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To what Extent were the Policies of Isabella and Ferdinand of Spain Motivated by Religious Considerations?
Religion, during Isabella and Ferdinand's reign was held in extreme high regard; however it is unfair to say that Isabella and Ferdinand's policies were motivated solely by religious issues. The Crown did on occasion, place 'spiritual health' above matters considered to be more mundane and conventional - but I believe that there was a lot more than religious issues responsible for their actions.
Isabella was regarded as an extremely religious queen; she viewed religion as truly authentic and pure, she felt it her duty as queen to 'fight Satan in all forms and to rid him of her kingdom'. …
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Sleeping sickness is infection with germs carried by certain flies. It results in swelling of the brain.
Human African trypanosomiasis
Causes, incidence, and risk factors
Sleeping sickness is caused by two germs (protozoa), Trypanosoma brucei rhodesiense and Trypanosomoa brucei gambiense. The more severe form of the illness is caused by T. b. rhodesiense.
Tsetse flies carry the infection. When an infected fly bites you, the infection spreads through your blood.
Risk factors include living in parts of Africa where the disease is found and being bitten by tsetse flies. The disease does not occur in the United States. But travelers who have visited or lived in Africa can have the infection.
General symptoms include:
Signs and tests
A physical exam may show signs of inflammation of the brain and its covering, the meninges (meningoencephalitis).
Tests include the following:
Most antibody and antigen tests are not helpful because they cannot tell the difference between current and past infection. Specific IgM levels in the cerebrospinal fluid may be more helpful.
Medicines used to treat this disorder include:
- Eflornithine (for T. b. gambiense only)
- Pentamidine (for T. b. gambiense only)
- Suramin (Antrypol)
- Some patients may receive combination therapy
Without treatment, death can occur within 6 months from cardiac failure or from T. b. rhodesiense infection itself. T. b. gambiense infection causes the classic sleeping sickness disease and gets worse more quickly, often over a few weeks. Either disease needs to be treated immediately.
- Injury related to falling asleep while driving or during other activities
- Gradual damage to the nervous system
- Uncontrollable sleep as the disease gets worse
Calling your health care provider
See your health care provider right away if you have symptoms. It is important to begin treatment as soon as possible.
Pentamidine injections protect against T. b. gambiense. But not against T. b. rhodesiense. Because this medicine is toxic, using it for prevention is not recommended.
Insect control measures can help prevent the spread of sleeping sickness in high-risk areas.
Kirchoff LV. Agents of African trypanosomiasis (sleeping sickness). In: Mandell GL, Bennett JE, Dolan R, eds. Mandell, Douglas, and Bennett's Principles and Practice of Infectious Diseases. 7th ed. Philadelphia, PA: Elsevier Churchill-Livingstone; 2009:chap 278.
Petri Jr WA. African sleeping sickness. In: Goldman L, Schafer AI, eds. Goldman's Cecil Medicine. 24th ed. Philadelphia, PA: Elsevier Saunders; 2011:chap 354.
- Last Reviewed on 11/10/2012
- Jatin M. Vyas, MD, PhD, Assistant Professor in Medicine, Harvard Medical School; Assistant in Medicine, Division of Infectious Disease, Department of Medicine, Massachusetts General Hospital. Also reviewed by A.D.A.M. Health Solutions, Ebix, Inc., Editorial Team: David Zieve, MD, MHA, David R. Eltz, Stephanie Slon, and Nissi Wang.
The information provided herein should not be used during any medical emergency or for the diagnosis or treatment of any medical condition. A licensed medical professional should be consulted for diagnosis and treatment of any and all medical conditions. Call 911 for all medical emergencies. Links to other sites are provided for information only -- they do not constitute endorsements of those other sites. © 1997- 2013 A.D.A.M., Inc. Any duplication or distribution of the information contained herein is strictly prohibited.
This page was last updated: May 31, 2013


As a primary care physician for almost 20 years, I have been humbled by the privilege of being part of the lives of so many.
This experience has given me an opportunity to observe and reflect on the many factors that influence health. Recently, I realized the advantage I have derived from this “insider’s view.”
This column has been an attempt to share some of the details relating to health and health behaviors. Yet, it has become clear to me that there are also a few fundamental general themes that affect health. Allow me to explain.
I believe that health results from a combination of five factors, which are chance, choice, knowledge, opportunity and values. Let’s consider the list in reverse.
Your values influence your health in the sense that they determine your priorities and your goals. By example, consider what premium you place on such things as long life, good physical conditioning, freedom from disease and a general sense of well-being. While it may seem that these are universal values, my experience has been that there are considerable individual variations in the priority placed on each. For instance, contrast those values with the desire for pleasure, comfort and relaxation. In many instances, the two sets of values are at odds.
Opportunity plays an important role in health. Reflect on such important variables as access to clean water, nutritious food, quality medical care and even information about healthy behaviors. Wealth and education are opportunity variables that have been proven in studies to improve health outcomes. Nevertheless, even though the United States is the premier developed nation in the world, we lag significantly behind many other countries in such important health statistics as life expectancy, infant mortality and quality of life. Clearly, there is more to health than opportunity.
Knowledge about health and healthy choices, while related to the variables of opportunity and choice, is an important factor in its own right. In fact, being well-informed is essential to accessing care and making thoughtful decisions that lead to better health. Perhaps the greatest impact a society can have on improving health is not just improving access to care but also improving access to health information.
From my observation and that of many clinical studies, choice may be the most important variable in health, at least in the developed world. The vast majority of the chronic health conditions (and their complications) in the United States are preventable through healthy lifestyle choices. To some extent, choice requires knowledge and opportunity, but perhaps more importantly, it requires discipline and self-control.
Finally, for the unfortunate few, health can be critically, and unfairly, influenced by chance. Whether as a result of a random injury, genetic disease or adverse social circumstances, some do not have the option of choosing good health. Perhaps it is incumbent on us all collectively to mitigate chance. It is also one of the reasons for the ideal of the medical profession “to cure sometimes and comfort always.”
Dr. Matthew A. Clark is a board-certified physician in internal medicine and pediatrics practicing at the Ute Mountain Ute Health Center in Towaoc.


Services for Preschool Children with Autism Spectrum Disorders
The New Brunswick Preschool Autism Program allows preschool children diagnosed with Autism Spectrum Disorder (ASD) to access an intensive, evidence-based intervention. This intervention, called Early Intensive Behavioural Intervention (EIBI), is based on the principles of the science of applied behavioural analysis. The Department provides financial assistance for every preschool child with ASD to access up to 20 hours of EIBI per week through an approved autism agency.
To receive services, a child must be:
• a resident of New Brunswick (including First Nations communities);
• diagnosed with autism spectrum disorder by a physician or psychologist;
• between the ages of 0 and 5 when diagnosed, and not yet entered school.
To enroll in the Preschool Autism Program:
Step 1: The physician or psychologist diagnoses ASD.
Step 2: The physician or psychologist sends a confirmation of the diagnosis to the Department of Education and Early Childhood Development.
Step 3: The Department contacts the family to explain the services and, with parental consent, initiates the program enrollment process.
EIBI services are delivered in the most natural environment possible to increase the chances of learning during non-intervention hours. The intervention can take place in one of three locations: at home, in an educational childcare setting, or in limited circumstances, in an autism agency.
The child's intervention is personalized to meet the unique needs of each child and their families. The primary goal of intervention is to identify and reduce a child’s most significant barrier to learning in their natural environment. At the beginning of the intervention, assessments are completed by the agency in order to develop a personalized learning plan. The plan will include a summary of the goals and objectives that will guide the intervention. Plans are revised and updated on an ongoing basis as the child progresses and acquires new skills.
Each Anglophone and Francophone school district in New Brunswick has an approved autism intervention agency. The families receive services in their language of choice.
Services provided by the Preschool Autism Program meet provincial standards with respect to the ratio of supervision, the assessment and follow-up tools, the child’s intervention plan, and mandatory employee training. The standards and tools developed to monitor progress play an important role in the provincial autism training framework.
Children may receive services from the Preschool Autism Program until they begin school. Autism agencies and schools have access to common training and tools and will work together to make the transition to school smooth and effective.
A parent handbook is given to families upon enrollment to explain services and help families achieve best outcomes. Parental engagement is encouraged as it often increases the benefit of the child’s enrollment in the program.
Approved Autism Agencies by School District:
Anglophone School Districts Agency Information
Anglophone School District North Autism Intervention Services : Anglophone North
Anglophone School District South Autism Intervention Services : Anglophone South
Anglophone School District East Autism Intervention Services : Anglophone East
Anglophone School District West Autism Intervention Services : Anglophone West
Francophone School Districts Agency Information
District scolaire francophone Nord-Est Centre d’intervention en autisme : francophone Nord-Est
District scolaire francophone Nord-Ouest Centre d’intervention en autisme : francophone Nord-Ouest
District scolaire francophone Sud Centre d’intervention en autisme : francophone Sud
Additional information is available through our Brochure and Parent Handbook
If you have questions or comments, please contact us at: 1-844-377-3819 or by email at Autism.Autisme@gnb.ca


A curriculum that covers six learning areas (“Language”, “Early Childhood Mathematics”, “Nature and Living”, Arts and Creativity”, “Physical Fitness and Health”, “Self and Society). All contents are closely related to children’s learning experience, cognition and interests to ensure integrated and comprehensive learning experiences for children.
We incorporate diversified learning activities and play-based learning, including the project approach, experiential learning, site visits, group activities, in our curriculum to lay the foundation of lifelong learning, foster in children an inquisitive mind, an interest in learning and exploration, a balanced development, a healthy self-concept, and the ability and confidence to adapt to the everchanging world.
We adopt the HighScope teaching approach. Clearly defined learning areas, such as learning corner, reading corner, toy corner, area for exploration, visual art area, role-play area and area for learning materials, are set up in the classroom to motivate students to learn. We encourage children to identify problems in play and explore how the problems are related to them and their meanings. We let children direct their own learning, while our teachers are to provide them assistance and observe their learning progress.
Children are free to learn things they are interested in and explore without limitations so that they will be able to develop an interest in learning.


