: Reading and speaking are not the same. We learn to speak by listening to others, but we cannot learn to read by simply listening to someone else read, nor will simply listening to someone else read a story improve a child’s reading skills. Reading a child a story should be a daily activity and is one of the most wonderful ways that you can spend time with a child, but it will not teach a child to read. Neuroimaging research studies showing how the brain works while children are learning to read emphasizes that reading and speaking are different. For a child to learn to read, the child must be able to look at a word and decode the letters into sounds. It’s like handing you a book in French. If you cannot read French, then the pages of the book are filled with meaningless letters and words because you do not know how to decode the letters into the correct sounds. The same is true for children who have not been taught how to break down or decode the letter sounds used in English. As Sally Shaywitz explains, “In order to read, a child must ‘enter the language system;’ this means that the child must activate and use the brain circuits that are already in place for oral language…. tens of thousands of neurons carrying the phonological messages necessary for language… Connect to form the resonating networks that make skilled reading possible….” (pp. 59-68) (Shaywitz, Overcoming Dyslexia, 2003). Simply handing a child a book, while one of the best possible gifts, will not teach a child to read. Children must be taught to read; it is not automatic.
False Assumption: Some people believe that, if we insist that children memorize sight words, learn a certain number of new words each day, or preview sight words before trying to read, children will then just naturally learn to read.
Fact: The National Reading Panel conducted a study in 2000 and learned from their nationwide research of 100,000 teaching situations that any and all forms of whole language (memorizing word lists) and even old-style phonics were not effective ways to teach children to read. Why? The study stated that for children to learn to read effectively they must have “phonemic awareness.” Neither whole language nor old-style phonics teaches phonemic awareness. Phonemic awareness means understanding letter sounds—not rules or a weekly list of words. Some children cannot memorize weekly word lists; therefore, they fail to learn to read if that is the only method taught in school. Research also shows that even children who can memorize weekly word lists in the early elementary grades often begin to struggle around third grade. These children begin to have reading and comprehension problems in third grade because it is impossible to memorize every single word. Children memorize the word list for the weekly test and then promptly forget the words after the test. Yet, even after neuroimaging research visually showed how sounding out the word c a t was better than teaching a child to memorize the word cat (Yoncheva, Wise, & McCandliss, 2015), whole language continues to prevail. It has been conclusively proven that there is no advantage to using whole language. Yet, thousands of children are still being taught using whole language, “look-say,” or balanced literacy teaching methods.
False Assumption: Some people believe that if we just expose children to books or give them free books that this will teach children to read. One group went out and collected 1 million books to give to needy children.
Fact: A book is probably the best gift you can ever give to a child, but it will not teach children to read. The truth is that children cannot learn to read until they understand that every letter represents at least one sound and many letters represent several sounds. The letter a, for example, can use seven different sounds, which doesn’t seem too difficult until you realize that there are at least 22 different vowel and consonant combinations that can be used to make these seven sounds for just the letter a. Simply buying books does not teach letter-sound relationships. Words are stored as sounds, not words. We do not have a Rolodex of words in the brain. We learn new words by developing pathways in the brain that correspond to the articulation of letter sounds. Therefore, it becomes critical that we teach letter sounds. Phonemic awareness teaches letter sound relationships that focus on oral sounds, the same way the brain learns new sounds. Phonemic awareness and phonics are not the same, do not use the same teaching approach, and are not interchangeable terms. Phonemic awareness means that you are teaching students to break words down into letter sounds (decoding). Then, students learn to put those letter sounds back together and to pronounce or read the word (encoding). It’s a two-step process that does not involve memorizing word lists or phonics rules. Phonics and phonemic awareness are totally different teaching approaches. They both stress letter sounds, but that is where the similarity ends.
False Assumption: Still others believe that all we need to do is just get children excited about reading. They organize large pep rally style gatherings using costumed characters. They proceed to teach children cheers that tell how wonderful it is to learn to read. Sometimes they even read a story and give away free books.
Fact: Pep rallies are fine. Reading stories and giving away free books are wonderful, but these pep rally style gatherings do not actually teach the children how to read the books that they are given. A baby must learn how to pull up, balance, and take a step before the baby can have any hope of learning to walk. It’s a step-by-step process. Reading is much the same. Children must learn to read one step at a time. As Dr. Sally Shaywitz (see Shaywitz, Overcoming Dyslexia, 2003) explains, “Children do not learn to read by memorizing a word list. Most children, especially those who struggle in reading, do not learn to read by memorizing phonics rules.” (p. 78) We have the knowledge, the research, and the ability to teach every single child across the nation to read, so why do we cling to failed teaching methods and force students to continue to fail in reading?
See my 11/20/18 blog post for an explanation of why systematic phonics and whole language both fail.


“He was an extraordinarily gifted person, a tireless and compassionate physician and a remarkably thoughtful and passionate individual,” remembers Dr. Joanne C. Smith, CEO of the Rehabilitation Institute of Chicago.
“Dr. Betts was one of the first people I consulted for guidance,” said Thea Flaum, founder and creator of the FacingDisability.com. “His wise advice, insights and belief in the website remain an inspiration to us today.”
Fifty years ago, Dr. Betts created a revolutionary program at Northwestern University’s Medical school, a new medical specialty called Rehabilitation Medicine. The idea was to not merely treat the disability, but also to help the patient discover a new way of living.
By creating a partnership between doctors and patients, he re-defined the treatment of people with disabilities. He established an academic program for medical students that has become one of the largest residency programs in the country. It trains more physicians in rehab medicine than any place in the world.
Under his leadership, the Rehabilitation Institute outgrew the small, outdated warehouse where it began to become the modern 18-story, 165-bed facility we see today. It has a comprehensive system of care that has earned an international reputation for innovation, patient care, research and education. It has been named the “number-one rehabilitation hospital in America” by U.S. News and World Report for the past 26 years.
“Henry Betts was more than a doctor, he was an advocate for disability rights,” said Flaum. “His work, and his strong vision are at the heart of disability culture. After all, he helped to invent it, by putting a human face on the whole idea of rehabilitation. In a nutshell, he guided the work of rehabilitation medicine into a world respected specialty that inspired patients and doctors to find the best in themselves.”


Parenting is the process of raising a child and developing emotional, cognitive, and motor skills in them. Although it has been a wonderful experience for many, in the 21st century, most of the parents come up with lots of issues while parenting. It’s often seen as an intimidating task by many.
