TITLE: Cai Lun’s Key: How the Kam people of China preserved the earliest papermaking
DIRECTOR: Marie Anna Lee
GENRE: Short Documentary
LENGTH: 15:31 minutes
LOGLINE: Women in remote Dimen Village reveal two-thousand-year-old unwritten papermaking tradition traceable to Cai Lun, the inventor of paper.
SYNOPSIS: Kam minority artisans from Dimen village make paper the way their ancestors did two thousand years ago. Their technique can be directly traced to the 2nd century CE when Cai Lun, the inventor of paper, substituted mulberry bark for hemp. Later he changed the way paper was formed. The Kam people, however, still use the oldest method suggesting they learned to make paper sometime during Cai Lun’s life.
As the village opened to the outside world in the late 1990s, its young people lost interest in their traditions. As there is no written form of the Kam language, this knowledge exists only in an oral form and once the elderly artisans die, the heritage will be lost.
Professor Marie Anna Lee and her team from the University of the Pacific comes to the village and persuades the artisans to share their heritage. The artisans demonstrate the entire process and teach the team. The researchers then make their own paper, starting from finding and harvesting the materials to forming the sheets. They also learn to use the paper the way the Kam do, creating magic charms and complex origami-like sewing kits decorated with local motifs.
Back in California, they compare what they have learned from the Kam with other papermaking processes. They
realize that the Kam papermaking heritage originated in a very narrow window of approximately 40 years in 2nd century CE. The Kam began to make paper after Cai Lun introduced mulberry bark but before he changed the method of forming paper by dipping a mold into a vat with pulp.
At the end, they pass the papermaking knowledge to their children and the next generation of students to continue the heritage that preserves one of the great inventions of humankind.
WHY IT IS UNIQUE: Kam papermaking heritage originated in a very narrow window of approximately 40 years in 2nd century CE. The Kam began to make paper after Cai Lun introduced mulberry bark but before he changed the method of forming paper by dipping a mold into a vat with pulp.
WHY IT MATTERS: The women have kept passing this sacred knowledge from generation to generation for thousands of years preserving evidence of the earliest papermaking processes that cannot be learned from archaeological evidence or written documents. Yet, the young generation has not learned the process and the knowledge will be lost once the elderly artisans pass away.
WHY IT WILL SUCCEED: The film takes the audience into a secluded pre-industrial community and shows them a lifestyle and artisanal practices that have been lost elsewhere. The researchers bridge cultural differences persuading the artisans to share their millennia-old heritage with the outside world. At the end, the audience becomes part of the solution as they are entrusted with the knowledge to continue the tradition.
Marie Anna Lee is an Associate Professor of Art at the University of the Pacific in California, USA. She has worked on the cultural preservation of Kam indigenous heritage since 2007, and received the 2013 and 2014 SEED (Social Environmental Economic Design) Award honorable mention for excellence in public interest design for her work in Dimen.
As part of the Kam delegation from Dimen, Lee presented at the Smithsonian Folklife Festival in Washington, DC, in 2014. She taught at the Public Interest Design Institute in Denver in 2013 and presented her research at numerous national and international conferences, and has co-authored multiple articles in global monetary history.
She has also exhibited her art in the USA, China, and the Czech Republic. Lee holds a BFA and an MFA in Graphic Design from Colorado State University, USA, and a BA in Advertising from Michigan State University, USA.


Technology has allowed education to take place outside of classrooms. It has changed the way education happens by offering video conferencing as an alternative to the typical classroom environment. This article will explain to you what the benefits are of using video conferencing in an educational setting.
Multiple schools can connect
Previous to video conferencing, when schools wanted to connect with one another, they would need to send teachers to one another. Although this did lead to teachers gaining additional teaching and management experience, a lot of time was wasted in the process.
With video conferencing, time wasted is no longer an issue. When a school has organized a conference, a training session for teachers, or even a webinar that can help with online education, it only takes a few minutes to sign up and gain access. Attendees are also able to communicate with each other, sharing valuable information all while being in separate locations.
Students can learn from afar
The typical classroom environment is often taken for granted. For students living in rural areas, attendance in a classroom environment isn’t always easy to achieve. But, by using video conferencing to produce virtual classrooms, these students gain access to learning without having to go anywhere. They are finally able to learn from afar, opening education up to many who have not had this ease of access before.
Lessons can be recorded
When a student misses a class or is too sick to attend, being able to review the day’s lesson at home means he or she won’t fall behind. Prior to video conferencing, missing a day meant trying to teach the lesson to yourself. Although this may be okay for easier lessons, when lessons are difficult to understand and full of new knowledge, trying to learn them on your own isn’t so easy. Video conferencing provides students with the benefit of playing back lessons that have been recorded by the teachers. Students are able to watch the class and review the material as if they had been there in the first place.
Chatting with experts is available
Experts are able to give video conferences to teachers and students. Not only are they able to share information, but they are also able to chat face to face with those they are teaching. And, by using video conferencing, experts with busy schedules don’t have to waste time on traveling and other expenses.
Out-of-class learning is made easier
Learning is a lifelong process, and having access to quality material online makes it easier to keep education going. Video conferencing allows for out-of-class learning which is convenient for both the teacher and the students.
There is no longer a strict time schedule that both teachers and students have to adhere to. Teachers can now use video conferencing to share their knowledge, and students are able to watch the material when they are available. This technology also allows students and teachers to create study groups and communicate with one another from the comfort of their homes.
Parents and teachers can be connected
Teachers like to keep in touch with parents, but parent-teacher conferences can be difficult for parents to attend. Using video conferencing makes it convenient for a teacher to schedule a parent-teacher conference over the computer. This is an easy solution for parents who have busy schedules and generally miss out on their child’s school events.
Virtual field trips are the new student experience
Planning a school field-trip takes a lot of time, energy, and resources. Things can go wrong, weather can change, and time restraints can make it difficult to meet all the field-trip plans. By using video conferencing to create a field-trip experience for students, the entire class can go on the trip while sitting in the comfort of their home or classroom. Convenient and cost-effective, video conferencing can create many different field-trip opportunities that couldn’t be had otherwise.
One final benefit of using video conferencing is the overall cost of education is reduced. There is no longer a need for grand facilities that can be difficult to fund and expand to meet growing populations. It also opens the doors for more in-depth and expansive learning that a classroom is just unable to provide.
With all the benefits that come from video conferencing, it won’t be surprising to see it continue to grow in the education sector. Teachers, students, and the overall academic setting can all benefit from the use of video conferencing over the typical classroom experience.


“Remember to smile, honey.” “You are going to win!” “Don’t disappoint your mommy and daddy.”
You may have heard these words spoken to children during sports competitions or, more specifically, beauty pageants. While some may call it friendly competition; others are asking themselves, “Are you pushing your child too far?” This is a parenting question we should all ask ourselves. While we want to encourage our children to do their best, we don’t want to push them to a point that can turn into resentment.
Here are some more examples of how putting too much pressure on your [tag-ice]children[/tag-ice] can do more harm than good: “Whenever I take Tammy to her dance class, she screams and cries all the way there. I have to struggle just to get her inside the room. She goes off into a tantrum and refuses to participate.” “What happened, Ronny?, why did you drop the ball? It was an easy grounder; what’s wrong with you? From now on, you are going to practice every day after school!” Why are parents putting so much pressure on children?
In Tammy’s case, her mom probably wanted to be a dancer and missed her chance. In Ronny’s case, his dad sees his son’s inability to perform as an embarrassment or an affront against him. Parents who push their children too far do so for their own selfish reasons. Instead of encouraging a child to excel in a sport or recreation they are particularly good at; some parents choose for them, and because the child wants to please – will succumb to the parent’s wishes.
Certainly it may start out as friendly competition; but when a parent refuses to acknowledge the child may not have the skills or acumen to continue to participate, the line is crossed and the pushing and cajoling begins. Who decided that children must accomplish the impossible before they reach the age of maturity? Moreover, why is the obvious damage to the child’s psychological state being overlooked?
Competition, in most cases, can be healthy. It improves a child’s self-esteem and builds [tag-tec]confidence[/tag-tec]. However, when parents push a child to perform that which they are neither capable nor interested; a recipe for disaster ensues. Children must be allowed to play and act as children. It is vital to their emotional and psychological growth. To relegate them to a higher standard of excellence before they are sufficiently prepared is a recipe for disaster.


Thagzo: 1 definition
Thagzo means something in the history of ancient India. If you want to know the exact meaning, history, etymology or English translation of this term then check out the descriptions on this page. Add your comment or reference to a book if you want to contribute to this summary article.
India history and geographySource: Mandala Texts: Shagzo: The Art of Woodturning
Thagzo (ཐགས་བཟོ་) refers to “textile production” and represents one of the various arts and crafts, which were promoted by the state Bhutan since the 17th century.
The history of India traces the identification of countries, villages, towns and other regions of India, as well as royal dynasties, rulers, tribes, local festivities and traditions and regional languages. Ancient India enjoyed religious freedom and encourages the path of Dharma, a concept common to Buddhism, Hinduism, and Jainism.
See also (Relevant definitions)
No search results for Thagzo; (plurals include: Thagzos) in any book or story.