138 is an even composite number. It is composed of three distinct prime numbers multiplied together. It has a total of eight divisors.
Prime factorization of 138:
2 × 3 × 23
See below for interesting mathematical facts about the number 138 from the Numbermatics database.
Names of 138
- Cardinal: 138 can be written as One hundred thirty-eight.
- Scientific notation: 1.38 × 102
Factors of 138
Divisors of 138
Bases of 138
- Binary: 100010102
- Hexadecimal: 0x8A
- Base-36: 3U
Squares and roots of 138
Scales and comparisonsHow big is 138?
- 138 seconds is equal to 2 minutes, 18 seconds.
To count from 1 to 138 would take you about nine seconds.
This is a very rough estimate, based on a speaking rate of half a second every third order of magnitude. If you speak quickly, you could probably say any randomly-chosen number between one and a thousand in around half a second. Very big numbers obviously take longer to say, so we add half a second for every extra x1000. (We do not count involuntary pauses, bathroom breaks or the necessity of sleep in our calculation!)
- A cube with a volume of 138 cubic inches would be around 0.4 feet tall.
Recreational maths with 138
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The information we have on file for 138 includes mathematical data and numerical statistics calculated using standard algorithms and methods. We are adding more all the time. If there are any features you would like to see, please contact us. Information provided for educational use, intellectual curiosity and fun!
Keywords: Divisors of 138, math, Factors of 138, curriculum, school, college, exams, university, Prime factorization of 138, STEM, science, technology, engineering, physics, economics, calculator, one hundred thirty-eight.


Microstructures built into the surfaces of an optic or window, have been shown to suppress the reflection of broad-band light to unprecedented levels. These antireflective (AR) microstructures form an integral part of an optic component, yielding an AR property that is as environmentally robust, mechanically durable, and as radiation-hardened as the bulk material. In addition, AR microstructures built into inexpensive glass windows, are shown below to exhibit a threshold for damage from high energy lasers of nearly 60 J/cm2, a factor of 2 to 4 increase over published data for conventional thin-film dielectric material AR coatings. Three types of AR surface relief microstructures are being developed for a wide variety of applications utilizing light within the visible to very long wave infrared spectrum. For applications requiring broad-band operation, Motheye AR textures consisting of a regular periodic array of cone or hole like structures, are preferred. Narrow-band applications such as laser communications, can utilize the very high performance afforded by sub-wavelength structure, or SWS AR textures that consist of a periodic array of simple binary, or step profile structures. Lastly, Random AR textures offer very broad-band performance with a simple manufacturing process, a combination that proves useful for cost sensitive applications such as solar cells, and for complex devices such as silicon and HgCdTe sensor arrays. An update on the development of AR microstructures is discussed for many specific applications. Data from SEM analysis, reflection and transmission measurements, environmental durability testing, and laser damage testing, is shown for AR microstructures fabricated in silicon, fused silica, borofloat glass, ZnGeP, AMTIR, As2Se3, As2S3, and GaAs.© (2007) COPYRIGHT SPIE--The International Society for Optical Engineering. Downloading of the abstract is permitted for personal use only.


Engineering of fonts or font engineering. Ok so why would this have intrigued me? Well maybe because I am a geek. However without this step the tools we discussed previously would not be usable.
Now you might be asking yourself the question, “What is so hard about font design?” It turns out it can be quite complicated. First let’s take a bit of a time out and explain some of the process. Fonts are more than just the letters, numbers, & symbols that type out across your screen or in a search or office document. Fonts are put on the screen by encoding them. “Encoding refers to the process of representing information in some form.”1
One of the most important and popular encodings right now is unicode. I think Jeffrey Fridel has one of the best definitions of Unicode, “At the most basic level, Unicode is a character set or a conceptual encoding — a logical mapping between a number and a character.”2
Unicode is designed with the intention of enabling “people around the world to use computers in any language.”3 So the idea is that a single encoding would be able to be used by most people world wide. (There is a lot of history to this, but it’s out of scope for this post.)
So what does all this geeky stuff have to do with Bible translation? Well, our language uses latin (also known as Roman) to communicate the written portion of our language. However, many people groups in the world use symbols which are completely different (sometimes called non-Roman).
Think of Chinese, Arabic, or Tagalog (people group in the Philippines) to name just a few, now multiply that by several hundred! In order for the translation tools to work, the computer must first be able to map them from a number to the correct symbol. Then the computer must also know how these symbols work. Someone must map these fonts to their specific encoding (number). So for example in our language a “A” would be U+1D00 (for short). However the computer may also see it as a hex (utf-8) of 0xE1 0xB4 0x80 (e1b480). In binary (utf-8) the computer would see it as 11100001:10110100:10000000.4 I should take a moment to mention that this is the capital A, and does not include the lowercase a or other forms that a has in other latin based languages.
What do I mean by “the computer must know how these symbols work”? Take a simple comma for instance. A comma must come immediately behind a word with a space to the next word, but no space in front of it. If it comes to a new line the comma must be on the same line as the word. Now there are symbols in many languages that denote this same thing. As well as symbols that denote other uses. Their rules all vary from symbol to symbol and to language to language. It is font engineering that makes this possible.
Without these encodings not only can translators and consultants not do their work in that language, but anything that needs to be used in that language on the computer will not be possible. So while it sounds mundane and even a little mind boggling it is a skill that is greatly needed.
How to pray for font engineering:
- Wisdom of how to map these fonts. Once they are mapped they are in the Unicode Consortium’s specification and meant to remain that way for good.
- Patience. Many of these languages the fonts have to be not only mapped, but designed (i.e. pictures for the what the fonts look like on the screen). Lots of work to be handed back and forth.
- Many times issues around fonts become political because this is the writing system that people’s language will be represented on the computer for a long time to come. So again wisdom and listening and prayerful consideration.
- Information Technology in Missions: Introduction
- Information Technology in Missions: Tech Support
- Information Technology in Missions: Translation tools
- Information Technology in Missions: Font Engineering
- Information Technology in Missions: Digital Translations
- Information Technology in Missions: Business Applications
2) Mastering Regular Expressions 2nd Edition, Jeffrey E.F. Friedl, Published by O’Reilly page 206
3) Introductory paragraph on http://unicode.org.
4) Provided information from http://www.fileformat.info/info/unicode/char/1d00/index.htm