Although we know that there is no right way to raise a child, parents devise their unique ideas and ways of raising their children, parenting challenges and parenting issues are still common. There is pressure on parents to raise a child who is well-mannered and well-nourished. The definition of a good child has changed over the decade.
Parenting challenges prevail in the 21st century because of our rapidly changing lifestyle. Gone are the days when men solely worked, and women managed the household chores and took full responsibility for raising their children. Now, both the parents are working and need to do all the tasks together to make time for their children and themselves. Failing to give proper attention to kids has its dire consequences.
Therefore, maintaining between their work and parenting responsibility is a cumbersome task for parents. Several questions arise in the minds of parents. As a result, parents feel more stressed.
Therefore, maintaining between their work and parenting responsibility is a cumbersome task for parents. Several questions arise in the minds of parents. As a result, parents feel more stressed. To manage everything effectively, parents must understand the requirement of their children and also dig deeper into the intricateness and the changing environment for effective parenting.
Most Common Parenting Issues for Today’s Parents
Parents usually find it challenging to opt for the right direction to raise their children with – no muss, no fuss. There are myriad challenges that parents encounter while emphasizing the kids, but here we’ve got the most common challenges for today’s parents for your better understanding.
One of the very crucial parenting challenges in the 21st century is time constraints. Parents are surrounded by a lot of tasks- office work, household work, personal tasks, and Kids’ school homework. They need to discharge their duties, and alongside, they take care of their kids as well and reserve some time for themselves to relax and reduce their stress. But, they just have 24 hours at disposal, and they need to manage everything in this time frame without any haphazardness. This sometimes becomes next to impossible for them.
Children Don’t Feel Connected To Their Parents
Children at any age demand personal and undivided attention. Suppose they don’t get the desired attention or they feel that they are not getting proper attention. In that case, they may feel that they are being ignored and fall prey to various psychological problems like low self-esteem, inferiority complex, etc.
Therefore, parents must take out time for their kids from their busy routines at any cost. If they cannot do it due to their tight schedules, they must explain this to their kids and engage them in activities so they remain busy, and parents can complete their tasks on time. Parents can also teach their kids to be self-reliant to manage simple tasks when parents are not around them.
This parenting issues for working parents is important because it can have adverse consequences. Parents must manage to reserve some time for their kids and create a strong bond with their children from early life stages. Parents must keep proper information about their children’s friends and their whereabouts to protect their children from bad influence.
Creating Work-Life Balance
Another parenting challenge for today’s parents Is to maintain a balance between their personal life and professional life. Due to this challenge of parenting in the 21st century, parents lose their calm when they cannot balance their lives. Parents often feel that while giving attention to one task, they are not giving proper attention to other tasks and vice-versa. Earlier parents used to get proper support from their near and dear ones. Parents in the 21st century usually are deprived of this support. This also makes them more stressed.
What parents can do is that they can allocate proper time to their work and family by proper planning. In this way, they’ll be able to balance work and life efficiently.
Moreover, along with parents, kids have also had a pre-planned schedule including, school, time for self-study, outdoor activities, etc. Therefore, both parties can plan appropriately to reserve time for each other. For example, parents can let their children assist them in cooking, arranging dinner tables, house cleaning tasks, etc. Parents can help their children with their homework and other activities. In this way, both parties can get to spend time together.
Being Overwhelmed With A Lot Of Information
Information is just one click away from us. This has become another parenting challenge in the 21st century. Parents are educated, aware, and loaded with too much information. Perhaps, now they have information that is more than enough. There are many creative ways of raising children. However, we know that the right way of raising children is not specified. But parents are overwhelmed with a lot of suggestions, information from their friends, family, and neighbors. So, deciding the best way becomes a daunting task for parents. Here, parents need to stay calm and understand the needs of their children and work accordingly.
Inculcating Good Habits In Children
Kids are involved in wrong activities as soon as their parents become busy with their tasks. When parents cannot devote proper time to them, they fail to teach good manners and habits in them. This can have various consequences- children can get addicted to smartphones and electronic gadgets. They can surf sites harmful to them on the internet if parents don’t monitor their activities.
Children may disrespect their elders and younger ones. The parents don’t teach them the difference between right and wrong deeds at an early age and don’t give them time and attention.
These parenting challenges have become very common in the household these days. Overcoming these challenges will require a lot of hard work, planning, understanding between mother and father, understanding the changing environment, and patience.


Technology, Patent, News, Process, Consultancy, Report,
- Actinium is a
radioactive chemical element with atomic number is 89 and it symbol
- The chemical behaviour
of actinium is similar to that of the rare earths, particularly
- Although actinium is
present in the earth's crust and it is found in only trace amounts.
It is one of the ten rarest elements.
- Actinium glows in the
dark as it is so highly radioactive. The glow emitted by actinium is
bluish in color.
- A high purity,
carrier-free Th was also obtained from the actinium using a similar
anion exchange in nitric acid.
- After the radium was
separated, actinium and thorium were then eluted from the column and
dried for interim storage.
- It also produces a
number of isotopes which have some research applications as well.
- An isotope of actinium
can also be used to bombard bismuth to produce some interesting
reactions, and this isotope is also used in nuclear medicine.
- Actinium can be
produced, within a nuclear reactor, by bombarding uranium with
- When compared to
radium actinium is 150 time more radio active element.
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Mercury buildup in birds sounds warning for all
by Paul Mayne - Western News
London - Western Biology professor Brian Branfireun said the complete extinction of the arctic ivory gulls of which there are 80 per cent fewer today than in 1980 may be only decades away due to higher levels of methyl mercury found in the birds.
Higher-than-normal mercury levels may be wiping out the endangered arctic ivory gull, but now Western researchers are warning other species including humans are at risk from this deadly neurotoxin. And we have only ourselves to blame.
Mercury levels in arctic ivory gulls have risen almost 50 fold over the last century, said Western biologist Brian Branfireun. The explosion in those toxins is the likely cause of a plummeting population of the gull, who boasts only 400-500 breeding pairs left in the world.
The research was recently published in Proceedings of the Royal Society B, the Royal Society’s flagship biological research journal.
An adult ivory gull feeds on a seal carcass in Resolute Bay, Nunavut.
Since the 1980s, the population of ivory gulls in Canada has nosedived by more than 80 per cent, with a 2004 study found the eggs of ivory gulls have the highest concentration of mercury of any arctic seabird, exasperating the ongoing problem.