Antitrust and Monopoly: Anatomy of a Policy Failure (Independent Studies in Political Economy)
Dominick T. Armentano
The stated purpose of antitrust laws is to protect competition and the public interest. But do such laws actually restrict the competitive process, harming consumers and serving the special interests of a few politically-connected competitors? Is antitrust law a necessary defense against the predatory business practices of wealthy, entrenched corporations that dominate a market? Or does antitrust law actually work to restrain and restrict the competitive process, injuring the public it is supposed to protect? In this breakthrough study, Professor Armentano thoroughly researches the classic cases in antitrust law and demonstrates a surprising gap between the stated aims of antitrust law and what it actually accomplishes in the real world. Instead of protecting competition, Professor Armentano finds, antitrust law actually protects certain politically-favored competitors. This is an essential work for anyone wishing to understand the limitations and problems of contemporary antitrust actions.
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I or me in person; -- used for emphasis, my own self or person; as I myself will do it; I have done it myself; -- used also instead of me, as the object of the first person of a reflexive verb, without emphasis; as, I will defend myself.
- That one identical with me.
- Used reflexively as the direct or indirect object of a verb or as the object of a preposition: I bought myself a new car.
- Used for emphasis: I myself was certain of the facts.
- Used in an absolute construction: In office myself, I helped her get a job.
- My normal or healthy condition or state: I'm feeling myself again.


"Doubtless the Lord—to paraphrase Lincoln's aphorism—must love the Cliff Swallows, else he would not have made so many of them" —William L. Dawson, The Birds of California ( Dawson 1923 : 524).
The Cliff Swallow is one of the most social landbirds of North America. These birds typically nest in large colonies, and a single site may contain up to 6,000 active nests. Cliff Swallows originally were birds of the western mountains, where they still nest underneath horizontal rock ledges on the sides of steep canyons in the foothills and lower elevations of the Sierra Nevada and Rocky and Cascade mountains. In the past 100 to 150 years, these birds have expanded their range across the Great Plains and into eastern North America, a range expansion coincident with the widespread construction of highway culverts, bridges, and buildings that provide abundant alternative nesting sites. New colonies continue to appear each year in areas where Cliff Swallows were previously unrecorded as breeders.
The Cliff Swallow was one of the first North American birds to be described. Although its discovery in Colorado is usually credited to Thomas Say on Stephen Long’s expedition to the Rocky Mountains in 1820 ( James 1823 ), the bird and its colonial breeding habits were first mentioned by the Spaniard Silvestre Velez de Escalante in September 1776 when he encountered large numbers in the Wasatch Range of Utah ( Coues 1899 ). This species is known to the public for its mythical return to Mission San Juan Capistrano on 19 March each year ( Bruton 1975 ), with this legend serving as a metaphor for the regular occurrence of events.
The Cliff Swallow’s highly colonial life style has led to the evolution of some complex behavioral traits. For instance, Cliff Swallows brood-parasitize neighboring nests both by laying parasitic eggs and by moving eggs from their own nest into others ( Brown 1984a , Brown and Brown 1988a ); they have a sophisticated vocal system for distinguishing their own young from the offspring of many other individuals within a colony ( Beecher et al. 1985 , Medvin et al. 1992 , Medvin et al. 1993 ); and they observe each other’s foraging success and learn from other colony residents the locations of food ( Brown 1986a ). The Cliff Swallow’s social behavior during the breeding season has been studied extensively, and this species has figured prominently in our understanding of the evolution of coloniality in birds ( Brown and Brown 1996 , Brown and Brown 2000a , Brown et al. 2016 ). Cliff Swallows have served as a model organism for studying rapid evolution in response to natural and anthropogenic environmental change ( Brown and Brown 1998b , Brown and Brown 2011 , Brown and Brown 2013 , Brown and Brown 2014 ) and the dynamics of fluctuating selection in the wild ( Brown et al. 2013c , Brown et al. 2016 ). In addition, the species is closely associated with an endemic vector-borne virus that has led to insights into how changes in hosts drive the evolution of different pathogen strains ( Brown et al. 2009c , Brown et al. 2012 , O'Brien et al. 2011 ).


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This climate climate zone covers from about 44°N to 50°N latitude mostly east of the 100th meridian in North America. However, it can be found as far north as 54°N, and further west in the Canadian Prairie Provinces and below 40°N in the high Appalachians. In Europe this subtype reaches its most northerly latitude at nearly 61° N. Areas featuring this subtype of the continental climate have an average temperature in the warmest month below 22°C (22°F). Summer high temperatures in this zone typically average between 21-28°C (70-82°F) during the daytime and the average temperatures in the coldest month are generally far below the -3 °C (27°F) mark.
The Köppen Climate Classification subtype for this climate is "Dfb". (Warm Summer Continental Climate).
The average amount of precipitation for the year in El Rito is 11.2" (284.5 mm). The month with the most precipitation on average is August with 2.0" (50.8 mm) of precipitation. The month with the least precipitation on average is February with an average of 0.5" (12.7 mm). There are an average of 69.0 days of precipitation, with the most precipitation occurring in August with 10.0 days and the least precipitation occurring in June with 4.0 days.
In El Rito, there's an average of 26.7" of snow (0 cm). The month with the most snow is January, with 6.6" of snow (16.8 cm).


Here is what they say about themselves:
During recent decades, new scientific evidence from many scientific disciplines such as cosmology, physics, biology, “artificial intelligence” research, and others have caused scientists to begin questioning Darwinism’s central tenet of natural selection and studying the evidence supporting it in greater detail.
Yet public TV programs, educational policy statements, and science textbooks have asserted that Darwin’s theory of evolution fully explains the complexity of living things. The public has been assured that all known evidence supports Darwinism and that virtually every scientist in the world believes the theory to be true.
The scientists on this list dispute the first claim and stand as living testimony in contradiction to the second. Since Discovery Institute launched this list in 2001, hundreds of scientists have courageously stepped forward to sign their names.
The list is growing and includes scientists from the US National Academy of Sciences, Russian, Hungarian and Czech National Academies, as well as from universities such as Yale, Princeton, Stanford, MIT, UC Berkeley, UCLA, and others.
A Scientific Dissent From Darwinism
“We are skeptical of claims for the ability of random mutation and natural selection to account for the complexity of life. Careful examination of the evidence for Darwinian theory should be encouraged.”
“There is scientific dissent from Darwinism. It deserves to be heard.”


The urgent need for solid waste management and environmental crises due to increasing pollution problems by extensive usage of chemicals have attracted the attention of all of us towards the most cost effective process of vermicomposting. It has come up as an effective method for disposal of organic wastes of different types and as a mode of better composting for sustainable agriculture. This book will definitely help to understand certain aspects of vermicomposting. This book describes important aspects of vermicomposting in general with emphasis on the microbiological and biochemical aspects such as microorganisms associated with vermicompost, enzymes produced by microorganisms as well as earthworm gut during vermicomposting, succession of microorganisms and contribution of microbial enzymes in vermicompost and its nature. This book is useful to students as well as scientists interested in this area. This book will be helpful also in respect of cost economics aspect of vermicomposting units to be installed by solid waste management authorities as well as farmers.


Air Quality Health Index classroom kit, grades 5 and 6, health
Table of Contents
- Introductory Activity: Silent Fact or Fiction?
- Introductory Activity: Silent Fact or Fiction? - Overhead
- Tips: How to Use Learning Stations
- Station 1: Science in the News
- Station 2: Behind the Scenes: Canada’s Next Top (AQHI Model!)
- Station 3: Jumping to Conclusions
- Station 4: Getting Ready for Work!
- Station 5: Air Qualitopoly
- Station 6: Kids Know Best!
- Background Information for Teachers
- Grade 5 Curriculum Outcomes
- Grade 6 Curriculum Outcomes
Learning stations to explore weather and health in today's world.
Educators can choose from six 30-minute learning centres for their grade 5 or 6 students, building skills in literacy, communication, reflection, and problem-solving. Developed directly from provincial and territorial curriculum documents, topics include: ways to prepare for and predict various weather and/or air quality conditions, how media, peers and family affect decisions, outdoor safety, and environmental health issues. See the Quick Reference Guide.
Project Management: Thera Ip (Environmental Program Officer; Air Quality Forecasting Program)
Update: Chantal Duhaime (Outreach Officer; Health and Air Quality Forecast Services)
A special thanks is extended to the teachers throughout Canada who reviewed the Air Quality Health Index Learning Stations. Appreciation is expressed to Ian Khan, Meteorologist at Environment Canada Atlantic, Halifax, N.S., for his technical expertise.
Report a problem or mistake on this page
- Date modified:


