Did you know that in many cultures, women are considered unclean when they have their period, are even forbidden to enter certain buildings while on their period and are socially excluded or even exiled from their homes?
Yes, period taboos are, unfortunately, still alive and thriving in 2022.
False beliefs surrounding menstruation create an environment where women are deprived of their fundamental rights to their hygiene and health as they prefer to keep silent when it comes to this topic.
Even in societies that see themselves as progressive, menstruation still remains a taboo topic.
In this case, I speak from personal experience. Allow me to tell you a story:
A couple of weeks ago I took my daughter out (treated her to a nice dessert) to celebrate her first period.
I also posted (a now infamous) TikTok video of the two pieces of cake each of us chose while explaining that we are celebrating my daughter’s 1. period.
In less than a day this video attracted a slew of comments!
Most of them insisting that such content is horrible / discussing and that both of us should feel ashamed – me for bad parenting and my daughter for tolerating this kind of behavior. Video:
This made me realize that our society still has a lot of work to do when it comes to period.
After that, I came to the conclusion that the best way to stop the cycle of shame is to start educating the new generations about how period is a perfectly natural occurrence and is nothing to be ashamed of.
That is why I started playing with an idea about workshops for teens that are just about to get their first period.
I would like to create a safe space for a group of peers where we can discuss periods in a positive light while also talking about our fears and explaining them away.
What do you think about this little project? Would you come?


Beneficial Information on Silica
© Copyright in this work is owned by Guano Australia Pty Ltd. All rights reserved.
MECHANISM OF SILICA
Fertilisers that are high in soluble silica and that silica is in the form of a Monosilica acids, such as Madura Guano Gold-Kwik Start® and Madura Guano Sulphur Gold®, react in the soil solution to release Si(OH) 4, which is then absorbed onto either existing free iron, calcium or aluminium, or into existing insoluble Phosphorus compounds such as Calcium (caHPo4), Aluminium (2Al (H2Po4) and Iron (2FePo4).
This has the effect of;
- Transforming slightly soluble Phosphates into mobile forms that are more plant available.
- The binding of elements that are hostile to phosphorus allowing free phosphorus to be plant available for longer.
ALL FACTS SUGGEST that Si-rich materials can be used for reducing - “P” - “TIE UP” and keep applied PHOSPHORUS in plant available form.
CaHPo4 + Si (OH) 4 = CaSio3 + H2O + H3 Po4
Calcium / Phosphate + Silica Acid = Calcium Silicate + water + Phosphate
2Al (H2Po4) 3 + Si (OH) 4 + H = Al2Si2O5 + SH3PO4 + 3H2O
Aluminium Phosphate + Silica Acid + Hydrogen = Aluminium Silicate + Phosphate + Water
2FEPo4 + Si (OH4) + H = FeSiO4 + 2(H3PO4)
Iron Phosphate + Silica Acid + Hydrogen = Iron Silicate + Phosphate
SILICA & K
Silicon Fertilisers exhibit very good absorption properties; owing to this, leaching of Potassium from the surface horizon was reduced by application of Silicon. Therefore, Madura Guano Gold-Kwik Start blended with either MOP or SOP or KMS will allow for maximum availability of both P and K in the soils that are high in Fe, Al or Ca. The interaction of Silica allows the blend to work in both acid and slightly alkaline soils.
To read the relevant articles simply click on the links below:
A brief independant examination of the composition of Madura Guano Gold® and its action in the soil.
Why Madura Guano Gold-Kwik Start® and its important Silicon component work so well.


AI from its beginning has been plagued with duality. Success in AI has always been accompanied by increased responsibility, social responsibilities, educational challenges and impact that decision makers and the general public vaguely understand. Considerable progress has been made in understanding the how and what of AI, including common modes of reasoning. Research shows, that combinations of deductive, case based, inductive, uncertainty, and default reasoning are just a few of the aspects of intelligence that need to be incorporated into successful AI systems. The duality between the role of humans in the universe and what role machines will play is only beginning to play out. AI offers humans benefits, including less boring repetitive workplaces, safer manufacturing, better travel, increased security, and smarter decisions that may help preserve a volatile habitat (Buchanan, 2006). Since the beginning, AI has been concerned with creating intelligent machines that formalize reasoning and understanding in all areas of the human experience. The direction has always been toward formalizing knowledge in a way that makes working with computers easier and more helpful. The impact of AI on living has the potential to meet and or exceed the impact of any prior technologies. Exploring psychology, reasoning, decision science and behavior puts AI in the position to solve intellectual problems, control robot motions, interpret human language, learn new skills and acquire knowledge by continually analyzing data.
Both AI and ML are terms that ascribe to a variety of meanings. The near-term future indicates that a technology that has been coming for decades and has finally tipped, will continue to grow. Fueled by the very familiar Moore’s Law, which states that the capacity of computer chips will double every year while the costs decrease by half, along with new innovations such as quantum computing, assures the continued exploration and integration of AI and ML in many workplaces.
Fueled by rapid expansion in computing power, the IBM 360/75, the mainframe computer of its day, in 1969 helped to land our first astronauts on the moon. It had 6 megabytes of computing power. Today that equates to 10% of the computing power needed for the game Candy Crush. On the factory floor, robots are likely to replace humans in redundant tasks and repetitive jobs. This relative fast grow in an expansion of power has led to the factory floor being populated by robots and not just at Tesla. Apples’ supplier Foxconn replaced 60,000 workers in a factory in China with robots in 2017. Amazon continues to rollout robot staffed warehouse and distribution centers and most of the shipping from ports like Los Angeles to Baltimore is now conducted by robots. Even law enforcement has gone robotic. Knightscope security robots patrol the parking lot, while high speed bots, like the Cheetah, chase down criminals at speed in excess of 28 MPH. Robots are building houses, aiding the military, delivering pizza and making meals at McDonalds. They are helping to drive cars and soon trucks, play music and turn lights off and on.
Smart chabots and vocally activated technologies are everywhere. Some good, some not so good but always more prevalent and getting better. These devices are helping hire babysitters and acting as lawyers. They are and will continue to take the jobs they can take. They pretend a massive impact on jobs, the workplace and employment. Although they offer the potential of opening up new positions and roles, what and how this will all play out has yet to be determined. Undoubtable there will be upheaval and redefinition of workplace performance. Certainly, it is the agile workplace that will have the best chance of surviving and thriving into the future (Hirsch, 2017).


This class runs 1/5-3/1 (Grades K-5) In this class, students will explore mechanisms and structural design through the use of LEGO® Technology. Through the investigation of simple and motorized machines, the use of gears and sensors, and through programming the robots they build, they will learn the basics of physics and the concepts behind real machines. They will build out of LEGO® bricks, investigate motorized machines, calibrate and capture wind, study gearing mechanisms, alternative energy, and more. The class is project and team-based, providing training and experience in teamwork and project management skills as well as training in mechanical engineering, problem solving and debugging, and presentation skills. Call 540-687-6375 for pricing and registration.