“You could make the argument there are plenty of birds. So, why this bird and not another bird?” Branfireun said. “One makes a decision that an organism or species has an intrinsic value for just being. If we extend the intrinsic value of the existence of species, then the ivory gull is just as important as a panda bear, or polar bear, or anything else.”
The ivory gull plays an important role in the coastal arctic ecosystem because they are scavengers. They are like the vultures of the high arctic. This fact, however, is why they are threatened right now because of what they eat.
As well as consuming fish, ivory gulls scavenge blubber and meat from marine mammal carcasses and it’s likely the high concentrations of mercury from these predators, which tend to accumulate at the highest levels, is what’s affected the gulls.
Using museum specimens, Branfireun, along with then University of Saskatchewan postdoctoral fellow Alexander Bond (now with the Royal Society for the Protection of Birds) and Environment Canada’s Keith Hobson, tested the concentration of methyl mercury in the feathers of 80 ivory gulls who lived over the last 130 years. Mercury builds up in feathers where it is trapped and stabilized by processes which produce keratin which feathers, claws and hair are made of.
They found no evidence of a dietary change in the ivory gulls that could account for the huge increase in mercury. That left humans as the main culprit.
“It went from infinitesimally small and low concentrations to about 5 parts per million, which is quite high for mercury,” Branfireun said.
Mercury, transported long distances from sources in North America, Asia and India, is finding its way to the once isolated and pristine arctic landscape, far from the original sources of human pollution.
Across the Northern Hemisphere, the amount of mercury in the environment has increased due to emission to the atmosphere. It becomes a global pollutant because mercury can also exist as a gas, emitted through coal, in the upper atmosphere, where it circulates for about nine months. Then, it circulates around the entire hemisphere and deposits in the rain, the snow or as dust.
“These birds are basically going to be eliminated from the Canadian arctic,” Branfireun said.
The situation has taken a step in the right direction with the ratification of the Minamata Convention on Mercury, an international treaty designed to protect human health and the environment from emissions and releases of mercury and mercury compounds. But that only impacts the world going forward; we are still paying dearly for the actions of the past.
“Part of the challenge of mercury is, once it’s into the environment, it doesn’t break down. It stays there. Once it’s been put into the surface environment the oceans or soils it starts grass-hopping around and re-emitting. It is human-derived mercury, but it was deposited in the 1960s and 1970s and is still working its way through soil, vegetation and water.”
The question for Branfireun is: What degree of impact are we comfortable with?
“It’s safe to say ivory birds are not alone,” he said. “Someone who is relying on the land, or the ocean, to feed their families has done nothing to increase the amount of mercury in their food that they’re getting. But they are subjected to higher levels or contaminants because of what we do,” he said. “If the ivory gull is an indicator of the impact of industrialization, then I think it’s a canary in a coal mine.
“We need to recognize the impacts we have are sometimes invisible to our eyes, but the impacts are pretty significant when it comes to ecosystems and how they function. We really need to think about what is going on and start to pay attention to it.”


The purpose of the Fair Housing At of 1968 was to prohibit discrimination concerning the sale, rental and financing of housing based on race, religion, national origin or sex. The act also prohibits discrimination of individuals based on: color of skin, familial status, or disability.
More information on Fair Housing can be found on the website
listed below: https://www.hud.gov/program_offices/fair_housing_equal_opp/fair_housing_act_overview
If you believe that you have reason to file a fair housing complaint, you are able to submit a complaint through the two websites listed below:
Housing & Urban Development Complaint Link
Texas Workforce Commission Complaint Link


Code of Ethics of the Education Profession
(As adopted by the Representative Assembly of the National Education Association, July 1975)
Article XII of the Constitution of the Michigan Education Association provides that the Code of Ethics adopted by the National Education Association shall be the Code of Ethics for the members of the Michigan Education Association.
The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, the devotion to excellence and the nurturing of democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of oneís colleagues, of students, of parents and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.
The remedies specified by the NEA and/or its affiliates for the violation of any provision of this code shall be exclusive, and no such provision shall be enforceable in any form other than one specifically designated by the NEA or its affiliates.
Principle I. Commitment to the student
The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.
In fulfillment of the obligation to the student, the educator:
1. Shall not unreasonably restrain the student from independent action in the pursuit of learning;
2. Shall not unreasonably deny the student access to varying points of view;
3. Shall not deliberately suppress or distort subject matter relevant to the studentís progress;
4. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety;
5. Shall not intentionally expose the student to unnecessary embarrassment or disparagement;
6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, or family, social or cultural background, or sexual orientation, unfairly:
a. Exclude any student from participation in any program;
b. Deny benefits to any student;
c. Grant any advantage to any student;
7. Shall not use professional relationships with students for private advantage;
8. Shall not disclose information about students obtained in the course of professional service, unless disclosure serves a compelling professional purpose or is required by law.
Principle II. Commitment to the profession
The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.
In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards to promote a climate that encourages the exercise of professional judgment, to achieve conditions which attract persons worthy of the trust to careers in education and to assist in preventing the practice of the profession by unqualified persons.
In fulfillment of the obligation to the profession, the educator:
1. Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications;
2. Shall not misrepresent his/her professional qualifications;
3. Shall not assist entry into the profession of a person known to be unqualified in respect to character, education or other relevant attribute;
4. Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position;
5. Shall not assist a noneducator in the unauthorized practice of teaching;
6. Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law;
7. Shall not knowingly make false or malicious statements about a colleague;
8. Shall not accept any gratuity, gift or favor that might impair or appear to influence professional decisions or actions.
Provisions for national enforcement
Excerpted from the National Education Association Constitution:
Article VII, Section 2, a.
The Review Board shall have the original jurisdiction in the following cases:
1. Impeachment of an officer who is a member of the Executive Committee;
2. Alleged violations of the Code of Ethics of the Education Profession.
Article VII, Section 2, b.
The Review Board shall have the following powers, subject to the conditions as herein outlined:
1. To impeach an officer. The officer shall have the right to appeal to the Board of Directors.
2. To censure, suspend or expel a member for violation of the Code of Ethics of the Education Profession....The member shall have the right to appeal to the Executive Committee on procedural grounds only.
3. To vacate censure, lift suspension or reinstate a member.
Article VII, Section 4.