Bethsoft Tutorial Layout
- 1 Overview
- 2 Creating a New Cell
- 3 Using Kit Pieces and Navigating the Render Window
- 4 Laying out the Rest of the Cell
- 5 Test your Layout in Fallout 3
The literal foundation of any level is layout. Layout is the most fundamental way we create flow within a gameplay space. Fallout 3's layouts are primarily built with kits, a set of interlocking pieces of art that can be snapped together to build a seamless environment. This tutorial will introduce you to layout with the Vault kit. While every kit is unique, they all share the same basic naming conventions and functionality, which this tutorial will help you learn.
Creating a New Cell
Several videos are available at The Bethesda Game Studios YouTube page. Everything you need to know will be taught without them, and you may remain on this site. However, you may find them useful, particularly if you're struggling with any concepts that are better illustrated visually.
Duplicating and Re-Naming an Existing Cell
The first thing we need to do is create a new interior cell. The best way to make a new cell is to duplicate an existing one. To do this, make sure the "Cell_View_Window" has "Interiors" selected in its "World Space" drop-down box. Now find "Vault108a" in the list of cells.
To duplicate this cell, right click on it and select "Duplicate Cell."
When duplicating a cell, it is best to pick one that has the same theme and kit as the cell you'd like to make. This is helpful because when you duplicate a cell, its Ambient Light, Fog, and ImageSpace settings all get duplicated too.
Notice that the newly duplicated cell has been made below the original, and has an EditorID of "Vault108aCOPY0000" Now let's change the EditorID.
To change the EditorID, either select the Cell and hit "F2", or click the already highlighted Cell one more time. This will allow you to rename the EditorID. Change it to Vault74a.
Now that we've established our cell and changed its EditorID, let's change the name as it will appear in-game.
"Cell Name" is the name that the player will see while viewing the Local Map or a door leading to this cell. The cell name also appears on saved games in the load menu.
In order to do this we will need to right click on the Vault74a cell and select "Edit". This dialog can also be found from the main toolbar via World>Cells.
After you select "Edit," the "Cell" Properties window will come up. Click on the "Interior Data" tab, then change the "Vault 108 - Entrance" to "Vault 74". Hit "OK".
Deleting a Cell's Contents
Before we can begin using our new cell, we need to remove the unwanted contents of the cell we've duplicated it from. With your new "Vault74a" cell loaded, click on the top-most column in the Object List, then press "Shift+End", or scroll down and "shift-click" on the bottom object. This will select all of the Objects in the list. Press "Del" to delete all of the objects, or right click on one of the highlighted objects and click "Delete". A message box will pop up; confirm your deletion by pressing "Yes".
It's possible to have a cell highlighted in the Cell View window while another cell is loaded in the Render window. To make certain you don't accidentally delete objects from the wrong cell, verify that "Vault74a" appears in the text bar at the top of the Render Window.
You will notice that everything was deleted except for the navmesh. There is a special way to get rid of the navmesh in a cell. With Vault 74 loaded, navigate to Navmesh>Remove Cell Navmeshes from the main toolbar. You should notice the navmesh object in the Objects List no longer appears, leaving the list completely empty.
Your cell contents and navmesh may not appear to have been deleted until you load another cell and return to this one.
The first thing we want to do in our newly created cell is to drop in some Kit pieces. We will be using the Ruined Vault kit pieces for this tutorial. Let's drop in a couple of kit pieces and learn how to work with them.
The kit pieces we will be using for this are the Vault Ruined Hall Small pieces. To find these pieces, navigate the "Object Window" tree to "World Objects>Static>Dungeons>VaultRuined>HallSmall", or just follow the picture.
Grid and Angle Snapping
Before we drop in some pieces, let's learn about one of the most important buttons in the editor.
This is the "Snap to Grid" button: This button toggles grid snapping on and off. This makes sure that when you move an object around the cell, it snaps at unit intervals of 256, 128, 64, or whatever else you specify. We will leave Grid Snapping on for the remainder of this tutorial. You will need to change your snap settings from time to time, depending on what pieces you are using. The hotkey for this button is "Q". (The "Render Window" must be selected for this hotkey to work.)Take a moment now to ensure the button is depressed and snapping is active.
We will now set the grid settings. Right-click on the render window to bring up the options, then click Render Window Properties. The next step is to click the Movement tab. For most of this tutorial, a 128 grid snap should be fine. There may be times when you need to drop the grid snap down to make certain pieces fit.
The GECK uses a proprietary units system which is neither metric or U.S. This units system snaps cleanly at units of eight. When dealing with snapping, a good rule of thumb is to work at the largest snap setting available. Most Fallout 3 kits work well with a snap setting of 128 units.
A good thing to remember while you're getting used to units - the player is 128 units tall, or about six feet.
Another critical tool is the "Snap to Angle" button. This button toggles rotational snapping. This makes sure that when you rotate an object it snaps to degrees of 15, 45, or whatever you set it to. Again, make sure this is on for the rest of this tutorial. You can leave this setting at 45 now and for the remainder of the tutorial series. The hotkey for this button is "Ctrl-Q". (The "Render Window" must be selected.)
The GECK measures rotation in degrees between 0-360. While you can enter any valid rotational snap setting, it is not recommended that you use a snap setting below 90 when placing kit pieces, to avoid gaps in level geometry.
The importance of good snapping etiquette cannot be overstated. Sloppy placement, especially at these early stages, can result in a myriad of problems, such as overlapping polygon surfaces and gaps in level geometry. These problems can be especially frustrating to debug and fix, so focus on a clean layout now and save yourself the headache later.
To use almost any hotkey in the G.E.C.K., you must first make sure the "Render Window" is selected. Do this by either clicking the top of the "Render Window" or clicking inside of it once with your mouse. This includes the "Ctrl-S" Save hotkey.
Using the 3D Camera
Make sure "Snap to Grid" and "Snap to Angle" are on and drag a "VHallSm1WayR01" piece into the render window from the Object List. Now that we have an object in the render window we can learn to move it around, along with the camera. Also, make sure the lights are turned on by pressing , or using the hotkey "A".
A brief note on data in the GECK: You've just created a "Reference" of the Base Object VHallSm1WayR01. The difference between a Base Object and a Reference to it is an important distinction you'll come to understand. When we modify a Base Object, every Reference of that object in the game will be affected. Base Objects are listed in the Object_Window, while the Reference objects currently loaded are viewable in the Cell_View_Window.
To Zoom, either use the "Scroll Wheel" on your mouse or hold "V" and move your mouse forward or backwards. "V" is a smooth zoom, useful for precise motions, while scrolling is practical for regular use.
To Rotate the Camera, hold down "Shift" and move your mouse. This will rotate your view around the currently selected object. If nothing is selected it will turn the camera in place.
To Pan the Camera up, down, left, or right, hold either the "Space Bar" or click & hold the "Middle Mouse Button", moving your mouse to pan.
If camera controls feels too rapid or sluggish, you can customize these speeds. "Right Click" within the Render Window while your cursor is not above any selectable objects, and select "Properties".
Choose the "Movement" tab and set your properties to your liking. You may want to go back and forth and get a get a feel for each setting. Remember where to find these settings, as you may wish to customize them in the future based on your current task.
There is an experimental fly-cam feature in the GECK. To activate fly-cam, press "~". The WASD keys can be used for movement, and your mouse motions will now control your camera point of view from a first-person perspective. This view can be disorienting. Simply press "~" to return to normal camera controls at any time.
You can also access the Preferences window by clicking "File/Preferences" or clicking the Button, or by navigating to File>Preferences from the main toolbar.
Hotkey Quick Reference: "Turn lights On/Off" "A" Zoom "V" Rotate "Shift" Pan "Space" Toggle fly-cam "~"
Making a Hallway
Now that we have an object "VHallSm1WayR01" in the render window, and know how to navigate our cell, lets make a hallway. First, select our Hallway piece in the render window and hit "T". This will center our camera over top of the selected object. Now (with "Snap to Angle" ) rotate the piece 90 degrees by Right Clicking and dragging while your cursor is over it. The object should now face left to right, as pictured below.
By default, the top of your screen is north when using T to center/zoom your view over the current selection. It is possible to override this with a special NorthMarker object found under the statics heading.
With the new Hall section selected, press "Ctrl-D" to duplicate it. This makes an exact clone of the selected object(s). You may not realize at first that you've created a new object(s) because of overlap. However; if you look in the Object List, you will notice two "VHallSm1WayR01" hallway pieces. Select and Drag the newly made hallway piece just to the left of the current piece. Make sure you have "Snap to Grid" on, which will ensure a precise tile. Check against the second image below to see how the snapped pieces should look.
A small, convenient change from the Elder Scrolls CS when duplicating objects: by default the new object will be selected, not the original object. This becomes an important detail when duplicating persistent references that may be used in scripts or quests.
Let's add a corner, just to the left of the new piece we added. Do this just like before. Select the piece, hit "Ctrl-D" to drag the new object until it's snapped onto the end of the previous piece. This will give you three hallway pieces in a row, as pictured below.
Now select the left most piece and hit "Ctrl-F", this will bring up the "Search & Replace" window. In the "Replace with" drop-down box select "VHallSm2WayExLR" or "VHallSm2WayR01" and hit enter. This will replace the selected hallway piece with a corner piece.
Now is a good time to learn about the naming convention of this kit. Lets analyze the first hallway piece we added, VHallSm1WayR01:
The corner piece has the name "VHallSm2WayR01". The only difference is the "2way". This indicates that this is a basic corner piece. Three-way and Four-way intersections would be "3way" and "4way", respectively.
Until you learn this and the other available kits' naming conventions, it may be useful to work with the Preview Window open, dragging pieces in from the Object Window manually. The workflow described here is preferred by level designers at Bethesda for its speed and efficiency, but requires strong familiarity with the kits and their naming conventions.
Let's end the hallway just beyond the corner. The piece we put here will end the hall with a doorway so we can continue to another room or hallway. We'll do this the same way we made the other pieces. Duplicate the corner piece with "Ctrl-D", then move the new piece toward the open end of the corner piece. Use "Ctrl-F" and replace the piece with "VHallSmEndExSmR01". Compare your scene to the first image below.
Now lets add some stairs on the open end of the hallway. As before, select an existing piece and duplicate with "Ctrl-D". With the new piece selected, hit "Ctrl-F" and replace the current piece with "VHallSmStairsR01". Move the stairs into position onto the open end of the hallway and check your work against the second image below.
Most kits snap and tile on the vertical Z axis as well as the XY axes. This allows the creation of overlapping areas without clipping.
Now we'll add a corner piece at the top of the stairs. We could duplicate the stairs, move them, then replace them with the corner piece. Instead, we will just use the already existing corner piece we have in our cell. Just select the corner piece "VHallSm2WayR01", use "Ctrl-D" and move it to the other end of the stairs. Now, we have to move the corner piece up to actually connect to the top of the stairs. This is done by holding down "Z" while moving the object. While "Z" is being held down the object can only be moved in the "Z" axis, which is up and down.
You can lock which axis you move or rotate an object on by holding down either "Z", "X", or "Y".
The GECK features multiple pre-set views that can be cycled with the hotkey "C", as well as an orthographic view toggled with the zero hotkey. Try switching to orthographic view and cycling the pre-set views now to verify that your pieces are snapped correctly, leaving no gaps.
Lets cap this open end the same as we did the other. Just duplicate the existing "VHallSmEndExSmR01" piece and move it to this corner piece. Remember to use "Z" to move the object up into position. Your cell should now look like this.
Lets wrap up this hallway by filling in those doorways. There are two ways we can go about this. The first would be to navigate the Object Window hierarchy. The doors we will be using are found under World Objects>Door>Dungeons>VaultRuined>VDoorSlidingRR001.
The above technique is a good place to begin, especially before you know what pieces are available. The second method we're about to discuss assumes you are somewhat familiar with the naming conventions of the object you're looking for, and are less concerned about the object type.
For the second technique, we will be using two features new to the GECK. These are the "Filter" text box in the "Object Window" and the "*All" category. Filtering makes finding specific objects very easy when you have an idea what you're looking for. First, let's make sure we are looking through all of the objects in the game. In order to do that collapse the whole tree so that it looks like this, and you have "*All" selected at the bottom.
GECK filter windows accept * wildcard characters. This wildcard tells the filter you don't care what characters appear in place of the asterix. For example, I can input "ghoul" in the Object Window, which yields a large number of results. To narrow this search down, I can modify my input to "fer*ghoul", which narrows the results down to those in which the letters "fer" appear anywhere in the base ID prior to the letters "ghoul".
Now, with "All" selected type "vdoorsliding". The "VDoorSlidingRR001" is what we are looking for. Since we don't have a "Vault74" door this will have to do for now.
Because there are so many objects in Fallout 3, the *All category may load slowly when the filter field is blank.
Drag the "VDoorSlidingRR001" door into your cell. Then move it into one of the door frames. Once you have it in place duplicate it and move it into the other door frame. Your cell should now look like the third image below.
The rest of this tutorial will mostly be pictures showing the layouts of the pieces. There will be some places I explain how things work, but mostly you will be building based off of the pictures. You can make some of your own layout changes if you like, but keep in mind that the rest of the tutorials after this point are based off of the layout of this one.
Hotkey Quick Reference: "Turn lights On/Off" "A" Top View "T" Duplicate "Ctrl-D" Search & Replace "Ctrl-F" Move Object in X/Y/Z Axis only "X/Y/Z" Toggle perspective views "C" Toggle orthographic view "0" (zero)
Laying out the Rest of the Cell
|Snap to Grid||"Q"|
|Snap to Angle||"Ctrl-Q"|
Lets dig into the rest of this layout. Using the following pictures as reference you'll be able to build out the highlighted areas. Keep in mind that not all of the pieces are labeled. Using what you have learned you should be able to find those pieces based on the names of the labeled ones.
As you construct larger areas you will find it useful to select several kit pieces at once, duplicate, and rotate them. You can select multiple pieces by holding the Ctrl key down while clicking or dragging to select additional segments.
Remember that most kit pieces use helpful naming conventions. Here are some more examples of naming components found in the Vault kits:
|Wall||Wall section (room)|
|Mid||Floor Section (room)|
If you want to get a better idea of what your cell looks like, you can drop in a few temp lights to give the scene some depth. You can find temp lights in the Object Window under World Objects>Light>TempLight01. We'll cover lighting in more depth in the Lighting Tutorial later in this tutorial series.
If you don't want to do the guess work the unmarked door node is VURmWallExSmR01, VURmBoothWallWindowR01 works well for the booth wall, stairs are VURmSunkenStairsR01. Also, To get the Vault door to line up set the grid snap to 64. For the Cave door use 32.
The galley pieces consist of the tiles running down the center of the galley. The outside pieces, both first and second floor, consist of the same room pieces you used to create the vault rooms.
Sometimes two different rooms that you want to connect are on a different grid. In this cell we were working on a 256 grid, up until we connected to the last room (the Overseers Office). This room is on a 128 grid so that the window can look out over the galley. Using a regular hall piece here wouldn't work. So, we need to use a "Plug Piece". In this case, we need to use "VHallSm1WayPlugR01".
Test your Layout in Fallout 3
Now that you've got a plugin with something to look at, let's test it in the game.
Start the Fallout 3 launcher and choose the "Data Files" option. You should see your .esp in the list of files that pops up. Check the box next to it and click OK.
If the launcher is giving you any trouble, you can create a new file in your main Fallout 3 directory called "custom.ini". This file will override any matching settings in "Fallout_default.ini". To force the game to load our plugin, we can add the line:
in that file, save and close. Replace vault74.esp with the name of your plugin if it is different. Note that this won't do anything if the matching esp file isn't in your Fallout 3/Data directory.
The GECK includes a special object called a "COCMarkerHeading". Place this object where you want to appear when using the COC command. Only one of these special markers may be placed per cell.
It's a good idea to save your plugin and test in the game frequently.
Now that we've got the basic layout of our Vault completed lets move on to Cluttering it.