In 1966 the State of Vermont bought the Chimney Point property from Mary Barnes, the widow of Millard Barnes, to protect it from unsuitable private development. In 1971 Chimney Point was listed in the National Register of Historic Places for its long and significant history.
The Vermont Division for Historic Preservation, part of the Agency of Commerce and Community Development, restored the property and reopened the historic tavern and summer resort building 1991 as a museum. In 2009 the historic Lake Champlain Bridge was closed for safety reasons, and demolished at the end of the year. A new bridge was opened in 2011. As part of the project to demolish the old Lake Champlain Bridge and construct a new bridge, the grounds of Chimney Point will be improved in 2013 with outdoor interpretive signs along a path and seating area, and a permanent boat launch with fishing access.
The Chimney Point State Historic Site is located on the eastern shore of Lake Champlain at the foot of the Lake Champlain Bridge, one of the most dramatic gateways to Vermont. The site explores the history of the area’s three earliest cultures, the Native American, French Colonial, and early American, and showcases the artifacts each left behind. Enjoy the historic c.1785 tavern building, the sweeping porch with beautiful views of the lake, and the permanent and special exhibits. There are programs for school groups, a variety of lively events including the popular annual Northeast Open Atlatl Championship, and many perfect spots for picnics.
Recent archaeological and historic research has confirmed Chimney Point is one of the most strategic and historically significant locations on Lake Champlain. It has seen every period of human habitation, since the first people arrived nearly 9,000 years ago. Visitors can imagine the millennia of Native Americans fishing, hunting, camping, meeting, and trading here on the bluff or sandy beach. After the first Europeans came in 1609, this site was important for interactions between the Native peoples and Europeans. In 1690 the English watched for their French enemies navigating Lake Champlain. In 1731 the French took a stand here, building a fort to keep the English out of the lake and blocking easy access to Canada. This was the frontier of New France, the first long term French settlement in the region. This site also saw significant military activity during the French and Indian War and American Revolution. Following the Revolution, the tavern was built, welcoming visitors ever since.
Nearly 9,000 years ago, in what is called the Archaic period (7,000 to 1,000 B.C.), temperatures rose in what would become the Lake Champlain Valley of Vermont and New York as the glaciers melted and over the centuries the waters of the inland Champlain Sea receded. Vegetation and species of animals evolved significantly and the first humans came into the area.
Stone tools made and left behind at what would become Chimney Point, and all over the region, are evidences of adaptation to the changing climate and seasonal migration of peoples to hunt, fish, and gather food. These early inhabitants hand crafted spear throwers (today called atlatls) and stone spear points for hunting animals, and stone tools for cutting, scraping, and working wood. The stone materials also provide evidence of a widespread trading network. The raw materials of stone tools found at Chimney Point come from all over the Champlain Valley, the Hudson River Valley, central New York, and as far away as northern Canada.
The period from 1,000 B.C. to 1,600 A.D., immediately before Europeans began to explore this area, is called the Woodland period. The Woodland people were the ancestors of today's Abenaki or "people of the Dawnland." The Lake Champlain region continued to be an important travel route, and stone and other materials such as copper and shells from distant places were traded.
As bows and arrows were developed around the world, the Native peoples made fine, sharp stone points for the arrows as well as sharp stone blades. Many such projectile points have been found at Chimney Point and elsewhere. At the start of the Woodland period, Native Americans were beginning to make pottery, domesticate wild plants, and live in villages. At Chimney Point archaeologists have found shards of clay pots, including some made with clay that contained iron (there are iron sources just across Lake Champlain in Moriah, New York, and elsewhere).
Chimney Point was a pivotal strategic location on Lake Champlain, with its bluff overlooking the lake to keep an eye out for friends and enemies, a sandy beach and flat area to gather, and the narrows for easy crossing to the west side of the lake.
One feature, a large hearth discovered at Chimney Point as part of the archaeological work for the 2009-2013 Lake Champlain Bridge project, illustrates the Woodland occupation. The reddened hearth soil contained charcoal, bits of burned animal bones, fish scales, freshwater mollusk shell pieces, pottery, and stone tool flakes. Laboratory analysis identified many animals (rock bass, pike/pickerels, catfish, gar, walleye, snapping turtle, ruffed grouse, duck, red fox, beaver, woodchuck, and muskrat) and plants (butternuts, wild rye, and raspberry/blackberry).
In 1609 Frenchman Samuel de Champlain became the first European to explore this region and the lake that bears his name, traveling at least as far south as the Chimney Point area. This was the start of what is called the Contact Period. Europeans were excited about the wealth of natural resources, and by the late 1600s were vying for control of the waterways and land, and trying to capture the Native American fur trade. This development and the subsequent wars that occurred brought dramatic and rapid change to the native culture.
There was significant active trade between the Native Americans and Europeans of utilitarian items such as clothing, blankets, fabrics, food stuffs, armaments, and tobacco. Archaeological evidence at Chimney Point reveals a long history of this trade, and the use of European items for other purposes. For example, the Native peoples transformed broken or spent European gunflints and shards of green bottle glass into tools for scraping.
Interactions at Chimney Point between the Native Americans and Europeans continued well into the 1800s, but during that time many Abenaki, in order to survive either concealed their heritage or left the area.
In 1690 the British governor of New York sent Captain Jacobus de Warm from Albany to Chimney Point to watch the French on Lake Champlain. It is believed he built a small stone defense that he, 12 English, and 20 Mohawks occupied for about a month at this site.
In 1731 the French decided to firmly establish their presence on Lake Champlain and block the lake route from the British colonies to Canada by building a fort on the eastern (Vermont) side of the lake on a bluff overlooking the strategic narrows between Chimney Point and Crown Point, New York. The French called this area Pointe-à-la-Chevelure, or Crown Point, the crown referring to the top of a person's head (rather than to the monarchy).
The fort was a wooden stockade of posts, a fort de pieux, about 100 feet by 100 feet in size and could hold up to 30 men. It had chambers for the commandant, chaplain, and the guard, and a kitchen, bakery, and storehouse. Twenty soldiers garrisoned the first winter. This was the start of the first long term French settlement in the Champlain valley. In 2010, archaeologists discovered a large French ax head, pieces of distinctive French ceramic dishes, bits of window glass from the fort, and more.
The fort protected French interests until 1734, when construction began on a larger fort, St. Frédéric, on the west side of the lake. In 1743 King Louis XV granted a large tract of land, a seigneury, on the east side to Gilles Hocquart, the presiding officer or intendant of New France, to encourage settlement. Families built houses; cleared land to grow wheat, other grains, and peas; and planted apple trees. By 1753 there were 21 houses on the east side of the lake and 19 houses on the west side.
The struggle for control in the new world intensified during the French and Indian War (1754-1763). In the summer of 1759, as British Major General Jeffrey Amherst and his army closed in, the French retreated northward to Canada, blowing up Fort St. Frédéric and burning their houses. All that remained of the houses were the chimneys and a new name--Chimney Point.
In December 2009, archaeologists working under the 1929 Lake Champlain Bridge in preparation for removal of the bridge discovered a small section of stone wall and in 2010 revealed the base of an H-shaped chimney. It may have been the chimney of the fort bakery. A c.1760 British map labels “the chimney” in this location—the chimney of Chimney Point.
In 1759 General Amherst built a grand new fort at Crown Point, NY, and ordered completion of the military road across Vermont that connected Crown Point to Fort No. 4 in Charlestown, New Hampshire. After the war was over in 1763, new settlers came to the area via the military road, whose terminus was two miles south of Chimney Point, and by traveling on Lake Champlain.
In 1775 with the start of American Revolution military activities in the Champlain Valley, most settlers left this area because they were in the path of war and danger. In the summer of 1776, as the northern American army made improvements to the old Crown Point fort, their engineer, Col. Jeduthan Baldwin, laid out some breastworks on Chimney Point. Several regiments and Americans soldiers with small pox were stationed for a time on Chimney Point.
The next summer, when General John Burgoyne and his British and German forces pressed southward on Lake Champlain as part of his plan to split New England off from the rest of the American colonies, Burgoyne stopped for a short time at Crown Point. German General Baron von Riedesel and his men camped at Chimney Point, where Burgoyne established a guarded depot for provisions and stores. What are known as “Hessian” buttons have been found by archeologists at Chimney Point. In mid-October, as the British were deciding whether or not to hold onto the captured forts of Ticonderoga and Mount Independence further south on Lake Champlain, they planned to set up a fortified camp at Chimney Point with two regiments, artillery, and supplies to maintain communication between Canada and the forts.
The main, two-story section of the Chimney Point tavern was likely constructed c.1785, after the Revolution was over and it was safe to live here again. The tavern was a welcome sight for weary travelers on the lake. County court was held here occasionally and in 1785 regular sail ferry service to Crown Point began. In May 1791 future U.S. presidents Thomas Jefferson and James Madison visited Chimney Point and were fascinated by many small red squirrels with black stripes, perhaps chipmunks.
Brick veneer was added to the wood frame building in the early 1800s and several additions followed. In 1821 Asahel Barnes, Sr. of Connecticut bought the property. He and his family made clocks and ran the tavern, a farm, and the ferry. A post office and store also were on the property, making Chimney Point an important lakeside commercial center.
In 1890 Barnes' grandson Millard acquired the property. In 1897 he hired J. H. Bruffee, an architect and builder from Port Henry, New York, to update the doors and windows on the old tavern and build the sweeping porch. In 1905 Barnes added on the small post office section. Barnes also added the wood-frame section and operated Chimney Point as the St. Frederic Inn, a relaxing summer resort, until about 1920. During this time the Port Henry Steam Ferry Company ran their ferry, the G. R. Sherman, from the landing at Chimney Point to Port Henry and Crown Point. The ferry ran until the Lake Champlain Bridge opened in 1929. The Chimney Point post office was closed in 1934.
Your visit to the Chimney Point State Historic Site brings you to one of the most scenic and historically significant locations on Lake Champlain.
Your first stop is the museum in the historic tavern building to get your ticket and interpretive brochure. The first floor of the building is handicapped accessible. The building has exhibits with artifacts, film clips, and interactive displays, a museum shop, and restrooms. Children’s activities are found indoors and outside. The site interpreter is happy to talk with you and answer your questions.
Outside, walk on the grounds, have a picnic, or stroll across the Lake Champlain Bridge to New York State. Go boating or fishing at the Chimney Point Access Area at the foot of the driveway.
Please note that any digging, metal detecting, or artifact collecting are not permitted. Pets must be on leashes.


