|5461876||Combined ambient-air and earth exchange heat pump system||1995-10-31||Dressler||62/160|
|5224357||Modular tube bundle heat exchanger and geothermal heat pump system||1993-07-06||Galiyano et al.||62/260|
|5136855||Heat pump having an accumulator with refrigerant level sensor||1992-08-11||Leanarduzzi||62/129|
|5025634||Heating and cooling apparatus||1991-06-25||Dressler||62/79|
|4920757||Geothermal heating and air conditioning system||1990-05-01||Gazes et al.||62/181|
|4688717||Reverse cycle heating system for a building||1987-08-25||Jungwirth||237/2|
|4402190||Apparatus and method for heating and chilling concrete batch water||1983-09-06||Reid||62/178|
The present invention relates to a direct expansion heating and cooling system utilizing in-ground, refrigerant laden, heat exchange tubing as a primary source of heat transfer.
The term "heat pump" is a common and well known name for a heating/cooling system that typically incorporates a phase changing, circulating, refrigerant fluid, such as R-22, to move thermal energy at one temperature in one medium, such as air, earth, or water, to another different medium at another temperature. For example, when a building's interior air is heated or cooled via a conventional air source heat pump, thermal energy (heat) in the outside, or exterior, air is acquired or dissipated via air, fan forced, over finned tubing containing a refrigerant fluid, such as R-22, or the like, in a box termed an exterior heat exchanger. The refrigerant carrying the thermal energy from the exterior air source is transferred by means of a gas compressor to the interior of the building. The thermal energy acquired or dissipated outside is oppositely dissipated or acquired inside the building by means of an interior heat exchanger, which, like the exterior heat exchanger, typically consists of an array of finned, refrigerant laden tubing in a box with a fan (commonly called an air handler) forcing the interior air over the finned tubing to effect heat transfer to or from the interior air. To effect operation of a heat pump system from a heating to a cooling mode, or vice a versa, the directional flow of the refrigerant is simply reversed.
The temperature of the refrigerant on the cooler side heat exchanger must be lower than that of the ambient air on that side, and the temperature on the hotter side must be hotter than the ambient air, in order to effect thermal energy transfer in each case between the air and the refrigerant. The ambient air temperatures on the respective sides may compare unfavorably with the desired direction of thermal transfer. For example, it may be desirable to heat indoor air to above 22° C. (72° F.) when the outdoor air is below that temperature. The heat pump system includes a gas compressor operable to raise the temperature of the refrigerant directed to the hotter side to a temperature greater than the ambient air on the hotter side, and an expander and evaporator to lower the temperature of the refrigerant directed to the cooler side to less than the ambient air on the cooler side. The temperature is stepped down by removing heat and then by lowering the refrigerant pressure, resulting in thermal energy transfer in the desired direction.
The compressor is usually driven by electric power, and constitutes the element which forces the refrigerant around the circulating heat transfer loop between the interior and the exterior of a building. It is also possible to include a pump for circulating refrigerant or water in a system utilizing a liquid fluid that does not change phase. Typically, electrically driven fans are provided to force air over the finned tube heat exchangers so as to reduce the amount of finned tubing necessary to effect the desired thermal transfer between the air and the refrigerant.
The recirculating refrigerant may, and generally does, undergo phase changes as part of the process. At appropriate temperature and pressure, the refrigerant can be boiled (vaporized) on the side of the loop where heat is to be extracted, and condensed back to a liquid on the side to which heat is to be released. The phase change process provides a concentrated and substantial transfer of thermal energy.
Although the idea of a heat pump is to carry thermal energy in the refrigerant at a temperature which is useful for heat transfer in a desired direction via heat exchangers, the thermal transfer efficiency across a heat exchanger is a function of difference in temperature. When the outdoor air temperature is low, it may be necessary to supplement the heat energy obtained from the outside air through the heat pump. Electrical resistance heating means or auxiliary fossil fuel burners or the like can be employed for this purpose. Heat pumps are optimally designed for particular ambient air temperature ranges and their efficiency of heating and/or cooling will be impaired if ambient temperatures occur outside of the heat pump design limits. For example, the efficiency of an air-to-air heat pump used for home heating is reduced at low outdoor temperatures and for home cooling is reduced at high outdoor temperatures.
Heat pumps are designed to operate within a range where it is always possible to achieve cooling, although cooling is not very efficient in hot areas where temperatures often exceed 100° F. On the other hand, for heating, at some minimum outdoor air temperature, the lowest temperature the evaporator can provide is so near to the ambient temperature that little if any heat transfer occurs. At this temperature (which varies with the heat pump but may be on the order of -4° C. or 25° F.), the power expended in running the compressor and an outdoor fan is generally greater than the value of the heat energy available from the outdoor air which is necessary to adequately heat the interior air of the building. In such cases, a controller associated with the heat pump, coupled to an outdoor temperature sensor, shifts the heating system to supplement the heat pump with electric resistive or fossil fuel heating when outdoor temperatures approach the minimum temperature limit, and may disable the heat pump entirely when the minimum temperature limit is reached.
Ground source/water source heat exchange healing/cooling systems typically utilize closed loops of tubing buried in the ground or placed in water, such as a lake. These closed loops may be installed in a variety of manners, including horizontal configurations or helical loops, as well as in vertical configurations usually consisting of elongated U-shaped tubes placed into holes drilled into the earth. These heat exchange loops may carry a water/anti-freeze mixture in a water source system, or a refrigerant in a direct expansion system.
Both water source systems and direct expansion systems utilize naturally occurring geothermal heat as a heat source in the winter and as a heat sink in the summer. In a water source system, water is either taken from, or circulated in, the ground, via coupled plastic tubing and a water pump, so as to effect a thermal heat exchange between the ground and the water. The water is then used to effect a thermal heat exchange with refrigerant in a heat pump system, which refrigerant is utilized to transfer heat to or from interior air, depending on operation in either the heating or cooling mode.
In a direct expansion system, the refrigerant in a heat pump system is circulated directly in the ground, typically via coupled copper tubing, so as to effect a thermal heat exchange with the earth, all absent the additional water heat exchange step inherent with a water source system, and absent the necessity to operate a water pump. The geothermally heated or cooled refrigerant is then utilized by the heat pump system to transfer heat to or from interior air. As a result of the elimination of a heat transfer step, and the elimination of a water pump, direct expansion systems are usually more efficient than water source systems.
Examples of various direct expansion systems are U.S. Pat. No. 4,688,717 to Jungwirth, which primarily operated in a heating mode, and which factually utilized an exterior air source heat exchanger for operation in the cooling mode; U.S. Pat. No. 5,025,634 to Dressler, which utilized a horizontal array of tubing in the ground to effect both heating and cooling mode geothermal heat transfer, which tubing consisted of 5 tubes per ton with an outside diameter to tube length ratio of 1/4800; and U.S. Pat. No. 4,920,757 to Crazes which illustrates the use of an exterior air source heat exchanger, which acted as a receiver, in conjunction with a direct expansion heat transfer tube buffed vertically in the ground in an elongated U shaped manner. U.S. Pat. No. 5,224,357 to Galiyano, Wiggs, et al, disclosed the use of a V shaped fence style installation of direct expansion geothermal heat transfer tubes in a trench, for a direct expansion heat pump system operating in both the heating and cooling mode; and German Patent DE3514191A1 to Waterkote, disclosed the use of direct expansion geothermal heat transfer tubing utilizing internal diameter to length ratios of between 1/2857 and 1/3750. Dressler, in practice, utilized five 100 foot long tubes per ton of heating/cooling load design capacity. Dressler's said ratio, while usually operable, does not alone provide sufficient ground surface area contact for heat transfer in certain areas, such as soils with high silica sand content. On the other hand, Waterkotte's ratio, while providing significantly increased surface area contact, is sized so large that there are disadvantages: in potentially overstressing the adjacent ground's heat transfer ability due to excessive capacity per tube; in potentially requiring too large refrigerant volumes so as to effectively operate in reverse cycle heating/cooling modes absent excessive precautions; and in potentially being too large to adequately maintain sufficient velocity to sweep oil through the system.
In all geothermal heating and cooling systems, installation/operation costs and system operational efficiency levels are of primary importance.
In most direct expansion systems, there are common areas of concern. Such areas of concern include oil return to the compressor, system start up in the cooling mode, subterranean heat exchange tube design, air handler sizing, thermal expansion valve sizing, and system servicing. When a geothermal direct expansion heating/cooling system is utilized, the refrigerant fluid gas compressor lubricant oil typically mixes with the refrigerant fluid and travels throughout the course of the refrigerant fluid heat transfer tubes. The lubricant oil is early carried through the refrigerant fluid conductive tubing back to the said compressor when the refrigerant fluid is in a liquid state, but is not as easily transported when the refrigerant fluid is in a gaseous state. This is an especially worrisome problem when a direct expansion heating/cooling system is utilized because the lubricant oil, typically a mineral oil, may accumulate and become trapped in the submean metal tubing, ultimately resulting in compressor burnout and system failure.
To combat this potential lubricant oil return problem, several methods have been employed in a direct expansion heating/cooling system. One such method has been to utilize relatively small diameter tubing for the subterranean heat transfer tubes transporting the heat transfer refrigerant fluid, so as to increase refrigerant fluid flow velocities to sweep the lubricant oil through the underground tubes back to the compressor. This method has reportedly been utilized and sold by Aardvark Air, Inc., formerly of 7000 Prospect, Kansas City, Mo. 64132, and/or by William Dressler, who has a present business address of 11866 West 91st Street, Overland Park, Kans. 66214, during or about 1982 through 1988 and/or subsequent years; was claimed by Waterkote in German Patent DE 3514191A1; and was claimed by Dressler during or about 1990, in U.S. Pat. No. 5,025,634. Further, in reality, the concept of insuring oil return to a conventional refrigerant compressor by means of utilizing small diameter refrigerant heat transfer fluid tubing, so as to maintain refrigerant fluid velocities sufficient to insure oil return, has been known for many years. For example see the Trane Reciprocating Refrigeration Manual, published and copyrighted during or about 1946, by the Trane Company, of LaCrosse, Wis. 54601, as subsequently revised, particularly noting the 1966 revised edition.
Another method employed in a direct expansion system to help insure lubricant oil return to the compressor is to utilize an oil separator, which catches most of the oil and returns it to the compressor before the oil circulates through the subterranean tubing. This basic oil separating concept has also been known in conventional refrigeration systems for many years (see the aforesaid Trane Reciprocating Refrigeration Manual, 1966 Edition, et al.), and was installed in direct expansion systems marketed and sold in 1995 by the aforesaid Envirotherm Heating and Cooling, Inc., of Hendersonville, Tenn. 37075. Additionally, the use of an oil separator, when used in a modular tube bundle or in a planar army along the inclined wall of a trench, was disclosed by Galiyano, et al. in U.S. Pat. No. 5,224,357. The use of an oil separator in a direct expansion system was also disclosed by the Applied Energy Research Laboratory of the Mechanical and Aerospace Engineering Department of the North Carolina State University, at Raleigh, N.C. 27695, in AERL Report No. 30, dated Nov. 1, 1985. Further, when refrigerant vapor lines have a vertical rise of about eight feet, or more, the Trane Reciprocating Refrigeration Manual discloses the use in a conventional system of an oil trap, but the concept of an oil trap has never been used by direct expansion equipment manufactures. This is historically true in the direct expansion DX industry because the importance of oil return in the vapor line was not appreciated by those in the industry. More specifically, those skilled in the direct expansion art do not consider direct expansion and conventional systems to be comparable and therefore do not normally look to conventional systems for enhancements to direct expansion systems.
Another problem in direct expansion systems occurs during initial system start up. The Dressler system attempts to address this problem by inserting a bleeder port in the heating cycle and cooling cycle metering devices (healing and cooling valves) to equalize system pressure differentials existing after system shutdown. Dressler suggests the bleed ports should consist of 20% to 25% of the surface area of the respective valve. However, a loss of 20% to 25% of the surface area of the respective valves impairs the operational function of each valve.
Dressler also explains that system start up is a problem when the refrigerant fluid loses its momentum upon system shut down, and remains trapped in the subterranean heat exchange tubes, especially during heating cycles where large volumes of refrigerant fluid can accumulate in the underground heat exchange tubes. Dressler explains that the above problem can cause the refrigerant gas compressor to quickly deplete readily available refrigerant gas and to automatically shut down, or cut off, when the system experiences below design compressor operational low pressures, so as to avoid compressor bum-out. To combat this problem, Dressler's system provides for by-passing the designed compressor low pressure cut off switch so as to require the compressor to operate for a series of run times at pressures below operational design, until sufficient refrigerant gas pressure is reached and the system becomes fully operational. However, forcing a refrigerant gas compressor to run for repeated cycles under lower than operational design gas pressure conditions can lead to compressor damage and/or premature compressor failure, all contributing to poor system longevity and/or to lower operational efficiencies.
Finally, Dressler states the refrigerant storage device, which Dressler insulated and termed an accumulator, should store at least 50% of the total volume of refrigerant, reportedly to keep large amounts of liquid refrigerant fluid from Mugging the compressor upon system start up during the end of a heating season when the ground may be extremely cold, when large amounts of refrigerant fluid may have migrated to the extremely cold subterranean refrigerant fluid heat transfer tubes.
The use of a receiver in conjunction with a direct expansion system, for the purpose of maintaining a constant supply of refrigerant to an outlet line, together with the use of an accumulator, was disclosed by Jungwirth in 1987 (U.S. Pat. No. 4,688,717). Dressler adopted this concept in U.S. Pat. No. 5,461,876, and claimed a receiver, in a direct expansion system, adapted to store any excess refrigerant when operating in the heating mode, with Dressler explaining the receiver may store approximately 20% of the total quantity of refrigerant. In a similar system, Envirotherm Heating and Cooling, Inc., marketed a direct expansion system in 1995 which contained a receiver device designed to store less than 50% of the total quantity of refrigerant in the system, for purposes of storing excess refrigerant when operating in the heating mode, which is the usual and customary purpose of a receiver in a refrigerant based heating/cooling system. Further, the direct expansion system studied and described by the North Carolina State University AERL, in its Nov. 1, 1985 Report No. 30, utilized a conventional receiver device.
A conventional receiver was reportedly utilized by Aardvark Air, Inc., in direct expansion systems sold during or about 1982, and a conventional receiver was taught in a direct expansion system in a textbook entitled "Modem Refrigeration and Air Conditioning" by Andrew D. Althouse, Carl H. Turnquist, and Alfred F. Bracciano, published by The Goodheart-Willcox Company, Inc., copyright 1975.
Regarding interior air handler sizing, it should be noted that while an over-sized air handler is suggested in U.S. Pat. No. 5,224,357 to Galiyano, et al., the mere use of an oversized air handler alone, absent modulating air handler fan speed, and/or absent modulating or dual compressors, will have no material long term advantage over a wide range of heating/cooling loads where the air handler is appropriately sized in the first instance. Further, how much the air handler is to be oversized is neither taught nor explained, rendering the unexplained idea, in and of itself, useless. For example, a 50 ton air handler installed in a one ton direct expansion system would create too large of opposing heat exchange mismatching, resulting in an exceedingly large healing/cooling charge imbalance and system operational short cycling.