W/C 22nd June 2020
The Very Hungry Caterpillar – Week 2
‘The Very Hungry Caterpillar’ is our story for the 2nd and final week.
If you have the story book at home read that again.
You can watch an animated version of the story here-
Speaking and Listening
Retell the story of The Very Hungry Caterpillar. Try to include as much detail as possible.
Recap the lifecycle of a butterfly from last week. Write sentences describing the life cycle of a butterfly. Help/ give your child with the key words.
White Rose Home Learning. Summer Term Week 5- Superworm.
This week we are learning that the church building is a holy place where we can all pray and are welcome. Share the story about Mrs Stone’s class visiting the church. Talk with your child about what you see when you visit the church, things in the church and people.
At this point in the year we teach the children the words to go with making the sign of the cross. (Up until this point we say “from my head to my heart, from my shoulder to my shoulder” to help them learn the sign of the cross originally). Please teach your child the words “In the name of the Father, the Son, and the Holy Spirit” as they are making the sign of the cross.
Write the words onto the cross, or use the template with the words on, and colour/ decorate the cross.
Role play some of the things that happen in Church.
Sing some hymns
Art and Design (over two weeks)
Design a butterfly. Use print painting to create a symmetric pattern for your butterfly.
Junk modelling- make your own butterfly or caterpillar.
Paint a caterpillar with a repeating pattern for his body.
Computing (over two weeks)
Use Paint or a similar program to draw your favourite minibeast and write a name/caption/ sentence to match the picture.
Please try and read some Phonics Bug books - We can see who has been reading them, some of you have been working very hard!


Learn how to model containers of physical objects.
Software Version: 4.0.2
LESSONS › Physics
Learn how to affect the mass of a physical body by changing its density.
Learn how to define the linear and angular damping of a physical body to minimize its movement.
Learn how to define the coefficients of friction of a physical body and visualize the displacement of parts by sweeping geometry.
Learn how to define the restitution or bounciness of a physical object.
Learn how to define an axis and distance for two physical objects pushing and pulling one another.
Learn how to join physical objects together and form a fixed relationship.
Learn the basics of modeling components to be affected by physical forces and objects.
Learn how to create components during a simulation, which can be influenced by physical objects and forces.


Eleven Ways to Ease Reluctant Children Outdoors
The many benefits of time outdoors for people of all ages are well documented. Numerous studies show that time in nature impacts every area of child development–physical, psychological, intellectual, social, and emotional. Of course, those who spend even a little time outdoors don’t need studies to tell them about its healing properties, and many of us parents are eager to impart nature’s joys and benefits to our children. But what happens when kids aren’t as enthusiastic about outdoor time as we are? How can we gently introduce them to nature and ensure that even the most reluctant child has a pleasing relationship with the outdoors?
1. Enjoy nature with your child
Consider nature time family time, something to be enjoyed together, rather than an enrichment activity just for kids. Your kids will follow your lead if they see you enjoying time outdoors. Young children, especially, want to share activities with the adults in their lives. Time in nature helps build fond memories and the kinds of family bonds that tend to reinforce the behavior.
2. Start close to home
There’s no need to wait until you find a perfect trail or take a vacation to a national park. Look for the “nearby nature” close to your home. Young children are adept at finding fascinating nature in small spaces: from the bugs that crawl on garden plants, under logs, or in puddles to the wildflowers that bloom on the side of the road. Take short walks in your neighborhood, if possible. Plant seeds in the ground or in pots. Put out a birdbath or hang a homemade bird feeder and enjoy the nature that comes to you.
3. Start with short amounts of time and small amounts of space
Try to plan activities that work for your child’s attention span and honor his or her limits and pace. This is especially true when hiking. Choose easy loop walks at first and time them well before or after naptime. Bring plenty of water, snacks, sunscreen, a hat, good shoes, and other comfort items that will help stave off complaints. In addition, let your kids slowly explore, even if that means you don’t cover a lot of ground. The experience outside is key, not the mileage.
4. Bring friends or another family
Friends can help make an outing more fun, and they can help you with resources if you’re not particularly comfortable in nature yourself. Join a hiking or outdoor event, club, or group. Some families have gone as far as to form nature clubs to ensure that they have outdoor activity buddies. Consider joining one of them.
5. Do simple activities, perhaps from your own childhood
Young children enjoy learning what their parents did at their age. Jog your memory for the ways that you played in nature. Did you make daisy chains, build sand castles, go fishing, or gaze at the stars? You may have played playground games like Duck, Duck, Goose; Mother, May I?; tag; or Kick the Can. If so, it’s time to play again. (Here are rules for games to play in a playground, park, or backyard.)
Sometimes a scavenger hunt is just what it takes to turn a walk, a park outing, or even backyard time into an adventure. Before you go, make a list of 10 things to search for, such as a pond, a duck, a dandelion, a yellow wildflower, a nest, a feather, or a hollow log. You can create items that are more open-ended, too, such as something rough, something orange, or a heart-shaped leaf or rock. Look for the items individually or in teams and check each off the list when found.
You can even add a literacy component to your hunt by playing What I See from A to Z: Have kids look for items with names that begin with the different letters of the alphabet. Older kids can search for the whole alphabet, while younger ones can be on the lookout for things that start with one letter. Games can help engage formerly reluctant or bored kids in a new way and help busy families slow down and focus on the wonders of nature.
7. Look for small creatures and flowers
Nature tends to bring out the observant in people, but it can be coaxed as well. Bring a magnifying glass or binoculars to get close-up looks at wildflowers, birds, bugs, butterflies, and other creatures and plants.
8. Listen for birds and other nature sounds
Sometimes shutting our eyes helps us observe more than when we’re walking, seeing, and doing multiple activities with multiple senses. Play the Listen, Do You Hear? game: Find a comfortable spot in the grass, lie down, settle in, and have everyone shut his or her eyes. Tell kids to raise one finger for each new sound they hear. At the end of a session, count all the different sounds.
9. Draw, journal, and photograph in nature
Just as it brings out the scientist in kids, observing in nature can foster the artist. Bring journals to write or draw in or cameras to help focus on and record nature’s beauty. Try having older kids write a vertical poem: Choose a word that represents your feelings and observations. Write that word vertically. Each letter of the word will then be the first letter of a sentence in your poem.
10. Read about nature before you go
Your child may respond to an invitation to nature in book form. The National Association for the Education of Young Children offers a great list of nature books for kids. Cuddling and reading about nature can be another way to form a positive association with the outdoors and bring it into your life and home.
11. Get the information you need
If fears are keeping you or your family from enjoying the outdoors, empower yourself with information that will help you be knowledgeable and safe. The Centers for Disease Control and Prevention offers resources about safety around animals and hiking and seasonal safety.
Enjoy your time outdoors!
Susan Sachs Lipman (Suz) is the author of Fed Up with Frenzy: Slow Parenting in a Fast-Moving World, which contains 300+ activities for family fun and grew out of her blog, Slow Family Online. Slow Parenting and the book were named a 2012 Top 10 Parenting Trend by TIME Magazine. Suz has written for the New York Times’ Motherlode blog, the Christian Science Monitor’s Modern Parenthood blog, and many others. She manages social media for Parents Place.