The Review Board shall establish its rules of procedure with the approval of the Board of Directors. Due process must be guaranteed in all its proceedings.
Adherence to the code
Excerpted from the National Education Association Constitution:
Article II, Section 2, b.
Members engaged in teaching or in other educational work shall adhere to the Code of Ethics of the Education Profession.
Article IV, Section 6.
Executive officers of the Association may be impeached for violation of the Code of Ethics of the Education Profession...
Article VI, Section 4.
Officers of the Association may be impeached for violation of the Code of Ethics of the Education Profession...
Article VII, Section 5, a.
Members of the Review Board may be impeached (by the Executive Committee) for violation of the Code of Ethics of the Education Profession...
Excerpted from the National Education Association Bylaws:
The affiliate (local) shall adopt a policy that recognizes the preeminence of the Code of Ethics of the Education Profession.
The affiliate (state) shall adopt a policy that recognizes the preeminence of the Code of Ethics of the Education Profession.


A neat photo gallery at Survival International, with text by Joanna Eede:
For many tribal peoples, continuous immersion in nature over thousands of years has resulted in a profound attunement to the subtle cues of the natural world.
Acute observations have taught tribes how to hunt wild game and gather roots and berries, how to sense changes in climate, predict movements of ice sheets, the return of migrating geese and the flowering seasons of fruit trees.
Sophisticated hunting, tracking, husbandry and navigation techniques have also been the ingenious responses of tribal peoples to the challenges of varied, and often hostile, environments.
The development of such observations and skills is not only testament to the latent creativity of humans and their extraordinary ability to adapt, but has also ensured that when living on their lands, employing the techniques they have honed over generations, tribal peoples are typically healthy, self-sufficient and happy.
I am the environment, said Davi Kopenawa Yanomami. I was born in the forest. I know it well.
During the dry season, the Jarawa use the sap of rattan palms as a source of liquid.
When they collect honey from wild bees, they spit the sap of a plant over the hive to drive the bees away.
See more here.


Painting [re-creates reality] by means of color on a two-dimensional surface.
The so-called visual arts (painting, sculpture, architecture) produce concrete, perceptually available entities and make them convey an abstract, conceptual meaning.
The visual arts do not deal with the sensory field of awareness as such, but with the sensory field as perceived by a conceptual consciousness.
It is a common experience to observe that a particular painting—for example, a still life of apples—makes its subject “more real than it is in reality.” The apples seem brighter and firmer, they seem to possess an almost self-assertive character, a kind of heightened reality which neither their real-life models nor any color photograph can match. Yet if one examines them closely, one sees that no real-life apple ever looked like that. What is it, then, that the artist has done? He has created a visual abstraction.
He has performed the process of concept-formation—of isolating and integrating—but in exclusively visual terms. He has isolated the essential, distinguishing characteristics of apples, and integrated them into a single visual unit. He has brought the conceptual method of functioning to the operations of a single sense organ, the organ of sight.
The closer an artist comes to a conceptual method of functioning visually, the greater his work. The greatest of all artists, Vermeer, devoted his paintings to a single theme: light itself. The guiding principle of his compositions is: the contextual nature of our perception of light (and of color). The physical objects in a Vermeer canvas are chosen and placed in such a way that their combined interrelationships feature, lead to and make possible the painting’s brightest patches of light, sometimes blindingly bright, in a manner which no one has been able to render before or since.
(Compare the radiant austerity of Vermeer’s work to the silliness of the dots-and-dashes Impressionists who allegedly intended to paint pure light. He raised perception to the conceptual level; they attempted to disintegrate perception into sense data.)
One might wish (and I do) that Vermeer had chosen better subjects to express his theme, but to him, apparently, the subjects were only the means to his end. What his style projects is a concretized image of an immense, nonvisual abstraction: the psycho-epistemology of a rational mind. It projects clarity, discipline, confidence, purpose, power—a universe open to man. When one feels, looking at a Vermeer painting: “This is my view of life,” the feeling involves much more than mere visual perception.


King Henry VIII becomes embroiled in a diplomatic dispute over territory with Prince Charles of Castille, and sends a delegation of diplomats, including More, to negotiate. The negotiations are even-tempered but not immediately successful, and both sides break off for a few days to await further instructions from their rulers. In this time, More travels to Antwerp, where he spends time with his friend, Peter Giles. One day, More spots Giles speaking with a bearded man whom More takes to be a ship's captain. Giles introduces More to Raphael Hythloday, and while it turns out that Hythloday is a world traveler, he is a philosopher rather than a captain. The three get along well and decide to return to Giles's garden to converse.
There, Hythloday relates the history of his travels. He accompanied the famed explorer Amerigo Vespucci on three of his four voyages. On the last of these ventures, he decided to remain behind at a garrisoned fort with a few of Vespucci's men rather than return to Portugal. From the garrison, he traveled with five other men through various countries, eventually crossing the equator. By luck, he was on a ship that was blown off course to Ceylon (Sri Lanka). From there, it was easy to find a ship headed to Calcutta and then another back to Portugal. During this time, Hythloday proved a keen observer of social practices, and he relates both the absurd and the practical to More and Giles. More explains to the reader that while all of Hythloday's tales are interesting, the most intriguing is his description of the time he spent among the Utopians, the inhabitants of the island of Utopia. It is this description that More will paraphrase for the reader. Before beginning though, More explains that he thinks it is important to describe the conversation that led up to Hythloday's description of Utopian society.
Sir Thomas More did, indeed, travel to Flanders on behalf of King Henry VIII for the purpose of negotiating with the Spanish. An actual man named Peter Giles did live in Flanders, and the two being friends, it is likely they spent time together. The events described by the character More, however, are fictional. Though occasional readers mistook Hythloday for a real man, Sir Thomas More had no intention of hiding the fictiveness of his story. His methods of illumination, though, were perhaps too esoteric; Hythloday is described as a man who knew some Latin and a great deal of Greek, supposedly clueing the reader in to the Greek origin of Hythloday's name, which means "speaker of nonsense." All the names of the peoples and cities Hythloday mentions in his travels are similar clues. Utopia, for example is a pun on two Greek words, Eutopia (good place) and Outopia (no place). Sadly, very few people knew Greek at the time Sir Thomas More wrote.