It is known that, for enhanced direct expansion system operational efficiencies, the total interior volume areas of the heat exchange tubes contained within the interior air heat exchanger should ideally match, or approximately be equivalent to, the total interior volume area of an exterior air heat exchanger in an air source heat pump, or of exterior subterranean heat exchange tubes in a direct expansion heat pump. This is not the case, however, in any of the presently known direct expansion systems, where the total interior volume area of the exterior, subterranean heat exchange tubes is significantly larger than the total interior volume area of the heat exchange tubes within the respective system's air handler.
Generally, in existing direct expansion systems, the total interior volume area is larger in the exterior ground tubes than in the interior air handler tubes because the subterranean tubes must typically effect heat transfer via thermal contact with the soil alone, absent the benefit of finned tubing and a fan, such as are found in the typical air handler. The soil temperature, although relatively stable, will vary from season to season, consequently, more tubing is required in the ground alone, so as to provide a sufficient opposite effect heat transfer with the condensed, fan assisted, interior air handler, which typically returns only relatively stable temperature interior air. This is one of the major contributing factors to the charge imbalance, and the need for a receiver and/or accumulator storage, as conventionally used with direct expansion systems, because the subterranean ground coils, when acting as the condenser in the summer, require a greater refrigerant volume to effectively operate than does the interior air handler, when acting as the condenser in the winter. However, too great a refrigerant volume differential between the subterranean ground coils and interior air handler coils will result in operational inefficiencies and potential inability to reverse cycle, in one of either the healing or the cooling mode, depending on which heat exchange coils are oversized in an excessive amount.
Further, with conventional direct expansion geothermal systems, subterranean heat exchangers are typically designed to match compressor sizing. Likewise, the air handler size is typically determined to match compressor sizing, which compressor size is usually determined via ACCA Manual J load calculations, or other similar criteria.
Where the volume area of the submean ground coils is greater than the volume area of the interior air handler heat exchanger tubes, other primary ratios critical to high efficiency system operation have heretofore been overlooked, such as the total interior volume area of the subterranean heat exchange tubes in the ground versus the total interior volume area of the indoor heat exchange tubes in the air handler, together with a proportionately sized compressor and a proportionately sized air handler fan.
Examples of prior art would be the Dressler system, as basically described in the U.S. Pat. No. 5,025,634, and the Envirotherm Healing and Cooling, Inc. systems referred to above.
In the Dressler system, there was no discussion or disclosure regarding interior volume areas of heat exchange tubes, in relation to proportionately sized compressors and air handlers. However, the Dressler system typically utilized five, 1/4 inch O.D., ACR grade, 100 foot long, subterranean heat exchange tubes, which had an approximate total interior volume area of 170 cubic inches; together with an air handler with an approximate total interior volume area of 131 cubic inches; all per ton of compressor capacity and all per 400 cfm to 450 cfm of indoor air
The Envirotherm system used five, 1/4 inch O.D., ACR grade, 120 foot long, subterranean heat exchange tubes, which have an approximate total interior volume area of 203 cubic inches; together with an air handler with an approximate total interior volume area of 131 cubic inches; all per ton of compressor capacity and all per 400 cfm to 450 cfm of indoor air handler fan capacity. USPower Climate Control, Inc. sold direct expansion systems utilizing six 1/4 inch O.D., ACR grade, 100 foot long, subterranean heat exchange tubes, with an approximate total interior volume area of 203 cubic inches, together with an air handler and cfm per ton of system capacity, just as Envirotherm has marketed.
Thus, the Dressler system had a ground tube volume to air handler volume ratio of about 1.3 to 1, with a 400 cfm to 450 cfm air handler fan capacity, per ton of system compressor capacity. The Envirotherm and certain USPower Climate Control systems have a ground tube volume to air handler volume ratio of about 1.5 to 1, with a 400 cfm to 450 cfm air handler fan capacity, per ton of system compressor capacity.
As background on thermal expansion valves, a thermal expansion valve, also called a thermostatic expansion valve, regulates the refrigerant flow by maintaining a relatively constant superheat at the evaporator outlet by increasing the refrigerant flow as the superheat at the evaporator outlet rises, due to an increase in heat load on the evaporator, and by means of decreasing the refrigerant flow as the superheat at the evaporator outlet lowers, due to a decrease in heat load on the evaporator. Typically, a thermal expansion valve is sized to match the conventionally sized compressor.
Lastly, with respect to system servicing and repair in existing systems, service personnel typically evacuate the refrigerant from a direct expansion system prior to performing service work involving a refrigerant containment component. After completing the service work, the direct expansion system must be recharged with refrigerant. This process of refrigerant evacuation and recharging is time consuming.
A geothermal direct expansion heat pump system wherein subterranean heat exchange tubes have an internal diameter to length ratio of between 1/4000 and 1/6000, with 5 tubes per ton of BTU capacity; where the interior air heat exchange tubes have approximately 50% of the interior volume of the subterranean tubes; where the thermal expansion valve is sized to match the interior (as opposed to the exterior) air handler capacity; where the receiver holds 75% to 95% of the total refrigerant volume; where a pump down sequence is employed on system shut down; where an oil trap is installed at the vapor line existing the subterranean heat exchange tubes; and where 4 refrigerant cut-off/isolation valves are installed for service convenience.
FIG. 1 is an schematic view of a simple version of a direct expansion geothermal heat pump system, operating in a heating mode, including ground heat exchange tubes, interior air heat exchange coils, a fan, ducting, an oil trap, a thermal expansion valve, a compressor, an accumulator, a receiver, and refrigerant isolation valves. Valving customarily used for reversing the refrigerant flow from the heating mode to a cooling mode is not shown since the design of such valving is well known by those in the refrigeration trade.
The following detailed description is of the best presently contemplated mode of carrying out the invention. The description is not intended in a limiting sense, and is made solely for the purpose of illustrating the general principles of the invention. The various features and advantages of the present invention may be more readily understood with reference to the following detailed description taken in conjunction with the accompanying drawing.
Referring now to the drawing in detail, where like numerals refer to like parts or elements, there is shown in FIG. 1 a simple version of a direct expansion geothermal heat pump system, operating in a healing mode.
A refrigerant fluid is passed through the ground heat exchange tubing 1 where thermal energy (heat) of the earth, conducted to the fluid through the tubing, evaporates the fluid into a gas. A pump from any convenient manufacturer forces the vaporized refrigerant to travel through an oil trap 2, to an accumulator 3, such as accumulator Model HX3700, manufactured by Refrigeration Research, Inc. of Brighton, Mich. and into the suction line of the refrigerant compressor 4.
The refrigerant gas is compressed by the compressor 4, thus raising its temperature, and next travels into the interior air heat exchange coils 5, enclosed within air ducting 6, where heat is transferred to interior air as air handler fan 7 blows interior air from the house over fins provided to facilitate the heat transfer process.
As the heat is removed from the refrigerant in the interior air heat exchange coils 5, via the fan 7 circulating interior air over the coils, the refrigerant fluid condenses into a liquid and next travels through a receiver 8, which automatically supplies the proper amount of refrigerant to the overall system. The supplementation of refrigerant is based on the refrigerant condensing point which in turn is based on the heat load in the interior air heat exchange coils 5 or the ground heat exchange tubing, depending on the season and cycle of the system. In the winter the interior air heat exchange coils 5 do not withdraw as much refrigerant from the receiver 8 as the ground heat exchange tubing withdraws in the summer, when acting as a condenser, due to the significantly smaller interior volume area of the ground heat exchange tubing 1 as compared to the heat exchange coils 5.
Thereafter, the refrigerant fluid travels through a thermal expansion valve 9, such as Model BRIVE-4-GAY manufactured by Sporlan Valve Co. of St. Louis, Mo., where the refrigerant fluid's pressure and temperature are reduced, and then into the ground heat exchange tubes 1, where the process is repeated until enough heat is transferred from the earth to the interior air to satisfy the thermostat (not shown), which, when satisfied, turns off the system.
Oil trap 2, having a small U shaped bend, is placed at a location, or locations, in the hot gas line, with the trap's lower bottom horizontal dimension kept to a minimum. The primary purpose of the oil trap 2 is to start the compressor lubricant oil rising and returning to the compressor when carried along by a refrigerant fluid gas within a refrigerant fluid conductive tubing. However, the oil trap may also be used to prevent oil from draining back to the compressor 4 when the heating/cooling system is turned off, and may also be used to collect oil drained from an evaporator and the evaporator suction connection. The oil trap 2 is placed at the lowest point where the return refrigerant gas fluid tube first exits the underground distributor, when the system is operated in the heating mode.
An oil trap should also be installed just beyond the compressor, or just beyond the receiver when a receiver is utilized, at the base point of a vertical rise of eight feet (8') or more up to the interior air heat exchange unit (air handler) when the direct expansion system is operated in the cooling mode, where the interior air handler acts as the refrigerant vaporizer.
Further, whether operating in the heating or cooling mode, an additional oil trap should be added to the gas, or vapor, refrigerant fluid transfer tube for each additional twenty five feet (25') of vertical rise.
The present system addresses the problem of system start up and provides a method to more efficiently combat the aforesaid problems of equalizing system pressure differentials occurring after direct expansion system shutdown, and of below design refrigerant gas pressure conditions which may exist upon system start-up in the winter, when the bulk of the refrigerant within the system has naturally migrated to the coldest point, namely, the extremely cold ground area. Pursuant to the present invention, both of the aforesaid problems are resolved by utilizing a "pump down" system.
Our pump down system includes a receiver 8, such as a Refrigeration Research receiver, Model 3413, capable of holding approximately between 50% and 95% of the total refrigerant fluid within the entire system. Receiver 8 is located at a point between the condenser and the thermal expansion device. In our "pump down" system, the refrigerant compressor is programmed to continue to operate after the thermostat is satisfied until the compressor shuts off, via a low-pressure safety switch. The compressor's internal low pressure switch because when the thermostat is satisfied, a signal is simultaneously sent to activate and close a solenoid valve 11. The solenoid valve is located in the refrigerant fluid transfer tube at a point on the exit side of the receiver 8, and prior to the thermal expansion device 9. A check valve is placed in the refrigerant fluid transfer tube 12, between the compressor 4 and the reversing valve, thereby preventing significant refrigerant migration back into and/or through the refrigerant compressor 4. The receiver must always be located at a point after the condenser, in both heating and cooling modes, and prior to the self-adjusting thermal expansion device 9, in both heating and cooling modes.
In our system, when the compressor 4 shuts off in response to low pressure sensed by the internal pressure switch, the bulk of the refrigerant is stored in the receiver 8. This structure eliminates the pressure differentials on each side of the compressor 4 which may inhibit system start up, thus eliminating the need for Dressler's 20% to 25% bleed port in heating and cooling valves, as specifically disclosed in 5,025,634 and 5,461,876, and also eliminating the need for by-pass refrigerant lines as reportedly utilized by Aardvark Air, Inc. since about 1982. Further, since the bulk of the system's refrigerant is stored in the receiver 8, the bulk of the refrigerant is prevented, via a check valve 13 and closed solenoid valve 11, from migrating to, and condensing in, the coldest areas of the heat exchange coils. This design eliminates the need to force the compressor to run at a level of operation below its low pressure cut off point for extended periods, as previously required of the Dressler system. Upon system start up, the solenoid valve 11 is programmed to open approximately one minute prior to compressor start up, so as to eliminate the low pressure conditions in the refrigerant conductive tubing in the ground and entering the compressor.
The subterranean heat exchange refrigerant tube is designed with an internal diameter to length of the heat exchange tube ratio in a range between 1/4000 and 1/6000, with a preferred ratio being 1/4752, with five (5) tubes per ton of conventionally sized compressor capacity. Geothermal heat transfer refrigerant tube designed within said ratios between 1/4000 and 1/6000 are small enough to entrain and move compressor lubricant oil, but are large enough to provide enhanced ground surface area contact and enhanced heat transfer capacity over the smaller 1/4800 (outside diameter) Dressler ratio. Testing has demonstrated that, for a direct expansion system, significantly enhanced system operational efficiencies, of about 20 percent or more, can be achieved by using a ground tube volume to air handler volume ratio of 2 to 1, plus or minus ten percent, with a 450 to 550 cfm interior air handler fan capacity, per ton of conventionally sized system compressor capacity, in conjunction with the 1/4,000 to 1/6,000 internal diameter to length ground tube milo with 5 tubes per ton of conventionally sized compressor capacity. All of the above subterranean tube volume to air handler volume ratios utilize unfinned ground heat exchange tubes, and utilize standard finned air handler tubes with 12 fins per inch.
For high operational efficiencies, adhering to this design criteria, the submean ground coils should be sized, in conjunction with the 1/4,000 to 1/6,000 internal diameter to length of ground tube ratio, to match the compressor size, which compressor should be sized in accordance with ACCA Manual J or similar, load calculations, but the air handler coil volume sizing should be sized to match the ground coil volume area, not to match the compressor size. This design results in an interior volume ratio of between 2 to 1 and 3 to 1, especially when the 1/4 inch I.D. ground coil tubing is utilized. Additionally, for high operational efficiencies, the thermal expansion device, commonly called a TX valve, utilized in a direct expansion system, should be sized, based on its tonnage (BTLD capacity ratings where one ton equals 12,000 BTUs, to match the capacity of the interior air handler, sized as disclosed herein.
Lastly, so as to enhance ease of servicing a direct expansion system incorporating a large capacity receiver, four manually operable shut off/service valves 101, 102, 103, and 104 are installed within the system's interconnecting refrigerant tubing. The valves, such as shut off/service valves model HX3700, manufactured by Aeroquip of Maumee, Ohio, will reduce system operational servicing costs by totally eliminating the need for both refrigerant reclamation before servicing work, and for refrigerant recharging after servicing work.
The isolation of the systems refrigeration charge is accomplished as follows: One isolation valve 101 is located between the expansion valve 9 and the ground heat exchange tubing 1. A second isolation valve 102 is located between the oil trap 2 and the accumulator 3. A third isolation valve 103 is located between the compressor 4 and the cheek valve 13. The fourth isolation valve 104 is located between the interior air heat exchange coils 5 and the receiver 8.
A solenoid valve 11 is placed in the refrigerant fluid line 12, at a point between the receiver 8 and the thermal expansion valve 9. The system also includes a check valve 13, which is located in the refrigerant fluid line 12, at a point between the compressor 4 and the interior air heat exchange cobs 5. The solenoid valve 11 and the check valve 13 enable the refrigerant to be retained in the receiver 8 upon system pump down because with these valves closed to the directional flow of the pumped refrigerant, the only place for the refrigerant to be stored is in the receiver 8. This enables the refrigerant to be isolated within the interior portion of the equipment upon system shut down, during the pump down mode, and prevents refrigerant migration to the cool area in the subterranean ground coils, which could otherwise result in system start up problems caused by the compressor having to pull significant mounts of stationary liquid refrigerant out of the ground against the force of gravity. In a reverse cycle system (not shown) the check valve 13 would be located between the compressor 4 and a reversing valve (not shown). Operation in a reverse cycle is not shown, being readily understood by those in the trades and being demonstrated in the aforesaid U.S. Pat. No. 5,025,634, and in U.S. Pat. No. 4,402,190.
The present invention teaches how to significantly enhance operational efficiencies in both the heating and cooling modes in a reverse cycle, geothermal, direct expansion, heating/cooling system. These results are achieved by using a variety of enhancements, which, either singularly or in combination, result in an operational direct expansion system of substantially improved efficiencies.