What is Social Media Used for?
Social media is a collection of online communication channels focused on creating a social space online for people to use. Whether you want to get involved with online discussions or share holiday highlights, social media has something for everyone.
The variety of social media platforms out there means that it has become hugely popular in today's culture. What started with online forums and blogs has grown into video and photo sharing – now the average person spends nearly 2 hours a day on social media.
Social media is typically used for social interaction and access to news and information, and decision making. It is a valuable communication tool both locally and worldwide, as well as allowing people to share, create, and spread information. Social media impacts our ability to communicate, form relationships, access and spread information, and to arrive at the best decision.
Perhaps the most influential social media platforms are Facebook, Twitter, and Instagram – almost everyone from the ages of 13 to 64 has a Facebook account. This level of popularity means that the communication possibilities are endless.
How is Social Media Relevant to Business?
Social media has increasingly moved beyond personal use, the platforms are used in business too.
- Customer relations: Just like you can use social media to keep in touch with your loved ones, businesses can use it to build a strong relationship with their customers, both locally and globally, as well as creating a healthy workforce through employee/employer relations.
- Marketing: As traditional forms of marketing and promotion have become less effective, businesses can use social media in order to increase their exposure to potential customers, and therefore increase their audience. For example, brands using influential people such as reality stars and celebrities to endorse their products with sponsored social media posts. People can be highly influenced by what their favourite celebrities use, so brands use this technique for promotion.
- Business-focused platforms: As well as businesses using the traditional forms of social media to increase their exposure and maintain good customer relations, there are social media platforms out there specifically for businesses. LinkedIn is the most established example of this. Set up in 2003, the site is used for professional networking where employers can post job roles and job seekers can share their CVs – a social network for the professional side of life.
- Reviews: Social media can influence consumer's purchase decisions through reviews, marketing tactics and advertising. So even after you've dealt with a customer, the importance of social media cannot be stressed enough – people talk, and this level of communication can both help and hinder a company.
The possibilities are seemingly endless for social media. It is uncommon for people to go a day without using or referring to social media. Whether it is used for your 9 to 5 life, or keeping up with family and friends, social media is here to stay and will continue to affect our society from all angles.


Chest radiography, CXR, lung radiography.
To assist in the evaluation of cardiac, respiratory, and skeletal structure within the lung cavity and diagnose multiple diseases such as pneumonia and heart failure.
There are no food, fluid, activity, or medication restrictions unless by medical direction.
- Normal lung fields, cardiac size and shape, mediastinal structures, thoracic spine, ribs, and diaphragm.
Critical Findings and Potential Interventions
- Foreign body
- Malposition of tube, line, or postoperative device (pacemaker)
- Spine fracture
Timely notification to the requesting health-care provider (HCP) of any critical findings and related symptoms is a role expectation of the professional nurse. A listing of these findings varies among facilities.
Specific infectious organisms are required to be reported to local, state, and national departments of health. Lists of specific organisms may vary among facilities. State health departments provide information regarding reportable diseases which can be accessed at each state health department Web site. The CDC provides information regarding national notifiable diseases at https://ndc.services.cdc.gov/search-results-year/.
There's more to see -- the rest of this topic is available only to subscribers.


Historical cost is the cost of an asset at the time of purchase. It is relevant to account for recording an asset’s original cost and leaving space for adjustments based on a change in value over time. This concept is also called the cost principle and is widely known in accounting. It declares that all assets, liabilities, and expenses should be documented at their acquired cost. The two most common methods of historical cost are First In, First Out (FIFO) and Last In, Last Out (LIFO). Historical cost applies to fixed assets and liabilities on balance sheets. Fixed assets exist for an extended period, so they often depreciate or increase in value. Thus, it is crucial to record the original cost of each asset so that you can make adjustments later on. Liabilities can also change in value, so make sure you know their original price.
What is the Historical Cost Principle?
The historical cost principle is under U.S. GAAP (generally accepted accounting principles). Most assets are listed on the balance sheet at their historical cost, even if their value has heavily increased over time. However, not all assets are held at historical cost. One example is marketable securities, which are recorded at a fair market on balance sheets. And intangible assets are written down from historical cost to their fair market value. The historical cost principle (or the cost principle) requires assets to be reported at cash or cash equivalent cost at the time of purchase. Some examples are the cost of building and land, along with payments to a realtor.
How are Historical Costs used in Accounting?
Historical costs help companies avoid overvaluation and calculate capital expenditures efficiently. Also, businesses can get item pricing quickly when needed. The original price varies from the fair value, but the former does not change even if the asset appreciates. Fair value displays a company’s assets at their current market value. Sales and purchase documents can usually be used to trace the original price of an asset. So, balance sheets must reflect all financial transactions over a certain period. Comparing the current value of an asset with its original value indicates how well it has been performing through the years.
Why is the Historical Cost Principle Important?
The historical cost principle is one of the basic accounting and bookkeeping concepts. Once an asset is documented at its original cost on a balance sheet, no one can adjust it for any changes in its market value. The historical cost principle is important since records kept that are based on it tend to be consistent, reliable, verifiable, and comparable. The process of recording assets or liabilities on balance sheets is always the same. Since it does not change, users can get a more accurate picture of the business. Also, it is easier to compare the assets’ value when doing a comparative analysis. And all the cost figures will be one hundred percent verifiable since records will be available for the transactions of the purchase or acquisition of various holdings.
What are the Most Common Methods of Historical Cost?
Historical cost is a measure of the value that is used in accounting. An asset’s value is documented on the balance sheet at its original value for the historical cost accounting method. It is very beneficial in the accounting system since it helps gauge the proper estimation of the depreciation value of assets. There are two common methods for historical cost: First In, First Out (FIFO), and Last In, First Out (LIFO). FIFO is an asset-management and valuation method in which assets produced or acquired are sold, used, or disposed of first. For tax purposes, FIFO assumes assets with the oldest costs included on income statements under the heading of cost of goods sold (COGS). It helps with cost flow purposes. On the other hand, LIFO accounts for inventory, noting the most recently produced items that should be sold first. Under LIFO, the cost of the most recent products sold is purchased or produced, and the first to be expensed is the cost of goods sold (COGS). Generally, companies with large inventories use LIFO. But many U.S. companies prefer this method, and any firm using a LIFO valuation when it files taxes also has to use LIFO to communicate financial results to stakeholders.
What does the Historical Cost Principle Require?
The historical cost principle requires that all assets be recorded at cash value (on the acquired date). So, any asset the company purchases should be rerecorded on the actual date of purchase at the price the company paid for it. The historical cost principle ensures all of the information on a company’s financial statements regarding the value of assets, equity, or liabilities shows the reality of underlying transactions. Therefore, companies need to have information showing and proving the value of a monetary item, its purchase date, and fair market value. Historical cost can prevent the overvaluation of an asset over time.
Where Are Historical Costs Recorded?
Historical costs are recorded in an entity’s accounting records. Historical cost is something that is the original cost of an asset. Historical costs can be proven by accessing the source purchase or trade documents. However, historical costs do not represent the actual fair value of an asset. That means it can diverge from its purchase cost over time. So, an office building can have a historical cost of $10 million when it was bought 20 years ago but a current market value of three times that figure.
How is Historical Cost Calculated?
You calculate the historical cost as the cash or cash equivalent cost at the time of purchase. The purchase price and additional expenses incurred to gain the asset in place and prepared for use also apply. Historical cost is an item’s original monetary value when purchased. People often use the straight-line method to determine an asset’s historical cost and depreciation expense. The formula for determining the historical cost is Net Book Value = Cost – Accumulated Depreciation. For instance, if a machine were purchased for $10,000 five years ago, it would cost $40,000 today due to inflation. The current market value of the machine in its present condition is $6,000, which is depreciated using a straight-line basis over its useful life of 10 years. Based on the formula, the machine would have a historical cost of $10,000. The replacement value ($40,000) and fair value ($6,000) are not considered in the valuation.
Is it Important for Small Businesses to Understand Historical Cost?
It is important for small businesses to understand the historical cost principle. It will help you increase precision and maintain accurate accounting and business finance records. The historical cost principle states you can only record an asset at its purchase cost. It will play a massive role in your financial statements by showing how much it will cost to buy an asset and helping you estimate the value of your company. As a small business owner, some of your assets will likely lose value over time. The historical cost principle helps you manage and track your firm’s assets in a standard way that lets people know your business’s current value. Whether you are buying or selling your business, it is crucial to know all assets and liabilities are drafted in basic and agreed-upon accounting standards.
Is Historical Cost Relevant for Making Decisions?
Historical cost is relevant for making decisions, and the historical cost principle requires recording all past transactions. There is no way to find the historical cost of goods without documenting how they were produced and the materials and labor included in the production. That is why accurate, clear data must be present on financial statements. It enables people to prove that they have adequately used resources given to them by shareholders. People have to take accountability for their financial dealings and make better decisions in the future.