The fictional frame of Utopia allows Sir Thomas More to dramatize the discussion of issues and thereby explore those issues from multiple sides. It is worth noting, as does the critic David Wootton, that while More has the same name as Sir Thomas More, the pronoun for "I" in the language of Utopia is "he". Here, Sir Thomas More gives a subtle clue that while More bears his name and perhaps some of his views, Hythloday (the "he" who is also an "I") also embodies aspects of Sir Thomas More's beliefs and ideas. The fictional frame further allows Sir Thomas More to explore issues that, in a non-fiction work, might get him into trouble. It is no accident that Sir Thomas More gave his name to one of the conservative characters in the book that basically defends the status quo. The fictional More vociferously disagrees with Hythloday's more radical propositions such as the eradication of private property, and in doing so provides a sort of cover for Sir Thomas More. The disagreement by his namesake seems to imply, at least on the surface, that Sir Thomas More also disagrees with Hythloday. Of course, this is not true, but the simple fact of More's disagreement with Hythloday would make it hard to attack Sir Thomas More for Hythloday's views.
Sir Thomas More wrote Book 1 of Utopia in two parts. The first version served only as an introduction to Book 2, while the second version is far more subtle and explores many issues of More's day. The first version of Book 1 ended just before More's final sentence explaining that before going into a description of Utopia, he thought it would be worthwhile to describe the conversation leading up to that discussion.


Wool has been processed into yarn and cloth in the Haltwhistle area as long as sheep
have been kept on the hills.
Prior to the industrial revolution, the main part of the production was carried out
in homes, often involving all members of the family. Children carded, women spun
and the finished yarn was woven by men, either on the farms where it was produced,
or by artisan weavers in the nearby cottages. Creating the cloth was a small scale
activity carried on as part of the farming economy but the process of finishing cloth,
called fulling or walking, was mechanised from as early as the 12 century using the
same technology as used in a water-driven corn mill.
Woollen cloth, when first woven, has a very open texture so its usefulness can be
greatly enhanced by a process of controlled shrinking and felting known as fulling.
The cloth is immersed in a natural detergent solution, sometimes stale urine, sometimes
a solution made form burned bracken, animal fat and lime and is pounded by hammers
or stocks powered by a water wheel. As the wheel turns, a camshaft lifts the stocks
and releases them to fall into a specially shaped wooden butt containing the cloth.
The shape of the butt and stock are designed to cause the cloth to turn over in the
detergent liquid and the agitation and pounding result in shrinkage of up to one
third of the width and length of the cloth. After rinsing, the cloth is stretched
out on hooks attached to a tenter frame, a rectangular wooden frame which gently
tensions the fabric while it dries. This is the origin of the term being “on tenterhooks”.
The area used for tentering was known as a tenter close or field.
Tenter frames at Otterburn Mill. The cloth is attached to metal hooks at the top
and bottom of the frame then the bottom bar is dropped to put the cloth under tension
while it dries.
1600s Haltwhistle’s First Fulling Mill
By the early sixteen hundreds, cloth was being brought into the town of Haltwhistle
for finishing. Records from the household book of Lord William Howard, Lord of the
Manor at the time, show that a fulling mill operated on his manorial lands in 1620:
“ 1620 June 2nd. Received of John Ridley Miller for one half years rent of the Walk
Mill at Hautwysley due at Whitsunday 1621”
This would seem to imply that the Miller also ran not only the corn mill but also
the Walk or Fulling Mill, a not uncommon system; in fact some watermills ran a stone
for corn and stocks for fulling from the same wheel. A later entry in the book suggests
that these were two separate buildings with their own distinct water systems:
“1632- to Hugh Ridley “the water corn mill with all Mulsturs Tolls Sute Soken Custome
&c to the same belonging
The Walk Mill with pool water &c thereto belonging
The Dye house with all Advantages thereto belonging”
This is also the first mention of a dye house in the town.
Sir Charles Howard, William’s son, allied himself with the Royalists during the civil
war and his lands at Haltwhistle were forfeited to the commonwealth. The documentation
for the subsequent sale of the land in 1653 mentions,
“..... all that Water Corn Milne and a Fulling Milne or Walke Milne with the Appurtenances
unto them belonging in Haltwhistle aforesaid and also all that Dying House together
with the Coalery Coal Mynes or Seames of Coales lying and being in Haltwhistle aforesaid....”
Exactly where this mill was situated is difficult know for certain but as it was
supplied with its own water supply it must have taken water from below the outflow
of the corn mill tail race and have been sited sufficiently further downstream for
a good head of water to be built up - at least 300 metres. So the most likely site
for the early fulling mill is that traditionally associated with woollen manufacture
where the Old Dye-house and Mill (Hadrian’s Flats) still stand.
Early fulling mills were one storey structures able to withstand the considerable
vibration of the fulling stocks. Since spinning and weaving were undertaken elsewhere,
the only processes carried out at the mill would have been the fulling and finishing.
This involved raising the nap with teasels and shearing it to a consistent length
using enormous shears. Dying and bleaching, if required, were carried out in separate
By the mid 18th century, spinning and weaving was becoming more centralised in Haltwhistle
with workers gathered together in one building although still operating hand driven
The Saint Family occupied and worked the Dyehouse and Fulling Mill at Town Foot from
this period until 1902.
Hadrian’s Flats. The old Town Foot Mill run by the Saint Family.


The School Counselor and Corporal Punishment
Adopted 1995, Revised 2000, 2006, 2012, 2019)
ASCA PositionSchool counselors oppose the use of corporal punishment and advocate for trauma-sensitive discipline policies and procedures.
The RationaleEven though corporal punishment has been on a steady decline since the 1970s and has notable negative effects, it is still legal and used in several of the United States (Gershoff & Font, 2016). School counselors recognize the use of corporal punishment is likely to teach children that violence is an acceptable way to resolve differences. Research shows physical punishment to be ineffective in teaching new behaviors, and it is detrimental in teaching problem-solving skills. Corporal punishment is not considered a trauma-sensitive approach to discipline in schools (Afifi et al., 2017) and can have negative effects for students including:
- Increased antisocial behavior such as lying, stealing, cheating, bullying, assaulting a sibling or peers and lack of remorse for wrongdoing
- Increased risk of child abuse
- Erosion of trust between an adult and child
- Adverse effects on cognitive development
- Increased likelihood of suffering from depression and other negative social and mental health outcomes.