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- 5 sheets « Colour and write.
- 1 envelope to print for you to store your game
Printing on cardboard is recommended (160-200g thick paper is fine, make sure your printer can handle it). For a more durable game, you can also laminate it.
Everything is in PDF PRINT (high quality printing).


The conclusions of a new survey indicate that parents do not approve of doctors using words such as obese or overweight to describe children who are obese or overweight. Rather, the “adults” would prefer doctors to use terms such as large or “gaining too much weight.”
The same category of no-no terms include fat and chubby, the investigators report. They say that doctors should use the “softer” terms if they want to establish a good base of communication with parents. Apparently, calling things what they really are is too offensive for many.
These findings belong to a study that analyzed the nature of relationships that form between families and health professionals, especially when it comes to treating children. The work was led by scientists at the University of Alberta, in Canada.
UA Department of Pediatrics researcher Geoff Ball, PhD, was the leader of the team. He worked together with colleagues Amanda Newton and Carla Farnesi on analyzing the literature in this field.
Scientists say that this relationship is a sort of delicate balance, which can be positively or negatively affected by a large number of factors. The way parents would like to hear doctors speak about their offspring is one of the most important factor in the group.
“Health professionals probably shouldn’t use terms like fat, chubby, overweight or obese. Terms that are more neutral, less judgmental and less stigmatizing should be used,” says Ball, quoted by PsychCentral
“Most of the time families will want that sensitive type of language. And that’s what clinicians should want, too, because that’s what families want,” he goes on to say.
Many parents said that they felt as if they were blamed for their kids' weight issues. Others said that the doctors were rude, judgmental or inattentive to their problems. One could argue that parents are indeed to blame for their children's diets and their habits. This responsibility cannot be eluded.
Hiding behind euphemisms is a long-standing, evolving trend in the United States, where the majority of people would rather not face the harshness of reality, and be exposed to terms that might actually force them to make a change for the better in their lives.
Referring to an obese child as a child that is “gaining too much weight” is an absolutely ridiculous request, and parents should acknowledge their share of the blame, for not being able to control what their children eat. This does not apply to kids who suffer from hormone dysfunctions or similar conditions.