Trigeminal Neuralgia (TN), also called tic douloureux, is a condition that is characterized by intermittent, shooting pain in the face. Trigeminal Neuralgia affects the trigeminal nerve, one of the largest nerves in the head. The trigeminal nerve sends impulses of touch, pain, pressure, and temperature to the brain from the face, jaw, gums, forehead, and around the eyes.
The most frequent cause of Trigeminal Neuralgia is a blood vessel pressing on the nerve near the brain stem. Over time, changes in the blood vessels of the brain can result in blood vessels rubbing against the trigeminal nerve root. The constant rubbing with each heartbeat wears away the insulating membrane of the nerve, resulting in nerve irritation.
Trigeminal Neuralgia causes a sudden, severe, electric shock-like, or stabbing pain that lasts several seconds. The pain can be felt on the face and around the lips, eyes, nose, scalp, and forehead. Symptoms can be brought on when a person is brushing the teeth, putting on makeup, touching the face, swallowing, or even feeling a slight breeze.
How Our Chiropractors Can Help
The Atlas Family Health Center uses a revolutionary healthcare procedure called the Advanced Orthogonal technique. This procedure identifies subtle misalignments of the top vertebrae in the neck, and corrects them using a percussion-wave adjustment. As the Trigeminal nerve exits the brainstem and the skull, it passes alongside the first bone in the neck (called the Atlas) on its way to the face.
Because of its location, the Trigeminal nerve may lose its proper function when there is a misalignment of the Upper Cervical spine. A 2003 study in the journal Current Pain and Headache Reports discussed the relationships between the trigeminal nerve complex and the Upper Cervical spine, finding that dysfunction in the nerve complex itself can be contributed to compression within the upper cervical area of the spine. That said, relief of the nerves themselves through proper spinal alignment has shown a high level of success in helping to alleviate the Trigeminal Neuralgia condition.


An international team of researchers co-led by a University of Minnesota scientist has sequenced the genomes of two fungal pathogens -- one that threatens global wheat supplies and another that limits production of a tree crop valued as a future source for biofuel.
The sequencing of the genetic codes of wheat stem rust pathogen (Puccinia graminis) and poplar leaf rust pathogen (Melampsora larici-populina) is expected to help researchers develop control strategies to address worldwide threats to wheat fields and tree plantations. The study, which was published this week in the early online edition of the Proceedings of the National Academy of Sciences, was a six-year collaborative effort of USDA's Agricultural Research Service (ARS), the U.S. Department of Energy, the National Science Foundation, the Broad Institute of MIT and Harvard, the University of Minnesota and the French National Institute for Agricultural Research.
The study represents the first genome-wide characterization of any rust fungus, a diverse group of more than 6,000 species, according to Les Szabo, a lead researcher on the project. Szabo works at the ARS Cereal Disease Laboratory on the university's St. Paul campus and is a member of the plant pathology department faculty.
Rust fungi are obligate biotrophs that depend on living tissue of their hosts for survival. These pathogens secrete proteins that enable them to block the host plant's defenses and steal nutrients. The research uncovered evidence that both pathogens have a large repertoire of "effector" proteins, an indication that they likely have adapted and co-evolved with their host plants, according to the study authors.
Because they need a host to survive, the pathogens can't be cultured in a laboratory and are notoriously hard to study. But the genetic sequencing opens a window into the never-ending arms race between these pathogens and their hosts, Szabo said.
Wheat stem rust has caused major epidemics of both barley and wheat worldwide. A new strain known as Ug99 has recently spread across Africa and into Central Asia, and is able to overcome most of the stem-rust-resistant wheat varieties developed over the past 50 years.
Poplar leaf rust can cause losses of up to 50 percent of annual growth in poplar tree plantations. Poplar is an important crop for the wood industry and is becoming increasingly important to the biofuel industry in the United States and Europe because their rapid and significant biomass production.
"These pathogens pose a great threat to two very important agricultural crops. The more we can learn about them, from the molecular underpinnings of the pathogenicity to their survival and spread, the better we will be able to develop effective, safe and long-lasting control strategies," said Marty Carson, ARS-CDL research leader. ARS is USDA's principal intramural scientific research agency, and the research supports the USDA priority of developing new sources of bioenergy and promoting international food security.
The team's sequence data, gathered since the projects began in 2004/2005, has been released in GenBank, a genetic database administered by the National Center for Biotechnology Information at the National Institutes of Health.
Explore further: Living in the genetic comfort zone


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Roaming behind the Romans
publication date: Nov 30, 2015
author/source: Dave Moss
The 'Antonine Itinerary' is a register credited to the Roman Emperor Antonini Augusti, believed to date from around 300AD, which maps stations and distances along Britain's Roman roads.
Some say it contains remarkable coincidences when compared to aspects of today's English motorway network, and it does indeed show the M4 route from Londinium all the way to Moridunum, (Carmarthen) along with lines of many parts of today's M2 and M40, the M5, M6... and more.
Of course the Romans preferred straight roads, plenty of today's towns have Roman roots - and plenty of our non-motorway roads follow the line of Roman predecessors, so maybe it is all just coincidental. But maybe, just maybe, the Romans started the chariot wheels rolling on ideas for Britain's motorway age, which began unfolding a mere 1600 years later.
The motor-car's arrival prompted private individuals, encouraged by the proliferation of new railways, to seek parliamentary powers for their very own roads. Importantly for our story, some of these were conceived for limited types of traffic, the key principle underpinning today's motorway network.
Only a handful - including one in the west-country - gained approval, before the establishment of the Ministry of Transport in 1919 eventually ended privateer road building attempts.
However, it wasn't until 1936 that the new Trunk Roads Act gave the Ministry full control of some 4500 miles of principal through roads - a figure significantly extended later on. These were defined as "trunk routes," and the ministry promptly began detailed surveys of every single one...
Seemingly oblivious to the dawn of the motorway age in Italy in 1924 and Germany in 1931, intense planning and design work followed - aimed at building bypasses and making improvements wherever felt necessary.
However the Act prompted the forthright Institute of Highway Engineers to unveil an audaciously ambitious plan for a new, 2,800-mile fast main road network - more than Britain's motorway mileage even today.
Then, in September 1937, road construction pressure group the British Roads Federation invited over 200 influential personnel to tour the German Autobahn system. Ministry staff were barred from this "German Roads Delegation," but - politics of the time aside - many MP's and County highways staff came away very impressed. Afterwards the influential County Surveyors' Society resolved to pursue construction of a British motorway system rather than support the Ministry proposals.
This series of events softened British government attitudes to motorways, helped further in May 1938, when the Surveyors' Society released a more realistic plan for a 1000 mile motorway network - at a time when Britain reportedly had a total of just 19 miles of dual carriageway road... Shortly afterwards the Transport Minister - probably attempting appeasement of the growing pro-motorway lobby - tentatively proposed an 'experimental' north-south motorway in Lancashire. The Ministry, however, stuck doggedly to its vast long term programme of main road improvements. At the outbreak of war in 1939, work was planned for 30 main routes, with 100 schemes already approved, at a cost estimated even then at almost £200m - equating to about 50 years' work at the proposed annual expenditure levels.
Motorways did not feature anywhere: maybe heads were stuck defiantly in the sand, but the war lowered the curtain on this farrago with just a handful of schemes completed.
A particularly interesting aspect of the British motorway story is that much of the major change in mindset needed to pave the way for a future network occurred during the war. The need to move servicemen, supplies and protect the UK saw a lot of road building to ports and camps as well as new airfields.
It’s known that by 1942 outline Ministry proposals existed for several all-new high speed routes. One linked London to Birmingham, Lancashire and Scotland, with a branch to Coventry, routing onward to Leeds.
Another extended the existing Liverpool-Manchester road (right) eastward to Leeds and ultimately Hull, while a Birmingham motorway ring avoided Solihull, Wolverhampton and Walsall, and joined a northbound link from Bristol. Narrow and full gauge railways were used to transport materials to the site.
By the end of the war, officialdom had moved on from the concept of disconnected bypasses and unlinked road improvements, seeing future economic prosperity in new, purpose built, higher speed, longer distance roads. Its widely held that a 1942 report on the value of motorways written by the Ministry's Chief Highways Engineer Sir Frederick Cook was especially influential, reinforced months later by a "Report on Highway Development in the immediate Post War Years," by Cumberland County Surveyor G.O. Lockwood.
Together, these documents are credited with persuading the War Cabinet and its Reconstruction Policy and Priorities Committees to adopt a post-war principle of motorway construction.
An announcement that almost 800 miles of motorway would be built came soon after the war... without saying where or when... This was largely because legislation did not then allow for roads carrying only specific types of traffic.
After three years of manoeuvring, the 1949 Special Roads Act provided this power, but motorways weren't a priority in an age of austerity. Then, in 1950, petrol rationing ended, new cars began to appear, and the new Conservative government came under pressure to improve roads.
The mid-1950's saw road building cash finally released - and Lancashire County Council, Britain's earliest official motorway advocate, rejoiced with news that work on the Preston bypass motorway - drawn up during the war as part of that ethereal north-south motorway plan - could start in 1956.
Harold Watkinson was appointed transport minister that same year, swiftly ordering a Trunk road review and 20 to 30 year master plan, including updated motorway proposals. Published in 1960, the plan was wholeheartedly adopted by Government, including its commitment to 1,000 miles of motorway by the 1970's.
Watkinson kick-started this huge programme in July 1957, announcing routes from London to Birmingham and the north west, to Dover, and South Wales, along with links from Bristol and south Wales to Birmingham.
Britain's motorway age finally dawned in December 1958, when Prime Minister Harold MacMillan opened the 8.26 mile Preston bypass; the first 67 miles of the new London to Birmingham motorway followed in November 1959.
References and bibliography
Detailed Wikipedia article on the Antoine Itinerary:
Review of a 1949 book, Roadway to Recovery, (saying motorways will save money) by Christopher T Brunner, of the British Road Federation, is here (on p27 of PDF)
There are details of the 1949 Special Roads Act here:
and more information here:
The full unexpurgated original 1949 Special Roads act can be viewed here
The Institute of Highway Engineers offers a timeline lookback at the history of road building since 1920, including motorways, with some archive pictures - here:
Motorways are "controlled access roads" which are surprisingly common around the world. The story is here:
There is an insight into early background to the British Motorway network here
The story of how the Preston bypass came to be built is here:
A copy of the leaflet issued at the inauguration ceremony for the Preston bypass, carried out by Minister of Transport and Civil Aviation Harold Watkinson on June 12th 1956, is here:
A copy of the leaflet issued at the opening of the Preston bypass, carried out by Prime Minister Harold Macmillan on December 5th 1958, is here:
Exactly how the German autobahn network came into existence is here
The Wikipedia entry for German Autobahns is here
Anderson R.M.C. (1932), The Roads of England, Ernest Benn, London.
Baldwin P. & Baldwin R. (2004), The Motorway Achievement, Thomas Telford,
Bressey C. & Lutyens E. (1938), Highways Development Survey (Greater
London), London, HMSO.
Gregory J. W. (1938), The Story of the Road, Adam and Charles Beck, London.
Oliver J, (1936), The Ancient Roads of England, Cassell, London.
Plowden W (1971), The Motor Car and Politics 1896 – 1970, The Bodley Head,
Rees Jeffreys W. (1949), The King’s Highway, The Batchworth Press, London.
© Dave Moss