The School Counselor's RoleSchool counselors have a responsibility to protect students and to promote healthy student development using multitiered systems of support that incorporate evidence-based practices and strategies in administering discipline and teaching new behaviors promoting positive social/emotional development (Cowan, Vaillancourt, Rossen & Pollitt, 2013). Recognizing culture influences on views of corporal punishment, the school counselor serves as a resource to school personnel and families for the use of effective intervention and alternative discipline strategies. School counselors encourage public awareness of the consequences of corporal punishment, provide strategies on alternatives to corporal punishment and encourage legislation prohibiting the continued use of corporal punishment.
School counselors collaborate with families and school staff to build positive relationships between students and adults with effective alternatives to corporal punishment including but not limited to:
- using behavioral contracts
- setting realistic expectations
- enforcing rules consistently
- creating appropriate and logical consequences for inappropriate behavior
- conferencing with students and/or families with school personnel for planning and reinforcing acceptable behavior
- emphasizing students’ positive behaviors
- teaching pro-social, mediation and resolution skills as methods of problem solving
- providing information on parenting programs
- promoting emotional regulation
- teaching and implementing mindfulness practices
SummaryResearch shows corporal punishment increases students’ anti-social behavior, adversely affects cognitive development and erodes the trust between children and adults. It is ineffective in teaching new and positive behaviors and is detrimental in teaching appropriate problem-solving methods. School counselors adamantly oppose the use of corporal punishment and advocate for its elimination.
ReferencesAfifi, T.O., Ford, D., Gershoff, E.T., Merrick, M., Grogan-Kaylor, A., Ports, K.A., MacMillan, H.L., Holden, G.W., Taylor, C.A., Lee, S.J., & Bennett, R.P. (2017). Spanking and adult mental health impairment: The case for the designation of spanking as an adverse childhood experience, Child Abuse & Neglect, 71, 24-31, https://doi.org/10.1016/j.chiabu.2017.01.01
Cowan, K. C., Vaillancourt, K., Rossen, E., & Pollitt, K. (2013). A framework for safe and successful schools [Brief]. Bethesda, MD: National Association of School Psychologists.
Gershoff, E. T., & Font, S. A. (2016). Corporal punishment in U.S. public schools: Prevalence, disparities in use, and status in state and federal policy. Social policy report, 30, 1.


|Online Judge||Problem Set||Authors||Online Contests||User|
Computer scientists live on pizza. Now the doctors say this is no good. We ought to eat more balanced. So you put your really large pizza onto your table and eat slice-by-slice carefully watching that the rest of your meal stays where it is - on the table.
Since computer scientists love pizza, their favourite table is shaped like a slice of pizza. However, different people may have different-sized tables. Everyone has his own preference for the number of slices a pizza has to be cut to. However, all agree that the slices must have identical size. Write a program to help the poor pizza lovers!
The input file contains several test cases. Each test case starts with the number of slices n the pizza is cut to. Input is terminated by n=0. Otherwise, 1<=n<=10. Then follow 9 floating-point numbers px, py, r, tx, ty, ux, uy, vx, vy specifying the coordinates of the center p of the pizza, its radius, and the coordinates of three points t, u, v. They define the three corners of the slice-shaped table in counter-clockwise order, with t being the center.
The pizza is a homogeneous two-dimensional circular object. There is always a cut from its center parallel to the x-axis towards increasing x-values. The remaining pizza stays connected during the whole process, no matter what slices are removed. The distances from t to u, v are equal except for very small rounding errors. Tables are never larger than a half-circle.
For each test case output on a line some possible ordering of slices, so that during the whole process of eating the pizza it does not fall down the table. Slices are numbered counter-clockwise starting with 1 directly above the positive x-axis.
If several such ordering exist, choose the lexicographically first one.
If no ordering of slices exists, so that the pizza does not fall down, output a line containing the word "impossible" instead.
2 (-3.0,-1.0) 1.0 (-3.0,-1.1) (-1.5,0.4) (-4.5,0.4) 9 (2.0,1.0) 1.0 (0.0,0.0) (1.0,-1.0) (-1.0,1.0) 0
2 1 impossible
A connected, rigid, flat object remains fixed on a convex, flat surface if and only if the object's center of gravity lies above the surface. The x-coordinate, for example, of the center of gravity of an object s can be calculated by (∫sxds) / (∫sds). Likewise, the y-coordinate can be expressed as (∫syds) / (∫sds). Note that the denominator of these expressions gives the area of s.
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Fall 2008 Student Reports
Red Bank Regional High School - Little Silver, New Jersey, USA
Final Report from Red Bank Regional High School
We conclude, after drawing three different graphs that, as the elevation increases, the boiling point decreases. The graphs that we drew were: a bar graph showing volume versus boiling point, a line graph showing room temperature versus boiling point, and last, a line graph, showing elevation versus boiling point. If you live in high mountains, the boiling point of water would be lower than at sea level. We also conclude that volume does not affect the boiling point because in our school each class used a different volume of water. Our teacher demonstrated heating water with a Bunsen burner, while both classes used hotplates. We saw that the heating device did not affect the boiling point.
We enjoyed this project because we used different tools; for example, Bunsen burner, hot plate, and thermometers. We had fun and discovered that the boiling point of water does change. Thank you for letting us participate in the International Boiling Point Project.
Omar, Francisco, Nelly, Alex, Jaime, Gilberto, Luis, Brenda, Arturo, Jaime, Sendy
Faith Lutheran School - Tanunda, South Australia, Australia
Final Report from Faith Secondary School
Hello fellow water boilers,
At the beginning of the Boiling Point project the class was fairly evenly divided as to the factor influencing the Boiling Point of water.
After learning how to plot graphs and place trendlines on these graphs using Excel, we all drew the appropriate graphs and looked at the results; to our amazement (not to all of course!!!), the major factor affecting the Boiling Point of water was seen to be the elevation above sea level.
It was even much clearer when the various outliers were removed from the data.
Worth County R-III - Grant City, MO, USA
Final Report from Worth County High School
The Boiling Point project at Worth County was a real eye-opener for the students. The science was not hard. However, analyzing the data appeared to be the undoing. The students really struggled with the analysis portion of the project. We learned that we really need to work on graphing in Excel. After stressing over the graphs for two days, most students reached the conclusion that elevation affected boiling point the most. Those who did not reach that conclusion had graphing "issues". This was a great project as it gave the students a real world opportunity to analyze data in a hands-on, minds-on setting. This project is something we would like to participate in again.