What can be done to adapt
Priorities for early action on adaptation include taking measures that provide immediate benefits today and in a range of future possible climates. For example, installing water saving devices could cut water use by households by 20 %, saving households with a water meter money on their bill.
It is also important to ensure decisions with long-lasting consequences do not create obstacles for future adaptation. As an example, siting new buildings and infrastructure in low flood risk areas where possible, will have a long term benefit.More details about adaptation priorities for the UK are available in the ASC 2010 Progress report. The ASC has also reviewed progress in adaptation in Scotland and Wales.
Action by organisations in the public and private sector, as well as individuals, will be essential for ensuring the UK is preparing for the effects of a changing climate.
- Local authorities have an important role to play, using planning and other policy levers to ensure that buildings and local infrastructure are resilient to increased risk of flooding, water stress and overheating. As well as providing green spaces for keeping cities cool and absorbing heavy rain, they should locate new buildings away from flood risk areas as much as possible and ensure an effective emergency response after an extreme weather event. Those responsible for parks or forests can also help protect and restore natural habitats.
- Businesses should consider climate change when making long-lasting decisions about the location and design of their buildings, and the effect on supply chains or services. Making their business resilient to extreme weather today will reduce operating costs in the future. Those responsible for the provision of important infrastructure services, such as power, water and roads, should ensure that current and planned investments are resilient to climate change. And trade bodies can help by encouraging good practice amongst their sectors.
- Households can take actions that will benefit them today and in the future, whatever the weather. For instance, they can use permeable paving for front and back gardens to reduce surface water run-off. See Environment Agency website for more on preparing your property for flooding
- The Government has a critical role in removing barriers to action and encouraging adaptation. For more details, please visit the UK adaptation policy page.


There are many occupational physicians and occupational therapists who have been asked this question!
An occupational physician is a doctor who has gone through medical school and subsequent training, including becoming an accredited specialist.
Per the Association of Canadian Occupational Regulatory Organizations, an occupational therapist (OT):
“Occupational therapists help people – often those with disabilities or recovering from an injury – do the day-to-day tasks that “occupy” their time, allowing them to better contribute to the wider community. Occupational therapists work with people of all ages and conditions – children, the elderly, those in hospital or in the community – to improve their health and enhance their ability to engage in the activities they want, need, or are expected to do. This may include everything from relaxing in the garden to operating a computer mouse, vacuuming their home or driving a car. OTs may adapt tools, the occupation or the environment to help their clients stay involved. In other words, occupational therapy helps remove barriers to participation in everyday activities.”
An OT is an important part of many teams that occupational physicians lead or work in.


This song was written by Blind Alfred Reed of Floyd, Virginia. During his musical career he played dances, church meetings, recorded and taught music to children. Although he mostly played fiddle he also was proficient on guitar, banjo and mandolin. His composition “Wreck of the Virginian” got the attention of record executive Ralf Peer and he was invited to the famous “Bristol Sessions” in 1927 along with Jimmie Rogers and The Carter Family.
He wrote most of his songs from newspaper articles. He recorded “How Can a Poor Man Stand Such Times and Live” in 1929. He stopped playing in public in the late 1930’s and died in 1956 at age 76.
The following appeared in James Green’s book “The Devil Is Here in These Hills”:
Alfred Reed, a blind musician, had lived his entire life in West Virginia’s smokeless coalfields, where he worked as a lay Baptist preacher and as a fiddler who performed at county fairs and church socials. Wherever he went in 1929, Reed heard stories of how people suffered in the coal towns. Even the mine workers who still had jobs complained because they were paying higher prices at company stores with shrunken wages. Out of this experience, “Blind Alfred” recorded his hit tune “How Can A Poor Man Stand Such Times and Live?” A few days after the stock market crashed.