SAN DIEGO The world's first direct observation of the "melting" of a semiconductor material could reveal the details of many atomic-level processes relevant to chip manufacturing, physics, chemistry and biology. Researchers at the University of California, San Diego, heading a multinational interdisciplinary group, used ultrafast laser pulses of light combined with X-ray pulses to instantly "slice" molecules apart without disrupting their crystalline structure, which is inevitable with thermal melting. The technique is able to record movies of the real-time reorganization of molecules as they undergo changes that until now were unobservable.
"We are the first group to directly observe the non-thermal rearrangement of atoms in a material with ultrafast lasers we saw the symmetric crystal lattice of germanium atoms fall apart not just on the surface, but inside the material, too," said Craig Siders, one of the UCSD researchers.
Another UCSD researcher, Andrea Cavalleri, added, "Usually when you melt a semiconductor, the atoms become hot and vibrate out of their positions in the crystal, but our ultrashort laser pulses removed the glue holding them in the crystal, thereby instantaneously freeing them without vibrating the whole structure."
"We could see not only the internal structure, but also how structural changes occurred, and that will have a strong impact in many fields of research, not only in solid-state physics," said professor Klaus Sokolowski-Tinten of the University of Essen (Germany), a collaborator on the project. Other researchers include Kent Wilson, Csaba Toth, Christopher Barty and Ting Guo (now at UC-Davis) at UCSD; Dietrich von der Linde of the University of Essen; and Martin Kammler and Michael Horn von Hoegen of the University of Hannover, Germany.
Non-thermal melting results when electrons in a material are pushed into an extremely excited state with a laser pulse, forcing the crystal's atom to go from a cold solid to a hot liquid without passing through thermal equilibrium. Other scientists have used ultrashort pulses of laser light to "pump and probe" many fundamental physical processes, but the technique developed by the UCSD team of physicists, chemists and engineers also included extremely short bursts of X-rays to allow them to directly observe the non-thermal melting of a germanium semiconductor.
The group's laser pulses, which were just a femtosecond long, pushed the germanium beyond the normal boundaries of liquid and solid, into an excited state unattainable in nature, except perhaps at temperatures and pressures found only at the center of the Earth and Sun. "We can simulate the condition of matter in the interior of the Earth or inside a star, only for the briefest instant, but long enough to study the structure of its constituent atoms as they rearrange themselves," Siders said.
The group's laboratory setup to create the ultrafast laser pulses fits on a desktop, unlike competing groups in France and at Lawrence Livermore National Labs at UC-Berkeley, which require cyclotron-sized accelerators to produce the ultrashort X-rays.
The technique captures the Fourier transform information from an ongoing process, then spools it to a computer data file in real-time. Later, off-line, the group's software reconstructs what the atomic structures must have looked like as the laser sliced them, in the same manner that real-time microscope images of biological cells are rendered into movies from captured Fourier data. In theory, the process could be built into a real-time computer program that could render a visual image of the atoms as they come apart, plus enable slow-motion replays of segments of interest.
"We can do a structural analysis as a function of time on the Fourier data we collect, just like people do to render movies of living cells. But since we are looking at the molecules themselves we see much more detail. In fact, applying our techniques to living cells should finally let us see how photosynthesis works," Cavalleri said.
In semiconductor processing, the new technique can perform real work besides just revealing the inner nature of semiconductor processes. For example, the ultrashort laser pulses could be used for a higher-precision laser annealing that is not only orders of magnitude faster than current laser-annealing techniques, but which also recovers the exact crystal rather than a replica, and puts it back into its original structure with zero errors. That solves a long-standing problem with conventional annealing processes: that is, a slight mixing of adjacent regions on the chip accumulates after annealing steps, resulting in semiconductor "soup."
For instance, when doping materials, a subsequent annealing step is required to reestablish the perfection of the crystal after it was disturbed by forcing the doping material into the lattice. Normal laser annealing reestablishes a crystalline structure around the doping materials, but ultrafast lasers, according to the UCSD group, recover exactly the original structure, right down to the individual atoms.
"We can't name individual atoms and see that the same ones are in the same places as before, but we can confirm that not just a similar, but exactly the same, crystalline structure is reestablished, something that is not possible with ordinary laser annealing," Cavalleri said.
The technique can be used to create extremely high temperatures and impossible-to-attain pressures in tiny regions in just femtoseconds. For instance, if the ultrafast laser pulses are scanned across a thin layer of material in real-time, then the instantaneous pressure sets up an ultrafast acoustic wave propagating across the material.
"Ultrashort laser pulses give you the possibility to dump energy into a material so fast that it has no time to react that's when strange things can hap-pen. If the temperature rises very quickly, say, several thousand degrees in just a few picoseconds, then that solid is well above its normal melting point while still a solid. Nobody knows how such strongly overheated solids will behave, but ultrafast X-ray diffraction gives us a means to investigate these and other exotic states of matter," Sokolowski-Tinten said.
The UCSD group's next goal is to use its ultrafast laser pulses to examine the structure of carbon. Because of the high temperature required to melt carbon, no one has ever observed it in the liquid state. Even with an apparatus that could achieve the high temperature required to melt carbon, it could not be contained in any solid material because the container would melt.
"Carbon atoms have the highest melting point of any element. Nobody has ever melted it because there is no container that it wouldn't melt through, but we can observe liquid carbon in such a brief amount of time that it doesn't matter if it subsequently melts through our workbench," Cavalleri said.
Besides assisting in the technological development of semiconductor processing, the ultrafast laser technique also promises to be a boon to the next generation of nanoscale mechanical devices. Nanotechnology attempts to build solid structures with atomic precision. The ultrafast laser can make movies of self-assembly processes as well as exert direct forces on individual molecules in a structure so that they can be sliced, diced and melted into precise atomic alignment.