IBM has announced that it is now planning to use a blockchain-enabled health surveillance system in order to collect data on antibiotics and opioids prescriptions by doctors.
Opioid prescription abuse is becoming a problem worldwide with figures showing that their illicit use has now overtaken heroin. Globally, prescription opioid pain relievers are now among the most commonly misused and abused medicines.
IBM’s blockchain system is now making it easy for public health agencies to track both medical practitioners and their patients in order to try and stem this new epidemic of drug misuse. The healthcare industry is seeing several attempts at developing secure digital platforms for the exchange of patient data, believing that blockchain-based solutions may have the potential to vastly improve current data sharing systems in national hospitals.
Healthcare and clinical research is an expanding area as doctors and hospitals increasingly need secure access to a patient’s entire health history. This new, rapidly evolving field provides fertile ground for experimentation, investment, and proof-of-concept testing.
The implications for the industry are endless. New platforms are emerging almost daily such as a diagnostic blockchain infrastructure aimed to host, train and use artificial intelligence (AI) in healthcare, and a blockchain-powered platform designed to track and protect pharmaceutical data.
Prominent healthcare professionals are also growing increasingly confident that DLT has what is required to vastly improve the security of current centralized forms of data storage, which have been vulnerable to hackers attempting to steal patient data for sale on the black market.
IBM has, for some time now, been looking at applying blockchain solutions to the healthcare industry through its work with the Center for Disease Control and Prevention (CDC). At the end of last year, its chief science officer Shahram Ebadollahi acknowledged how relevant blockchain and AI was becoming in the industry.
“Blockchain is very useful when there are so many actors in the system… It enables the ecosystem of data in healthcare to have more fluidity, and AI allows us to extract insights from the data. Everybody talks about big data in healthcare but I think the more important thing is long data.”
Since then, CDC has run several pilots and is urging the healthcare community to take up the mantle. Another computer giant, Intel, has done exactly that, working with McKesson and Johnson and Johnson to use DLT to trace the pill supply chain. Intel’s Director of healthcare privacy and security commented that the tech could “vastly reduce the opioid epidemic” adding, “I would not say this will eliminate the opioid problem, but this will help.”
Another player in the healthcare space, the leader in blockchain healthcare solutions, Hashed Heath, maintains that blockchain’s most significant asset apart from the obvious tracking advantages, is that a “decentralized database of test results with free access to this data” prevents global duplication and enhances research by others moving forward.
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Healthy eyes look clear, vibrant and give a more youthful appearance that those that look dull and tired. Our eyes in particular, are more susceptible to damage from lifestyle and environmental factors than any other organ. The good news is that high quality nutrition, as well as improving lifestyle factors like getting enough sleep, greatly benefit the health of our eyes and can help to prevent common eye complaints.
Dry eyes can occur if you forget to blink when concentrating or looking at a computer screen. Some people can also suffer with dry eyes all the time, due to reduced tear production, which becomes more common with increasing age.
If you use a computer, take frequent breaks to reduce the chance of eye strain, and remember to blink to lubricate the eyes. It is also a good idea to look away from the screen often and focus on objects at varying distances away. Increasing your intake of oily fish such as salmon or mackerel, or taking an omega-3 fish oil supplement can also help to prevent dry eyes.
Age-Related Macular Degeneration (AMD)
This is a painless, progressive disorder that is a common cause of vision loss in later life. It is associated with reduced levels of carotenoid pigments in the macular - the part of the retina responsible for fine vision. These yellow pigments, lutein and zeaxanthin, filter out harmful blue light and help to neutralize the damaging chemicals produced during light detection. When pigment levels in the macular are reduced, cells damage increases, leading to a widening circle of visual distortion and even blindness.
Research suggests that those who obtain the most dietary sources of lutein - dark-green, orange and yellow fruit and vegetables - have at least a 60% lower risk of developing AMD than those with low intakes. According to the journal Optometry, taking lutein supplements can improve vision in people with some forms of AMD. Zinc, vitamins C and E, and omega-3 fish oils are also beneficial to prevent or treat AMD.
Cataracts are a clouding of the lens of the eye in the normally crystal clear eye lens. They are caused by changes in lens proteins that are similar to those which turn cooked egg white from clear to cloudy. This results in blurring, sensitivity to the sun, changes in color perception and seeing halos around light. Most cataracts are due to degenerative changes with increasing age.
People with the highest dietary intakes of antioxidants, especially vitamins C, E and lutein, are less likely to develop cataracts than those with low intakes. Vitamin B2 helps to maintain levels of an important eye antioxidant, 'glutathione', which is associated with inhibiting cataract formation.


- Category: History
- Published on Sunday, 13 October 2013 09:46
- Written by Maggi Kaye
- Hits: 3754
Kenmuir Castle was inhabited up to the middle of the 1950s but now lies in ruins as the roof was removed and the building was allowed to fall into disrepair. It was the seat of the Gordons of Lochinvar and it said that Mary Queen of Scots may have stayed there in 1563 when she toured in the area.
The castle was substantially remodelled in the 19th century but was originally a three story building with ranges on the south and west and a high wall round the north and east sides enclosing a courtyard. The outside walls are now covered in harling but pre-nineteenth century stonework may be recognized on some of the inside walls dating from the 17th and possibly 16th century and there are the remains of four vaulted cellars. It stands on what looks like a mote but is probably natural and the area roundabout has been landscaped in the past. It may be that Roland, Lord of Galloway built the original castle on or near the site in the late 12th century.
The land was owned originally by the Lords of Galloway and in 1334 a declaration by Edward III showed that it then belonged to the Balliol family, and it is possible, but unlikely that John Balliol was born there in 12 49. Some sources say that in 1354 it was gifted to one Sir William de Aldeburgh, Balliol’s valet, along with the barony of Kells. It was subsequently owned by the Douglases and then the Maxwells and by the 15th century it had passed into the hands of the Gordons of Lochinvar. However the Royal Commission on the Ancient and Historical Monuments of Scotland says that is belonged to the Gordons by 1297.
Sir John Gordon of Lochinvar secured the charter for New Galloway and became Viscount Kenmure and Lord Lochinvar. The castle was burned down during the reign of Mary, and presumably rebuilt, though it was again in ruins in 1790. During the Civil War the 4th Viscount was a staunch loyalist and commanded a company of horse. It is said that he carried a large cask of brandy for his men at the head of the company which was known as “Kenmure’s Drum”. Cromwell order his estates forfeited for his attachment to the Stuarts, and Lord Kenmure is said to have hidden in the Lowan Glen, now in the forest on the west side of Loch Ken. This place was also supposed to have been used by the family when hiding from Claverhouse when he was persecuting the Covenanters whom Kenmure supported. His estate was returned at the Restoration. There is a strange anomaly here as the Solemn League and Covenant was supposed to be an agreement between the Covenanters and the English Parliamentarians.
The 6th Viscount who was a follower of the Old Pretender in 1715, was captured and executed on Tower Hill, and he also forfeited his estates and titles, but they were restored in 1824 to a direct descendant, John Gordon. The titles became dormant on the death of his successor in 1847.
“Young Lochinvar”, the ballad by Sir Walter Scott, was supposedly written about William Gordon of Kenmure, who died in 1548.
THIS BUILDING IS IN A DANGEROUS CONDITION, DO NOT ATTEMPT TO ENTER


Recycling is big business. Last year, recycling earned America a hefty $110 billion in economic activity and is responsible for maintaining 534,000 jobs. However, the sector could be at risk of collapse. Here, Miguel Campos, export sales manager at food packaging manufacturer Advanta, explains why America’s recycling bubble could be set to burst.
When disposing of materials, cities have two choices: landfill or recycle. Aside from the obvious environmental advantages of recycling, this option gives cities the opportunity to make money. The value of recycling is determined by the amount a city can be paid for its recyclable material, but there’s also the benefit of avoiding costly landfill fees. That being said, not all recycling is created equal.
For a recyclable commodity to hold any value, there must be a market willing to pay for the material. Aluminum is a good example of this. The metal is endlessly recyclable, and it is widely considered as one of the most profitable materials. What’s more, because it takes less energy to recycle aluminum than it does to extract it from bauxite ore, there’s always a market for the recycled product.
Where it gets more complex, is the realm of plastics. Despite the well-recognised recyclable symbol on plastic products, there are numerous plastic-based products that cannot be recycled at all. In fact, there are seven codes which determine plastic’s differing classifications.
Many consumers are not aware of these differences, creating a longer sorting procedure at recycling plants and adding to the cost of processing. The bigger challenge for plastics, however, is related to changes on the other side of the world.
For over 25 years, America been sending some of its plastic waste to China and South East Asia, rather than recycling it on home turf. In January 2018, China banned plastic from being imported in an effort to alleviate the country’s growing waste crisis. Since then, other developing nations have followed suit.
With China refusing to buy plastic waste, the value of the material has dropped significantly. America is already feeling the impact, with the closures of recycling facilities across the country. In fact, the Plastic Pollution Coalition, Berkeley, California, published a report estimating the plastic recycling rate could drop to as low as 2.9 percent in 2019, compared with 9.1 per cent in 2015.
Sacramento in California provides a real-life example. The area recently cut back on which plastics it will picked up curbside, and now sends items like egg cartons, medicine bottles and some yoghurt containers to landfills instead. San Diego’s recycling program has also been turned on its head. Despite providing $4 million in revenue last year, recycling could now cost the city $1.1 million.
Admittedly, the packaging industry is looking to develop materials that could improve plastic recycling. In March 2019, a new black polyethylene terephthalate (PET) food tray was announced. Unlike much of the current plastic packaging on the market, this version of PET can be picked up by recycling equipment as it can detect the material’s black pigment in the sorting process.
But, if plastic recycling facilities are closing, then this new type of PET could still end up in landfill. Should America’s recycling industry wish to stay afloat in this environment, it will rely on consumer’s transitioning to higher value recyclable products, like aluminum.
So, who is responsible? Cities, recycling plants and consumers all have roles to play in improving the Earth’s sustainability, but it’s important to identify where these issues begin. Often, this is down to the material choices made by product manufacturers, and thankfully, we can help with the transition to alumunium.
For more information on transitioning from plastic packaging to aluminum, a recyclable alternative, contact Advanta on +1 706 756 2335 or visit http://www.advantapack.com.