In October 1953, when he organized the Abstracts at Home exhibition, William Ronald was just twenty-seven. Young, talented, bohemian, recently returned from New York, and seething with contempt for Toronto’s conservatism, Ronald gathered six like-minded painters and staged an artistic revolt that began, not in a manifesto blazing with rage against the state, but in the furniture department at Simpson’s.
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(1953). Had he lived, Oscar Cahén might be remembered as the greatest of all Canadian
artists. A gifted illustrator, he also produced some of the group's most profound works, remarkable for their freedom of
movement and striking colours. He remained the artistic center of gravity in Painters Eleven even after his death in a car accident in 1956.
RBC Corporate Art Collection © The CAHÉN Archives
(1957). "Nonobjective" is how some abstractionists described their work, meaning that their paintings represented no object in the visible world. Instead they used colour and form to express intangibles like emotions, ideas, and imagination. For Jock Macdonald, an instructor at the Ontario College of Art, life was a progress towards understanding the spiritual laws that he believed governed the universe, and abstraction was his means of exploring them.
Art Gallery of Hamilton | Gift of the Canada Council, 1960
At her best, as in Symphony
(1957), Alexandra Luke (1901-1967) was a great painter, capable of conceiving of her work on a huge scale (the piece is more than seven feet tall). She was also well connected: her husband was the son of the founder of General Motors of Canada. Symphony
shows the close play of brightly coloured rectangles that is characteristic of the style of Hans Hofmann, the European émigré under whom several members of Painters Eleven studied.
Collection of The Robert McLaughlin Gallery / Photo: Thomas Moore
Ronald persuaded management at the venerable Yonge Street department store (where he had worked as a window designer) that abstract art could blend harmoniously with more traditional furniture, enlivening the sales of both. To some future critics it would seem unforgivably bourgeois, especially compared to the cultural declaration of war called Refus global that marked the arrival of modern art in Quebec, but Ronald was motivated as much by the desire to plant the modernist banner in English Canadian soil as by the prospect of commercial success.
In 1953 Toronto seemed the unlikeliest place for such an exhibition. Visitors found the city dour and churchy. Sidewalk cafes were prohibited, and it was illegal to sell tobacco on Sundays. Even its former mayor, Allan Lamport, conceded that the city was dull after dark, a state of affairs pleasing to the novelist Morley Callaghan, who appreciated the lack of distractions imposed upon him by the “orderly, unexciting, strict Toronto life.” For years the city’s artists had wrestled with ennui like depressives. Just two commercial galleries sustained them as they laboured under the thrall of the Group of Seven, willfully insulated from external influences. A gloomy 1950 article in Canadian Art concluded: “There is something rotten in the state of Toronto art, and it is of the dead rot kind,” or, as the artist Graham Coughtry put it, “every damn tree in the country has been painted.”
Beneath the pallid surface, however, a few modernist pioneers, including Bertram Brooker and Lawren Harris (formerly of the Group of Seven) had laid the groundwork for Ronald’s revolt. Winnipeg’s Brooker had mounted an exhibition of abstracts at the University of Toronto as early as 1931, and Harris had broken decisively from the mode of painting he helped to create with a series of geometrical abstractions he began in the late 1930s. While these works helped to acculturate Torontonians to the artistic renaissance underway in Europe and the United States, it is also true that in retrospect they seem tentative and sometimes timid, especially compared to the style emerging from New York called “abstract expressionism.”
Easier to point to than to define, abstract expressionism was big, bold, impetuous, and radically abstract, a style that captured the beat and tempo of New York life. Ronald and the artists he gathered for Abstracts at Home—Jack Bush, Ray Mead, Tom Hodgson, Kazuo Nakamura, Oscar Cahén, and Alexandra Luke—admired and sought to emulate the spirit, if not always the precise technique, of the New York school, rather than that of their Canadian forebears. Some of them had encountered abstract expressionism in American galleries or in occasional exhibitions of contemporary art at the Art Gallery of Toronto. Luke and Ronald had even studied in Massachusetts and New York under Hans Hofmann, a gifted European émigré who taught a generation of painters the artistic and verbal vocabulary of modernism.
At Simpson’s in 1953 this vocabulary was unveiled full-force upon Toronto. Not many paintings sold, but Ronald’s group judged the exhibit successful enough to warrant furthering their association. In November they met again at Alexandra Luke’s cottage near Oshawa, their number now grown to eleven. Ronald brought his mentor from the Ontario College of Arts, Jock Macdonald. Oscar Cahén invited his friends Harold Town and Walter Yarwood, and Ray Mead brought Hortense Gordon, an art teacher from Hamilton who had also studied under Hans Hofmann. To date, most of their opportunities to show abstractions had come though juried exhibitions with the official societies, where hostile organizers usually relegated modern art to back rooms and corners. “We were sick,” Town said, “of being told where to hang, how to hang, and when to hang,” and they reasoned that they had a better chance of being seen collectively than as individuals.
At Town’s suggestion, they adopted the name Painters Eleven. Jack Bush had representation at the prestigious Roberts Gallery, and he secured an exhibition for them there in February 1954. It was the first show of its kind in a commercial gallery in Toronto. Years later Ray Mead recalled, “we thought they’d open the doors like they do for a matinee and everyone would come pouring in,” but when the doors opened at six o’clock, nobody did. Town finally coaxed some strangers from the street in for a drink. Gradually people began to arrive, sensing, perhaps, that something important was happening, even if they weren’t certain what it was. By the time the show closed two weeks later, it had drawn the biggest crowds the Roberts Gallery had ever seen.
Not everyone agrees that any works sold, and it seems somehow more appropriate to believe that none did. Reviewers were positive but somewhat baffled, and audiences at early abstract shows tended to think that the paintings were like a Rorschach test, where the goal was to find recognizable forms on the canvas. With some modern art this was possible. Cubism and surrealism abstracted from nature, but abstract expressionism typically made no reference to the outside world; it was the triumph of the formal qualities of painting over figurative content, the act of painting as its own subject. In this sense it was like improvisational jazz—Charlie Parker’s bebop or Ella Fitzgerald’s scat singing—not random noise, but spontaneity guided by talent.
While the Group of Seven possessed a distinctive style, Painters Eleven never sought aesthetic common ground beyond a commitment to modernism. Abstract expressionism serves as convenient shorthand to describe their style, but their work could include aspects of cubism, surrealism, and automatism as well. Not all of their canvases were totally abstract (Nakamura, for instance, was fond of modernistic landscapes) and only a few worked like the New York “action painters”—squeezing, pouring, and scooping paint around in a frenzy—but their paintings on the whole were freer, more daring, and more abstract than anything Canadians had seen yet. Town, who wrote their exhibition catalogues, called their approach “harmonious disagreement.”
Harmony did not reign at their meetings. A generation gap between the members was evident from the outset: the young men at the core of the group were in their twenties and thirties. Bush, Luke, and Macdonald were in their forties and fifties, and Hortense Gordon was nearly seventy. They had no formal leader or structure, arrived at decisions democratically, and the younger members were capable of arguing long into the night amidst too much alcohol and too much ego. “It was nothing to see two guys end up on the floor in a fistfight,” Ronald recalled years later.
For the next six years Painters Eleven exhibited regularly in Toronto and throughout Ontario. But like most of the eleven, Ronald found his artistic moorings in New York rather than in Toronto. He moved there late in 1954, and eventually obtained representation at the Samuel Kootz Gallery, where Hans Hofmann and Robert Motherwell showed their work. With his New York contacts, Ronald arranged for Painters Eleven to exhibit alongside the American Abstract Artists at their twentieth anniversary exhibition at the Riverside Gallery in April of 1956. It was a singular opportunity. New York had long inspired them, and they were eager to test their mettle in what had become the world centre of the avant-garde.
In the event the reviews were mostly positive. The most enthusiastic endorsement came from Lawrence Campbell, a critic for the prestigious Art News:
I think the Americans who saw the exhibitions today were surprised to find that the level of Canadian painting was comparable to American painting, as inventive, and if anything freer, more creative, and less self-conscious compared to works by the members of the American Abstract Artists.
Not all of New York’s critics were so enthusiastic, but they did not, at least, question the right of abstract art to exist. Canadian critics frequently did. Back home, criticism of modern art was never more vocal. Kenneth Forbes, a well-known portrait painter who had resigned from the Ontario Society of Artists when abstracts were admitted to its 1951 exhibition, led the traditionalist opposition. His remonstrations against modernity were widely printed. In 1956, when the National Gallery paid $50,000 for Picasso’s The Small Table, Forbes complained in the Toronto Star that the gallery’s staff was incompetent and predicted that Picassos would one day be “worth about five cents.”
To Forbes, every phase in the evolution of modern art, from Van Gogh’s “clumsy, rotten junk” to abstraction’s “vague gropings of the primitive man” had constituted nothing less than an assault on civilization. Abstract art was an oxymoron: since the purpose of art was to portray reality as such, abstraction was by definition not art. “Ugly, distorted, sadistic, grotesque, and just plain incompetent,” he wrote in Macleans, “modernistic painting is the greatest hoax in the history of human art.” Never one to back down from a verbal challenge, Harold Town fired back: “I am glad to hear from Kenneth Forbes. I thought he was dead, but had only his painting to go by.”
But Forbes was only the most militant of the antimodernists. In 1955, the Toronto Star’s art critic was left aghast by what he called an abstract “horror show” at the CNE. Toronto’s mayor, Nathan Phillips, stormed through a modernist exhibition at the University of Toronto that year, demanding the removal of several pictures because he thought that they might be obscene. Abstracts (including prize winners by Town and Cahén) in a November 1955 juried exhibition in Winnipeg reportedly left one of the organizers, the wife of the dean of the art school at the University of Manitoba, “physically nauseated,” and a letter writer in Canadian Art may have surmised what all the critics were really thinking: abstract artists “paint as though they were communists.”
However, the most piquant criticism came from cultural nationalists, who wondered why, when so many Canadian artists had striven so hard to forge a uniquely Canadian identity, abstract artists were so eager to look to the United States for inspiration and approval. Ronald and most of the eleven believed that art transcended such parochial concerns, but as he grew weary of abstract expressionism after the Riverside exhibit, Harold Town found himself more and more in agreement with the nationalists. In 1957, when Jock Macdonald invited the enormously influential American art critic Clement Greenberg to Toronto, Town joined Walter Yarwood in refusing to meet him.
Clement Greenberg was an anti-Forbes, a dogmatic apostle of the avant-garde as the only defense against the degraded products of mass culture, and when he came to Toronto in June 1957 he was near the peak of influence. Greenberg spent half a day with each of the members willing to meet him. He considered Hodgson “exceedingly good” and Mead and Macdonald ready for any gallery in New York—high praise for Canadians who measured themselves by such standards. For Jock Macdonald, a pioneer of Canadian abstraction who had endured decades of ridicule, Greenberg’s praise seemed like vindication. But the critic’s most important association was with Jack Bush, who was set to become the most famous Canadian painter of his generation. It was the beginning of a friendship that endured until Bush’s death twenty years later. Greenberg encouraged Bush to continue in the direction that he was already heading: towards the purely formal colour-field painting that Greenberg was beginning to favour.
Stylistic differences between abstract expressionist painters tended to be personal rather than regional, and apart from the size of the paintings (materials were much more expensive in Canada and hence the paintings tended to be smaller), not much distinguished Canadian from American abstraction. Surprisingly, this was the one thing Greenberg found objectionable about Painters Eleven. He believed that they should use their comparative isolation from the United States to their advantage, and he encouraged them to look inward rather than towards New York for inspiration. “You can all paint excellently,” he told them. “What you have to do is realize that within yourselves you have the personal abilities to say something as profound as anywhere in the world.”
It is difficult to assess Greenberg’s impact on Painters Eleven, but there is no denying that their best and most creative work was produced in the three years that followed. But his visit also served to further divide a group that was already in the process of coming apart. Oscar Cahén had been killed in a car accident in November 1956. In a group of great talents, he had stood out as exceptional, and his loss was deeply felt. Ronald resigned from Painters Eleven in 1957, citing the expense of living in New York but showing in Toronto, and Ray Mead’s advertising agency transferred him to Montreal early in 1958, effectively cutting him off their meetings.
Moreover, by 1959 most of the others felt their association had served its original purpose. No longer were they artistic outcasts. Unlike their French-Canadian predecessors, Les Automatistes, who had sought nothing less than social revolution, Painters Eleven had sought only a united front against artistic traditionalism. Traditionalists still howled, but by their continual presence, Painters Eleven had changed Toronto’s art scene. Writer Robert Fulford recalls how, at age twenty-two, he left Painters Eleven’s first exhibition “with a sense of new life in Canadian art.” Young artists Dennis Burton and Gordon Raynor converted to abstraction immediately after seeing a Painters Eleven exhibition in 1955.
The magazine Canadian Art had begun the decade with a lament for Toronto’s better days, but by its end spoke metaphorically of a city that had undergone a “blood transfusion,” with an unprecedented “quantity and variety of art.” Harold Town and William Ronald had earned international reputations, and Jack Bush was about to. Jock Macdonald, considered an eccentric in 1950, had become the most popular instructor at the Ontario College of Art. In this new artistic climate, there seemed little point in carrying on. Painters Eleven voted to disband in October 1960.
In 1954 Painters Eleven seemed to be at the vanguard of a revolution in art, when in fact they were equally at its end. In New York the days of the paint-splattered bohemians were already passing, and Painters Eleven led Toronto’s first and last great abstract-expressionist movement. Some of the best Canadian artists of the sixties elaborated upon the Eleven’s style, but many others were inspired by their rejection of, rather than their admiration for, Painters Eleven’s work. Artists like London’s Greg Curnoe broke from abstract expressionism not because they shared the views of traditionalists like Forbes, but because they believed abstraction was elitist, divorced from the day-to-day reality of life, and above all, another example of American cultural imperialism.
In one of their earliest exhibition catalogues, Town wrote that the Painters Eleven had a “profound regard for the consequences of our complete freedom.” One unforeseen consequence of the “complete freedom” they endowed on Toronto’s art scene was that it would one day be vibrant enough to leave them behind.
The Theatre of the Self: The Life and Art of William Ronald by Robert Belton. Calgary: University of Calgary Press, Calgary, 1999.
The Canadian Painters Eleven by Ross Fox. The Robert McLaughlin Gallery, Oshawa, 1993.
The Crisis of Abstraction in Canada: The 1950s by Denise Leclerc. National Gallery of Canada, Ottawa, 1993.
Canadian Art in the Twentieth Century by Joan Murray. Dundurn Press, Toronto, 1999.
Why A Painting Is Like a Pizza: A Guide to Understanding and Enjoying Modern Art by Nancy G. Heller. Princeton University Press, Princeton, 1999.
Read more about influential midcentury art critic Clement Greenberg.