Himalayan salt crystal lamps have been used for centuries for their reputed health benefits, but do they work? According to many health experts, salt rock lamps offer a myriad of health benefits.
From a scientific perspective, this is how salt crystal lamps work.
The atomic structure of crystal salt is bound electrically, not molecularly, and this enables the salt crystal to change back and forth from a crystalline to a liquid state.
The heat of the bulb in the salt crystal lamp creates a higher surface temperature than the surrounding air in the room. This attracts water molecules in the cooler surrounding air, resulting in condensation on the surface of the rock crystal. This process enables the electrically bound sodium chloride mineral to split into independent (positive) sodium and (negative) chloride ions.
Once the water molecules evaporate, the sodium and chloride ions revert to their crystalline mineral form. This natural ionization process takes place over and over again, invisible to the eye, and does not affect the quality of the salt crystal.
When lit by a small light bulb of 15 watt or less, a rock crystal salt lamp emits an electrical charge that releases healthy negative ions into the air. These negative ions kill bacteria, molds, mildews and spores, odors, cigarette smoke, chemical gases, pet odors, pollens, dust and dust mites, animal dander, viruses, static electricity, carbon monoxide, and much more.
NEGATIVE IONSIn nature, negative ions are created through forces of rain storms, waterfalls, lightening, sunlight, ocean waves and winds. In fresh country air, we find up to 4,000 negative ions per cubic centimeter (the size of a sugar cube).Up to 10,000 negative ions are found near heavy surf, or close to a waterfall. That is why we feel so refreshed and energized when we are near these environments.
By contrast, the number of negative ions in metropolitan areas often does not even reach 100!
Quite often, our homes are the source of many health risks. For example, many pollutants found in the air reside attach themselves to floating dust particles. In a test conducted by the U.S. Department of Agriculture, they found 53% less dust, and 95% less bacteria, in the air by ionizing the room.
Good Housekeeping Magazine, in March 1999, had its engineers test an ionizer by using a smoke test, and found that it cleared out the smoke in a tank.
THE HEALTH BENEFITSHealth practitioners in Europe, North America, Australia and Japan have been using salt crystal lamps extensively in their treatments for ailments such as snoring, allergies, sinus problems, to reduce asthma attacks, respiratory problems and to enhance the immune system.
Our homes are full of volatile organic compounds that can seriously affect our health. For example, a 15-year study concluded that women who work at home have a 54% higher death rate from cancer than those who work away from home. This was a direct result of the increased exposure to toxic chemicals, many of which are found in common household products. Negative ions can help mitigate these volatile organic compounds.
The Enviromental Protection Agency in the U.S. ranks indoor air pollution as one of the top five threats to public health. It should come as no surprise then that many hospitals in Europe make ionization mandatory.
Yes, Himalayan salt crystal lamps do work. They are a very attractive feature in any house, very safe, and can be used in every room in your home. For optimal results, your salt crystal lamp should be left on as much as possible.


POETIC FORM: SOMONKA
The somonka is a Japanese form. In fact, it’s basically two tankas written as two love letters to each other (one tanka per love letter). This form usually demands two authors, but it is possible to have a poet take on two personas.
A refresher on the tanka: If a haiku is usually (mistakenly) thought of as a 3-line, 5-7-5 syllable poem, then the tanka would be a 5-line, 5-7-5-7-7 syllable poem. However, as with haiku, it’s better to think of a tanka as a 5-line poem with 3 short lines (lines 2, 4, 5) and 2 very short lines (lines 1 and 3).
While imagery is still important in tanka, the form is a little more conversational than haiku at times. It also allows for the use of poetic devices such as metaphor and personification (2 big haiku no-no’s). Like haiku, tanka is a Japanese poetic form.
(For more on the tanka, see: http://www.writersdigest.com/editor-blogs/poetic-asides/poetic-forms/tanka-bigger-and-more-relaxed-than-a-haiku for more on the somonka: http://www.writersdigest.com/whats-new/somonka-poetic-forms)


Q: Some areas of my lawn look really stressed from drought. I try to water it once a week for twenty minutes each zone.
A: You need to know how much water is being applied in twenty minutes. Set six identical plastic cups in an irrigated zone and let it run for twenty minutes. Look in your cups and see how much water has accumulated. Use your elementary math skills to figure out how long it would take to accumulate an inch. In the heat of summer, when your lawn grass looks dried out, schedule one inch of water to be applied once per week in the absence of rain. The best time to water a lawn is in the morning, before the sun heats up the soil.


Foundation for CDC’s Transportation Recommendations
In 2007, representatives from CDC created a Transportation Policy Group to develop a more comprehensive approach to identifying and addressing issues related to transportation and health. Their efforts have extended to include work with the U.S. Department of Transportation, as well as non-federal partners such as the American Public Health Association (APHA) and the Healthy Eating, Active Living Convergence Partnership (Convergence Partnership).
In November 2008, CDC, APHA and the Convergence Partnership, in coordination with other government and non-government organizations, hosted “Linking Transportation Policy and Public Health”, a meeting of representatives from agencies with an interest in transportation or health issues. The purpose of the meeting was to begin the process of helping these professionals learn more about the intersection of their two fields.
Work by CDC’s Transportation Policy Group and the individual programs within CDC, coupled with input received during and after the “Linking Transportation Policy and Public Health” sessions and discussions with other federal agencies, forms the basis of these recommendations.
These recommendations, published in 2010, are intended as a framework for policymakers to consider in order to strengthen transportation policies and programs by including public health and safety.
- Page last reviewed: April 28, 2010
- Page last updated: May 7, 2010
- Content source:


Zion Union Heritage Museum, Inc.
- Arts, Culture & History
The Cape and Islands enjoy a rich history created by people of color from the region. Many journeyed from across the ocean, and once here, continued journeys of another kind.
We see the extraordinary roles and contributions of people of color spanning the eras of the slave trade, abolitionism, and more recently, the civil rights movement.
People of color have been the backbone of the whaling and cranberry industries over the centuries. African-Americans, Cape Verdeans, and other people of color helped shape the Cape Cod of today.


One important purpose of learning mathematics is to develop useful, analytic, quantitative, logical ways of looking at the world and thinking about things. When mathematical ways of thinking begin to become automatic—not just ways one can use, but ways one is likely to use—it is reasonable to call them habits: mathematical habits of mind.
The Standards for Mathematical Practice (SMP) listed in the Common Core State Standards (CCSS) are one way of organizing and presenting a subset of mathematical habits of mind that are essential for mathematical proficiency. Transition to Algebra focuses on algebraic aspects of five of these: puzzling and persevering, seeking and using structure, using tools strategically, describing repeated reasoning, and communicating with precision. Transition to Algebra is designed to develop these algebraic habits by fostering and building on the common-sense logic that students bring.
Puzzling and Persevering:
“Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They ... plan a solution pathway rather than simply jumping into a solution attempt [and they] monitor and evaluate their progress and change course if necessary...” (CCSS, MP1)
Students often see mathematics as a collection of rules to know and follow. Genuine problems—in school and out—are not so cut and dried. Standardized tests also give problems that require students to think beyond the rules. Even ordinary word problems require students to figure out where to start and what to do next. There is no “formula” for how to do that and that is one reason why students find word problems difficult. Puzzles place that particular skill—figuring out where to start—front and center. The puzzles in Transition to Algebra have been chosen strategically to support mathematical ways of thinking essential in algebra.
Seeking and Using Structure:
“Mathematically proficient students look closely to discern a pattern or structure... They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects...” (CCSS, MP7)
Students in beginning algebra are often taught to solve equations like 2(x + 3) + 4 = 24 by going through a particular set of steps written in a particular way. On successive lines, they write the original equation, -4 below each side, a new equation, ÷2 below each side, a new equation, and so on. That method works for all first-year algebra cases and helps students “see the steps.” But it doesn’t encourage students to “see beyond the trees” and perceive the overall structure. Both are necessary. Seeing the structure helps students see the logic of algebra; it often also makes calculation much easier.
Consider the example to the right. Proceeding in the conventional way is much, much harder than seeing the equation as 11 minus “something” is 6 and concluding that the “something” (the ) equals 5. We can read that as “fifty divided by something” is 5. So, that “something” (the 3x – 2) is 10. That leaves 3x − 2 = 10, which is easier to solve.
Using Tools Strategically:
“[This entails] knowing and flexibly using different properties of operations and objects.” (CCSS, MP2)
“[Mathematically proficient students] ...identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They…reflect on whether the results make sense...” (CCSS, MP4)
“[They] consider the available tools when solving a mathematical problem [and] are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations.” (CCSS, MP5)
Good use of tools requires a certain amount of reasoning about and picturing results before they are fully derived. In arithmetic and algebra, that means reasoning about calculations and operations and predicting how part or all of a calculation would go without necessarily carrying it out. For example, if students picture how -18 – 53 would look on the number line, and if they understand the calculation as asking for the total distance and sign, they can perform that calculation without needing a case-structured set of “rules.” Using only this reasoning, students can say whether the result is positive or negative or whether the “18” and “53” should be added or subtracted. This image of the number line clarifies that two distances are being added. The sign comes from subtracting a larger number (53) from a smaller one (-18), which is what they’ve always known with positive numbers.
Describing Repeated Reasoning:
“Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. ... As they work to solve a problem, [they] maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.” (CCSS, MP8)
This habit manifests when students uncover a pattern, explore its mathematics, and develop a generic way (often an algebraic expression or equation) to describe it. The practice of seeking and articulating regularity is a cornerstone of algebraic thinking. Consider the following problem:
Asher has a part-time job, working 20 hours a week. He does so well that he is hired full time (40 hours a week) and he is also given a $1 per hour raise. He is really happy, because now he will make $270 more each week than he made before. How much was he making per-hour before the raise? How much is he making now?
Many students who can solve the algebraic equation that represents this problem can’t generate that equation. Transition to Algebra teaches students how they can generate an equation by guessing a starting wage and calculating the weekly earnings before and after the promotion, then repeating that process for a different arbitrary guess. The goal is not for students to find an answer by guesswork, trial and error, or approximation and adjustment. The goal is for them to notice the regularity in the operations they use to check their guesses. Then students generalize the process by “calculating" and comparing the two different weekly earnings when they’ve “guessed" that Asher used to make x dollars per hour. His old earnings, then, are 20x and his new earnings are 40(x + 1). He earns 270 more now than before: 40(x + 1) - 20x = 270. This is the equation they need to solve.
Communicating with Precision:
“Mathematically proficient students … justify their conclusions, communicate them to others, and respond to the arguments of others. They … distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is.” (CCSS, MP3)
“Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem.” (CCSS, MP6)
As students develop mathematical language, they learn to use algebraic notation to express what they already know and to translate among words, symbols, and diagrams. Clear communication also requires the refinement of academic language as students explain their reasoning and solutions. Along with some new specifically mathematical vocabulary, this includes the use of:
- quantifiers (all, some, always, sometimes, never, any, for each, only etc.)
- combination and negation (not, or, and)
- conditionals (if…then…, whenever, if not, etc.)