Cornell Notes is simply a note taking system, which was once developed by a teaching instructor at the University of Cornell. Walter Pauk , the man behind this system of note taking, mainly introduced the concept to students to allow them to clearly and easily gather, organize and study their lecture information.
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The best thing about the note-taking system is simplicity. The system is also versatile, which explains why it is such an effective and quite popular method of note taking, which has been adapted by many institutions of learning so far. Did you know there are Cornell Notes Templates that you can use to organize your lecture information? Yes. You can get these and start writing your notes right away without ever having to worry about making the layout from scratch. As long as you have access to the internet and a computer system, be sure you are just few clicks away to getting the best Cornell Notes Templates free for download (Cornell Notes Template Download) and print.
Template Layout Description:
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Responding to the Demographic Challenge: An Internet Classroom for Teachers of Language-Minority Students
Jill Kerper Mora
In the United States, greater cultural and linguistic diversity and a new wave of immigration have led to demographic changes in our school-aged population. A growing number of students, particularly in the states of California, Texas, New York, and Florida, are native speakers of a language other than English and are classified as limited in English proficiency. Today, for example, California has 1.4 million language-minority students, a population that almost tripled between 1985 and 1999. Students with limited English proficiency make up 25 percent of the total student population, and 38 percent of all students speak a language other than English in the home (California Department of Education, 1999; online document). Among language-minority students throughout the United States, 70 percent are native Spanish speakers (Snow, 2000). These students are called bilingual learners or second-language (L2) learners, since they are adding English as a second language to their linguistic repertoire.
Related Postings from the Archives
Clearly, these demographic changes create new challenges and opportunities for public school educators across the United States. The demand for teachers prepared to address the educational needs of the large and growing population of language-minority students is a national issue. In a 1997 report sponsored by the National Research Council, August and Hakuta (online document) indicate that only a small percentage of all public school teachers hold a specialized certificate or credential for teaching bilingual learners; 10 percent of the nation's teachers are certified in bilingual education and 8 percent hold a certificate for teaching English as a second language. More recently, a comprehensive study of teacher quality throughout the United States pointed out that although 54 percent of teachers have bilingual learners in their classrooms, only 20 percent feel very well prepared to serve them (National Center for Education Statistics, 1999; online document). In 2000, only one-third of all California's bilingual learners were taught by a fully certified teacher with specialized training in language, literacy, and content area instruction for language-minority students (Rumberger & Gándara, 2000).
The growing numbers of new immigrants and speakers of languages other than English in U.S. schools has prompted a political response and dramatic shifts in public policies for educating language-minority students. In California and Arizona, laws restricting bilingual instruction have been passed as ballot initiatives. In the June 1998 primary election in California, for example, 61 percent of voters approved Proposition 227, a law that severely restricts bilingual education programs. The initiative imposed fundamental changes in instruction for the state's 1.38 million students classified as limited English proficient. Although before the election only 30 percent of these students were enrolled in bilingual education programs, the new education code provisions mandate instruction predominantly in English for all bilingual learners. The law requires placement of these students in a 1-year structured English immersion (SEI) program intended to bring them to English proficiency before they are transferred to mainstream classrooms. However, language-minority parents can place their children in an alternative program if school officials grant them a parental exception waiver. In 1999, 12 percent of California's second-language learners were enrolled in bilingual education programs through the waiver process.
Regardless of the type of program implemented for the language-minority population at their school, teachers are required to develop the full range of language skills with bilingual learners, along with reading, writing, and content area knowledge. The acronym CLAD, for Cross-Cultural Language and Academic Development, refers to the California credential granted to teachers with specialization in second-language acquisition theories and methods for enhancing students' English language learning and content area knowledge through culturally responsive instruction (see, e.g., Walton & Carlson, 1997). Even though they may not be certified in bilingual education or English as a second language instruction, all teachers who address the needs of language-minority students by applying these approaches and strategies in multilingual classrooms are CLAD teachers.
A Web Site to Support Teachers of Bilingual Learners
In 1997, I established Dr. Mora's Cross-cultural Language & Academic Development CLAD Website for pre- and inservice teachers interested in improving their theoretical and technical knowledge for teaching language-minority students. The site includes more than 80 Web pages and several PowerPoint slide shows, called MoraModules, that summarize course content for teacher candidates in San Diego State University's CLAD credential program. I also include a RICA study guide for California teacher candidates preparing to take the Reading Instructional Competency Assessment, an examination required for the elementary-grade teaching credential.
My original purpose in creating the site was to provide Internet access to my course syllabi and descriptions of required assignments, with links to course presentations and other online resources for teacher education students. However, the site rapidly evolved into a channel for communication and outreach to educators of language-minority students, teachers of second and foreign languages, and the general public interested in information about theories, practices, and policies related to multicultural and multilingual programs and instruction. Since the Web site provides opportunities to access instruction about crosscultural teaching, it is an Internet classroom for educators who wish to study and learn about language-minority education.
Following is a set of frequently asked questions that will help interested readers explore the CLAD Web site. By following the links provided, readers can find resources about effective program models, methods, and strategies for crosscultural language and academic development instruction.
A Question-and-Answer Tour of the CLAD Web Site
What is CLAD instruction, and how is it different from regular teaching?
The teaching promoted in the CLAD credential program is good generic teaching, but with a focus on the linguistic and cultural factors that students encounter in developing second-language proficiency and in their cognitive development. Good CLAD instruction draws on principles of crosscultural teaching compiled from academic disciplines including linguistics, psycholinguistics, sociolinguistics, and educational psychology.
Teaching linguistically and culturally diverse students requires a refined knowledge of the natural progression of second-language development, as well as of L2 teaching methods and factors in the learning environment that promote rapid, complete, and simultaneous acquisition of language and academic knowledge. Bilingual learners challenge teachers to understand and enhance the dynamic interaction between linguistic competence in a native language and literacy learning in English (Bernhardt, 1991; Fitzgerald, 1995).
Successful programs for advancing student achievement in crosscultural contexts are based on 30 years of research in effective schooling practices for language-minority children that provide a theoretical basis for designing and implementing programs to address the educational needs of culturally diverse student populations (August & Hakuta, 1997; online document). They include transitional bilingual education and dual-language programs in which students are taught literacy and academic content in their native language while learning a second language. Also included in the research base for CLAD teaching are studies of the characteristics common to classrooms where children learn English as a second language (Wong Fillmore, 1982).
How do I plan lessons and select strategies to develop learners' English language proficiency?
The body of methods for developing L2 proficiency in English are commonly referred to as English as a second language (ESL) instruction or English language development (ELD). Second-language learners advance most rapidly in their vocabulary and conceptual learning when L2 instruction is highly contextualized and embedded in authentic language learning experiences. As bilingual learners advance to higher levels of language proficiency, teachers employ selected strategies in the content areas, termed specially designed academic instruction in English or sheltered English instruction. The instructional approaches build students' cognitive abilities and academic language skills.
The characteristics of sound L2 teaching are embodied in thematic instruction based on an integrated language arts framework, where the language skills of listening, speaking, reading, and writing are all included (Au, 1998). Teachers of bilingual learners adjust instruction to focus on the language skill in need of development for a particular level of L2 acquisition. The focus and intensity of language arts instruction are determined through ongoing language assessment. The principles of differentiated instruction for L2 learners are delineated in the Four by Four model of thematic planning. This model provides teachers with a framework for selecting appropriate instructional activities for each of the language arts skills for four different levels of language proficiency commonly found in linguistically diverse classrooms.
How are reading and writing taught to second-language learners?
English literacy instruction for non-native speakers who are becoming bilingual is frequently more complex and challenging than literacy instruction for children who are fully proficient in English. The report of the Committee on the Prevention of Reading Difficulties in Young Children of the National Research Council (Snow, Burns, & Griffin, 1998, online document) includes a recommendation that initial literacy instruction be provided in the child's native language whenever possible. According to the committee, initiating reading instruction in the native language of bilingual children reduces the risks of reading problems for students who face the additional challenge of learning to read in a second language (p. 223). While initial literacy development in a second language is often successful, teaching the bilingual child to read in his or her native language as he or she is also developing English oral language has the advantage of producing a student who is biliterate. A biliteracy curriculum framework provides a coherent sequence and parallel learning activities for developing bilingual learners' language and literacy abilities concurrently through dual-language instruction.
Despite strong research evidence that supports the use of students' primary language for initiating literacy development (Greene, 1998, online document; Krashen, 1999; Ramírez, Yuen, & Ramey, 1991, online document), many children with limited English proficiency find themselves in classrooms where their first experiences with reading and writing are in their second language. Monolingual teachers of second-language literacy can be successful with children who are developing oral English and emergent reading simultaneously if they are knowledgeable about second-language acquisition and can select and apply appropriate instructional strategies (Mora, 2000).
One basis for understanding the complexities of L2 reading instruction is a model of the L2 reading process based on three cueing systems (Coady, 1979; Freeman & Freeman, 1997). This model is useful in pinpointing the particular areas of difficulty that second-language learners will encounter in the reading process. It also addresses specific teaching strategies to overcome obstacles and promote bilingual learners' crosslinguistic transfer of literacy skills (Mora, 2001).
Good CLAD teaching also involves a balanced approach that addresses the relationship between language and literacy development and features of text through a variety of guided and independent literacy experiences. Literacy instruction in culturally and linguistically diverse classrooms, for example, focuses on responses to multicultural literature, among other genres.
Teachers of English language learners in California also focus on content area reading and the development of critical thinking skills to address state-mandated content standards. They are skilled at identifying the relationship between students' conceptual knowledge and level of linguistic proficiency -- what is termed the language-concept connection (Garrison & Mora, 1999).
In L2 writing instruction, CLAD teachers pay special attention to providing structured and guided writing tasks based on students' developing command of English grammar, syntax, and vocabulary.
How do I address the needs and learning styles of culturally diverse students?
Teachers in culturally diverse classrooms must draw on their own cultural traditions, values, and experiences in creating a positive learning environment and selecting content for language minority students (González & Darling-Hammond, 1997). Effective teaching in multicultural classrooms requires the use of methods and strategies that are culturally responsive, with the goal of respecting and enhancing teachers' and students' awareness of themselves as cultural beings undergoing an acculturation process (Gibson, 1998). As teachers develop higher levels of self-knowledge and reflect on their practices, they formulate a coherent philosophy of CLAD instruction, which they are able to articulate clearly. This philosophy is based on their own cultural and linguistic experiences, as well as their professional preparation for teaching in multicultural settings. CLAD educators continually read books and professional journals to enhance their knowledge base, and they seek out expert analysis and discussion of issues to inform themselves about policies and legal requirements that affect their practice. Areas for ongoing exploration include research on second-language acquisition and reading development and effective schooling practices for language-minority children.
Au, K.H. (1998). Social constructivism and the school literacy of students of diverse backgrounds. Journal of Literacy Research, 30(2), 297-319. Available: www.coe.uga.edu/jlr/v30/issue_30_2.html
August, D., & Hakuta, K. (Eds.). (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academy Press. Available: books.nap.edu/catalog/5286.html
Back (1st citation) | (2nd citation)
Bernhardt, E.B. (1991). Reading development in a second language. Norwood, NJ: Ablex.
California Department of Education. (1999). Language census (form R30-LC). Sacramento, CA: Author. Available: www.cde.ca.gov/demographics/reports/#swlep
Coady, J. (1979). A psycholinguistic model of the ESL reader. In R. Mackay, B. Barkman, & R. Jordan (Eds.), Reading in a second language. Rowley, MA: Newbury House.
Fitzgerald, J. (1995). English-as-a-second-language reading instruction in the United States: A research review. Journal of Reading Behavior, 27(2), 115-152.
Freeman, Y.S., & Freeman, D.E. (1997). Teaching reading and writing in Spanish in the bilingual classroom. Portsmouth, NH: Heinemann.
Garrison, L., & Mora, J.K. (1999). Adapting mathematics instruction for English language learners: The language-concept connection. In L. Ortiz-Franco, N. Hernández, & Y. De la Cruz (Eds.), Changing the races of mathematics: Perspectives on Latinos (pp. 35-48). Reston, VA: National Council of Teachers of Mathematics.
Gibson, M.A. (1995). Additive acculturation as a strategy for school improvement. In R.G. Rumbaut & W.A. Cornelius (Eds.), California's immigrant children: Theory, research, and implications for educational policy (pp. 77-106). San Diego, CA: University of California Center for U.S. Mexican Studies.
González, J.M., & Darling-Hammond, L. (1997). New concepts for new challenges: Professional development for teachers of immigrant youth. McHenry, IL: Center for Applied Linguistics.
Greene, J. (1998). A meta-analysis of the effectiveness of bilingual education. Claremont, CA: Tomas Rivera Policy Institute. Available: ourworld.compuserve.com/homepages/jwcrawford/greene.htm
Krashen, S.D. (1999). Condemned without a trial: Bogus arguments against bilingual education. Portsmouth, NH: Heinemann.
Mora, J.K. (2000). Staying the course in times of change: Preparing teachers for linguistically diverse classrooms. Journal of Teacher Education, 51(5), 345-357.
Mora, J.K. (2001). Effective instructional practices and assessment for literacy and biliteracy development. In S.R. Hurley & J.V. Tinajero (Eds.), Literacy assessment of second language learners (pp. 149-166). Boston, MA: Allyn and Bacon.
National Center for Education Statistics. (1999, January). Teacher quality: A report on the preparation and qualifications of public school teachers. Available: nces.ed.gov/pubs99/1999080.htm
Ramírez, J.D., Yuen, J.D., & Ramey, D.R. (1991, February). Final report: Longitudinal study of structured English immersion strategy, early-exit and late-exit transitional bilingual education programs for language-minority children: Executive summary. San Mateo, CA: Aguirre International. Available: http://www.ncbe.gwu.edu/miscpubs/ramirez/longitudinal.htm
Rumberger, R.W., & Gándara, P. (2000). The schooling of English learners. In E. Burr, G.C. Hayward, B. Fuller, & M.W. Kirst. Crucial issues in California education 2000: Are the reform pieces fitting together? (pp. 23-44). Berkeley, CA: University of California, Policy Analysis for California Education.
Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Available: books.nap.edu/catalog/6023.html
Snow, M.A. (Ed.). (2000). Implementing the ESL standards for pre-K-12 students through teacher education. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Walton, P.H., & Carlson, R.E. (1997). Responding to social change: California's new standards for teacher credentialing. In J.E. King, E.R. Hollins, & W.C. Hayman (Eds.), Preparing teachers for cultural diversity (pp. 222-239). New York: Teachers College Press.
Wong Fillmore, L. (1982). Instructional language as linguistic input: Second-language learning in classrooms. In L.C. Wilkinson (Ed.), Communicating in the classroom: Language, thought and culture (pp. 283-296). New York: Academic.
About the Author
|Jill Kerper Mora is an associate professor of teacher education at San Diego State University, California, USA. She specializes in preparing teachers for Cross-cultural Language and Academic Development (CLAD) classrooms. Her teaching and research focus on English as a second language and Spanish/English biliteracy instruction. She is a strong advocate for effective schooling practices and policies for promoting academic achievement among language-minority students. Contact her by e-mail at email@example.com.|
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Citation: Mora, J.K. (2000/2001, December/January). Responding to the demographic challenge: An Internet classroom for teachers of language-minority students. Reading Online, 4(5). Available: http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/mora/index.html
Reading Online, www.readingonline.org
Posted December 2000
© 2000 International Reading Association, Inc. ISSN 1096-1232