Design & Data produced an animated clip for the “European Centre for Medium-Range Weather Forecasts” – short: ECMWF. The minute-long film visualizes the mechanism whereby the organisation creates accurate weather predictions.
This is how it works: Numerous weather stations around the world collect weather observations. In total 40 million observations are collected every day by instruments on ground (fixed weather stations) , in the air (planes) and on sea (ships). This data is then complemented by satellite observations.
The mass of information is sent to a giant super computer with a capacity of 5.5 petabytes. This volume is barely conceivable when you consider that 1 petabyte equates to one billion megabytes.
With this data ECMWF’s super computer makes 200 trillion calculations per second to generate very precise numerical weather forecasts. These weather forecasts are provided to all ECMWF member states and cooperating states and help to determine weather trends for the next days, weeks and even months.
ECMWF is a mix of science and technology and provides a unique service for the benefit of Europe’s citizens. Our video describes ECMWF’s service in a vivid and simple way using 2D animated elements to describe the complex set-up at ECMWF.
We wish ECMWF lots of success with this new communication product.


Rabbi Steinsaltz writes:
The light that comes from the darkness has a certain excellence, like the wisdom that results from folly.
To feel true happiness, it is perhaps necessary to go through the darkness of pain and the pit of anguish.
In order to truly know happiness, one must make a place for it in oneself, and this can best be done by great pain which thrusts all else aside.
For example, the greatest happiness of all, the pleasure of being alive, is hardly ever experienced in ordinary circumstances.
And only when life is threatened, in passing through the danger of death, does one know it fully.
In other words, only when a person realizes the full pain and terror of his life can he make a place for God in himself.
But of course, this applies to the times in history or in personal life when a person can allow himself the luxury of experiencing sadness at fixed times, when one is not the victim or the object of suffering.
Sadness is well and good if it can be taken out and put away at will.
As the instructions in certain old prayer books directed: “Here one is to weep …. ”
The fact is that life was perhaps harder in the old days, and in order to overcome the immense sadness of it, Jews had to put aside certain times for grief and weeping.
It used to be a wry joke among Jews to say to someone full of complaints against fate, “Save it for the proper occasion in the course of prayer.”
–Rabbi Adin Steinsaltz


Hunters: Help Control Coyotes and Save Our Deer!
Coyotes first appeared in SC about 30 years ago and continue to expand greatly in numbers. Coyotes are negatively impacting our official State Animal, the White-tailed deer, by preying heavily on deer fawns.
The Coyote Facts
- Average adult coyote is 35 pounds, but can exceed 50 pounds.
- Coyotes are mostly grayish-brown to reddish-tan; nearly all black is not uncommon.
- Coyotes reproduce in late winter, have a 63 day gestation period, and produce 5-7 pups per litter.
- As evidenced in other states with long established coyote populations, expanding coyote populations are likely to impact local deer and small game. However, overtime coyote populations are expected to stabilize allowing deer, turkey and small game to still exist in healthy numbers in South Carolina.
Where did they come from?
- The South Carolina Department of Natural Resources has NEVER imported and released coyotes into the state for any reason, including deer management.
- Coyotes first appeared in the upstate in 1978, they are now present in all counties of South Carolina.
- Coyotes were illegally imported into South Carolina for hound running. SCDNR and Federal law enforcement has and will continue to prosecute for this activity.
- Eastern migration of coyotes has also resulted in natural expansion of the species in South Carolina.
What can be done to control coyotes?
to Shoot at Night
*Check local laws and firearms ordinances.
||SCDNR Law Enforcement may issue a shoot at night permit with less stringent weapons restrictions under certain circumstances, such as damages to personal property. Please contact SCDNR for more information.|
Warning: There are currently no registered toxicants for coyotes; therefore the use of any poison to attempt to control coyotes is a violation of Federal and State law. The use of poison indiscriminately kills other wildlife and pets, and may be fatal to humans that come in contact with the substance.
For more information on the coyotes, please download the following Adobe PDF files:


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Recent research has confirmed that eating pistachios may trim down the body's response to the stress of everyday life.
According to a Penn State (US) study, elevated reactions to stressors can be reduced by including pistachios in the diet.
"A 10-year follow-up study of young men showed that those who had larger cardiovascular responses to stress in the lab were more likely to contract hypertension later in life," says Dr Sheila G West, associate professor of bio-behavioural health.
"Elevated reactions to stressors are partly genetic, but can be changed by diet and exercise. Lifestyle changes can make the biological reactions to stress smaller."
West and her colleagues inspected the effects of pistachios on uniform stressors on participants who had high cholesterol but normal blood pressure. They used a randomised, crossover, controlled feeding study plan. All three diets included an equal number of calories.
After a two-week run-in diet containing 35 per cent fat and 11 per cent saturated fats, each test diet lasted for four weeks. During this time, participants consumed only foods supplied by the study.
The researchers reported the results of this study at Experimental Biology 2007 on April 30 in Washington, DC.
The diets given to the participants included a Step I Diet, a standard heart healthy diet with 25 per cent fat and 8 per cent saturated fat.
The Step I Diet incorporated a diet containing 1.5 ounces (42.52 grams) of pistachios with 30 per cent total fat and 8 per cent saturated fat and a diet containing 3 ounces (85 grams) of pistachios containing 34 per cent fat and 8 per cent saturated fat.
At the end of each four-week diet regime, the researchers measured blood pressure and total peripheral vascular resistance at rest and during two stress tests.
The two tests consisted of a physical test and a psychological test.
The physical test consisted of putting one foot in a bucket of ice water for 2.5 minutes.
The psychological test asked participants to listen to two numbers, add them in their head and say the answer. Then they were asked to pay attention to another number and add it to the second number they heard, not the sum they spoke.
"The ice water is a stimulus for the sympathetic nervous system, but it is very different from the stressors we encounter every day," says West. "We also wanted to see if the reaction occurred when the stress was nonphysical, so we used the math test."
The researchers found that both pistachio containing diets abridged the stress effects on blood pressure, but that the 1.5 ounce pistachio diet reduced systolic blood pressure by 4.8 millimetres of mercury while the 3-ounce pistachio diet only reduced systolic blood pressure by 2.4 millimetres of mercury.
The diets had no effect on normal, resting blood pressure.
"When we only look at blood pressure, these results are confusing," says West. "If it is the pistachios, why is it not dose related?"
When the researchers examined total peripheral vascular resistance, it was clear that the 3-ounce diet led to greater relaxation of arteries. Because the body strongly controls blood pressure, rather than allowing blood pressure to drop further, the heart compensated by pumping more forcefully.
"The relaxation of blood vessels after the 3-ounce pistachio diet likely reduced the workload on the heart," says West. "This pattern of change would be beneficial if it is maintained long term. It is possible that other foods that are high in unsaturated fat and antioxidants would have a similar effect."
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Have you been having any pain, numbness, soreness or loss of strength in your hand, fingers or wrist? These are all symptoms of what is known as carpal tunnel syndrome which can affect many people who spend hours typing on their computer.
The earlier this condition is treated the better. Carpal tunnel syndrome affects hands and/or fingers by making them numb, tingly or outright painful even after only a moderate amount of work. When left untreated, this syndrome can continue and will most often affect your productivity.
Nine to five
When you work nine to five it is best to not let carpal tunnel type problems persist. You could begin to have an effect on your paycheck due to lost hours. You can find information at HealthFaire.com and begin to treat this problem before it begins to affect your work. HealthFaire.com can give you the details that give you a good understanding of carpal tunnel syndrome, what causes it, symptoms and the limitations that help it get better.
Repetitive strain injuries
Our wrist, fingers or hands are vulnerable to any repetitive strain injuries and not just from computers. Repetitive stress injuries from computers affect your wrist first. This causes a pinch or compression in the median nerve running through the carpal tunnel, causing:
These symptoms usually occur at first in the wrist but can get worse and affect fingers also.
This website has information on this problem as well as other problems and is a good reference website for any type of health problems. HealthFaire.com was set up to be the single source that you can trust and rely on for basic, health-related problems and information. No matter whether you want to look up symptoms or treatment ideas or a health or illness – this is the first place to go.


Eating and Diabetes
Diabetes is a life-long condition. It occurs when the pancreas does not make enough insulin and/or the body cannot use the insulin properly. Insulin is a hormone made by the pancreas that helps carry glucose (sugar) from the blood to cells in the body where it is used for energy. When not enough insulin is made or it cannot do its job properly, the body's cells do not receive their source of energy (glucose). This results in a high blood glucose level. Over time, high blood glucose levels can lead to heart, kidney, eye, nerve, and blood vessel problems.
Attention to diet and exercise, blood glucose monitoring, and sometimes pills and/or insulin injections are needed to manage diabetes. If you are overweight, losing weight can help improve your diabetes control. The information in this fact sheet will help you balance your diet to help you reach your goal blood glucose level.
Steps You Can Take
Follow these steps for healthy eating with diabetes:
1. Eat regular meals and snacks.
- Eat at least three meals every day, at regular times.
- Space meals 4-6 hours apart.
- Try to eat meals that are the same size, especially with the same amount of carbohydrate.
- Snacks may be needed between meals and/or before bedtime. This can be determined for each person based on many factors such as:
- the amount of time between your meals
- whether you take insulin and/or pills for diabetes
- your risk for low blood glucose
- your exercise level and weight goals
2. Plan balanced meals that have foods from at least three of the four food groups listed below:
- Vegetables and Fruit
- Grains and Starches (roti, bread, cereal, rice, pasta, bun, potato),
- Milk and Alternatives (milk, lassi, yogurt, soy beverage, evaporated canned milk)
- Meat and Alternatives (fish, poultry, meat, egg, dahl, raj mahn, cholay, soy beans, tofu, 100% natural peanut butter, unsalted nuts)
Imagine a dinner plate: fill half your plate with vegetables, ¼ with grains and starches, and ¼ with meat and alternatives. To complete your meal have a cup of milk (or milk alternative) and a serving of fruit. (For more information and a picture, visit www.diabetes.ca and search "Just the Basics".)
- See the fact sheet "Healthy Carbohydrates for Diabetes" (see "Additional Resources" section below) to help you figure out how much carbohydrate you can have and what foods fit into your eating plan.
- Enjoy a variety of different foods.
3. Limit unhealthy fats in your diet.
- Choose lean meats, skinless poultry, and low fat dairy products. Use firm tofu in place of paneer.
- Limit hidden sources of fat such as pastries or dessert, fried foods (pakoras, samosas, muttian, pakorian, bhujia) and snack foods (chips and some crackers).
- Include small amounts of healthy fats from canola, olive and soybean oils, soft non-hydrogenated margarines, nuts and seeds, 100% natural nut butters, fatty fish, and avocado.
- Choose cooking methods that use less fat such as baking, broiling, barbequing, or roasting. Avoid frying.
- Limit or avoid butter, ghee, lard, and coconut milk.
4. Eat more high fibre foods.
- Use 100% whole grain whole wheat flour and besan to make rotis, and choose brown rice instead of white rice. Add ground flax seeds to roti dough or to dahl, or sprinkle them on cereal or oatmeal.
- Use whole grain breads and high fibre cereals. Examples of high fibre cereals include: bran flakes, Muffets™, Total®, Fiber One® Weetabix™, Shredded Wheat™, Red River Cereal™, 100% Bran™, oat bran, and wheat bran.
- Serve dahl, cholay, raj mahn, and soybeans often.
- Enjoy more vegetables and fruits. Whole vegetables and fruit are better choices than juice.
5. Limit eating the following foods until you can discuss them with your dietitian. These foods are low in nutrients, and are often high in sugar and unhealthy fats.
- sugar (white and brown), honey, syrup, gurh, molasses, jam, jelly, marmalade, jello, pudding, custard, cakes, pies, pastries, donuts, ice cream, candy, chocolates, regular pop, tonic water, sweet cookies or muffins, sweetened condensed milk, burfi, gulab jaamun, jelabee, kulfi, kheer, laddoo, pinni.
6. Limit your salt intake. Don't add salt to foods when you are cooking or at the table. Avoid or limit salty processed foods and fast foods.
7. Drink plenty of water.
- Aim for about 2 - 3 litres (8 - 12 cups) of fluids each day.
- Diet pop or other drinks that have zero grams of carbohydrate noted on the nutrition label can be used once in a while.
- Exercise helps to control blood glucose levels. It also helps with weight control, heart health and blood fat levels, and improve your mood.
- Before starting your exercise program, see your doctor for a complete physical examination. You should also discuss your exercise plans with your diabetes program staff and dietitian. If you take pills or insulin to manage your diabetes, they may recommend checking your blood glucose level and adjusting your diet or medication before exercising.
- Try to be more active after meals as this helps control your blood glucose.
- People with diabetes should take care to drink water before, during, and after exercising, to prevent dehydration
- You should discuss alcohol use with your doctor. If you do drink alcohol, have only moderate amounts, and drink it with food. This helps keep blood glucose levels steady.
- A moderate amount of alcohol is up to 1-2 drinks/day and no more than 14 drinks per week for men or 9 drinks per week for women. One drink is the equivalent of 150 mL (5 oz) dry wine, 360 mL (12 oz) beer or 45 mL (1 ½ oz) liquor.
- The effects of drinking alcohol can hide the signs of a low blood glucose (hypoglycemia).
- Having low blood glucose from drinking alcohol is more common in people who use insulin or take pills for diabetes (for example glyburide or nateglinide). The low blood glucose can occur several hours after drinking alcohol, even up to 24 hours later. To prevent low blood glucose, have alcohol with food (including some carbohydrate containing food). It's also a good idea to check your blood glucose levels more often. Speak with your doctor or diabetes program staff. If you take insulin, they may suggest that you adjust the dose.
- There is not enough research to recommend extra vitamin, mineral, or herbal supplements to help people with diabetes. If you wish to take a supplement, a multivitamin/mineral supplement can be used, but remember, this does not replace a healthy diet. Discuss supplement use with your doctor or diabetes program staff.
11. Glycemic Index
- The Glycemic Index (GI) is a scale that ranks carbohydrate-rich foods by how much they raise blood glucose levels compared to eating plain glucose or white bread. The Glycemic Index can be a useful tool to help make decisions between foods containing about the same amount of carbohydrate. It is a good idea to choose low GI foods often. The South Asian diet often includes low GI foods such as lentils, vegetables, and dairy products. For more information, see https://www.diabetes.ca/diabetes-and-you/healthy-living-resources/diet-nutrition/the-glycemic-index
HealthLinkBC www.HealthLinkBC.ca Medically approved non-emergency health information and advice.
HealthLinkBC Files. Available at www.HealthLinkBC.ca/services-and-resources/healthlinkbc-files.
Dietitian Services Fact Sheets available by mail (call 8-1-1) or at www.healthlinkbc.ca/healthy-eating:
Last updated: May 2011