Books About Therapeutic Storytelling
by Doris Brett, Workman Publishing, New York, 1986
Basic text for parents and therapists alike for designing stories to aid children in coping with fears, loss, pain, siblings and other challenges.
Earth Tales, Storytelling In Times of Change
by Alida Gersie, The Merlin Press, London, 1992
This book contains seven story sections of folktales about the relationship between people and the natural world. Each section includes many original group activities for adults or children to help explore the story. This book is hard to find but worth all the effort.
See Gersie's other books as well:
Storymaking and Bereavement: Dragons Fight in the Meadow
London: Jessica L. Kingsley Publishers, 1991
Storymaking in Education and Therapy
London: Jessica L. Kingsley Publishers, 1990
The Healing Art of Storytelling, A Sacred Journey of Personal Discovery
by Richard Stone, Hyperion, New York, 1996.
Stone uses exercises to elicit personal stories that will heal the wounded heart through the telling.
The Psychological Meaning of Redemption Motifs in Fairytales
by Marie-Louise Von Franz, Canada: Inner City Books, 1980.
Also by Von Franz:
The Interpretation of Fairy Tales.
Dallas: Spring Publications, 1970.
The Feminine in Fairy Tales.
Dallas: Spring Publications, 1972.
Shadow and Evil in Fairytales.
Zurich, Switzerland: Spring Publications, 1974.
Sacred Stories: A Celebration of the Power of Stories to Transform
by Charles Simpkinson and Anne Simpkinson (editors), San Francisco: Harper, San Francisco, 1993.
Twenty-two collected essays by storytellers, therapists, politicians, and poets on the critical role of stories in our individual and communal lives.
Stories for the Third Ear
by Lee Wallace, New York: Norton, 1985.
The Spirituality Of Imperfection, Storytelling And The Journey To Wholeness
by Ernest Kurtz and Katherine Ketcham, Bantam Books, New York/Toronto, 1992.
An Anthology of wisdom stories from around the world, centered around the issue of alcoholism.
Tell It By Heart, Women And The Healing Power of Story
by Erica Helm Meade, Open Court, Chicago, 1995.
Combines myth and personal story to create a mosaic of healing and human possibility.
Therapeutic Metaphors For Children and The Child Within
by Joyce C. Mills and Richard J. Crowley, Bruner/Mazel, New York, 1986.
Wonderfully written book based in Ericksonian Hypnotherapy, illustrating approaches in therapeutic storytelling that can be used with all ages.
Therapeutic Metaphors: Helping Others Through the Looking Glass
by David Gordon, META Publications, Cupertino, CA, 1978.
Women Who Run With The Wolves,
Myths And Stories Of The Wild Woman Archetype
by Clarissa Pinkola Estes, Ballantine Books, New York, 1992.
Wonderfully potent words and images that inspire, instruct and empower women.
Allison Cox specializes in designing story programs tailored to each group's interests. (206) 463-3844


Kinloch Ainort is a poem of several contrasts. The landscape is sedate yet threatening:
flat-rock snoring of high mountains
coming on with a fearsome roaring.
Aesthetically, the landscape is dramatic:
a surge-belt of hill-tops
Yet, at times, the landscape is flat and even bare:
a slipperiness of smooth flat rocks
It is worth considering that these contrasts, often juxtaposed within the poem, capture the vitality and variety of both Highland history and life. MacLean acknowledges that it is quiet, while insisting that the echoes of history are still strong and acutely felt. This is similar to the use of landscape in Hallaig, where place is also central to the passing of time.
This helps to create a climactic finish. MacLean also ends the poem by referring to the highest point of the mountain – the
pinnacles – as one final reminder of its stature and power.


Many of the signs at the recent Wisconsin protests against Governor Scott Walker’s efforts to scale back public union power reminded us that “if you can read this sign, thank a teacher.”
But they should read, “If you see a student holding this sign, shouting obscenities at Republican lawmakers, or drumming to drown out opposing voices, thank a teacher.”
Students have been primed to engage in such protest activities on behalf of those who hand out their grades. Teachers, thanks to unions, shirk their responsibilities to parents and citizens, and feel emboldened to use their classrooms as bully pulpits.
The one-sided presentations of history, and the pedagogical emphasis on critical thinking, collaborative learning, and community service, train students to see the kind of protests in Wisconsin as legitimate civic engagement.
Students, rather than learning the skills and obtaining the knowledge they need to become citizens of a free republic as the founders intended, get the idea that civics involves being part of a mob on behalf of “social justice.”
Indeed, teachers quite openly discuss their strategies for making students “change agents” for “social justice”--among themselves, as I learned by attending their professional conferences. At the 2009 conference of the National Council for the Social Studies, the largest professional group for social studies and history teachers, I saw a District of Columbia senator encourage teachers to take students as young as eight to protests on behalf of his pet project: Washington, D.C., statehood.
A teacher, supported by the Public Broadcasting Corporation, bragged about how she went into classrooms to teach lessons on “social justice.” Another teacher gave a workshop on how to make middle school students into advocates for illegal aliens through emotionally manipulative exercises and adult-themed reading material. At a conflict resolution education conference I participated in workshops where teachers shared tips on emotionally manipulating students in order to make them into “world citizens.” Emboldened by the political power the union gives them, teachers congratulated themselves for bypassing official mandates. They see students as “my kids”--putty to mold into political advocates.
Union advocate teachers admit that opposition to Walker is motivated by a desire to maintain political power. Writing in the History News Network, University of Washington History Professor, Michael K. Honey, compares the current protest to Martin Luther King’s attempt to unionize Memphis sanitation workers. “Organized, dues-paying workers and particularly minorities and women,” he admits, are “a potent base for the Democratic Party.”
Columbia History professor Eric Foner, keynote speaker at the 2009 NCSS convention (a year after “socialist-anarchist” Boston University professor emeritus Howard Zinn’s presentation) in the London Review of Books, credits FDR with solidifying the liberal coalition, through the pro-union Wagner Act.
Foner fails to mention that politicians can only gain by giving away taxpayers’ money to public employee union voters. Foner heralds Wisconsin’s progressivism--the first state to grant public employee bargaining rights. He then snidely notes that “Wisconsin was also the home of Joseph McCarthy, and its conservative persona is now in the political ascendency.” The juxtaposition of the name of McCarthy with conservatism is intended to connect “red scare” mongering with conservatism—the same lessons of classroom discussions and textbooks. But while this partisan might have applauded the consequences of the 2008 elections, nary a word is said about the voters making their wills known in the election of 2010.
Princeton history professor Julian Zelizer too writes in CNN that we are seeing “a rather strong assault by conservative forces against the political and policy foundations of the liberal coalition” that “FDR helped to create.”
For these history professors, a liberal coalition is good, but a conservative one is bad. Such one-sided accounts are accompanied by a pedagogy that similarly rejects fairness. History lessons involve group discussions following emotional prompts intended to direct students to feel antipathy for the U.S. As they engage in privacy-infringing exercises in anti-bullying lessons, students are emotionally pressured to adopt a pro-gay agenda. “Critical thinking” questions are worded in such a leading way as to be a joke. Textbooks openly encourage subversion. Mandatory “community service” projects replace contemplative activities and direct students toward liberal causes.
Such pedagogy is intended to eliminate the standard of objectivity and independent thought. Students become incapable of engaging in the kind of reasoned debate that has been the foundation of our system of government.
The display of mob rule in Wisconsin should therefore give us more reason to take back the power from these unionized teachers.
This column first appeared in the Atlanta Journal-Constitution on March 14, 2011.


“Are you retarded?” Or how about the ever popular, “You’re such a ‘Tard….” (Had to capitalize that – my computer kept correcting it to yard…) We’ve all heard these before – perhaps these days in the schoolyard, or searching back, in our childhoods.
So – when is it okay to call somebody retarded?
Recently, a FB friend posted a video by Elizabeth Plank, who asked this very question. She is a Senior Editor at Mic, a leading news and media company for young people. I’ve included the video – it’s a short watch. She interviews a young man who has Down’s Syndrome, and who also happens to be gay. She also interviews his Mom. He is a delightful, joyful, artistic, enthusiastic young man and I can’t imagine that he hasn’t brought anything but a great deal of joy and happiness to his family.
Out of curiosity, I googled “mental retardation.” The Wikipedia definition is as follows: “Mental Retardation, also known as intellectual disability, a disorder characterized by significantly impaired cognitive functioning and deficits in adaptive behaviours.” Okay – so that’s the technical definition. Down’s Syndrome is “typically associated with physical growth delays, characteristic facial features, and mild to moderate intellectual disability.”
If you have a child with special needs, and particularly, a child with developmental delays, you are definitely familiar with the DSM-5. This stands for the Diagnostic & Statistical Manual of Mental Disorders, 5th Edition. This is the go to manual for figuring out what your kid’s deal is; the Bible as it were (if you’re into that). Interestingly, there is no definition in this manual for mental retardation. First of all, to characterize someone as “retarded” is too non-specific (in a clinical sense). But I did look up Autistic. The definition is; “These disorders are characterized by social deficits (check) and communication difficulties (check), stereotyped or repetitive behaviours (check) and interests, sensory issues (double check!!), and in some cases, cognitive delays.” So – this last part is very important. If your child is autistic, there may or may not be cognitive delays. Hence – my concern regarding the whole “retarded” moniker. There are many ugly words out there – they can hurt so much more effectively than a quick jab to the chin.
When Henry was young, people would ask me what was “wrong” with him? Can you imagine doing that to a stranger? Imagine how I felt…. I would mumble something about a speech delay, while inside I was screaming… “I DON’T KNOW WHAT’S “WRONG”!!!! WE ARE HAVING HIM SEEN BY SPECIALISTS AND NOBODY CAN GIVE US A DEFINITIVE ANSWER!!! DON’T YOU THINK I’M TRYING AS HARD AS I CAN?! DON’T YOU THINK HE IS?!” And then I would continue on as quickly as possible – my mind a whirling dervish of thoughts.
When people casually and carelessly throw out words like “retarded”, they have no idea how hurtful they can be. I know how hard Brian and I have worked to try to get Henry to where he is today. And the amount of work that it takes for Henry to navigate his way through a world that is too often judgmental and conformist is staggering. I can only imagine it…
So – when is it okay to use the word “retarded”?