Effect of Puccinia silphii on Yield Components and Leaf Physiology in Silphium integrifolium: Lessons for the Domestication of a Perennial Oilseed Crop
Abstract: New crops with greater capacity for delivering ecosystem services are needed to increase agricultural sustainability. However, even in these crops, seed yield is usually the main criteria for grain domestication. This focus on yield can cause unintended structural and functional changes. Leaves of selected plants tend to be more vulnerable to infection, which can reduce performance, assimilates, and ultimately yield. Our objectives were to determine the impact of rust (caused by Puccinia silphii) on yield and leaf function in selected Silphium integrifolium (Asteraceae) plants. We tested the effect of a fungicide treatment on rust severity and yield, compared the rust infection of individuals in a population selected for yield, and related this to chemical changes at the leaf level. We also estimated heritability for rust resistance. We found that productivity indicators (head number and weight, leaf weight) and leaf processes (photosynthetic capacity, water use efficiency) were reduced when silphium leaves and stems were more heavily infected by P. silphii. Leaf resin content increased when susceptible plants were infected. Fungicide treatments were effective at reducing rust infection severity, but were ineffective at preventing yield losses. We propose that disease resistance should be included early in the selection process of new perennial crops.


proliferation of the cells may result in tumors which can be cancerous or benign. There are
more than 100 types of cancer classified by the type of cells involved. Angiogenesis is a
physiological process which creates blood vessels in the body. This process activates when we
suffer an injury and the body needs rebuilt blood vessels in order to start the healing, but
angiogenesis is related to cancer as well.
The process is regulated by inhibitors and activators – although cancer is closely related to
inhibitors, the activators are responsible for stimulating the vascular cell growth which is
important for angiogenesis. As the disease and process are entwined, we need to stop the
angiogenesis in order to defeat cancer. Although it sounds hard, it’s as easy as including the
following foods in your diet:
1. Turmeric. This health spice and its active compound curcumin can stop angiogenesis and
prevent the development and spread of cancer. 2. Green Tea. Drinking green tea every day is
highly beneficial. According to several studies, it has the ability to stop cancer. 3. Tomatoes.
Tomatoes contain a compound known as lycopene. Lycopene is a powerful antioxidant that can
lower the risk of cancer. According to studies, lycopene is broken down to fat, and increases in
amount when subjected to high temperatures. This means that cooked tomatoes work best
against cancer. 4. Blueberry And Raspberry Extract. These berries are rich in special
phytochemicals that can prevent oxidative stress, angiogenesis and cancer. 5. Dark Chocolate.
Dark chocolate possesses powerful anticancer properties and should be consumed on a daily
basis. However, make sure to eat just a bit – too much of it can create other health problems.