Carl H. Kumpf Middle School - Clark, NJ, USA
Boiling Point Project Final Report
Our hypothesis was not correct. Period 6 & 7 both had the same idea about what we thought would impact the boiling temperature; air temperature. After graphing the data (air temp. vs. boiling temp, elevation vs. boiling temp and volume vs. boiling temp), we noticed by our trend lines that elevation seemed to have the greatest impact. We noticed that areas at low elevation, like in Clark, NJ, the water boiled at about 100 degress Celsius. We noticed that as the elevation increased, the boiling temperature was much lower. Our hypothesis was wrong. We had a lot of fun with this project, even though it took us longer to get everything done. Go Kumpf 6th Graders!
Rukmini Devi Public School - Delhi, Delhi, India
Final Report from Rukmini Devi Public School
Greetings to all!
We are grade 8 students from Rukmini Devi Public School, located in the capital city-Delhi of India (Latitude: 28.38 N and Longitude: 77.12 E) and doing this project as part of our subject Collaborative Projects in our school.
Firstly, we measured the room temperature using thermometer and then our teacher explained us how to determine the boiling point of water using the apparatus in chemistry laboratory. The elevation of chemistry lab from ground was noted to be 8 meters.
We were divided into groups of five to measure the boiling point of water and then we took average of all the groups.
Our hypothesis was that the factor we think will make the difference in boiling point of water is the elevation i.e. boiling point of water is indirectly proportional to altitude. And on comparing and analyzing our data we found that our hypothesis is proved correct.
We plotted following line graphs to show a trend of how the boiling point changed with each: Volume Vs boiling point, Room temp. Vs boiling point , Elevation Vs boiling point and Heating Device vs boiling point. From the graphs we could see that elevation was the factor that had the most influence on the boiling point as higher the elevation the lower is the boiling point.
After a group discussion, we came to the conclusion that the reason for this was due to a change in air pressure at different heights. The atmospheric pressure decreases as we move higher, which helps the water to boil fast. The graph of Elevation Vs boiling point was inconsistent at one or two points may be because of difference in volume of water taken and heating device used.
We learned to read the scales on the thermometer, sort data in a table, make a line graph, and put our mathematical skills to work by analyzing real world data. The collaboration with students all over the world made this a very special project.
If we were to do this project again, we think everyone should use the same volume of distilled water all the time and maybe the heating source should also be standardized across all the participating schools.
We certainly look forward to work on it in future.
Here is the link to our photographs:
The International Boiling Point Collaborative Project Group
Rukmini Devi Public School
Bucyrus Middle (Norton bldg.) - Bucyrus, Ohio, United States
Bucyrus Honors Final Report
Dear Fellow Boilers,
Now that the boiling project is over we can analyze and communicate our results. There are many different reasons for doing this project. The main reason is to see what variables affected the boiling point of water.
This is exactly what we did in our experiment. First we made sure our thermometers were calibrated correctly. Then, we poured 250 ml of distllied water into a beaker. The water was at room temperature. We used a hot plate to heat the water. We recorded the water every thirty seconds until it boiled. The independent variable of our experiment was the elevation, and the dependent variable was the boiling point. The variables that we controlled were the amount of water, and the same heating device.
Our hypothesis for this project was the higher the elevation, the lower the boiling point. Our hypothesis wasn't true because there are a couple of owns or schools that had a low elevation and a low boiling point. Our town, in my opinion was true becasue we had a high elevation and a low boiling point, but other towns or schools weren't . Our average boiling point was 97.44 degrees Celsius and our average room temperature was 20.5 degrees Celsius.
Even though we didn't see strong evidence in support of our hypothesis we know that there is a relationship between elevation and boiling point, and we see no data that supports the idea that volume of water or room temperature has an effect on the boiling point.
I think one student summed up our feelings very well. "After this experiment, I would like to try another experiment like this becasue it gave us the opportunity to compare our final data with schools around the world.
Thank you for the opportunity!
Bucyrus, Ohio second period eighth grade science class
Cresskill Middle School - Cresskill, New Jersey, USA
Final Letter from Cresskill Middle School, Cresskill, NJ
November 14, 2008
Hello again from Cresskill, NJ,
Our classes examined the checked data from both this year and previous years and we have come to some conclusions:
1. Most of our classmates in all classes think that the altitude has the major effect on the temperature at which water boils.
2. Some of us still think that the temperature of the room may have an effect.
3. After looking at data from two schools that differed greatly from ours, we also thought that maybe the heating element made a difference. One school at the same altitude as ours had several degrees difference. They used a chafing dish heating unit. We were curious about that.
4. Another school used a camping stove and their data was very different, so we concluded that it might be a factor.
Our original hypotheses were varied as stated in our original letter, but we did think that pressure had something to do with the temperature at which water boils. We would love to try this again in the cold winter to see if there is a difference since our winter is dry and there are more molecules of air than in the warmer weather.
Our classes had some discrepancies and even though we calibrated our thermometers, they are classroom thermometers and some of the alcohol separated which made it difficult to read them. We concluded that that might have made our data different. If we could change anything about our experiment, it would be to buy new thermometers.
Our five classes very much enjoyed the project. It was exciting to really analyze and determine the factors involved in boiling as well as sharing it with schools all over the world. We so much enjoyed their letters and looked at many of their websites. It made us realize that children all over the world have much in common with us. Thank you for making this possible.
Mrs. Marie Papaleo and the 6th grade.
Winters Mill High School - Westminster, MD, USA
Final Report from Winters Mill HS
We did a project to see whether the volume of water, the average room temperature, the heating device, and the elevation, to see which one had the greatest impact one the freezing/boiling point. The factor that showed the correlation to boiling point is the elevation. We know this, because when we look at the graph, the only one that has any trend in it is the one about elevation. It showed us, that the lower the boiling point is, the higher the elevation is. Our original hypothesis was that the volume of water would have the greatest effect on the freezing/boiling point. We said this, because the more, or less, water you have, the longer it will take to boil/freeze.We were surprised at the outcome, because the elevation just didnt seem like the most logical factor to choose. If we had a chance to redo this project, we would have taken more time to do a more accurate job. If we had to test some other factor, it would be the type of cup used to hold the water, because some cups could be made from different materials; therefore heating faster, allowing the water to heat faster. Over all, we found that from this project we learned a lot about different ways, and factors that may affect the boiling/freezing point.