Gene linked to inherited Parkinson’s identified
The takeawayA gene called TMEM230 is associated with familial cases of Parkinson’s disease, which comprise between 5 and 10 percent of all Parkinson’s cases.
Why is it important?A better understanding of the disease’s genetic basis has implications for all cases of Parkinson’s, inherited (familial) and sporadic. In fact, the first gene linked to Parkinson’s—SNCA, which codes for alpha-synuclein—was identified in an Italian family, many of whose members had the disease. It is now known that alpha-synuclein plays an important role in all Parkinson’s cases.
- Novelty 100% 100%
- Proximity 80% 80%
- Deliverability 40% 40%
Impact“In total, inherited cases of Parkinson’s disease account for fewer than 10 percent of all cases. However, although each individual genetic cause of Parkinson’s disease is rare, identifying novel genes is important because it helps us understand underlying molecular mechanisms that might be relevant not only to inherited cases but to non-inherited (also known as sporadic) cases as well.” Dr. Patrik Brundin
BackgroundTMEM230 codes for a protein (a molecule that carries out the gene’s instructions) that aids cells in removing debris and other potential harmful molecules. Other recent work has indicated that Parkinson’s may in part be due to breakdowns in these cellular housekeeping processes, with allows abnormal alpha-synuclein to accumulate, causing inflammation and eventually cell damage and death.
The detailsThe researchers studied a North American family for more than 20 years. Of its 81 members, 15 had Parkinson’s disease. Using in-depth genetic methods and postmortem analysis, the team honed in on TMEM230, a specific variant of which was present in all 13 family members with Parkinson’s who supplied DNA for analysis.
They performed additional analysis on hundreds of other DNA samples from familial and sporadic Parkinson’s cases and, again, identified changes in TMEM230 in several familial samples.
Next stepsA study published in 2017 investigated the TMEM230 in a general Caucasian population of 1450 people with Parkinson’s and 535 controls from the International Parkinson’s Disease Consortium database. This study did not find a genetic association of TMEM230 in this database and therefore further evaluation of genetic data from different populations is needed to understand the genetic role of TMEM230 in Parkinson’s.
Related workThere are multiple clinical trials aimed at trying to understand different genetic aspects of Parkinson’s. For example the ‘Parkinson’s Families Project’(PFP) in the UK is studying the genetic makeup of family members both with and without Parkinson’s (as they share a common genetic background) to identify new Parkinson’s-related gene alterations.
There are also trials which are specifically targeting genetic aspects of Parkinson’s to test potential therapies, for example the ‘Ambroxol in Disease Modification in Parkinson Disease’ (AiM-PD) trial. This trial is underway in London and has recruited 20 people with Parkinson’s who have a GBA gene mutation. GBA mutations cause the naturally occuring enzyme glucocerebrosidase to stop working properly, which can lead to build-up of alpha-synuclein. In pre-clinical research, Ambroxol has been shown to improve the function of neurons, and helps reduce the build-up of alpha-synuclein.
If you are interested in taking part in a clinical trial, local studies can be found on Fox Trial Finder.


Are you searching for foods that prevent cold sores? You are wise indeed. Nutrition is the most effective and natural way to eliminate cold sore outbreaks.
In this article you will learn about delicious foods that prevent cold sores. You will also discover foods that cause cold sores. Best of all, in about 2 minutes, you will know how best to balance the two for your personal needs. Check it out.
Cold sores are the visible result of the herpes virus replication process. The virus enters a cell on the surface of your face and forces that cell to create copies of itself. Then the original virus destroys the cell to release hoards of new virus. The open cold sore is the result of millions of cells in close proximity that have been destroyed like this.
Lysine and arginine are two amino acids much talked about in regard to cold sore treatment. Amino acids are small fractions of protein that your body needs everyday to stay in tiptop shape. To create new cold sore virus, the cell needs certain materials. One necessary building block for herpes virus replication is arginine.
Lysine has been proven very effective in treating and preventing cold sores. Lysine prevents cold sores mainly by replacing some of the arginine in your cells. If you have a higher lysine than arginine content in the cells, you are less likely to get cold sores.
Foods that prevent cold sores are rated by how high the ratio of lysine to arginine content. Most foods contain both lysine and arginine. If there is the same amount of both, the ratio is 1 to 1. If there is twice as much lysine as arginine, then the ratio is 2 to 1. This is an excellent ratio for preventing cold sores.
So the strategy here is to increase the ratio of lysine over arginine in your diet. For example: cheddar cheese, in one ounce or 28 grams, contains 588 milligrams of lysine and 267 milligrams of arginine. This is a ratio of lysine to arginine of 2.2 to 1. Excellent.
Here is a list of foods that prevent cold sores. Most meat, particularly beef, fish, turkey and chicken. Products such as eggs, cheese, yogurt, milk and other dairy products are also quite high in lysine and often offer a 2 to 1 ratio. Ricotta cheese is unusually high in lysine. Soy beans, soy products and brewers yeast will also provide you higher lysine intake.
SPECIAL NOTE. Flounder is very rich in lysine. Some people use flounder as a total cold sore treatment. When getting a cold sore, they will eat one pound, or 300 grams, of flounder. This provides 12 grams of lysine. Lysine from food is 200% to 400% more usable by the body than the lysine in supplements. You would have to take 50 lysine capsules, at least, to equal the flounder, which would be crazy. Your body knows the difference.
Here is a short list of foods that cause cold sores. These foods have high content of arginine to lysine. Most nuts, including peanuts, almonds, cashews and walnuts. Grains, such as wheat and oats. Seeds, such as sunflower and sesame, are arginine providers. Also avoid most beans, peas and lima beans. Most vegetables are higher in arginine than lysine, such as carrots, radishes, eggplant, and cabbage. Chocolate is high in arginine.
STOP. Before you give up right here, let me say two things in closing.
Do not hesitate to take lysine capsules just because this form of lysine is not as well absorbed. Many people control outbreaks with the capsules alone.
And do not let a special cold sore diet rule your life. You will find relief from cold sores and still enjoy life by testing and finding the balance and combinations that best suit your lifestyle. By taking lysine supplements, you can eat more of the high arginine foods, like chocolate.
It is all about balance. Yes, you can eat all foods you enjoy, as long as you combine them wisely with supplements and sufficient foods that prevent cold sores.


Example: Partial Assessment Report
DISCLAIMER: This data in this section is fictitious and does not, in any way, represent any of the programs at Gallaudet University. It is intended only as a guide for writing an assessment report.
NOTE:This is a partial example of a FULL report showing one  student learning outcome (SLO). Your report would include all the SLOs the program/unit is assessing in the three-year cycle.
As you are preparing your assessment report, you might find it is useful to review the criteria in the rubric that will be used to evaluate your report:
Partial Example: Full Assessment Report - Academic Unit
Mission: The Department of English encourages students to grow as life-long readers and writers. [purpose] The Department provides courses, resources, and expertise for Gallaudet students to develop the English proficiency they need to respond appropriately to a wide range of texts and to perform research and other writing tasks and to prepare students for a broad variety of educational and professional opportunities. [how] The Department's interdisciplinary courses challenge our bilingual, diverse, and multicultural students [who] with increasingly sophisticated learning outcomes in language and communication, critical thinking, identity and culture, knowledge and inquiry, and ethics and social responsibility.
SLO-1: Students will be able to interpret and analyze a text using different approaches from literary, rhetorical and/or linguistic theories.
Assessment Tool/Method #1: Rubric of selected Capstone Assignments [Direct]
3 student assignments in capstone course will be evaluated using the English rubric that covers the following criteria : conceptual clarity, correct identification of themes and techniques, persuasive argumentation, and syntactical authenticity, linguistic competence, fluidity, and grammatical correctness.
Target: 80% of graduating seniors must score "satisfactory" or higher on the each of the items on the rubric related to interpretation and analysis.
Assessment Tool/Method #2: Focus Group Interview [Indirect]
At the end of the English program, students will be asked to take part in an exit interview concerning their level of preparedness.
Target: The focus group categorized to identify more positive than negative themes in the discussion related to confidence in their ability to analyze and interpret text using different approaches.???
Data Summary 1 (3 items from Rubric related to SLO #1)
The target population included all graduating English majors-50 students.
Overall target was not met: 98% in C1 - target exceeded; still below target in other categories: C2 = 78%; C3 = 70% . [Target Not Met]
Data Summary 2 (from Focus Group Interview)
Overall respondents were confident of their ability to analyze and interpret text using different approaches. [Target Exceeded]
Analysis: Although the we are pleased that over 80% of our students are confident of their abilities, their confidence in their ability exceeds their actual abilities. Results of the assessment were presented to the all department members and were discussed at length. Results of the National Survey of Student Engagement were also considered in these discussions, as those results provided information about students' self-reported level of engagement in writing for course assignments. GU students' level of engagement in activities related to the development of analysis skills was lower than expected, and lower than that reported by peer group institutions.
Use of Results: Revise curriculum and require students to do more interpretation and analysis in the junior-level courses. Assignments should give students the opportunity to incorporate feedback (by revising and resubmitting the assignment or submitting more than one assignment). Share results with students so they understand program changes. Reassess with next graduating class.
Adapted/Fictionalized from resources below:
Hatfield, S. (2009). Assessing Your Program-Level Assessment Plan. The Idea Center, (#45).
USC Institutional Assessment and Compliance
Department of English - Gallaudet University
Rodriguez, A. M. (2005). Student Learning Outcomes Assessment Report: ENGLISH and B.A. in ENGLISH with Teacher Certification. The University of Texas-Pan American.
Data Summary 1
Butler University. (April 8, 2008). Annual Assessment Report for 2007-08: English Department.
Suskie, L. (December, 2008). Understanding and Using Assessment Results. Paper presented at 2008 Middle States Commission on Higher Education Annual Conference.
Data Summary 2
Brown, M. (2003-2004). [BSW Program Focus Group]. Unpublished raw data, Gallaudet University, Washington, DC.
Analysis & Use of Data
Bowers, P. (September, 2004). 2003-04 Annual Report Assessment of General Education Student Learning Outcomes. Oklahoma State University.