It’s summer time, which means we are outside more with our pets, leaving us and them susceptible to different health risks. An obvious risk is overheating, and should be avoided by keeping pets indoors with access to water during peak heat as well as out of cars FULL STOP (even with windows cracked or open, your dog is wearing a fur coat in essentially a car oven!) However there are some less known and equally hazardous hot weather pet risks to be aware of;
1) Skin cancer and sunburn: Yes, even animals can get sunburns! Usually animals are protected by their hair coat, however, white animals and sparsely haired individuals are particularly at risk. White cats or cats with white ear tips and noses are prone to sun burns and skin cancer (specifically squamous cell carcinomas) on their ear tips and faces. A common surgery is ear tip removals due to sunbathing susceptible kitties. So lather up those pink ears and noses with sunscreen this summer (and even winter!)
2) Burned paw pads: Asphalt can get extremely hot in summer months. So hot that paw pads, if exposed long enough, can suffer serious burns and excoriations, causing lameness and pain. Protect those little fuzzy toes and avoid walking pets on hot black surfaces!
3) Mosquito bite sensitivity and bee stings: Hot weather means more bugs. Curious pets sometimes chomp on buzzy insects, which leads to stung noses, mouths, and paws. Animals can have allergic reactions just like us, leading to facial swelling, vomiting, and anaphylaxis. If you notice any of these clinical signs, get Fido into the vet immediately for steroid and antihistamine treatment.
Another type of allergic reaction that isn’t quite as emergent is mosquito bite hypersensitivity-cats often come in with a history of swelling around the nose and face for the past week/month with small excoriations that look like multiple pin prick wounds.
4) Fleas, ticks and Lyme disease: With summer comes flea and tick infestations if we aren’t careful to give our pets preventative treatment. It’s not only important to keep these blood suckers out of your home, but it also protects Fluffy from tapeworms (transmitted via flea saliva) as well as Lyme disease (a bacterial disease from tick bites that commonly causes fever, lameness, and anorexia in pets, and much worse in humans!)
5) Water risks: Dogs love to dive into any disgusting puddle to cool off. This makes them susceptible to a potentially fatal bacterial disease transmitted via rat urine called leptospirosis. Leptospirosis is commonly found in stagnant bodies of water. That’s why it’s so important to vaccinate our pets YEARLY against the lepto strains in your area.
A less sinister issue with swimming is the increased occurrence of ear infections. Help reduce this risk by cleaning ears with a veterinary prescribed ear cleaner after Fido goes for his daily dip.
6) Sticks: We tend to spend more time outside with our furry friends when the weather is agreeable. A stick may be picked up by Fifi for a game of fetch. While this may seem like a good idea for play time, it can actually be dangerous. I’ve seen many mouth injuries due to a stick getting lodged into the gums, between teeth, or even breaking off at the back of the throat causing tracking abscesses causing pain and infection for months. Opt for pet-safe sturdy toys without sharp edges to throw for your four-legged friends.
Bufo toad toxicity: This hazard is very region specific. Bufo toads (Bufo marinus or the Cane toad) are commonly found in Central America but were introduced to the Southern United States. Florida is rife with them, especially in summer months. Dogs like to mouth or lick these toads. The mucus on the toad’s skin acts as a neurotoxin when in contact with an animal’s mucus membranes. Dogs will begin to seizure and continue to do so until death, or until the toxin is wiped from their gums with a wet cloth. (I mention Bufo toad toxicity because while interning in Miami I must have seen at least one of these cases every day during the summer!)


- Written by Heather Jeffcoat, DPT
- Hits: 4128
Incontinence is the inability to control bodily functions resulting in the loss of urine or feces.
Physical therapy treatments are important to restore the normal bladder and bowel functions through strengthening, use of behavioral modification strategies, correction of faulty patterns and habits and use of biofeedback and electrical stimulation as appropriate to enhance pelvic floor rehabilitation.
- Stress Urinary Incontinence is an involuntary loss of urine with physical exertion (while coughing, sneezing, lifting, positional changes etc.) This occurs due to a weak urethral sphincter mechanism during a rise in intra-abdominal pressure.
- Urge Urinary Incontinence is an involuntary loss of urine accompanied or preceded by a strong urge to urinate. The bladder is unstable or overactive.
Mixed Urinary Incontinence is the combination of both stress and urge symptoms.
- Overflow Incontinence is a loss of urine associated with an over distension of the bladder. Some symptoms include reduced urine stream, difficulty initiating a stream, and tenderness above the pubic region.
- Fecal Incontinence or Accidental Bowel Leakage is an involuntary loss of solid or liquid stool or gas from the anus. Causes of fecal incontinence can be related to sphincter weakness, neurological and/or musculoskeletal dysfunction or damage, radiation, and cognitive impairment.
- Light Bladder Leakage is a mild form of incontinence, that results in little loss of urine. This can still be conservatively managed with pelvic floor physical therapy in most instances.


Aging has been coined as one of the major societal challenges. The fact that we simply live longer, is in itself not a problem but rather a triumph. However, this unprecedented demographic change significantly affects individual life histories through an increased number of e.g. lifestyle related chronic diseases. These extra life years, also have a massive imprint on the organization of welfare institutions and the financial sustainability of the welfare system.
This course will introduce you to healthcare innovation within the field of healthy living and active aging. By following two specific cases on diabetes and rehabilitation, this interdisciplinary course will provide you with key theories, tools and concepts for analyzing and developing viable innovative solutions for aging populations. The lectures will cover demographic, biological, economic, social and cultural aspects of active aging and healthy living, along with lectures on current innovation theories and methods.
During the course you will meet leading researchers and experts from among others: University of Copenhagen, Copenhagen Business School, Steno Diabetes Center in Copenhagen and Erasmus University of Rotterdam.
They work with very different aspects of active aging and healthy living, from biomedicine to digital design, but what ties them together is the belief that an interdisciplinary approach to healthcare innovation will benefit the aging population.
The course is part of the EIT Health Campus programme https://www.eithealth.eu/campus.
We hope you will enjoy this course and equip yourself to take a more professional approach to healthcare innovation.
Introduction Welcome! In this module you will get a short introduction to this interdisciplinary, hands-on course about how healthcare innovations can help solve the challenges we are facing with aging populations.
Diabetes In this module you will be presented with the physiology, complications, prevention and treatment of diabetes. Also, you will be introduced to self-management tools designed to help people with diabetes choose healthy meal plans.
Rehabilitation In this module you will learn about the Danish healthcare system, how the financial resourses are dispersed and how the public and private expenditures are organised – with a special focus on rehabilitation. Finally, you will be introduced to a rehabilitation tool developed by the Danish company, DigiRehab.
The Business Case This module will begin with an introduction to ethnography as a tool to analyse user needs. You will also hear about how firms can position themselves to benefit from innovation, and you will be introduced to intellectual property rights and competitive analysis. Finally you will learn how health technology should be assessed. In the lessons the DigiRehab case from module 3 will be used as an example.
Digital Health Care Design In this final module you will be introduced to digital design methods and how to explore the solution and the problem during the innovation process. You will learn how to frame the design problem through field studies and collaboration, and how to apply prototypes in your work.