Lewis and Clark : "We send from this place with dispatches."
July 4, 1803, the twenty-seventh birthday of the American republic, brought official announcement of the acquisition of the Louisiana Territory. Although notice of the purchase had appeared earlier in the Boston newspapers, the capital city's National Intelligencer and Washington Advertiser reported receipt of the confirming document by President Thomas Jefferson.
This national anniversary became an important milestone toward the president's long-anticipated goal of exploring the country between the Mississippi River and the Pacific Ocean.
In early 1801 President-elect Jefferson had selected a Virginia neighbor, Meriwether Lewis, an army captain with knowledge of the Appalachian region, as his secretary/aide-de-camp. By mid-1802 Jefferson had chosen Lewis to lead a western expedition, and planning was under way in the President's House.
On February 9, 1803 Richmond's Virginia Gazette and General Advertiser relayed reports of a confidential message sent to Congress on 18 January.
A period of intensive planning and preparation for the expedition began - studies for Lewis in geography, navigation, medicine, and the natural sciences; acquisition of the necessary boats, supplies, arms, scientific instruments, and gifts for the Indians; and the selection of the members of the Corps of Discovery. For his co-commander Lewis chose William Clark, younger brother of Revolutionary War hero George Rogers Clark, who brought along his slave and long-time companion, a towering black man named York. Others were recruited from the army, the Ohio Valley frontier, and the French population of Illinois and Missouri. Lewis's dog Seaman completed the roster of the Corps of Discovery.


22. Head sluices of Main Eastern Canal at Baroon from end of wing wall.
Medium: Photographic print
Photograph from the Crofton Collection: 'Public works including the Manora Breakwater and the River Son canal system' taken in 1873. Initiated by Colonel C.H. Dickens in 1853, the Son Canal System involved the construction of an anicut across the Son river at Dehri. A main western canal branched off above the anicut on the left bank and a main eastern canal branched off to the right. The project began in 1869 and was completed in 1875, costing 15 lakh rupees. The canal helped provide irrigation for a large area and was also open for navigation on the river.


This paper shows design tools and views of experienced practitioners in active urban design against a theoretical backdrop. It describes the creation process, including opportunities and inspiration to further improve the practice.
For the attention of: Physical inactivity is a big societal challenge. Dedicated urban planning and design can contribute to more active lifestyles.
The problem: This topic is popular in research and practice with many guidelines on how to design them already developed. However, evaluation of such projects remains rare, leaving opportunities to learn from past success and failure unused. Additionally, details about the creation process and its impact remain largely overlooked. Finally, it is important that research and practice on this topic remain closely connected.
What we did and why: To address these challenges and help improve the practice of creating active environments, we investigated the process of designing, implementing, and evaluating active urban environments through semi-structured interviews with eleven practitioner experts in the field of active environment design and -development. We additionally analyzed 51 examples of active environments they provided. By including both theoretical and practical views, we aim for this paper to provide valuable insights and inspiration for professionals on both sides.
What our study adds: We discuss definitions of active environments, their added value to encourage active behaviour, and provide an overview of the spectrum of design strategies, elements and boundaries used to create them. We also describe typical steps in the design and realization process, including types of stakeholders, main gaps, and points of friction in this practice.
Implications for city policy and practice: This paper underlines the potential of using urban design and planning to encourage more active behaviour. Building on knowledge from research and practice, it holds an overview of design elements and strategies to create them. It shows how this practice can be improved as it describes existing challenges and desires, opportunities to address these, and the potential of including data and smart technologies.
For further information: WHO Europe: ‘Towards More Physical Activity in Cities- transforming public spaces to promote physical activity – a key contributor to achieving the Sustainable Development Goals in Europe’. This report contains examples of cities that have taken the initiative to promote physical activity through improving the built environment. The main goal of this case study collection is to provide inspiration to others.
Full research article: Creating active urban environments: insights from expert interviews by Loes van Renswouw, Carine Lallemand, Pieter van Wesemael and Steven Vos.


Delivering Well Prepared Teachers Policy
The state should ensure that secondary teachers are sufficiently prepared to teach appropriate grade-level content and for the ways that college- and career-readiness standards affect instruction of all subject areas.
Texas offers single-subject secondary licenses to teach grades 7-12. The state requires that its secondary teacher candidates pass a content test to teach any core secondary subjects.
Unfortunately, Texas permits a significant loophole to this important policy by allowing both general science and general social studies licenses without requiring subject-matter testing for each subject area within these disciplines (see "Secondary Teacher Preparation in Science and Social Studies" analysis and recommendations).
Further, to add an additional field to a secondary license, teachers must also pass a content test. However, as stated above, Texas cannot guarantee content knowledge in each specific subject for secondary teachers who add general science or general social studies endorsements.
Texas requires secondary English teachers to pass the TExES English Language Arts and Reading test, which includes some of the instructional shifts toward building content knowledge and vocabulary through careful reading of informational and literary texts associated with college- and career-readiness standards for students. Although the framework does not specifically mention informational texts, it does require that "the teacher understands reading skills and strategies for various types of nonliterary texts and teaches students to apply these skills and strategies to enhance their lifelong learning."
Although secondary tests in other content areas do not address incorporating literacy skills, the state's educator standards do address them. For example, the secondary social studies teacher must be able to "use a variety of instructional strategies to ensure all students' reading comprehension of content-related texts, including helping students link the content of texts to their lives and connect related ideas across different texts." A similar standard is articulated for each science test as well.
Texas's educator preparation curriculum must include "reading instruction, including instruction that improves students' content-area literacy." The state's newly adopted teacher standards require that "teachers promote literacy and the academic language within the discipline and make discipline-specific language accessible to all learners."
Regarding struggling readers, the framework for the TExES English Language Arts and Reading test articulates that teachers must be able to do the following:
Testing Requirements www.texes.ets.org Additional Certification by Exam Information http://www.tea.state.tx.us/index2.aspx?id=5317 2014-15 Texas Educator Certification Program Tests http://tea.texas.gov/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769820630&libID=25769820737 Approved Educator Standards http://tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Approved_Educator_Standards/ 19 TAC 228.30(b)(1); 149.1001
Ensure that secondary teachers are prepared to meet the instructional requirements of college- and career-readiness standards for students.
Incorporate informational text of increasing complexity into classroom instruction.
Either through testing frameworks or teacher standards, Texas should specifically address the instructional shifts toward building content knowledge and vocabulary through increasingly complex informational texts and careful reading of informational and literary texts associated with college- and career-readiness standards for students.
Require subject-matter testing for all secondary teacher candidates.
Texas wisely requires subject-matter tests for most secondary teachers but should address any loopholes that undermine this policy (see "Secondary Teacher Preparation in Science and Social Studies" analysis and recommendations). This applies to the addition of endorsements as well.
Texas recognized the factual accuracy of this analysis. The state noted that reviews of the educator standards upon which the certification examinations are based are an ongoing activity. Texas added that recommendations for proposed changes to the educator standards in the classroom teacher certificate class will be made by a classroom teacher advisory committee that is scheduled to be formed by the State Board for Educator Certification (SBEC) in October of 2015. The anticipated effective date of proposed changes will depend on the recommendations from this advisory committee.
Completion of coursework provides no assurance that prospective teachers know the specific content they will teach.
Secondary teachers must be experts in the subject matter they teach, and only a rigorous test ensures that teacher candidates are sufficiently and appropriately knowledgeable in their content area. Coursework is generally only indicative of background in a subject area; even a major offers no certainty of what content has been covered. A history major, for example, could have studied relatively little American history or almost exclusively American history. To assume that the major has adequately prepared the candidate to teach American history, European history or ancient civilizations is an unwarranted leap of faith.
Requirements should be just as rigorous when adding an endorsement to an existing license.
Many states will allow teachers to add a content area endorsement to their license simply on the basis of having completed coursework. As described above, the completion of coursework does not offer assurance of specific content knowledge. Some states require a content test for initial licensure but not for adding an endorsement, even if the endorsement is in a completely unrelated subject.
College- and career-readiness standards require significant shifts in literacy instruction.
College- and career-readiness standards for K-12 students adopted by nearly all states require from teachers a different focus on literacy integrated into all subject areas. The standards demand that teachers are prepared to bring complex text and academic language into regular use, emphasize the use of evidence from informational and literary texts and build knowledge and vocabulary through content-rich text. While most states have not ignored teachers' need for training and professional development related to these instructional shifts, few states have attended to the parallel need to align teacher competencies and requirements for teacher preparation so that new teachers will enter the classroom ready to help students meet the expectations of these standards. Particularly for secondary teachers of subjects other than English language arts, these instructional shifts may be especially acute.
Secondary Teacher Preparation: Supporting Research
Research studies have demonstrated the positive impact of teacher content knowledge on student achievement. For example, see D. Goldhaber, "Everyone's Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness?" Journal of Human Resources, Volume 42, No. 4, Fall 2007, pp. 765-794. See also D. Harris and T. Sass, "Teacher Training,Teacher Quality, and Student Achievement". Calder Institute,March 2007, Working Paper 3. Evidence can also be found in B. White, J. Presley, and K. DeAngelis "Leveling Up: Narrowing the Teacher Academic Capital Gap in Illinois", Illinois Education Research Council, Policy Research Report: IERC 2008-1, 44 p.; D. Goldhaber and D. Brewer, "Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement." Educational Evaluation and Policy Analysis, Volume 22, No. 2, June 20, 2000, pp. 129-145; and D. Goldhaber and D. Brewer, "Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity." Journal of Human Resources, Volume 32, No. 3, Summer 1997, pp. 505-523.
J. Carlisle, R. Correnti, G. Phelps, and J. Zeng, "Exploration of the contribution of teachers' knowledge about reading to their students' improvement in reading." Reading and Writing: An Interdisciplinary Journal, Volume 22, No. 4, April 2009, pp. 457-486, includes evidence specifically related to the importance of secondary social studies knowledge.
In addition, research studies have demonstrated the positive impact of teacher content knowledge on student achievement. For example, see D. Goldhaber, "Everyone's Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness?" Journal of Human Resources, Volume 42, No. 4, Fall 2007, pp. 765-794. Evidence can also be found in White, Presely, DeAngelis, "Leveling Up: Narrowing the Teacher Academic Capital Gap in Illinois", Illinois Education Research Council (2008); D. Goldhaber and D. Brewer, "Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement." Educational Evaluation and Policy Analysis, Volume 22, No. 2, June 20, 2000, pp. 129-145; and D. Goldhaber and D. Brewer, "Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity." Journal of Human Resources, Volume 32, No. 3, Summer 1997, pp. 505-523. See also D. Harris and T. Sass, "Teacher Training, Teacher Quality, and Student Achievement". Calder Institute, March 2007, Working Paper 3.
For an extensive summary of the research base supporting the instructional shifts associated with college- and career-readiness standards, see "Research Supporting the Common Core ELA Literacy Shifts and Standards" available from Student Achievement Partners.