Lincoln R-2 High School - Lincoln, Missouri, U.S.A.
Final Report for Lincoln, Missouri 8th Graders
The 8th grade students of Lincoln R-2 learned that elevation has something to do with boiling point of water. We also learned that tap water isnt pure water! As a class, we thought elevation had something to do with boiling point and our hypothesis was supported by the data collected. We also learned that students far away are doing the same type of things we are doing! We would like to continue with this line of testing by using different densities of salt water or repeat the test on different type weather days. We are wondering if cold, dense air will make a difference.
Wyoming Seminary Lower School - Forty Fort, Pa, USA
Final Report from Wyoming Seminary Lower School
Four eighth grade classes from Wyoming Seminary Lower School participated in this project. Originally, our hypothesis was that the volume of water would have the greatest effect on the temperature at which water boils. Each class section tested a different volume of water. The volumes of distilled water tested were 250mL, 400mL, 500mL and 750mL. The data was then collected and analyzed. Students calculated the range, mean, median and mode for the boiling point temperatures at various elevations, volumes and room temperatures. The students also compared the mean boiling point temperature of water vs. the different heating equipment used. This data was then graphed using Excel. After reviewing the graphs, it was clear that elevation has the greatest influence on the boiling point of water. During class discussion, we concluded that the reduced air pressure at the higher elevations allowed the vapor to escape at lower temperatures. Less energy is required for water to vaporize, therefore, the boiling point temperature was lower at the higher elevations. Wow, we were surprised that water doesnt boil at exactly 100C like it says in all the text books!
Possible sources of error in all the data collected from the various schools include improper thermometer calibration, human error in reading the thermometer or contaminates in the water.
The students of Wyoming Seminary Lower School would like to thank CIESE for giving us this opportunity to collaborate and share ideas with other schools . We enjoyed boiling with schools from around the world.
In addition, we are very excited about video conferencing with other students to discuss this project.
Academy I - Jersey City, NJ, USA
Results from Jersey City, NJ
Our classes at Academy 1 worked diligently and had a lot of fun on the International Boiling Point Project. We had our Science teacher to thank, Mr. Osenenko, for this great opportunity doing this project with many schools around the world. At first our class had thought that the average room temperature would have the greatest effect upon the boiling point.
After doing many graphs on Excel, using X and Y scatter plots only; we quickly found out that we were disproven. While making our trend lines we realized that the correlation between the average boiling point and elevation (measured in meters) had the greatest effect. During the project though we learned how to quickly learn and adapt to Microsoft Excel 2003 and 2007, and for those who have Macintosh computers, Microsoft 2004 and 2008. Our Math teacher, Mr. Franks was very kind and helped us all learn how to make these graphs and makes a trend line (plus the correlation and equation).
The project itself was a blast. We did it three times, messing up about once, since some of the hot plates were unplugged, so we wasted a period not noticing anything. We realized how to find out the point at what water boils. We also learned that the boiling point has nothing to do at the time steams starts to show.
Thank you, Gr. 7, Room 207, Academy 1


Most of us regularly consume at least some, if not all, of the agricultural crops that are subsidized by the U.S. government which provides subsidies (money) to farmers for growing such crops as corn, soybeans, wheat, rice, sorghum, and raising livestock.
A huge portion of these crops and livestock end up in processing plants and on store shelves as foods of dubious nutritional quality: high-fat meats, high-fat dairy foods, juices and sodas sweetened with corn syrup, refined grains, and all manner of processed and packaged foods. According to a new study, these subsidized crops are the government's contribution to the obesity problem.
Even more concerning is that the typical American consumes 56% of their calories each day from these foods, and the people most likely to consume them are already obese and experiencing risk factors for cardiometabolic problems, like high cholesterol, high blood sugar or high inflammation markers.
People are encouraged to fill half their plates with vegetables. Yet the government does not subsidize farmers who grow produce.
Body mass index (BMI), C-reactive protein level (a marker of inflammation), LDL cholesterol (the “bad” one), blood pressure, waist circumference to height ratio and glycated hemoglobin (a measure of blood sugar levels over time) were used to assess cardiometabolic risk.
People who consumed the most calories from subsidized foods had a 37% higher risk of being obese compared to those who ate the least amount. They were also 41% more likely to have excess belly fat, 34% more likely to have high inflammation levels, 14% more likely to have high LDL cholesterol, and 21% more likely to have elevated blood sugar levels.
The only marker for cardiometabolic disorder that did not appear to be affected by consuming subsidized foods was blood pressure.
“Although eating fewer subsidized foods will not eradicate obesity,” the study authors conclude, “our results suggest that individuals whose diets consist of a lower proportion of subsidized foods have a lower probability of being obese. Nutritional guidelines are focused on the population’s needs for healthier foods, but to date food and agricultural policies that influence food production and availability have not yet done the same.”
A related study that looked at the food records of over 126,000 people who were followed for as long as 32 years found that people who ate a higher amount of saturated fat and trans fat, the types found in high-fat animal foods, high-fat dairy products and processed foods, had an increased risk of death, while those who ate more polyunsaturated and monounsaturated fats, the kind found in fruits and vegetables, had a lower risk of death.
Researchers estimated that replacing 5% of calories from saturated fats with an equivalent amount of calories from polyunsaturated and monounsaturated fats found in fruits and vegetables could reduce the risk of death by 27% and 13% respectively.
So what’s wrong with this picture?
The current Dietary Guidelines for Americans recommend eating more fruits and vegetables for good health. In fact, people are encouraged to fill half their plates with vegetables. Yet the government does not subsidize farmers who grow produce. Instead subsidies are given to those who raise crops and livestock that are largely turned into cheap, unhealthy, often high-fat, processed foods.


In the 1960s, the United States was divided along the fault line of color, created by racism. The South – the states that had left the Union to protect slavery and states’ rights during the Civil War – was still segregated. Fear was the staple crop that supported the cotton curtain of Jim Crow.
But racism and segregation were not confined to the South. In Illinois, for example, blacks could vote and the rules of Jim Crow were more subtle. In the 1950s, as more than 300,000 southern blacks poured into Chicago, the city became entirely segregated along residential lines. The fight was not who could sit where on a bus, but where whites and blacks could live. With housing went schools. With schools went education and with education went jobs.
Racism wore different faces, with different consequences, in the different regions of the country. This created regional divisions in the country as well.