Youth Suicide Prevention
What You Can Do
There is no single cause of suicide. No one cause or event makes a person consider suicide. Suicide is a result of multiple stressors that make an individual feel out of control, hopeless or unable to change what is happening.
1. Talk with your family, friends about suicide. Contrary to myth, talking about suicide does not give someone the idea.
2. Spread the word. Help is available. No one needs to feel they are alone.
3. Know the warning signs. Suicide can be prevented.
HOW TO TALK WITH YOUTH AND YOUNG PEOPLE
Every parent would like to believe that suicide is not relevant to them or their family or friends. Unfortunately, it’s all too relevant for all of us. It’s the second leading cause of death for youth age 10-24. Even more disturbing are national surveys that tell us that 17% of high school students admit to thinking about suicide and almost 8% acknowledge actually making an attempt. The unfortunate truth is that suicide can happen to any kid in any family at any time.
Contrary to myth, talking about suicide cannot plant the idea in someone’s head. It actually can open up communication about a topic that is often kept a secret. And secrets that are exposed to the rational light of day often become less powerful and scary. You also give your child permission to bring up the subject again in the future.“Findings suggest acknowledging and talking about suicide may in fact reduce rather than increase suicidal thoughts. Suicidal thoughts or actions are a sign of extreme distress, not a harmless bid for attention, and should not be ignored. Often, family and friends are the first to recognize the warning signs of suicide and can be the first step toward helping an at-risk individual find treatment with someone who specializes in diagnosing and treating mental health conditions.” So, if you are ever in doubt, ask.
Timing is everything! Pick a time when you have the best chance of getting your child’s attention. Sometimes a car ride, for example, assures you of a captive, attentive audience. Or a suicide that has received media attention can provide the perfect opportunity to bring up the topic.
Think about what you want to say ahead of time and rehearse a script if necessary. It always helps to have a reference point: (“I was reading in the paper that youth suicide has been increasing…” or “I saw that your school is having a program for teachers on suicide prevention.”)
If this is a hard subject for you to talk about, admit it! (“You know, I never thought this was something I’d be talking with you about, but I think it’s really important.”) By acknowledging your discomfort, you give your child permission to acknowledge his/her discomfort too.
Ask for your child’s response. Be direct! (“What do you think about suicide?”; “Is it something that any of your friends talk about?”; “Have you ever thought about it? What about your friends?”)
Listen to what your child has to say. You’ve asked the questions, so simply consider your child’s answers. If you hear something that worries you, be honest about that too. (“What you’re telling me has really gotten my attention and I need to think about it some more. Let’s talk about this again, okay?”)
Keep calm. Don’t overreact or underreact. Overreaction will close off any future communication on the subject. Underreacting, especially in relation to suicide, is often just a way to make ourselves feel better. Any thoughts or talk of suicide (“I felt that way a while ago but don’t any more.”) should always be revisited. Remember that suicide is an attempt to solve a problem that seems impossible to solve in any other way. Ask about the problem that created the suicidal thoughts. This can make it easier to bring up again in the future. (“I wanted to ask you again about the situation you were telling me about…”)
Source: https://www.nimh.nih.gov/health/topics/suicide-prevention/index.shtml, accessed Dec. 4, 2018
Source: http://www.sptsusa.org/parents/talking-to-your-kid-about-suicide/, accessed Jan. 16, 2018
For Parents, Families & Community
Gun Safety It is a fact that reducing access to lethal means, namely guns, reduces suicide attempts. Many times, when lethal means are not readily accessible, people will not seek out alternative means that may be harder to get or take more time. This is just one reason why locking your gun is every gun owner’s responsibility. Many police departments provide free gun locks. Contact your local police and lock your gun today.
Youth Suicide Prevention Developmentally, the years between childhood and adulthood represent a critical period of transition and significant cognitive, mental, emotional and social change. While adolescence is a time of tremendous growth and potential, navigating new milestones in preparation for adult roles involving education, employment, relationships and living circumstances can be difficult. These transitions can lead to various mental health challenges that can be associated with increased risk for suicide. Read more »
Youth Suicide Warning Signs American Association of Suicidology (AAS) and the National Center for the Prevention of Youth Suicide (NCPYS) worked to create national consensus around youth warning signs by gathering a panel of national and international experts to help the public better understand the way youth think, feel and behave prior to making life-threatening suicide attempts and to inform them about how to effectively respond. AAS and NCPYS sought to promote a clear and consistent message about what the true warning signs of suicide are for youth. Read more »
Five Tips for Talking With Your Teenager About Mental Health Talking to your teenager (or a teenager you know) about, well, anything, can be difficult. When it comes to sensitive issues like mental health, getting a conversation started can be even harder. But the reality is that more than 22 percent of people between the ages of 13-18 will experience a mental health or substance use challenge every year, so making sure that we keep an open dialogue with teens about these issues is critical. Here are five tips from the National Council on Behavioral Health for having a productive conversation about mental health or substance use with teens. Read tips »
I’m Worried About My Child. Where Do I Start? There is no need to be embarrassed about asking questions or reaching out for help. Society for the Prevention of Teen Suicide shares that it is okay to be concerned about your child, and it is your job as a parent to make sure that you are doing everything you can to get them the support they need. As a parent, you have instincts about your child, and if your instinct tells you something is wrong and this is not “just a phase” then you should listen to yourself. Read article »
FAQs About Your Child’s Referral to Mental Health Services If you are like most parents, you probably have very little experience accessing or using mental health services. But if you have been encouraged to have your child evaluated for mental health treatment, or you personally think your child might benefit from counseling, even beginning the process may be bewildering and overwhelming. Here’s a list prepared by the Society for the Prevention of Teen Suicide of answers to questions frequently asked by parents seeking mental health treatment for their children. Read list »
Connection between bullying and suicide is often oversimplified, when, in fact, it is very complex. Many issues contribute to suicide risk, including depression, substance use, problems at home and trauma history. According to Centers for Disease Control and Prevention (CDC) research, it is potentially harmful to suggest that bullying frequently leads to suicide. CDC research indicates that linking suicide with bullying as a direct cause and effect minimizes other possible issues that may lead to suicide. Read more »
When a Child’s Friend Dies by Suicide (PDF, 2 pages) When your child’s life is touched by the suicide of a peer or a friend, you may find yourself experiencing a lot of different things about the same time. The questions of how and why did this happen are often fodder for neighborhood gossip and speculation. This is when it’s so important to remember that suicide is a complex act that is always related to a variety of causes. For more about what you can do from the Society for the Prevention of Teen Suicide, go to PDF »
Preparing Your Child to Attend the Funeral of a Friend (PDF, 2 pages) First, defuse your own anxiety about talking about death and funerals by remembering that most of your child’s concerns come from being exposed to an unfamiliar situation. While there may certainly be questions about what happens when we die, this does not have to be that kind of conversation. This is simply a way of helping prepare your child for another new life experience advises the Society for the Prevention of Teen Suicide. Go to PDF »
Planning Large Group Events Following a Tragedy (PDF, 2 pages) In the aftermath of tragic events, there is a natural tendency to seek comfort in the presence of others. It can provide us with support at a difficult time and validate that we are not alone in our grief and confusion. There are some things to keep in mind, however, if you are considering planning an event. Go to PDF »
What Are Protective Factors? A protective factor can be defined as “a characteristic at the biological, psychological, family or community (including peers and culture) level that is associated with a lower likelihood of problem outcomes or that reduces the negative impact of a risk factor on problem outcomes.” Conversely, a risk factor can be defined as “a characteristic at the biological, psychological, family, community or cultural level that precedes and is associated with a higher likelihood of problem outcomes.” Identifying protective and risk factors in youth may guide the prevention and intervention strategies to pursue with them. Read more »
Crisis Text Line – Free & Confidential Crisis Text Line serves young people in any type of crisis, providing them access to free, 24/7, emotional support and information they need via the medium they already use and trust – text messaging. Young people struggling with depression, self-harm, suicidal thoughts and more can text 4hope to 741 741 anytime, day or night. Access PSAs, flyers and social media images »
For Youth, Young People & Community
Warning Signs (PDF, 1 page) Are you concerned that someone you know may be at risk for suicide? Your first step in helping may be as simple as learning the FACTS or warning signs. Prepared by the Society for the Prevention of Teen Suicide, recognizable signs may mean that a youth is at risk for suicide, particularly if that person attempted suicide in the past. Download »
When a Friend is Talking About Suicide Time is the crucial thing when dealing with a friend who is having suicidal thoughts. It is important that once you hear your friend talking about these feelings, to recognize them for what they are: a serious threat to your friend’s life. Don’t ignore them and assume the person is just being dramatic. If your friend is talking about killing himself or herself, you just can’t handle it on your own – you HAVE TO tell a trusted adult! Learn what to do from the Society of the Prevention of Teen Suicide. Read article »
Help A Friend in Need (PDF, 3 pages) Facebook and Instagram worked with the JED Foundation and others to share potential warning signs that a friend might be in emotional distress and need your help. Learn possible warning signs of emotional stress and what you can do. Go to PDF »
The Trevor Project – LGBTQ Resources A leading national organization providing crisis and suicide prevention services to lesbian, gay, bisexual, transgender and questioning young people ages 13 to 24. Although emotional ups and downs are normal, sometimes a person who is suicidal gives certain signs or hints that something is wrong. Knowing these major warning signs can help you connect someone you care about to support if they need it – even if that person is yourself. Read more »
Trans Lifeline at 877-565-8860 is available 18 hours a day. Learn more about times »
Demonstrate the Power of Presence Your presence can be the best present someone could ever receive. People struggling with stress, depression, loneliness or being bullied don’t always need all the answers, but they do need someone who is in their corner. You don’t have to be a mental health expert. You just have to care! Be Present so you can be there when a friend, classmate or family member needs you most. Read more »
When a Friend Dies: Guideline for Students (PDF, 2 pages) Having a friend die suddenly is pretty bad under any circumstances, but when the reason appears to be suicide, it can feel even worse. There is something about having a friend choose to die, especially if the circumstances were violent, that can be really hard to understand. Learn what to do from the Society of the Prevention of Teen Suicide. Go to PDF »
You are not alone: crisis text line
Crisis Text Line serves young people in any type of crisis, providing them access to free, 24/7, emotional support and information they need via the medium they already use and trust: text messaging.
Spread the word. Crisis Text Line images and video are available for print and web use. Save and share these images on social media such as Instagram and Facebook to help let others know help is available. More from Crisis Text Line »
You are not alone: peer videos
View Youth MOVE PSAs featuring GlenOak High School teens reminding peers to take care of their mental health.
KNOW SUICIDE WARNING SIGNS
Keep hope alive. Each year in the United States, people of all ages complete suicide. Approximately 80% have given warning signs to their families, friends and neighbors.
- Talking or writing about suicide
- Giving away belongings
- Withdrawing from loved ones and activities
- Feeling hopeless, helpless, worthless
- Seeking ways to suicide, such as guns or pills
- Major eating or sleeping changes
- Increasing use of alcohol or other drugs
- Losing interest in things previously enjoyed
Mental Health First Aid Training for Youth
Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers and other caring citizens how to help an adolescent (age 12-18) who is experiencing a mental health, addiction or crisis. The course introduces common mental health challenges for youth, reviews typical adolescent development and teaches a 5-step action plan for how to help young people in both crisis and non-crisis situations.
How are you feeling today?
Feeling sad, down or empty? Constantly worried or anxious? Experiencing mood swings from very high to very low? Mental health is a key part of your overall health. Brief screenings are the quickest way to determine if you or someone you care about should connect with a mental health professional. This online quiz is completely anonymous and confidential, and immediately following the brief questionnaire you will see your results, recommendations and key resources.
- When a Child’s Friend Attempts Suicide. Read article from Society for the Prevention of Teen Suicide »
- I Am Worried About My Child…Where Do I Start? Read article from Society for the Prevention of Teen Suicide »
- Seeking help is a sign of strength. Find more resources from Stark County Suicide Prevention Coalition »
getting involved: What can I do locally?
Join the Stark County Suicide Prevention Coalition as we work together to save lives. Invite a Coalition member to your business, church, school or community organization to help plan an activity and/or provide suicide awareness and prevention training. To learn more about the Stark County Suicide Prevention Coalition, contact Elena Aslanides-Kandis at 330-455-6644 or Elena.Kandis@StarkMHAR.org.