More than 90% of survivors of the 9/11 terror attacks on the World Trade Centre in New York delayed evacuating the buildings in order to carry out tasks such as saving their work, shutting down computers, changing shoes and visiting the bathroom, according to research released today.
Interviews with 271 survivors who worked in the twin towers found that only 8.6% fled as soon as the alarm was raised. The vast majority (91.4%) stayed behind waiting for information or carrying out at least one additional task, including phoning their family and collecting belongings.
The majority put their escape back by around eight minutes, with some delayed by half an hour. People who tried to find out what was going on took between 1.5 and 2.6 times longer to respond to the alarm than those who didn't.
Researchers from the Universities of Greenwich, Ulster and Liverpool spent three and a half years interviewing former World Trade Centre workers about the day of the attack. The interviews generated 6,000 pages of first-hand accounts of what it was like trying to leave the buildings.
The report, released two days before the seventh anniversary of the atrocity, detailed how congestion on the stairs was the main cause of delay, despite the fact the towers were less than one-third full at the time of the attacks.
Modeling carried out as part of the study found that 7,592 people would have died had the buildings been at occupational capacity - more than five times the recorded death total of 1,462.
Detailing the journey down the stairs, one survivor told researchers: "Other people were coming in ... the stairwell from whatever floor they had come from ... [the travel speed] slowed down dramatically. We stopped at [floor] 55, right there, because there was obviously a lot more people. I mean we were running down for the first five stairs, 'boom, boom, boom, boom, boom', two stairs at a time sometimes. When we got to 55, we couldn't do that because we would plough into people."
Of those interviewed, 82% said they stopped at least once during their descent; a small number stopped more than 20 times. Congestion was the primary cause of stopping; only a minority of evacuees said they needed to take a rest or were stopped by environmental conditions such as debris, smoke, heat or water on the stairs.
Professor Ed Galea, project director at the University of Greenwich, said it was important to understand what factors contributed to delaying people in emergencies, in order to reduce response times. Providing people with good information about what was happening could significantly reduce response times, leading to a safer evacuation, he said.
"Together these personal stories paint a comprehensive picture of what happened and why - what influenced evacuees' behaviour. What was going through their minds when they make key decisions. This is a hugely important body of data in itself.
"We need to train people that when you hear the alarm, you need to get out. It is not important to shut down the computer or save documents," Galea said.
The answers have been put into the universities' high-rise evacuation evaluation database, which is aimed at improving the safety of tall buildings across the world.
The researchers donated $5,420 (£3,081) to the World Trade Centre Survivors' Network in recognition of the help given by participants to the study.


With an estimated budget of US$639 billion or more (2018 data), the US Department of Defense is a very prestigious wing of the US government. The US is one of the top military powers in the world. While the U.S. President is the supreme commander-in-chief of US army, there are some crucial positions that play a pivotal role in ensuring national security.
One such designation is of the secretary of defense, who is appointed as the head of the Department of Defense. Secretary of defense duties are extended to all matters concerned with the national safety and security. Have a look at it in more details.
Secretary of Defense Responsibilities: An Overview
The secretary of defense is entrusted with many duties and responsibilities in the government. In general, duties of this most crucial Defense Department (DoD) post is are:
The Pentagon is the central building of the US Department of Defense. All activities regarding military and national security businesses are done and finalized there. As a secretary of defense, one is expected to look into the daily business of Pentagon and take care of the entire management set up.
It is just like managing one big business, right from its operational department to the R & D wing to ensuring military supplies in case of need. The defense secretary is answerable to the President on management of the Pentagon.
Oversees Finances of the Defense Department
As stated earlier, the US defense budget is amongst the highest in the world. The secretary of defense looks after allocation of budget and expenditures of the US Defense department. He needs to keep a track of the budget, to the tunes of US$639 billion or more, which is eye-popping!
Besides that he looks after the millions of employees in the DoD and ensures everyone gets their salaries and benefits timely. He has to keep a record of every penny spend by the Pentagon as he is the in-charge of the expenditure of the DoD.
Other Duties of Secretary of Defense
- Assigns duties and responsibilities to each Defense department, depending on its strength and capacity.
- In case war, advice the President on deployment of nuclear weapons.
- Ensures that the Defense Department is well managed and is dedicated towards improving the safety and security of the US.
- Monitor the quality of weapons, specifications, standards and ensure that military equipment are manufactured with zero margin of error.
Any citizen of U.S. with deep understanding of how the government works, priorities of U.S. security and defense and has a way to deal with the members of congress is deemed to be an ideal person for defense secretary position.
It is a fact that an ex-military person who has left the service more than 7 years before is also eligible to be appointed as a Secretary of Defense. He must be a great statesman as he will be required to work with variety of Congress members.
He must also be well acquainted with the national peace and security issues of the US. Abundant knowledge on national, international and security issues is important. Secretary defense duties of US have been included in the Title 10 of the United States Code. This is just an overview of all generalized duties.


The University of Chicago
Hypervelocity impacts: Their role in the thermal evolution of planetesimals
Clues to the formation of the Solar System are recorded in chondritic meteorites, chunks of asteroids that preserve a record of the conditions and processes that operated ~4.6 billion years ago. Chondritic meteorites preserve a record of heating as they come in a variety of petrologic types, with each type defined by the level of thermal metamorphism they experienced. The source of this heating is uncertain, though has largely been attributed to the decay of short-lived radionuclides. Heating in hypervelocity impacts between planetesimals has typically been ruled out as it would produce only local thermal anomalies and not the global scale heating thought to be necessary to match the meteorite record. I will present a quantitative analysis of impact processes and post-impact cooling to show whether or not impacts were an important heat source in the early Solar System.
Back to the Astrophysics at Argonne page.


Affix - a word element such as a prefix or suffix that occurs before or after a allusion - a reference within a literary work to another work of literature, art, or real event antithesis - the direct opposite the rhetorical contrast by use of parallels. A concise definition of antithesis along with usage tips, an expanded explanation , and lots of this guide focuses only on antithesis as a literary device.
Of the righteous' and find homework help for other guide to literary terms questions at enotes the example you offered in your question is an antithesis. I'm going to have to disagree with @barrie (a first for me on this board) and say this is an example of antithesis the requirements for the device are somewhat. One of the literary devices employed is antithesis the first stanza of the poem describes a traveler who comes to a fork in a road through a yellow wood and.
Definition and a list of examples of antithesis antithesis is the use of contrasting concepts, words, or sentences within parallel grammatical structures. Genre - the major category into which a literary work fits (eg prose, poetry, and language, and other literary devices or, classification of authors to a group and. Antithesis is used in writing or speech either as a proposition that contrasts with or reverses 11 some literary examples however, hegel never actually used the trio of terms except once in a lecture, in which he reproached immanuel kant .
He does, however, regard the expressive elements in literature as of secondary it is surprising how few critics have declared that the antithesis is unreal, that a . Nine literary devices for all types of writing: alliteration, allusion, simile, metaphor, parallelism, tricolon, tetracolon, antithesis and procatalepsisthese are literary. Antithesis creates a definite and systematic relationship between ideas diction, combined with syntax, figurative language, literary devices, etc, creates an. Basic elements of style – diction, syntax, point of view, tone, formal diction ( academic or literary writing) eg germ, relatives, antithesis. As a literary device, an allegory is defined as an “extended metaphor”, phrases of the same sentence, an antithesis is used to create a stark contrast using two.
This lesson focuses on literary devices in 'death of a salesman' by arthur miller these devices add texture and interest to the play, and they. Included below is a list of literary terms that can help you interpret, critique, and respond to a variety of different written works this list is by no.
Like a portion of modern fiction writers — ray bradbury, fred chappell, and toni morrison — margaret atwood is, by nature, training, and profession. Literary terms page 1 a p literary terms antithesis balancing words, phrases, or ideas that are strongly contrasted, often by means of grammatical. Not all literary devices will be used within one work either a faulty, unclear expression, or a poetic device which deliberately antithesis.
Glossary of literary terms adage—a familiar proverb or antithesis—a statement in which two opposing ideas are balanced aphorism—a concise. Basically, antithesis helps highlights the difference between the two ideas with the intention of adding an interesting element to the written material, or arousing . Synonyms for antithesis at thesauruscom with free online thesaurus, antonyms, and definitions find descriptive alternatives for antithesis.Download


Insects have only six legs. Spiders, scorpions, mites, ticks, whip scorpions, and pseudoscorpions are all arachnids that can be found in Everglades National Park. Unlike insects, arachnids have eight legs and no antennae, and their body is divided into two main segments: a cephalothorax and abdomen.
What insect has 300 legs?
The Illacme plenipes, one of about 10,000 known species of millipede, is the leggiest bug in the world. Males of these species have about 200 pairs of legs and females have over 300.
Which is the only insect that has 8 legs instead of 6?
Arachnids have eight legs, not six like insects. They also have an extra pair of either pincers or fangs. They do not have wings or antennae but they do have a hard exoskeleton. Arachnids have two parts to their body – the cephalothorax and the abdomen.
What is a bug with more than 6 legs?
There are a couple insects, however, that have much more than six legs – such as the centipede and the millipede. The names centipede and millipede suggest that they have one-hundred and one-thousand legs respectively; however, millipedes are born with only three pairs of legs, and most have less than one-hundred legs.
Which insect has the most number of legs?
A newfound species of millipede has more legs than any other creature on the planet—a mind-boggling 1,300 of them. The leggy critters live deep below Earth’s surface and are the only known millipedes to live up to their name.
What insect has 1000 legs?
The word “millipede” means “a thousand feet,” but the name is a bit of an exaggeration. Until recently, scientists had only found a millipede with around 750 legs.
Do millipedes have 1000 legs?
Though no known millipede species has 1,000 legs, common species of this burrowing arthropod have between 40 and 400 legs – more than enough to move the millipede forwards with impressive heft.
Do any animals have 12 legs?
Symphylans have more than 200 species, with the young having 12 limbs while the adults grow up to 24. They lack eyes, and therefore, their sense organs come in the form of long antennae.
What kind of bug has 10 legs?
These are known by a number of common names, including wind-spiders, camel-spiders, wind-scorpions, and sun-spiders. Technically, they are called solifugae.
What animals have 10 legs?
The Decapoda or decapods (literally “ten-footed”) are an order of crustaceans within the class Malacostraca, including many familiar groups, such as crabs, lobsters, crayfish, shrimp and prawns.
What are 8 legged insects called?
Here’s the answer: These 8 legged arthropods are called arachnids of the class Arachnida.
What insect has 16 legs?
What kind of bugs have 8 legs?
Spiders, scorpions, mites, ticks, whip scorpions, and pseudoscorpions are all arachnids that can be found in Everglades National Park. Unlike insects, arachnids have eight legs and no antennae, and their body is divided into two main segments: a cephalothorax and abdomen.
Is a silverfish a centipede?
Though silverfish and house centipedes may occupy some of the same areas indoors, there are quite a few differences between the two. For one, the silverfish is an insect unlike the centipede, and has the traditional six legs.
Do centipedes have 100 legs?
Despite a common name that means 100 legs, Australian species of centipede can have from 15 to 191 pairs of legs. Australia currently has 128 species of centipede out of a worldwide fauna of between 2,500 and 3,000 species.
Do millipedes have 100 legs?
Most species of millipedes have around 300 legs. The number of legs a millipede will have varies and is dependent on the species. Millipedes have two pairs of legs per segment, and the number of segments per species is around 25 to 100. Most species of millipede will have 300 legs, sometimes a bit more.
What kind of animal has 14 legs?
The giant Bathynomus is a deep sea crustacean with 14 legs.
The peculiar creature was found during a marine survey conducted by Peter Ng of the National University of Singapore and colleagues, reports Daily Mail.
Are there any 7 legged animals?
A seven-legged lamb has been born in New Zealand. Although the six-day old bleats like a healthy animal, its abnormalities mean it is unlikely to survive.
Does a scorpion have 10 legs?
Scorpions. Scorpions have eight legs, two strong pincers, and a flexible tail with a venomous sting.
How many legs does a spider?
How many legs does a spider have? They have 10 legs! This is no joke; spiders have 8 legs that they walk with, however, they also have a pair that they use sort of like hands. These front pair of legs are referred to pedipalps or just palps for short.


Just like any other musical instrument, it is important to know how tuning a ukulele properly will effect your playing. Not only will you sound ‘off’ if it’s not tuned, it may discourage you from playing.
The fact of the matter is, and for various reasons, stringed instruments go out of tune from time to time, so it is advisable to check the tuning before playing.
Once you become comfortable with tuning your ukulele, you will discover that it is not that difficult to re-tune the ukulele as needed. This exercise is very quick and won’t take long to do at all once you know what you’re doing!
To make it even easier, tools like electronic tuners have become affordable for everyone. But we’ll come back to those later in the article!
The article begins with a discussion with the string tuning, reentrant tuning, the difference between low G and high g and relative tuning. Next, is a step-by-step guide on how to tune the ukulele using the applicable tuning method. We’ll also give you some resources to tune your ukulele electronically.
Starting at the top (thickest) to the bottom (thinnest) the strings of the ukulele are typically tuned to the G C E and A notes and is called C-tuning. This is the standard tuning arrangement for the soprano, concert and tenor ukuleles. The strings are numbered 4 3 2 1 respectively, so in standard C-tuning the open 4th string corresponds to a G note.
Another common tuning arrangement typically used on the soprano and concert ukuleles is D-tuning where the strings are tuned to the A D F# and B notes. This is one step higher than C-tuning. Some people prefer D-tuning since it brings out a sweeter tone.
Lastly, the baritone ukulele is usually tuned in a D G B E arrangement from low to high, similar to the guitar.
In reentrant tuning, the strings are not tuned from lowest to highest pitch as expected. In other words, the 4th G-string has a higher pitch than the 3rd C string which is counter intuitive. Some musicians prefer to have the strings ordered lowest to the highest pitch, in which case they would not be using reentrant tuning.
This also explains the difference between high g and low G tuning. If the 4th G string is tuned higher than the 3rd C string, then the 4th G string is referred to as a high g. If the 4th G string is tuned lower that the 3rd C string then it is known as a low G. Notice the upper and lower case nomenclature. Check out the video below so you can hear the difference between high g and low G tuning.
Also, note there is a slight difference in the strings made specifically for high g opposed to low G tuning. UkuleleHunt has a good article explaining the two.
Ways to Tune a Ukulele
There are three main ways you can methods to tune your Ukulele, Electronic Tuner, Tune by Note, and Relative Tuning.
Electronic tuners are small units that pick up sound waves and display the note on a digital display, they either attach onto the headstock of your guitar or can be set on a nearby table. We prefer this Snark Tuner, it’s small and accurate!
Tune By Note
There are a number of very good resources online that will play a sound clip that you can tune your Ukulele by. This will also help develop your ear to pick out individual notes. We recommend this one by UkuleleTabs
Probably one of the best ways to tune the ukulele is called relative adjustment. This requires no special electronic tuner and may be the right choice if you plan on playing the ukulele by yourself. In this procedure, the ukulele is tuned to a particular sting.
Most of the time you’ll use the A string and the remaining strings are all tuned to this string. This type of tuning may not be applicable when playing with other people since your ukulele may not be in tune with the other instruments.
Standard Ukulele Tuning Procedure
Assuming you’ll be using Relative tuning, this is a step-by-step procedure for tuning the ukulele for either the high g or low G arrangement. The assumption made is that all the strings are tuned to the 1st string (Open A string in C-Tuning).
1. Hold the 5th fret of the 2nd E string which is the A note. Play this note and the open 1st A together. Using the tuning peg on the headstock, adjust the pitch of the E string until it matches the pitch of the open A string.
2. Hold the 4th fret of the 3rd C string which is the E note. Play this note and the open 2nd E together. Adjust the pitch of the C string until it matches the pitch of the open E string.
3. If the 4th string is a high g then
Hold the 2nd fret of the 4th G string which is the A note. Play this note and the open 1st A together. Using the tuner, adjust the pitch of the G string until it matches the pitch of the open A string.
If the 4th string is a low G then:
Hold the 5th fret of the 4th G string which is the C note. Play this note and the open 3rd C together. Using the tuner, adjust the pitch of the G string until it matches the pitch of the open C string.

What Tuning Is Right for Me?
High g and low G tuning is simply a matter of preference, what sounds better to your ear? Most beginners start with the high g tuning since this is ideal for strumming.
High g tuning is also preferred for the more treble oriented traditional Hawaiian rhythm and sound. It also keeps the spectrum note tighter and usually doubles two notes (no octave) of a chord. A ukulele that is tuned with the high g is said to have a light and airy sound. Many musicians who are after the traditional Ukulele sound prefer the high g
Guitarists typically prefer the low G tuning since it is similar to the tuning of a guitar. The low G tuning does increase the lower range by three notes, or five half steps giving more notes to work with which may be ideal for soloists. Some claim the low G tuning gives the ukulele a more rounded and even sound.
Either way, learning how to tune the ukulele may take some time at first, but don’t let that discourage you. Once the ukulele is in tuned, it should not take long to retune the ukulele from time to time. Having your ukulele in tune will bring years of musical enjoyment and encourage you to play more often.