An excellent proof of concept for how 3D scanning and 3D printing can be of benefit to science and science education, this world class collection of fossil finds from Lake Turkana in East Africa has been made available to world as a digital exhibition thanks to a partnership between Dr. Louise Leakey with Autodesk:
This virtual lab showcases a spectacular collection of fossils and artifacts found mostly at Lake Turkana in East Africa. The digital collection of animals, human ancestors, as well as ancient stone tools offers a unique tool for scholars and enthusiasts to explore and interact with the collection online.
It also provides an opportunity to download models for 3-D printing as well as to comment and share images of your favorite printed fossil objects on our forum. Additional specimens will be added regularly to this online collection so please visit us often. Welcome to the lab!
Dr. Louise Leakey (TBI, Stony Brook University) and 3D software company Autodesk have teamed up with the National Museums of Kenya to create an ongoing interactive showcase famous fossil discoveries from the Turkana Basin in virtual 3D.
AfricanFossils.org enables visitors to explore a virtual “lab” filled with numerous famous fossil finds which can be enlarged, rotated, and viewed from any angle. While offering a limited selection of fossils at the moment, Leakey plans to continually update the library to comprise not only fossils of human ancestors but the other prehistoric animals with which they shared their environment.
Leakey was awarded a grant from San Rafael, CA-based Autodesk which enabled her to work with the National Museums of Kenya to digitize a number of scientifically important fossils in the Museum’s collection. The process involved making numerous photos of each specimen from a variety of angles and using Autodesk’s proprietary technology to create an immersive virtual environment in which visitors can closely examine some of the most important pieces of evidence for human evolution.
“This is a fantastic use of this revolutionary new technology,” says Leakey. “People from all over the world will now be able to enjoy these fossils which previously were available only to scientists visiting the museum.”
Every Thursday is #3dthursday here at Adafruit! The DIY 3D printing community has passion and dedication for making solid objects from digital models. Recently, we have noticed electronics projects integrated with 3D printed enclosures, brackets, and sculptures, so each Thursday we celebrate and highlight these bold pioneers!
Have you considered building a 3D project around an Arduino or other microcontroller? How about printing a bracket to mount your Raspberry Pi to the back of your HD monitor? And don’t forget the countless LED projects that are possible when you are modeling your projects in 3D!
The Adafruit Learning System has dozens of great tools to get you well on your way to creating incredible works of engineering, interactive art, and design with your 3D printer! We also offer the LulzBot TAZ – Open source 3D Printer and the Printrbot Simple Metal 3D Printer in our store. If you’ve made a cool project that combines 3D printing and electronics, be sure to let us know, and we’ll feature it here!
Have an amazing project to share? Join the SHOW-AND-TELL every Wednesday night at 7:30pm ET on Google+ Hangouts.
Join us every Wednesday night at 8pm ET for Ask an Engineer!
Learn resistor values with Mho’s Resistance or get the best electronics calculator for engineers “Circuit Playground” – Adafruit’s Apps!
Maker Business — Ladyada @adafruit & makers removed from @whitehouse website #WHChamps #NationOfMakers @mfgday @makerswomen
Wearables — Velcro dread
Electronics — Your job’s a joke, you’re broke, your semiconductor is DOA
Biohacking — Data After Death
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Jane Mendelsohn: Amelia Earhart, Found and LostRoundup: Talking About History
Jane Mendelsohn is the author of “I Was Amelia Earhart” and “American Music.”
THERE was a picture of Amelia Earhart in the newspaper. Actually, it was in this newspaper. I read the accompanying article while riding on a train from New Haven to New York when I was in my mid-20s. Although I had graduated a few years earlier, I was still living in the town where I’d gone to college. New Haven was cheap, and book reviews paid money back then. This was in the early ’90s. The train was quiet. No one had a cellphone. The article in the newspaper said that a search party believed it had found a piece of Earhart’s plane on an atoll in the Pacific. And maybe a piece of her shoe.
I didn’t know much about Amelia Earhart, but the idea of her surviving on a desert island, even if only for a little while, appealed to me, sang to me, waved furiously to me from a great distance. Perhaps this was because I felt at the time as if I were flying hopelessly around the world and searching for land, longing for one of those islands of stability some of us keep looking for in our 20s, a braceleted wrist held up to the face, hand shielding our eyes from the harsh sun of adulthood, not realizing that we will have to build that island for ourselves. Whatever the reason, I was certainly not the first person to be fascinated by Earhart’s disappearance. Nor the last. This July 2 it will be 75 years since she vanished while attempting to circumnavigate the globe, and people are still wondering what happened to her, still compelled by the mystery — Was she a spy? Was she captured by the Japanese? Did she sink or survive? — still searching for her shoe....
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Tanzania is a state in East Africa. It is located at the Indian Ocean and borders on Kenya and Uganda in the north, Rwanda, Burundi and the DR Congo in the west and Zambia, Malawi and Mozambique in the South
Tanganyika became independent from the mandate power Great Britain in 1961 and joined Zanzibar (islands of Pemba and Unguja) to Tanzania in 1964. The country's name is composed of Tanganyika, Zanzibar and the name Azania.
Seat of government: Dar es Salaam
Population: 56.3 million (2018)
Official language: Swahili, English
Area: 945.087 km²
Currency: Tanzania Shilling (1 Euro = approx. 2.500 Tsh - varies depending on exchange rate)
Religion: 40 % Christians, 40 % Muslims, 20 % other religions (primitive peoples)
Time zone: UTC +3
Best Travel Time and Rain Season
The climate in Tanzania is considered tropical. The summer months from December to March form the hottest season, while the tropical winter extends from June to September.
Tanzania has a tropical climate, which can be divided into dry and rain seasons. The big rain season generally lasts from March to the end of May or beginning of June. The small rain season is from October to November.
Tanzania is located south of the equator. As far as temperatures are concerned, there are no noticeable changes of seasons. One can only speak of a dry season (between May and October) and two rain seasons - the big one (March to early June) and the small one (October/November), which, however, does not affect all regions.
In general one speaks of a tropical climate. The year-round average temperatures during the day are rarely below 25°C, but depending on the region they often exceed 35°C - especially in the lowlands. Especially at night, the temperatures vary seasonally more the higher you get: on the central plateau in the interior, for example in Arusha (below Kilimanjaro), you can sometimes drop to 15°C.


Sacred Area Outside the South Walls
An ancient Roman town of Campania destroyed by the eruption of Mt. Vesuvius in A.D.79. Named as a UNESCO World Heritage Site in 1997.
The southern edge of town was against a sharp drop to the sea. A terrace located on this drop held two shrines (a) and (b) and a series of rooms for cult activities. All of these faced on a long garden (c) 6.85 x 22.60 m. where the fragments of two large marble fountain basins were found when this area was excavated in 1939 to 1958. On the south end of the garden a parapet had a podium which could have been used as a garden seat. Garden paintings decorated the interior walls of shrine (b). The fragments that survived were enough to give an idea of what the original effect must have been. The lower part of the panel to the left of the entrance on the south is the best preserved. The base of the wall was painted with hart’s-tongue ferns, each plant separated by a trellis that was identical to the woven fence just above which must have encircled the entire room. A garden extended behind the fence and on the south wall a marble basin supported by three legs was graced by three doves perched on the rim to drink. A small date palm and flowers are nearby, including a corn poppy on the left with carefully executed foliage and flowers, two in profile and the others drawn open faced. A young palm tree and a plant with daisy-like flowers comes next and to the right of the basin there is a rosebush with blossoms very similar to the ones painted in the garden rooms of I.ix.5. The east wall appears to have had a crater-shaped fountain, and on the north wall above the large podium altar three panels each contained a garden painting. The side panels each had a young palm tree as the dominant feature in the middle, but the center panel was too damaged to determine what it contained.
1939 to 1958
- Jashemski, Gardens, 1:158-160 (worldcat)
- Jashemski, Gardens, vol.II, p. 371 (worldcat)
- Maiuri, Ercolano, pp. 181-182 and fig. 143 (plan) opposite p. 176 (worldcat)
- Michel, p. 386
Wilhelmina Jashemski (https://lib.guides.umd.edu/c.php?g=326514&p=2193250)
21 Apr 20210


Tag Archive for ‘lead’
In April, the U.S. Centers for Disease Control and Prevention raised to 535,000 its estimate of the number of American children with potentially dangerous levels of lead in their blood. But for U.S. communities combating the lead hazards, there might never be any money from the group some say is most responsible for creating the problem: Companies that made lead pigment used in the old, flaking paint still coating millions of dwellings.
Tires are indeed no friends to the environment. Most tires on the road today are constructed of roughly equal parts natural rubber, petroleum and “carbon black” filler, along with a dash of other chemical additives to improve functionality. The tire industry has embraced recycling in recent years, but still some 25 percent of tires wind up in landfills.


Catechism of the Catholic Church
186 From the beginning, the apostolic Church expressed and handed on her faith in brief formula normative for all. But already very early on, the Church also wanted to gather the essential elements of her faith into organic and articulated summaries, intended especially for candidates for Baptism:
- This synthesis of faith was not made to accord with human opinions, but rather what was of the greatest importance was gathered from all the Scriptures, to present the one teaching of the faith in its entirety. And just as the mustard seed contains a great number of branches in a tiny grain, so too this summary of faith encompassed in a few words the whole knowledge of the true religion contained in the Old and the New Testaments.
» Enter the Catechism at this paragraph
» Table of Contents
» St. Charles Borromeo Home


“If you were going to put something in a population to keep them down for generations to come, it would be lead,” said Dr. Hanna-Attisha of the Pediatric Public Health Initiative. That is really bad news for the children of Flint, Michigan.
ACLU Michigan/ The Daily Beast
It’s estimated that 8,000 children under six years old may have been exposed to the contaminated water in Flint. These children are especially susceptible to brain and nervous system damage because their bodies are still growing. Even small amounts of lead can impair the health and growth of children. Lead exposure is associated with learning disabilities, poor motor abilities and even violent personalities. Potential health consequences are compounded in Flint because of the lack of access to adequate health services and poor living conditions.
Dr. Hanna-Attisha testing a 2-month old patient for lead poisoning. Brittany Greeson for The New York Times
The lead water crisis in Flint began around two years ago when the city switched its water supply to contaminated river water. However, the state and federal government did not begin to acknowledge the problem until recently. The neglect of the government is especially devastating because these health effects are often irreversible and untreatable in children.
Volunteers distribute bottled water at a Flint, Michigan community center. Bryan Mitchell for the Guardian
Bottled water has been donated and shipped to help the people of Flint. While bottled water helps with the immediate needs of the citizens, it won’t solve the larger problems facing children who have already drank the contaminated water. The governor of Michigan, Rick Snyder, has designated $28 million to Flint, which will allow for health services to be made available to lead-exposed children. Governor Snyder also has called upon the federal government to provide aid in getting Medicaid to every resident under 21. However, while this may be a good start, others in the field are saying that the problem is bigger and will need more aid and resources to resolve.
“We have to throw every single evidence-based resource at these kids, starting now.” -Dr. Hanna-Attisha (Photo: Brittany Greeson for The New York Times)
Doctors, like Hanna-Attisha, are working to help in the midst of the crisis by addressing the diets of the children of Flint, as well as broadening the Head Start program and others like it, which currently have wait lists in Flint. To give to the Pediatric Public Health Initiative and help its mission in providing critical interventions to the children of Flint, visit their site: https://www.cfgf.org/cfgf/GoodWork/FlintArea/WaterCrisis/tabid/855/Default.aspx