High-power-density motor control solutions - In any mechanical or electronic system, wherever there is a continuous rotational motion involved, there is a motor. And in the modern-day electric or fuel-powered automotive, where comfort is as important as driving efficiency, motors play a pivotal role. Be it the windows, seats, steering, turbochargers, ventilation flaps or brakes, there are electric motors to be found in each of these components. In fact, there are over a hundred electric motors in a typical passenger car. The majority of these motors are either Brushed or Brushless DC Motors.


The English Baccalaureate (EBacc) is a way in which the Academy is judged by OFSTED. It will be one on four measures used from 2016. Whilst it is not compulsory, Ofsted will take it into account when inspecting the Academy.
The measure shows where students have gained a C grade or above across a core of academic subjects at key stage 4.
The EBacc comprises:
history or geography
To pass the English element of the EBacc students either need to:
get an A* to C pass in English GCSE
get an A* to C pass in English language GCSE and achieve a grade in English literature GCSE
To pass the Humanities element of the EBacc students need to gain either :
A* to C in History or
A* to C in Geography
To pass the science element of the EBacc students either need to:
get an A* to C pass in core and additional science
take 3 single sciences (from biology, chemistry, computer science and physics) and get an A* to C pass in 2 of them
get A* to C passes in science double award
Computer science GCSE will be included in the science element of the EBacc for the first time from 2014.
To pass the Languages element of the EBacc students need to
get an A* to C in any language (French, German or Spanish)
Why is the Ebacc important to your son/daughter?
The English Baccalaureate – though not a qualification in itself – is a measure of success in core academic subjects; specifically English, Mathematics, History or Geography, the sciences and a language.
These are subjects most likely to be required or preferred for entry to university degree courses and ones that will keep the most doors open for students in the future
The top universities in the country are grouped together in an organisation called the Russell Group. There are 24 of them. These universities like to see that students have a broad range of subjects and would want students to achieve at least a grade B in most of the EBacc subject areas.


New Study Links Long-Term Exposure To Aircraft Noise To High Blood Pressure
Living within reach of an airport may be convenient, but new studies show it could also lead to high blood pressure.
According to a new study published in the online journal Occupational & Environmental Medicine, aircraft noise (particularly nighttime noise) is linked to an increased risk of high blood pressure and stroke.
The study was based on data from 420 people living near Athens International Airport in Greece, where more than 600 planes take off and land daily.
Approximately 49 percent of study participants were exposed to more than 55 dB of daytime aircraft noise, while 27 percent were exposed to more than 45 dB of nighttime aircraft noise.
The study resulted in 71 participants being diagnosed with high blood pressure, while 44 were diagnosed with cardiac arrhythmia (heart flutter). Another 18 participants had a heart attack. These results were derived from data collected between 2004 -- 2006 and 2013.
What Is High Blood Pressure?
According to the American Heart Association, more than 85 million Americans have high blood pressure (HBP). HBP is described as a "silent killer." This is because most patients experience little to no symptoms at all. A variety of symptoms could be indirectly related to HBP, including blood spots in the eyes, dizziness, and facial flushing. It should be noted, however, that these symptoms are not always caused by HBP. If you feel you're struggling with HBP, contact a health professional immediately.
Factors such as your family history, gender, age, and race can affect your chances of being diagnosed with HBP. In addition, lifestyle choices such as a lack of physical activity, an unhealthy diet, being overweight, or drinking too much alcohol can increase your chances of getting HBP.
A variety of symptoms could be indirectly related to HBP, including blood spots in the eyes, dizziness, and facial flushing. It should be noted, however, that these symptoms are not always caused by HBP. If you feel you're struggling with HBP, contact a health professional immediately.


|Original caption: "Jewish Pilgrims Celebrate Passover in Jerusalem, 1928." (Harvard Library/|
Central Zionist Archives)
No other information is provided, but we can deduce quite a bit.
The picture above shows the Chief Rabbi of Palestine, Abraham Isaac Kook, delivering a Torah discourse to a large audience. Where? Quite possibly near his home between Jerusalem's Prophets Street and Jaffa Road. While women are sitting separately from the men, the audience is most certainly not an ultra-Orthodox crowd. With their heads covered, they are more likely a religious Zionist grouping. Their holiday dress suggest that it either the Passover holiday or the Sabbath of Passover.
|Where are the pilgrims heading? They appear to be walking in the area of Prophets Street. There seems|
to be a commotion in the back of the march, with men turning to see what happened. We welcome
suggestions from readers. (Harvard Library/Central Zionist Archives)
The next picture shows the pilgrims' destination -- the Western Wall in Jerusalem's Old City. The crowd entered the Old City through Jaffa Gate and is streaming into the shuk at the end of David Street on the way to the Kotel. The Thomas Cook travel office was a prominent landmark already prior to 1898 and could be seen in the last picture on this page.
|The crowd entering the Arab shuk of Jerusalem's Old City. (Harvard Library/Central Zionist Archives)|
|David Street, inside the Jaffa Gate of Jerusalem's Old City. The picture appears to have been taken prior to 1898 |
when the moat on the right was filled in and the road widened to allow entry of the German emperor.
(Credit: Keystone-Mast Collection, California Museum of Photography at UCR ARTSblock, University of California, Riverside)


Who would've guessed that Scotland's waste problems and jobs could all be wrapped up in cloth diapers. To reduce waste, the Scotland government plans to research and possibly launch a marketing campaign to promote the use of “real nappies.” The reason: Disposable diapers contribute a significant amount of nondegradable waste to landfills, and Scottish ministers would like to recycle and compost 25 percent of municipal waste by 2006, the BBC reports.
“The Scottish [government] wants to see a dramatic reduction in the amount of waste … Scots send to landfill sites,” Deputy Environment Minister Allan Wilson says. “I understand fully why people use disposable nappies — they are convenient.”
Disposable diapers are said to be one of the biggest contributors to the country's “burgeoning waste mountain.” Plus, Wilson says, their cloth counterparts will help to support green causes and create jobs, too.
Source: BBC News