I am investigating what affects the rate at which to reactants react and make a product. The two reactants in particular are marble (CaCO3) and hydrochloric acid (2HCl); the products that they produce are carbon dioxide (CO2), water (H20) and a calcium chloride (CaCl2). The product that will be measured (to show that the reaction has taken place) will be carbon dioxide, as a gas it can easily be bubbled off and measured in burette. The test will be time related e.g. seeing how long the mixture took to fill a 50 ml burette with carbon dioxide.
Values and Variables
The definition of a variable is anything that changes or can be changed. The definition of a value is how much something is worth or what groups it can be put into. There are three types of values (which in turn can be split into 3 categories of variation depending what part in the experiment they play):
"h Continuous Values- This variable is one that can go on forever and be potentially any number.
Examples of this are size, time, volume and mass. They are affected by only by the degree of accuracy you are going to. For instance they are often (for practicality) rounded to a certain point.
"h Discrete values- These are similar to continuous but they tend to increase in steps and could in some cases seem to go on continuously but not in reality doesn't. Examples of this are shoe size or trouser waist size.
"h Categorical values- This type of variable isn't defined by a value or number, instead it is by the presence of a characteristic that they are defined. They are for example shape, hair colour, make of car etc.
The 3 categories of variable are defined by what part in the...


Last week, Panasonic announced an advanced solar panel system that will debut on the 2017 model Toyota Prius plug-in hybrid in Japan (the Prius Prime).
It is “the first commercially available, mass-produced passenger car to feature an optional solar charging system,” PV magazine explained.
Panasonic notes that, previously, rooftop solar cells had outputs of only “several tens of watts.” So they were used only for ventilating parked cars and “auxiliary charging” of the standard 12-Volt lead-acid battery.
But improvements in solar efficiency combined with advanced design and “technologies to laminate three-dimensional curved glass” have allowed a high output — some 180 watts, which is more than triple the output of the previous solar roof.
As a result, this battery can charge the lithium-ion powertrain batteries, providing up to an additional 3.7 miles of range on a sunny day. That may not seem like a lot, but it is a large fraction of the daily commute of a great many people, which could result in a big boost for fuel efficiency.
And as solar panels and electric vehicles get cheaper and more efficient, the potential range boost from a solar roof is likely to grow.
The 2017 Prius Prime is a plug-in hybrid with some 25 miles of range available on a fully charged battery before it needs to burn gasoline. Running on gas, it gets 54 miles per gallon (combined city-highway EPA estimate). It’s EPA-estimated electric mileage is 133 mpg-e.
The solar roof option will initially only be offered on Japanese models until Toyota and Panasonic develop an improvement to the reinforced curved glass panels, which would not pass U.S. rollover standards.
Folks are misinterpreting your words about using in-house glass tech on Model 3, They think you'll embed solar panels in the roof!
— Just A. Tinker (@John_Gardi) November 4, 2016
We will probably offer that as an option
— Elon Musk (@elonmusk) November 4, 2016
Since Panasonic has famously partnered with Tesla on its Gigafactory — and since Tesla has already developed an all-glass roof for its Model S that gets a five star rating in rollover testing — advanced solar-roof technology may make it into U.S. showrooms quite sooner.


Simple precautions will preserve one of our most valuable senses
We apply hand sanitizer, buckle children safely into car seats and look both ways before crossing a road. We take these precautions on a daily basis, often without thinking, to stave off
“As we get older, our hearing changes so subtlety,” said Boyd Lung, who, with his wife, audiologist Juli Lung, owns Abbott Hearing Aid Center in San Diego.
“The brain adapts very well to the loss of hearing,” Lung said. “When people typically begin to first notice hearing loss, it’s another five to seven years before they are actually in an office to be seen.”
Hearing loss can be caused by several factors, Lung said, the most common being related to age.
Sounds travel through the ear canal and eardrum to the inner ear, or cochlea. Inside the cochlea, Lung said, are hair cells that help the body translate sound waves into sound, allowing us to hear noises. Cells located closer to the entrance of the cochlea tend to react to high-pitched noises at the upper range of the human auditory range.
“The higher frequency receptors are taking the brunt of it,” said Lung. “They’re located at the front of the cochlea. Later in life, many of these receptors have died.”
Hearing can also be impacted by trauma, disease or environmental factors, Lung said. It’s important to discuss concerns about hearing loss with a doctor when a concern becomes evident.
One way to protect against early hearing loss is to take precautions with the ears during activities that could damage the delicate internal structures. Personal hearing protection devices, such as earplugs, can help. Dr. John F. King, owner of San Diego Earplugs, is an audiologist whose practice gravitated toward ear protection after he developed a love affair with music — loud music — as a young man. In high school, he was section leader of the Bonita Vista High School drumline. He studied the guitar and piano; he continues to perform in the San Diego area. King is also a surfer, which means many of his hobbies have potential to damage hearing.
“I make custom ear protection for occupational needs, for surfers, for water-sports enthusiasts, for musicians — anyone who needs to protect their ear canal,” King said.
While over-the-counter earplugs and protectors can work short-term, anyone who is going to be spending a lot of time with plugs in their ears should consider a custom solution, he said.
“For musicians especially, once they try their custom ear plugs, they wonder why they didn’t do it sooner,” he said.
Custom earplug technology is quite advanced, he said. Although foam plugs bought at the drug store will protect the ear, anyone who’s ever attended a concert wearing them knows sound quality is compromised. For musicians and music lovers, custom-molded earplugs work to lower the volume that reaches the ear. Water sports enthusiasts can enjoy swimming and surfing knowing that their ear protection will stay firmly in place and protect sensitive organs from medical conditions like surfer’s ear and swimmers’ ear. Custom earplugs like the ones King manufactures cost, on average, around $200.
It’s not just sports enthusiasts who should protect their hearing, King said. Many workplaces can damage the hearing as well. Loud, sustained noises on the factory floor or in garage bays wreak havoc on the eardrum and inner ear, King said.
If you feel your hearing has been damaged, it’s important to seek medical advice as soon as possible, Lung said.
Audiologists begin to assess hearing loss with a series of assessments. At first, the assessment is based on conversation with the patient, with the doctor attempting to begin to pinpoint a cause.
“People will often come in and say, ‘I’m having trouble hearing my wife’s voice,’ or ‘I can’t seem to hear background noise,’” Lung said. “We can being to pinpoint the trouble from that.”
Next, the patient listens to a variety of tones at several volumes and pitch levels to determine how the hearing loss is impacted. Many audiologists offer free online hearing tests for people to have a chance to understand how the process works before visiting an office, or to serve as an initial self-assessment that hearing loss might be occurring.
Audiologists will often recommend an instrument to improve hearing, such as a hearing aid or hearing implant, depending on where the damage has occurred.
“Hearing aid technology has advanced dramatically,” Lung said. “There is a stigma with hearing aid usage; people tend to associate it with getting old. But the new hearing aids have a much smaller profile. Also, we’re seeing people coming in much younger — in their 30s and 40s. Hearing loss can occur at any age.”


The foremost scholar of African-American Unitarian Universalist history presents this long-awaited analysis of the denomination’s civil rights activism in Selma, Alabama, in 1965. Selma represented a turning point for Unitarian Universalists. In answering Martin Luther King Jr.’s call to action, they shifted from passing earnest resolutions about racial justice to putting their lives on the line for the cause.
Morrison-Reed traces the long history of race relations among the Unitarians and the Universalists leading up to 1965, exploring events and practices of the late nineteenth century and first half of the twentieth century. He reveals the disparity between their espoused values on race and their values in practice. And yet, in 1965 their activism in Selma—involving hundreds of ministers and the violent deaths of Rev. James Reeb and Viola Liuzzo—at last put them in authentic relationship with their proclaimed beliefs.
With rigorous scholarship and unflinching frankness, The Selma Awakening provides a new way of understanding Unitarian Universalist engagement with race and offers an indispensable new resource for anyone interested in UU history.
Available at the UUA Bookstore: