Hip and elbow dysplasia are similar diseases that commonly affect large and giant breeds of dogs. The term “dysplasia” simply refers to a condition that develops as a result of abnormal development. Therefore, the underlying problem in both hip and elbow dysplasia is abnormal development of the respective joints.
The Causes of Hip and Elbow Dysplasia in Dogs
Hip and elbow dysplasia are multifactorial diseases, meaning that many different factors combine to determine which individuals are affected and which are not. Potential risk factors include:
- a complicated pattern of genetics
- large size
- rapid growth
- diets that are rich in calories, fat, and calcium
A healthy hip is composed of a “socket” within the pelvis (acetabulum) that encircles approximately two-thirds of a “ball” at the top of the femur (femoral head). The femoral head is held securely within the acetabulum. Hip dysplasia results in an acetabulum that is flatter and less “cup-like” than it should be.
The elbow joint involves three bones – the humerus of the upper foreleg and the radius and ulna of the lower. Uneven growth of these bones and/or abnormalities in the development of the cartilage that covers their articular surfaces can all result in a dysplastic elbow. The conditions most commonly associated with elbow dysplasia in dogs are:
- ununited anconeal process (UAP)
- fragmented coronoid process (FCP)
- ununited medial epicondyle (UME)
- osteochondritis dissicans (OCD)
A dysplastic hip or elbow does not flex, extend, or rotate as smoothly as it should, which results in joint inflammation and pain. Over time, abnormal bony deposits form around the affected joint(s) resulting in secondary osteoarthritis. Some dogs suffer from dysplasia of multiple elbow and/or hip joints.
The Symptoms of Elbow and Hip Dysplasia in Dogs
Dogs with dysplasia typically limp, favoring the leg that is most severely affected. When multiple joints are involved, dogs may simply appear stiff or be unwilling to partake in normal activities. Pain may be most evident after a dog has been inactive and improve with exercise or worsen after strenuous activity. Often, dogs appear more comfortable after taking a few days or weeks off to rest, but the symptoms return when exercise levels return to normal. Other symptoms can include:
- difficulty standing up
- a reluctance to go up or down stairs
- pain when jumping onto or off of objects
- hind-end “bunny hopping” (hip dysplasia)
- loss of muscle mass in the affected leg
Some young dogs with hip or elbow dysplasia demonstrate only mild symptoms. However, as they age their secondary osteoarthritis can progresses to the point that their lameness becomes a more significant quality of life concern.
Diagnosing Hip and Elbow Dysplasia in Dogs
Many other diseases are associated with symptoms similar to those caused by hip and elbow dysplasia. To rule some of these out, veterinarians need to perform a complete history, physical, and orthopedic examination. The doctor will watch the dog walk and trot and palpate its joints through their full range of motion. At this point, the veterinarian may be suspicious that dysplasia is responsible for a dog’s clinical signs, but x-rays (radiographs) are necessary to reach a definitive diagnosis.
Because dysplasia and the arthritis it causes are painful, dogs should be sedated so they can be properly and comfortably positioned for x-rays. In many cases, multiple views of the suspect joint(s) are necessary. Comparing corresponding joints from the left and right sides of the body is often very helpful. Early dysplastic changes may be difficult to visualize on x-rays, or advanced osteoarthritis may obscure the abnormality that initiated changes within a joint. In complicated cases like these, advanced imaging techniques (e.g., CT scans) or surgical exploration of the joint may be necessary before a diagnosis can be reached.
Treating Hip and Elbow Dysplasia in Dogs
When dogs are diagnosed with hip or elbow dysplasia before significant osteoarthritis has developed, surgery to repair the joint is the best treatment option. A variety of surgical procedures are available. Veterinarians who specialize in orthopedic surgeries can determine which is best based on an individual dog’s situation. Elbow/hip replacement or surgery to remove part of the hip joint can also be considered in advanced cases when medical management (NSAIDs and joint supplements) fails to maintain a pet’s quality of life.
If surgery is not a viable option, a variety of therapies can be used to keep dogs comfortable and slow the progression of osteoarthritis. These include:
- weight loss
- physical therapy
- non-steroidal anti-inflammatories (e.g., Rimadyl, Deramaxx, Previcox)
- nutritional supplements (e.g., Cosequin, Dasuquin, Glyco-Flex, Omega-3 Fatty Acids, Vitamin E)
- pain relievers (e.g., tramadol, gabapentin, amantadine)
- cold laser therapy
- stem cell therapy
Prevention of Hip and Elbow Dysplasia in Dogs
Wise breeding decisions help reduce the incidence of hip and elbow dysplasia in at risk breeds of dogs. Genetic testing is not yet available, but evaluating a dog’s joints with special x-ray techniques like those used by the Orthopedic Foundation of America (OFA) or PennHIP prior to mating is helpful. Breeding only parents with healthy joints reduces, but does not eliminate, the chances of dysplasia in their offspring.
Feeding young, at risk dogs appropriately can also help prevent hip dysplasia. Large-breed puppy foods are less calorie-dense and contain lower concentrations of calcium and fat in comparison to diets for other puppies. These characteristics help slow a puppy’s growth rate. Individuals fed this way still reach their optimum size, it just takes them a little longer to do so. Over-feeding, even if an owner is using a large-breed puppy formulation, negates these benefits however.
The osteoarthritis that develops as a result of hip and elbow dysplasia is progressive, so many dogs require increasingly aggressive intervention as they age. A combination of different treatment modalities (e.g., non-steroidal anti-inflammatories, nutritional supplements, and acupuncture) is often more effective than any one therapy alone.
Canine elbow dysplasia: Aetiopathogenesis and current treatment recommendations. Michelsen J. Vet J. 2012 Dec 21.
Canine hip dysplasia: reviewing the evidence for nonsurgical management. Kirkby KA, Lewis DD. Vet Surg. 2012 Jan;41(1).
Chronology of hip dysplasia development in a cohort of 48 labrador retrievers followed for life. Smith GK, Lawler DF, Biery DN, Powers MY, Shofer F, Gregor TP, Karbe GT, McDonald-Lynch MB, Evans RH, Kealy RD. Vet Surg. 2012 Jan;41(1):20-33.
Diet, exercise, and weight as risk factors in hip dysplasia and elbow arthrosis in Labrador Retrievers. Sallander MH, Hedhammar A, Trogen ME. J Nutr. 2006 Jul;136


People across Canada are stepping up to defend their communities from pipelines, dirty energy projects and runaway climate change at more than 60 local rallies.
Ottawa is stepping up with communities across Canada in a national Defend Our Climate, Defend Our Communities day of action.
When: Saturday, May 10 at 1:00 p.m.
Who: The event is being coordinated by the Council of Canadians, Ecology Ottawa, Idle No More, 350 Ottawa and Greenpeace Ottawa, with national support by Leadnow.ca and dozens of environmental, Indigenous and community groups.
Where: Rideau Falls Park, Ottawa Ontario
What: Mock, life-sized pipeline to be deployed in the Prime Minister’s backyard, the scenic Rideau Falls Park. There will be short statements, music and opportunities for participants to take action, including symbolically dismantling the pipeline.
The Rideau Falls is less than 50 kilometres away from the Energy East Rideau River crossing.
A spill, like the 2010 Enbridge pipeline rupture in Michigan’s Kalamazoo River that travelled 56 kilometres, would leave a toxic and costly legacy in the Rideau Canal Waterway, a UNESCO World Heritage site and the heart of the Ottawa community.
Why: The Energy East pipeline is one of six major pipeline projects being pushed by government and industry in Canada. These pipelines would carry bitumen mixed with toxic chemicals that will have devastating health and environmental impacts in the event of a spill. They lock us into a fossil-fuel dependent, boom-and-bust economy, and enable tar sands growth that will destabilize our planet’s climate. We can do so much better.
Ottawa is joining people in over 60 communities across the country calling on all politicians to commit to cap extreme energy, reduce climate pollution and transition off fossil fuels for good.


Question 1 Liabilities of a company are owed to underwriters. debtors. creditors. benefactors. Question 2 Fat Possum’s Service Shop started the year with total assets of $110,000 and total liabilities of $80,000. During the year, the business recorded $210,000 in revenues, $140,000 in expenses, and paid dividends of $20,000. Stockholders’ equity at the end of the year was $120,000. $100,000. $80,000. $30,000. Question 3 All of the following are steps in analyzing ethics cases in financial reporting except recognize an ethical situation and the ethical issues involved. identify and analyze the principle elements in the situation. identify the alternatives and weigh the impact of each alternative on various stakeholders. contact law enforcement regarding any violations of corporate ethics codes. Question 4 All of the following statements are correct except A vital element in communicating economic events is the accountant’s ability to analyze and interpret reported information. The information that a user of financial information needs depends upon the kinds of decisions the user makes. The origins of accounting are generally attributed to Socrates, a classical Greek philosopher, who promoted accounting as a social contract. Good decision-making depends on good information. Question 5 Retained earnings at the end of the period is equal to assets plus liabilities. retained earnings at the beginning of the period plus net income minus liabilities. retainined earnings at the beginning of the period plus net income minus dividends. net income. Question 6 If total liabilities increased by $8,000, then assets must have decreased by $8,000. stockholders’ equity must have increased by $8,000. assets must have increased by $8,000, or stockholders’ equity must have decreased by $8,000. assets and stockholders’ equity each increased by $4,000. Question 7 Druganaut Company buys a $21,000 van on credit. The transaction will affect the income statement and retained earnings statement only. income statement, retained earnings statement, and balance sheet. income statement only. balance sheet only. Question 8 IFRS, compared to GAAP, tends to be more full of disclosure requirements. principles-based.detailed. rules-based. Question 9 Revenues would not result from rental of property. sale of merchandise. performance of services. issuance of common stock. Question 10 Which of the following is an external user of accounting information? Company officers. Labor unions. Managers. Finance directors. Question 11 The organization(s) primarily responsible for establishing generally accepted accounting principles is(are) the FASBSEC yes yes no no yes no no yes Question 12 The concern about international companies adopting SOX-type standards centers on ethics issues. the governing authorities. comparability. cost-benefit analysis. Question 13 A problem with the monetary unit assumption is that the dollar is a common medium of exchange. it is impossible to account for international transactions. the dollar has not been stable over time. the dollar has been stable over time. Question 14 The first part of the accounting process is processing. recording. identifying. communicating. Question 15 The primary purpose of the statement of cash flows is to report a company’s financing transactions. a company’s investing transactions. the net increase or decrease in cash. information about cash receipts and cash payments of a company.
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Mechanical Technology, Second Edition provides discussion of the fundamental outline of mechanical engineering principles. The book is comprised of 41 chapters that cover the major areas of mechanical technology, such as stress analysis, thermodynamics, and fluid mechanics.
The coverage of the text includes the thermodynamic properties of substances; gyroscopic motion; and momentum of fluids. The book also covers the influence of computers in the various aspects of mechanical engineering, such as in designing and manufacturing.
The text will be useful to students of mechanical engineering. Readers who want to have a better understanding of fundamental mechanical engineering will also benefit from the book.
To view this DRM protected ebook on your desktop or laptop you will need to have Adobe Digital Editions installed. It is a free software. We also strongly recommend that you sign up for an AdobeID at the Adobe website. For more details please see FAQ 1&2. To view this ebook on an iPhone, iPad or Android mobile device you will need the Adobe Digital Editions app, or BlueFire Reader or Txtr app. These are free, too. For more details see this article.
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|Date published: || 1990|
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Causes of Tooth Discolouration and How To Get A Brighter Smile
Updated: Dec 14, 2020
Discolouration may be caused by many things:
As we get older our enamel thins thus allowing the pigment of the dentine to show through more.
Smoking is one of the most common reasons for discoloured teeth, the tar released whilst smoking can build up causing heavy discolouration and staining.
Food and drink
Some food and drink contain staining agents such as tea, coffee, red wine, curry. Consumed in high amounts can cause considerable discolouration.
Some medicines like Tetracycline have resulted in intrinsic staining (deep internal staining) which is very hard to remove and looks like grey banding across the teeth.
This is due to excessive exposure to high levels of fluoride early in life, like over consumption of toothpaste or ingestion of too much fluoride in water. Fluorosis affects the enamel, which means the white or brown spots sit permanently on the surface of the teeth. They cannot be removed by brushing or polishing the teeth.
Options to change the appearance of discolouration:
There are many dental procedures these days that can be used to change the appearance of teeth. Some are more intricate and costly than others. We have listed these treatments starting with the least invasive and the most cost friendly treatments.
Don't overlook the humble tube of toothpast for improving tooth colour - many toothpastes contain baking soda, mild abrasives and high fluoride content. All of these things help to restore the tooth’s natural whiteness, but they do not contain any peroxides that can reverse discolouration internally.
Peroxides as we know, have been used extensively for changing the colour of teeth with out altering tooth structure. This is a process of oxidisation and has proven less harmful than drinking a can of sugary fizzy drink. (McCracken MS,et al.Demineralisation effects of 10% CP. & cola on enamel. J Dent Res 1993;72:215)
Results are predictable and the treatments are very easy to use in the comfort of your own home.
Tooth whitening is one of the safest and most cost effective way of enhancing the appearance of teeth. It is the most requested dental procedure of patients between the ages of 20-60 years of age. Most results will last a long time with good maintenance. Top ups can be used without fear of damaging the tooth.
Using a powder and water gentle jet stream of air, Airflow polishing is an effective way to remove surface stains. It has a minimal abrasive effect on the tooth surface. This treatment is only topical and cannot change the internal colour of the tooth.
This treatment is used to remove fluorosis staining and hyper decalcification from the surface of the tooth. It is an abrasive pumice using 6.6% hydrochloric acid. This treatment removes tiny microns of enamel and therefore is recommended only if bleaching with peroxides fails to work.
Composite is a fantastic material that wears just like enamel. It has all the light reflecting properties of a natural tooth and makes for high aesthetic restorations. Mainly used as an alternative to amalgams, repair and build up of teeth, some composites are now strong enough to be used as veneers and have excellent results.
Porcelain crowns, bridges and veneers are a highly popular way of altering tooth shape and colour. Tooth whitening can be used prior to these treatments for the desired aesthetics. This treatment offers predictable aesthetics but can be more expensive due to procedures and materials used.
Please feel welcome to call us at any time to discuss teeth whitening and its suitability for you in more depth.


You know those women in the office who are always shivering while running a space heater under their desks while their male coworkers are nice and warm? If you’re one of them, you’ll be happy to know science has your back. These are some scientific reasons that women are always freezing.
- Women have higher core body temperatures than men- This one sounds kind of backwards, but stay with us.One studyfound that women’s body temperatures were consistently higher than their male counterparts. And while we think that would make women warmer, it turns out, when your body is used to being warm, cold air feels even cooler.
- Women on birth control have even higher core body temperatures- So the above goes double if you’re using hormonal birth control.
- Women have colder extremities than men- Ladies, are your hands and feet always freezing? According to onestudy, women’s hands and feet are colder than men’s by a few degrees.
- Women have slower metabolic rates than men-Researchshows men have a metabolic rate that’s about 23% higher than women’s. Your metabolism is the rate at which you burn food to fuel the body and as a result of that process, your body heats up. So women’s bodies are colder than men’s because our metabolisms are slower - and that’s also the reason we can gain weight eating fewer calories.
- Building temperatures are set based on male metabolic rates- If you’re office is always too cold for your comfort, it’s probably because most workplace thermostats are set based on a model from back in the 1960s, which only takesmale metabolic ratesinto account.


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You want to cycle to a programming contest. The shortest route to the contest might be over the tops of some mountains and through some valleys. From past experience you know that you perform badly in programming contests after experiencing large differences in altitude. Therefore you decide to take the route that minimizes the altitude difference, where the altitude difference of a route is the difference between the maximum and the minimum height on the route. Your job is to write a program that finds this route.
You are given:
Your program must find the route that minimizes the altitude difference between the highest and the lowest point on the route. If there are multiple possibilities, choose the shortest one.
In this case the shortest path from 1 to 7 would be through 2, 3 and 4, but the altitude difference of that path is 8. So, you prefer to go through 5, 6 and 4 for an altitude difference of 2. (Note that going from 6 directly to 7 directly would have the same difference in altitude, but the path would be longer!)
On the first line an integer t (1 ≤ t ≤ 100): the number of test cases. Then for each test case:
You start at crossing 1 and the contest is at crossing n. It is guaranteed that it is possible to reach the programming contest from your home.
For each testcase, output one line with two integers separated by a single space:
1 7 9 4 9 1 3 3 5 4 1 2 1 2 3 1 3 4 1 4 7 1 1 5 4 5 6 4 6 7 4 5 3 2 6 4 2


Series on Legislative Reform of Drug Policies Nr. 20
Proportionality is one of the key principles of the rule of law aiming to protect people from cruel or inhumane treatment. The principle has been established in international and regional human rights agreements and many countries have adopted reflections of it in their constitution or penal code. Its application to drug-related offences is firstly the responsibility of the legislators, in defining the level of penalisation of certain behaviours. The level of penalisation should be determined according to the severity of damage that a certain behaviour causes to others or to society.
In the second instance, the courts and judges have to apply the principle of proportionality in defining the appropriate punishment for a particular case; and finally, proportionality also plays a role in the execution of this punishment. This briefing paper looks at specific criteria of proportionality developed in the context of drug control and describes a number of recent attempts to recalibrate the often grossly disproportionate nature of current drug laws and their enforcement around the world.
Keep up-to-date with drug policy developments by subscribing to the IDPC Monthly Alert.


Purposes of Homework
- Practice – math computation or facts, spelling words, vocabulary
- Preparation – read a book, text or article prior to class discussion of a topic
- Extension – application of learning to new situations
- Creation/Integration – combination of many learned skills to construct a new product (project, report)
The ultimate purpose of homework is to increase learning and student success and to foster the development of positive character traits of responsibility and self-discipline.
Types of Homework
Homework assignments are created based upon the intended purpose of the teacher.
Examples of elementary assignments include:
- unfinished class work
- drill and practice exercises (spelling and vocabulary words, math facts and computation)
- preparation for tests
- research activities and reports – short and long-term
- data collection
- reading and writing assignments
- media assignments – TV, radio, newspaper
- hands on projects – mobiles, models, arts and crafts
- extra credit activities
Time guidelines for Kindergarten
It is generally believed that out-of-school tasks given to kindergarten students do not fall into the same category of homework, as for grades 1 – 5. Out of school work given to kindergarten students is really intended to be an opportunity for the children and family members to work together to review and enhance the experiences from school.
All out of school activities will be given in kindergarten for up to 60 minutes per week.
Kindergarten teachers are encouraged to develop the activities according to the following parameters:
- give written activities on Monday to be completed by Friday (these should amount to only 15 – 20 minutes/week)
- create activities such as: bring in an item from home or draw or cut out a picture for letter of the week
- encourage parents or other family members to read to children every day
- offer suggestions that provide practical applications at home for the skills learned in school (ex: set out 5 plates for dinner to practice the number 5, find names of objects that start with the letter of the week, etc.)
- encourage parents to review daily and weekly work with children to reinforce new skills at home
Time guidelines for grades 1-5
It is generally agreed that elementary school children need to participate in a variety of activities, in addition to scholastic ones, in order to develop the total child. To this end, the following guidelines are recommended with respect to the maximum amount of time students should be spending doing homework. They are presented as ranges for each grade level on a daily and weekly basis.
- Grade 1: 15 – 30 minutes daily: 1 – 2 hours weekly
- Grade 2: 15 – 30 minutes daily: 1 – 2 hours weekly
- Grade 3: 20 – 40 minutes daily: 1 1/3 – 2 2/3 hours weekly
- Grade 4: 45 – 60 minutes daily: 3 – 4 hours weekly
- Grade 5: 45 – 70 minutes daily: 3 – 4 2/3 hours weekly
Daily homework assignments will generally be given Monday through Thursday. Homework will not routinely be assigned on weekends. Occasionally, weekend and vacation assignments may be necessary for continuity of learning. Students are encouraged to use weekends and vacations for long-term assignments and daily reading.
These guidelines are developed based upon the average student at each grade level. Individual abilities, study skills and time management practices will determine the length of time a student will actually spend on any given task. Time to complete extra credit activities is not included in these time guidelines.
If parents find that their children are consistently spending more time on homework than the recommended guidelines, they are strongly encourages to contact their teacher to discuss the concern.
For students to be able to achieve the intended goals of homework assignments, communication between students, parents and teachers is essential. The following procedures are suggested:
- At the beginning of the school year the District Elementary Homework Guidelines will be distributed to all parents. Parents and teachers will be asked to review the guidelines and expectations with students. Each school has an Open House in September that provides an additional opportunity for presentation, review and clarification of the Homework Guidelines between teachers and parents.
- At the beginning of the school year, individual teachers will inform parents in writing of all homework expectations and procedures at the grade level and in their classrooms.
- Parents are urged to contact their child’s teacher when there are concerns about homework.
- Teachers are encouraged to use the fall conferences to solicit input from the parents/guardians of all students concerning the amount of time being spent on homework and any problems being encountered on a regular basis.
- In grades in which they are used, student assignment notebooks are useful tools for parents and teachers to communicate in writing as needed. Parent signatures on homework, tests or other student work may be required to facilitate communication between home and school. Parent cooperation is necessary with this requirement.
Student success with homework depends upon the cooperative efforts of students, parents/guardians, teachers and administrators.
- Use the assignment notebook to keep a record of all assignments, tests, and other responsibilities. Collect the necessary materials (books, worksheets, etc.) needed to complete the assignments.
- Ask questions and seek help from teachers if confused about the assignment or any part of the work.
- Be responsible for completing and returning all assignments on time to the teacher. This includes making up homework when absent. Follow all expected standards of quality concerning heading, neatness, content and directions.
- Budget time wisely and share time plans with parents/guardians, especially on long-range assignments.
- Study in a quiet place with few interruptions and distractions that limit focus.
- Assist children in setting up a regularly scheduled homework time at a reasonable hour each day. See that he/she meets that daily commitment. Allow sufficient time for homework even though children may also be involved in family and community activities (sports, scouts, dance, arts, etc.).
- Check the assignment notebook daily and encourage completion of all homework. Please remember that the homework is the child’s responsibility. Parents should not do the work for the children but should encourage accountability and monitor student efforts to show support. This applies to daily and long-range assignments and projects.
- Encourage children to have an organized approach to homework by providing all needed materials.
- If a problem arises over homework time, difficulty or completion due to extenuating circumstances, contact the child’s teacher.
- Be sure all assignments are created with a clear purpose and students are able to do them independently. (Example: give reasonable numbers of computation problems in math to avoid excessive practice.)
- Coordinate assignments and tests with other teachers to avoid student overload.
- Inform parents/guardians in writing regarding teacher expectations and student responsibilities at the beginning of the school year. Copies will be kept on file in the school office.
- Modify assignments to meet student needs, as necessary.
- Prepare students to do the assignments (explain tasks and directions, teach study skills, etc.)
- Given meaningful homework and provide students with prompt feedback on their assignments.
- Take into account participation in school-wide events, religious holidays, etc. in giving assignments.
- Inform parents/guardians of long-term assignments and expected timelines for completion.
- Teach and encourage students to use an assignment notebook and check it regularly to insure effective use of this tool.
- If a problem arises over homework quality or completion, contact parents/guardians.
- Set up a system for addressing late or incomplete assignments and communicate it clearly in written form to students and parents/guardians at the beginning of the school year.
- The practice of keeping a child in from recess on a repetitive basis should be discouraged. If homework problems are chronic other possible solutions should be sought.
- To assist in the dissemination and implementation of the Elementary Homework Guidelines to all teachers, parents/guardians and students.
- To help to explain, clarify and interpret all parts of the guidelines and to assist in the mediation of disputes regarding homework practices. To consistently monitor the implementation of the Elementary Homework Guidelines to insure full compliance by all teachers.
Grading of assignments
In the primary grades (K – 2) daily assignments are not formally graded and reflected in report card grades. Concerns will be reflected under the Work and Study Habits sections on the report cards.
In the intermediate grades (3 – 5) daily and long-range assignments will be graded at the discretion of the teacher. Students will be informed when assignments are to be graded and factored into their report card grades for content areas. Teachers will inform students and parents of their systems for grading homework and penalties for late or missing homework assignments and projects.
Requesting assignments when students are absent
Students are occasionally absent from school due to personal illness, medical appointments, family emergencies, a death in the family, religious observance, etc. When an absence occurs, the parents/guardians are asked to please notify the school office between 8 and 8:30 a.m..
If the parent/guardian believes the child is capable of doing work during the absence, the assignments must be requested by 9 AM.
Parents/guardians are asked to indicate if the work is to be sent home with another child (suggest name) or picked up in the office at dismissal time. Teachers will do their best to compile all assignments before the end of the school day.
The Scotia-Glenville Central School District discourages the practice of families taking children out of school for an extended time period for the purpose of vacations or recreational trips. Since homework is both an extension and a reinforcement of class work, it is not as effective when done as an isolated exercise. Teachers also find it difficult to accurately project exactly what will be taught during a child’s extended absence. It is difficult to predict how concepts will be grasped and content understood by the group in advance of the actual lessons. As a result, formal homework assignments will not be prepared in advance for extended absences. General suggestions for reinforcing reading, math, spelling and writing skills may be made in lieu of specific homework tasks. The specific assignments will be gathered during the period of absence and provided to the child upon his/her return to school. The child will be given a reasonable period of time to complete the assignments.
At times students may require additional support to be able to successfully complete homework assignments and long-term projects or to study for tests. At the elementary level there are several resources to help students and families. Please contact your individual elementary school for more information on any of the following:
Alternative Education Support Services
These services are open to students in grades K – 5 and are provided at various times during the school day. Because there are many reasons that students have trouble with homework there are many alternative services offered to help them to be more successful. These services include individual or small group support in areas such as (but not limited to):
- time management skills
- study skills
- test preparation
- organizational skills
- specific content and/or skills support
- social skills
- extra homework help on daily or long-term assignments (research materials, etc.) A number of staff members help to provide these support services. Examples of these providers include:
- teachers (classroom, remedial, special education, enrichment)
- teaching assistants and teacher aides
- social workers
Students are recommended for participation in these services by teachers and/or parents/guardians. Groups meet during the school day during lunch, recess and other non-academic times. Consult the teacher or school office for specific information on these student services.
Internet Homework Hotlines
There are a number of Homework Hotlines on the Internet that may be of benefit to students with occasional questions or problems regarding homework. Parents may wish to explore some of these options with their children. No specific Internet Resources or Hotlines are endorsed by the district. If students have ongoing problems understanding homework assignments, parents are strongly urged to contact the teacher. If you have any questions about these guidelines, please contact your child’s teacher and principal.


Race Relations Act 1976 & 2000:
Schools have obligation to uphold good relationships between people from different backgrounds. Schools now required to have a race equality policy in place. The legislation gave powers to tackle racism by making direct or indirect discrimination illegal.
Code of Practise on the duty to promote race equality 2002
This is the government framework which assists schools to meet the requirements of the Race Relations Act 2000. It outlines ways schools through their race equality policy can promote race equality in their setting by reducing gap in education achievements between different ethnic groups and ensuring staff within the school are representative of a multicultural society.
1995/2005 Disability Discrimination Act:
. Public authorities have a duty to promote and reinforce quality for disabled people. . Schools built following this legislation are bound to provide appropriate facilities and access to people with disabilities, to include ramps and disabled toilets. . Pupils cannot be left out from excursions off site or any part of the curriculum because of a disability.
Special Educational Needs and Disability Act 2001:
This legislation made it illegal for schools to discriminate against children with SEN or physical disabilities. It aimed to ensure disabled people were offered the same educational opportunities and choices as that in mainstream society as schools now had a statutory duty to identify assess and make provision for pupil’s with special Educational needs.
SEN Code of Practise 2001:
. Children with SEN have increased entitlement to mainstream education. . The affect has been a higher number of children with SEN being included in mainstream schools monitor and review SEN provision. . Schools should regularly
Government’s strategy for SEN 2004
. Government strategy introduced with aim to raise achievement of pupils with SEN. The strategy contains a programme of ongoing action and review, in four key areas: -
Removing barriers to learning
Raising expectations and achievement
Delivering improvements in partnership
Equality Act 2010
This act streamlined previous anti discrimination legislation to include further protected characteristics from discrimination. Schools will now be expected to gather and analyze equality information relating to all the protected characteristics of: race, gender, disability, religion or belief, sexual orientation, pregnancy and maternity, gender identity and age.
UN Convention on the Rights of the Child 1989
54 articles undertook by countries across the world showing a legislative commitment to children’s rights and welfare. Amongst which are the right:
. From Discrimination
. From Exploitation
. Best interests of child is primary consideration
. Children have right to express their views
. Children have a right to freedom of religion
. Children have equal right to education
Children’s Act 1989
Introduced to refine and reform existing child welfare legislation. The welfare of the child is paramount. Local authorities have responsibilities for the welfare of children and they are obliged by law to provide services to children with additional needs due to disabilities or health issues. A partnership was encouraged between family and the Local Authority, it stated children should not be removed from their family unless absolutely necessary. The concept of parental responsibility was established outlining responsibilities parents have regarding their children.
Education Act 1996
Schools now have responsibilities for children with SEN and they should provide additional resources/support to cater for their needs.
2004 Every Child Matters
Outcome of The Victoria Climbe Enquiry (2003) was this parliamentary Green Paper. 5 key issues were highlighted that every child should:
. Be Kept Safe
. Be Healthy
. Be Able to Enjoy...
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Widespread vitamin D deficiency problem in the United States
Hi, I’m Dr. JR Kille and today I’m discussing the widespread vitamin D deficiency problem in the United States. Four years ago at age 44 I broke my collar bone. That seems normal enough given the fall I took playing softball but I had fallen harder many times at a younger age. What was the difference? I was vitamin D3 deficient. Here is some valuable information that my help you make some important choices in your diet and sunscreen use.
According to Mike Adams, Natural News Editor of www.diabeteslibrary.org:
- 32% of doctors and med school students are vitamin D deficient.
- 40% of the U.S. population is vitamin D deficient.
- 42% of African American women of childbearing age are deficient in vitamin D.
- 48% of young girls (9-11 years old) are vitamin D deficient.
- Up to 60% of all hospital patients are vitamin D deficient.
- 76% of pregnant mothers are severely vitamin D deficient, causing widespread vitamin D deficiencies in their unborn children, which predisposes them to type 1 diabetes, arthritis, multiple sclerosis and schizophrenia later in life. 81% of the children born to these mothers were deficient.
- Up to 80% of nursing home patients are vitamin D deficient.
C. Norman Shealy, M.D., Ph.D says “Vitamin D3, Cholecalciferol, is the single most important boost for the immune function.” I have been taking 50,000 IU of vitamin D3 per week (about 8,000 IU per day) for the past 3 years. Sunlight on the hands and face for 15 minutes can give about 400 IU of vitamin D3, the FDA’s recommended daily dosage. Someone in Florida wearing a bathing suit with no sunscreen gets about 8,000 IU of vitamin D3 per hour.
Things that make you say, “REALLY”
If Vitamin D3, Cholecalciferol, helps prevent skin cancer and SPF8 or above sun screen stops Vitamin D3 production, then does sunscreen increase your chances of skin cancer?
Fifteen facts you probably never knew about vitamin D and sunlight exposure.
Vitamin D prevents osteoporosis, depression, prostate cancer, breast cancer, and even effects diabetes and obesity. Vitamin D is perhaps the single most underrated nutrient in the world of nutrition. Truth is, most people don’t know the real story on vitamin D and health. So here’s an overview taken from an interview between Mike Adams and Dr. Michael Holick.
- Vitamin D 3 is produced by your skin in response to exposure to ultraviolet radiation from natural sunlight.
- The healing rays of natural sunlight (that generate vitamin D in your skin) cannot penetrate glass. So you don’t generate vitamin D when sitting in your car or home.
- It is nearly impossible to get adequate amounts of vitamin D from your diet. Sunlight exposure is the only reliable way to generate vitamin D in your own body.
- A person would have to drink ten tall glasses of vitamin D fortified milk each day just to get minimum levels of vitamin D into their diet.
- The farther you live from the equator, the longer exposure you need to the sun in order to generate vitamin D. Canada, the UK and most U.S. states are far from the equator.
- People with dark skin pigmentation may need 20 – 30 times as much exposure to sunlight as fair-skinned people to generate the same amount of vitamin D. That’s why prostate cancer is epidemic among black men — it’s a simple, but widespread, sunlight deficiency.
- Sufficient levels of vitamin D are crucial for calcium absorption in your intestines. Without sufficient vitamin D, your body cannot absorb calcium, rendering calcium supplements useless.
- Chronic vitamin D deficiency cannot be reversed overnight: it takes months of vitamin D supplementation and sunlight exposure to rebuild the body’s bones and nervous system.
- Even weak sunscreens (SPF-8) block your body’s ability to generate vitamin D by 95%. This is how sunscreen products actually cause disease — by creating a critical vitamin deficiency in the body.
- It is impossible to generate too much vitamin D in your body from sunlight exposure: your body will self-regulate and only generate what it needs.
- If it hurts to press firmly on your sternum, you may be suffering from chronic vitamin D deficiency right now.
- Vitamin D is “activated” in your body by your kidneys and liver before it can be used.
- Having kidney disease or liver damage can greatly impair your body’s ability to activate circulating vitamin D.
- The sunscreen industry doesn’t want you to know that your body actually needs sunlight exposure because that realization would mean lower sales of sunscreen products.
- Even though vitamin D is one of the most powerful healing chemicals in your body, your body makes it absolutely free. No prescription required.
Things that make you say, “REALLY”
Some pharmacies sell high concentration, 50,000 IU, vitamin D3 capsules for as much as $4 per capsule. At our office you will only pay 28₵ per capsule.
Important dosage facts taken from C. Norman Shealy, M.D., Ph.D
Everyone needs D3. For adults, the IDEAL is 50,000 units once a week. For children under 12, 50,000 units once a month. For individuals over 140 pounds, 50,000 units daily is generally safe if you do not take any calcium supplements and have normal kidney function. BUT, if you do then you must check calcium levels frequently. The amount of calcium in a multivitamin/mineral is fine and calcium foods are fine. If you do choose to take 50,000 units daily, do not check your D3 level for at least 8 months, as it will be very high for at least that long. HOWEVER, check your calcium level in about 6 weeks and at least every 6 months! If you are not going to check the calcium levels, do not take more than 50,000 units of D3 once a week!! Blood calcium levels are the only test related to the D3 that make sense. If your blood calcium level is within the normal range, then there is no known toxicity.
For more information and references go to www.normshealy.com and check archived articles on Vitamin D.
We support Hair Loss Revolution in recommending D3. Visit them at www.hairlossrevolution.com


Join Rob and Jack in creating a simple let beautiful Christmas landscape! The supplies needed for this art project are simple and most likely you already have them in your classroom. You can always substitute other materials too. The supplies they use are:
- Sharpie (or something to draw with)
- Paper (they use marker paper)
- Markers to color with
- Colored pencils
- Acrylic white paint
It is up to you how intricate you make this craft. You will have to decide if this art project is appropriate for your specific students, but generally, I think older elementary kids would enjoy this the most.
Art in the Classroom
Art is an important part of the learning process. It encourages creativity, develops empathy, and fosters problem-solving skills. Every child has an artistic side that needs to be nurtured in order to fully develop into a well-rounded person.
Creative art projects are a great way to get kids out of their comfort zone and explore their different styles of creativity. There are many ways to do this in the classroom. One way is by using inexpensive materials like paper, paint, and markers for kids to express themselves creatively with art pieces that can be used for decorating your classroom or making gifts for friends and family members.
Watch Rob and Jack create a simple Christmas landscape in just a few steps! They use Sharpie (or something to draw with), paper (marker paper), markers to color with, and colored pencils. Next, they add acrylic white paint and a paintbrush! The sky’s the limit when it comes to making anything creative. The only limit is your imagination!


Published on 12.05.14 in Vol 2, No 2 (2014): Apr-Jun
Real-Time Monitoring of School Absenteeism to Enhance Disease Surveillance: A Pilot Study of a Mobile Electronic Reporting System
Background: School absenteeism is a common source of data used in syndromic surveillance, which can eventually be used for early outbreak detection. However, the absenteeism reporting system in most schools, especially in developing countries, relies on a paper-based method that limits its use for disease surveillance or outbreak detection.
Objective: The objective of this study was to develop an electronic real-time reporting system on school absenteeism for syndromic surveillance.
Methods: An electronic (Web-based) school absenteeism reporting system was developed to embed it within the normal routine process of absenteeism reporting. This electronic system allowed teachers to update students' attendance status via mobile tablets. The data from all classes and schools were then automatically sent to a centralized database for further analysis and presentation, and for monitoring temporal and spatial patterns of absent students. In addition, the system also had a disease investigation module, which provided a link between absenteeism data from schools and local health centers, to investigate causes of fever among sick students.
Results: The electronic school absenteeism reporting system was implemented in 7 primary schools in Bangkok, Thailand, with total participation of approximately 5000 students. During May-October 2012 (first semester), the percentage of absentees varied between 1% and 10%. The peak of school absenteeism (sick leave) was observed between July and September 2012, which coincided with the peak of dengue cases in children aged 6-12 years being reported to the disease surveillance system.
Conclusions: The timeliness of a reporting system is a critical function in any surveillance system. Web-based application and mobile technology can potentially enhance the use of school absenteeism data for syndromic surveillance and outbreak detection. This study presents the factors that determine the implementation success of this reporting system.
JMIR mHealth uHealth 2014;2(2):e22
Disease epidemics occur easily now due to rapid transportation and increased social contact. Traditional disease surveillance that is based only on disease reporting systems may not be sufficient for timely detection of a disease epidemic. There is growing interest in applying syndromic surveillance to enhance outbreak detection capabilities. Unlike traditional surveillance, syndromic surveillance uses prediagnostic clinical data such as emergency department visits, laboratory ordering volume, and other surrogate data indicating early illness, such as school or work absenteeism and over-the-counter medication sales. Using these prediagnostic data can potentially improve timeliness in outbreak detection . Syndromic surveillance systems are widely utilized; more than 80% of public health agencies in the United States and Canada have been using syndromic surveillance [ - ].
School absenteeism is a common data source used in syndromic surveillance [- ]. Schoolchildren are at high risk for many infectious diseases and share common risk factors at school. Infectious diseases are likely to spread easily in schools due to frequent contact among students. Schoolchildren play an important role in disease transmission in the community, because of their contact patterns with adults and preschool children at home [ ]. Monitoring school absenteeism, therefore, can be a useful tool for predicting disease outbreaks. The usefulness of school absenteeism data in predicting outbreaks was widely documented during the influenza H1N1 epidemic in 2009 [ - ]. However, timeliness of data is the most important requirement for using school absenteeism for syndromic surveillance. An electronic school absenteeism reporting system is required for real-time or near real-time monitoring of the absentees; this could limit the use of school absenteeism data in developing countries.
In Thailand, continuous monitoring of school absentees has not been applied in a disease surveillance system. Traditional school absentee reports rely on a paper-based system. Every morning, teachers are responsible for reporting the number of absentees in each class to the school registration unit where a daily summary report on absenteeism is manually generated and stored. Daily data on school absenteeism were reviewed and used only by individual schools. Summary reports are usually submitted to the centralized level (Department of Education) once a semester for financial and human resources consideration purposes. Data sharing between the Department of Education and Department of Health is very limited based on this traditional system. This study aimed to develop a real-time school absenteeism reporting system that also can be used for syndromic surveillance in Thailand.
The study was conducted in primary schools under the Bangkok Metropolitan Administration (BMA), in Ladkrabang district, Bangkok, Thailand (). Seven of 20 schools under the BMA were stratified by school size and randomly selected to represent all schools with different school sizes in the area. The number of students ranged from 100 to 2000 students per school, with a total of 5000 students. The basic characteristics of the 7 participating schools are shown in .
|School||No. students||Average class size||No. teachers||No. staff||Median percent of absence (range)||Median percent of sickness with fever (range)|
|1||1970||36||89||17||7 (0-91)a||0 (0-2)|
|2||238||30||11||9||7 (0-66)a||0 (0-3)|
|3||456||38||24||10||5 (0-51)a||1 (0-3)|
|4||636||35||37||5||3 (0-8)||0 (0-4)|
|5||633||35||30||13||3 (0-9)||0 (0-1.3)|
|6||813||39||44||18||6 (0-63)a||2 (0-14)|
|7||85||14||10||6||4 (0-29)a||0 (0-6)|
aThe extremely high absence rates occurred during examination week.
The Reporting System
An electronic school absenteeism reporting system was developed and implemented in 7 schools in 2011. The system was designed to use fingerprint scans as a measure of school attendance. Schoolteachers, parents, and students were informed of the new absenteeism reporting system, and students were required to provide fingerprint scans every morning when they arrived at the school. Attendance data from fingerprint scans from all 7 schools were then automatically sent to the centralized database, which is linked to the geographical information system database where data on the students’ house location is stored. In addition, text messaging (short message service) function was integrated into the system so that a text message was automatically generated and sent to the parent of that specific absent individual. To increase the specificity of absenteeism data in predicting disease outbreak, parents were contacted by phone and asked for the reason for the student’s absence, and if the student was sick, if he or she had a fever. A summary of initial work and data flow is shown in.
After the implementation of the fingerprint scan system, potential problems were observed. A significant number of students failed to scan each day, an approximate 20% error rate, thereby requiring confirmation of school absenteeism data from the teachers; the assigned teachers had to submit confirmed absenteeism data through the Web-based system. A negative response was received after the system was launched due to the extra workload for schoolteachers.
The school absenteeism reporting system was then revised to embed the electronic reporting system into the routine process of absenteeism reporting (). The traditional absenteeism reporting system required teachers to record absent student data onto a standard form (paper-based). To continue this routine, an electronic version of the absenteeism report form was created, and teachers could access this electronic form through a Web-based system. The parent’s phone numbers were obtained from the electronic student registration system, which is an existing system created and used by the Department of Education.
To assist in the data entering process, tablet computers with Internet and phone connection were distributed to teachers. Teachers could update the school attendance status of the children in their classes immediately and the data were then automatically sent to a centralized database. The Web-based reporting system also provided the parent’s phone number, which allowed teachers to call parents directly from the tablets to ask for the reasons for school absenteeism (). In addition, a standard school absenteeism summary form could be automatically generated. This summary form was designed to look like the existing form that is submitted to the Department of Education once a semester. With this Web-based reporting system, data on school absenteeism, including reasons for absence in the 7 schools would be updated to the centralized database on a real-time or near real-time basis. Authorized persons from the Department of Education and Department of Health could view these real-time data via the Web-based system ( ). Informative statistics such as graphs of number and percent of school absentees were generated to present patterns of school absenteeism over specific periods. After implementation of this revised system, teachers were very satisfied with this system, because the system could potentially reduce their workload and they can appreciate the usefulness of the system.
The Disease Investigation Module
Disease investigation is an important function in disease surveillance, especially during an outbreak. Communication between schools and health care sectors plays a critical role in disease investigation, especially when there is a suspected outbreak among schoolchildren. Therefore, an additional module that provides a link between school and local health care centers has been developed (). In this disease investigation module, the system allows absent students with fever to be recognized at local health care centers via the Web-based application. In addition, health care personnel who are responsible for disease investigation can receive information about the sick student, including address and contact phone number via the mobile tablets. This module also allows health care personnel to collect results of their disease investigation through the tablet, and that data can then automatically be sent to the centralized database. This disease investigation module was implemented in October 2013.
The school absenteeism reporting system was fully functional in May 2012 (first semester of academic year 2012). The data on school absentees and their reasons for absence were updated every morning of each school day. At the beginning, teachers were not accustomed to the new routine and therefore staff members that monitored the centralized database would call or send a message to the teacher to remind him or her to submit the absenteeism information. The number of missing data significantly decreased over time. After the first few months of the operation, the completeness of absenteeism data was comparable with that of the original paper-based reporting system. Although the data on causes for the absence were not required in the original paper-based system, in the new electronic reporting system, teachers were asked to contact parents of absent students regarding the cause for the absence. If the first contact was unsuccessful, follow-up calls would be made. Overall, the percent of successful contact with parents has increased from approximately 70% in the first few months of operation to approximately 90% after 1 year of implementation.
Our results show that of 5000 students in 7 schools, approximately 1%-10% of students were absent each day. The absence rate also varied across schools (). When school absenteeism was classified according to the reason for the absence, the number of sick students ranged from 10 to 100 per day. Among sick students, approximately half of them had a fever. The percentage of student with sickness and fever varied, ranging from 0% to 2% (median = 1%). The pattern of absence rate and percent of sickness stratified by schools are illustrated in and . The system also provided a function to query the number of children who had fever for 2 or more consecutive days, which is more specific for diseases with prolonged fever such as dengue infection, an endemic disease in the area. The number of school absentees who were sick with fever for 2 or more consecutive days ranged from 1 to 28 (median = 6) students per day, with the percentage ranging from 0% to 0.3% (median 0.1%). In addition, the house location of absentees could be observed from a map link, and clusters of school absentees were also detected by using the point density analysis with the spatial analysis tool in ArcMap ( ). This geographical information system function can enable early warning of a possible disease outbreak in a community. Although the clusters of school absentees in this map may be biased due to a large number of students living near the large school, this geographical information system function would be more beneficial when the system is expanded to cover more schools distributed across the area.
School absenteeism also varied over the course of the year; during May-October 2012 (first semester), school absenteeism (sick with fever) peaked between July and September 2012. This period coincided with a peak of dengue cases in children 6-12 years old in Bangkok, according to the BMA surveillance system, with a correlation coefficient of .57 (). The correlation with dengue cases was also observed when compared with the number of school absentees who were sick with fever for 2 consecutive days, with a correlation coefficient of .32. The first peak of dengue started in mid-June, then declined and rose again in early July, and then persisted until October; the pattern was consistent with the absenteeism pattern observed among students in the 7 schools ( ). To explore the performance of the system for the early detection of dengue cases, the number of dengue cases at the day report received and number of school absentees who were sick with fever at each day with different lag times were calculated. The correlation was stronger with lag times of 14 days (R2=.57, .54, and .61 for a lag time of 0, 7, and 14 days), in which the case report in the existing passive surveillance system is usually delayed approximately 2 weeks.
School absenteeism data are among the most frequently used sources for a syndromic surveillance system . However, timeliness of data is a key factor in using school absenteeism data for outbreak prediction. This study demonstrated the application of information technology to improve school absenteeism reporting systems. Electronic data entry via mobile devices and a Web-based reporting system was designed to replace the traditional paper-based school absenteeism report. In Thailand, school absenteeism data have not been routinely shared and used for prediction of disease epidemics. In this study, a centralized electronic school absenteeism database was created that can be shared among participating schools, the Department of Education, and the Department of Health. The data can be used not only for syndromic surveillance purposes, but also for educational and social purposes.
A successful health information system can be determined by factors including technical, social, and organizational . A smart card or fingerprint scan can be used as an electronic method to record school attendance [ ]. Fingerprint scans instead of smart cards were initially implemented in this study due to a concern about the accuracy of using smart cards; for instance, students may forget to bring their cards to school, or may give their card to friends to represent their attendance at school. After the implementation of fingerprint scans, a significant number of students were observed who failed to scan. Therefore, a Web-based reporting system was used to replace the fingerprint scan to record school attendance. Web-based school absenteeism reporting systems have been implemented in many countries [ , , ]. In most Web-based reporting systems, all data of school absentees are recorded by teachers and usually input into the database by one or a few teachers who are responsible for this step. According to our study, this procedure did not work well due to the extra work required by teachers. In addition, this procedure was outside their normal routine and could therefore potentially affect the sustainability of the system.
A change in technical procedure outside the normal routine may determine the successfulness of the system. This study suggested that a system designed to follow routine procedures was likely to be a success. In our system, the only change from routine procedure was that teachers had to record data of school absentees into computer tablets, rather than on paper. This system also helped to reduce the school’s administrative office workload by automatically generating a summary of school absenteeism. Computer tablets are now widely available at affordable prices and people have easier access to this kind of technology than in the past. In addition, computer tablets can be used for other purposes besides reporting school absenteeism. Therefore, this would be a worthwhile investment when policymakers want to expand this system to other schools.
Key stakeholders and an organization’s staff perceptions are key factors to the implementation success of information systems; the system should be beneficial to all groups involved. At a national level, the school absenteeism database can be used to assist disease surveillance and outbreak prediction, whereas at the local or school level the system can automatically create absenteeism reports for that particular school. The commitment and perceptions of school principals were also important in system implementation. In this study, the participation of staff in each school depended mostly on the leader’s commitment rather than school size or resources of each school.
Although school absenteeism data has been widely used as an adjunct indicator for outbreak prediction, the lack of specificity of this type of data remains a major concern . A system that relies on school absenteeism data alone without knowing the reasons for absence are less likely to be useful for outbreak prediction [ - , , ]. In this study, parents of absentees were contacted by the teacher to ask about reasons for the absence. The reasons were classified as non-sick leave, sick with fever, or sick without fever. In addition, students who were sick with fever for 2 or more days could be simply identified by the system, which would increase the specificity of our system for outbreak prediction. However, more specific symptoms may be added into the system to improve the accuracy of the data.
The main limitation of using school absenteeism data for outbreak prediction is missing information during school breaks. However, the normal epidemic period of common diseases such as dengue and influenza is in the rainy season, between June and August, which falls during the normal school term. In addition, the causes of school absence could be varied; a high absent rate may be due to events such as examination or special events that are not related to health problems. Therefore, for the purpose of disease surveillance, extra care is needed when using school absenteeism data; using an absence rate due to sickness or sickness with fever may be more specific for disease surveillance purposes.
In this study, the peak of school absenteeism coincided with dengue occurrence in Bangkok among 6- to 12-year-old children. Dengue is a common disease in children, especially in a large city. In a cohort study of schoolchildren in a province of Thailand, dengue accounted for almost 7% of children with febrile illness . In this study, the correlation was strongly observed when using absenteeism data of those who had fever for 2 or more days. However, the number of absentees was relatively higher than dengue occurrence, taking into consideration that the school absenteeism data in this study were obtained from only 7 schools in a district of Bangkok. This suggests that there could be diseases other than dengue that contributed to student absenteeism. The investigation of the cause of fever among schoolchildren is ongoing, using the disease investigation module in our system.
Only primary schools under BMA were included in this study. Disease transmission patterns may be different between primary schools and other school levels; however, incidences of important infectious diseases, such as dengue and influenza, are higher among children in primary schools than in secondary schools [, ]. In addition, only schools under BMA may not be a good representative of all schools in Bangkok, which also include private schools and schools under the Ministry of Education. Therefore, an expansion of the system is planned to cover more schools in other districts of Bangkok that can be used as sentinel sites for syndromic surveillance in the near future.
We thank the BMA for collaboration in developing and implementing the system. We are grateful to all students, parents, teachers, and principals of the 7 schools in this study. We acknowledge the developer and information technology teams at BIOPHICS for their contribution to system development and implementation. Thanks to Paul Adams and Lorna Hon for editing the final manuscript. This study was supported by the Office of Higher Education Commission and Mahidol University under the National Research Universities Initiative.
Conflicts of Interest
Multimedia Appendix 1
Pattern of absence rate, stratified by schools.PNG File, 245KB
Multimedia Appendix 2
Pattern of percent of sick leave, stratified by schools.PNG File, 356KB
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|BMA: Bangkok metropolitan administration|
Edited by G Eysenbach; submitted 20.11.13; peer-reviewed by SF Nie, E Lau; comments to author 11.02.14; revised version received 05.03.14; accepted 27.04.14; published 12.05.14
©Saranath Lawpoolsri, Amnat Khamsiriwatchara, Wongwat Liulark, Komchaluch Taweeseneepitch, Aumnuyphan Sangvichean, Wiraporn Thongprarong, Jaranit Kaewkungwal, Pratap Singhasivanon. Originally published in JMIR Mhealth and Uhealth (http://mhealth.jmir.org), 12.05.2014.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR mhealth and uhealth, is properly cited. The complete bibliographic information, a link to the original publication on http://mhealth.jmir.org/, as well as this copyright and license information must be included.


Sunday, May 24, 2020
Posted By amy @ 8:41 am | No Comments
The Lost Diary of Alexander Hamilton
by Sophie Schiller
Publication Date: July 3, 2020
Genre: YA/US Colonial & Revolutionary Period/Historical Fiction
The story of Alexander Hamilton’s lost childhood in the Caribbean—a land of sugar plantations and slavery—where an impoverished orphan must learn to survive despite impossible odds. It is a story of struggle, heartbreak, resilience, and ultimately, triumph.
1765. Alexander Hamilton arrives in St. Croix with his family to begin a new life. He longs for the chance to go to school and fit in, but secrets from his mother’s past threaten to tear his family apart. When he sees a young African slave being tortured, Alexander vows to act. He urges his uncle to buy Ajax and promises to set him free. But tragedy strikes when his father abandons the family and his mother dies of yellow fever. Orphaned and alone, Alex is forced to survive by his wits and resourcefulness. By day he works in a counting house learning the secrets of foreign trade. By night he studies Plutarch and dreams of fame and glory. When Ajax is sold to a brutal planter, Alex vows to save him, even at the risk of his own life. With the aid of a reluctant slave-catcher, he concocts a plan to rescue Ajax, but when the price for helping a slave run away is torture or death, no one is safe.
In this gripping tale, Sophie Schiller re-creates the boyhood of the young man who would grow up to become a Founding Father and one of America’s foremost men.
“The Lost Diary of Alexander Hamilton is a wonderful read… The musical “Hamilton” has brought the impact of this man in the founding of America sharply into our consciousness. But what author Sophie Schiller has skillfully done here is to take what little is known about Alexander’s early life and fashion a fictional story around his upbringing that fleshes out the boy that would become the man. I can highly recommend this read.” – Grant Leishman for Reader’s Favorite (5 star review)
“The Lost Diary of Alexander Hamilton is the kind of story that helps to restore faith in mankind. It helps to illustrate that, while there are those who are evil, who care not for their fellow man, there are also those willing to put their lives on the line for others. Author Sophie Schiller’s story of Alexander Hamilton shows him to be such a man. In these days when it seems that so little history is taught, and when the veracity of much of what is taught is questionable, this is the kind of story that those both young and old would do well to read.” Patricia Reding for Reader’s Favorite (5 star review)
About the Author
Sophie Schiller was born in Paterson, NJ and grew up in the West Indies. She is a novelist and a poet. She loves stories that carry the reader back in time to exotic and far-flung locations. Kirkus Reviews has called her “an accomplished thriller and historical adventure writer.” Her novel, ISLAND ON FIRE was published by Kindle Scout in 2018 and was called, “A memorable romantic thriller” by Publishers Weekly. Her latest novel, THE LOST DIARY OF ALEXANDER HAMILTON, is out now. She graduated from American University, Washington, DC and lives in Brooklyn, NY.
Blog Tour Schedule
Monday, September 7
Review at Gwendalyn’s Books
Tuesday, September 8
Review at Momfluenster
Wednesday, September 9
Review at Books and Zebras
Thursday, September 10
Guest Post at Chicks, Rogues, and Scandals
Friday, September 11
Review at YA, It’s Lit
Saturday, September 12
Review at A Darn Good Read
Tuesday, September 15
Excerpt at The Caffeinated Bibliophile
Wednesday, September 16
Review at Passages to the Past
Thursday, September 17
Interview at Passages to the Past
Saturday, September 19
Review at Reading is My Remedy
During the Blog Tour, we are giving away a paperback copy of The Lost Diary of Alexander Hamilton + a $10 Amazon Gift Card to one lucky winner! To enter, please use the Gleam form below.
The giveaway is open to US residents only and ends on September 19th. You must be 18 or older to enter.


Definition of budstick in English:
A small piece of plant stem with a bud, prepared for grafting on to another plant.
- A scion is prepared by shaping the budstick to a thin wedge, leaving two complete whorls of buds above the point of entry.
- For tree training, it is best if the lower bud is located to the outside of the budstick near the top of the wedge cut.
- Buds (taken from budsticks or budwood) are inserted under the bark of small seedling stock plants a few inches above ground level.
What do you find interesting about this word or phrase?
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Grief Can Often Be Felt Physically, Emotionally and Spiritually
Grief is a normal and natural response to death. It is a complex process that is adaptive in nature. Typically grief affects our cognitive processes, taxes our emotions and can challenge our spiritual understandings. Our social lives often change and grief can be felt within our physical body.
You may begin to experience anticipatory grief when you face the threat of a loss.
Anticipatory grief involves grieving the losses you’ve already experienced, along with adjusting to your current situation. It is common to imagine the future as a way of rehearsing the possibilities that exist and their impact on you.
The effects of loss are experienced in multiple areas including financial, social, personal, familial, and spiritual. This can also be a time when old unresolved issues within the family reemerge, which can be disruptive in the short run, but ultimately allows the family the opportunity to come to resolution and perhaps reconciliation. Anticipatory grief, although demanding, can be helpful. It may ask you to think of circumstances you’d prefer not to in order to better prepare yourself for life’s probabilities.
Usually roles and responsibilities within the family shift as care needs increase. Hospice patients often express concern that they do not want to be a burden to their families, while families want their loved one to receive optimal care with the best quality of life possible in the time remaining.
Since grief and caregiving take an enormous amount of energy, fatigue is also common. These are normal and natural reactions to an impending loss. Some families use their internal and external resources to navigate through these times while others prefer assistance.
Signs and symptoms of grief after the loss of a loved one
Grief is inextricably tied to love and generally speaking, the closer we are to the person who has died, the more distress we experience in bereavement.
Remember that grief is normal so although the word symptom is used above, a better word would be manifestations of grief given that grief is not a disease.
- People who experience a loss often report feelings of loneliness, yearning for the deceased and sadness. They may experience disturbing feelings of guilt, relief or anger.
- It is common to experience some interruptions in concentration and focus. This usually resolves itself within the first couple of months following a loss.
- Many people tend to notice some changes in their social relationships and, at least initially, in their eating and sleeping patterns.
- Often too, grief is felt as discomfort in the body. Some people complain of muscle tension that can bring on headaches, others notice disruptions in their stomachs, while others complain of feeling pain in their heart, as if it is actually breaking. Please let your health care provider know about these complaints.
Grief itself is demanding and can be very exhausting. It’s important to seek support from someone you trust, such as a family member, friend, spiritual counselor or a Scripps Bereavement Program counselor.
It is important during any stressful time to keep yourself buoyed up by attending to your basic needs such as getting enough sleep, eating nutritiously and healthfully, connecting with those people who matter to you, and living in an environment that is supportive to your well-being. This is especially true given the demands of grief.
If it becomes too hard to care for yourself, please consider asking for help. Sometimes the pain of grief causes people to turn to excessive alcohol or drug use, or other unhealthy behaviors in an attempt to block out the pain.
If you have pre-existing or co-occurring clinical depression or an anxiety disorder, grief can be especially taxing. If after at least six months after the death of your loved one, the grief is overwhelming and preventing you from being functional in a least one major area of your life, it may be a sign of a more serious illness such as complicated grief or major depressive disorder. Medication and therapy may be helpful in these circumstances.
Seek the help and support of others
Scripps Bereavement Program provides counseling services. Complimentary services include:


Climate Change Takes Center Stage on Instagram
Odorless, invisible gases cause the buildup of heat in the Earth’s atmosphere and oceans that lead to climate change. Those changes, such as shifts in rainfall patterns and the acidification of sea waters, are ones that happen in the long-term, relegating them to the background and making them hard to notice.
The International Center for Photography (ICP) aims to change that by punctuating the selfies and latte art pictures in your Instagram feed with images by professional photographers and scientists that show the causes and effects of climate change around the world, as well as how we know what we do about climate science.
The Instagram takeover is part of a broader approach to the Center’s latest exhibit called “Genesis,” an 8-year project by photojournalist Sebastiao Salgado to document some of the most remote and pristine locations around the world. The stunning collection of black and white photographs shows places barely touched by humans. It serves as both inspiration — what Salgado has termed his “love letter to the planet” — and a cautionary tale of what could be lost.
“The 240 or so images we’re showing are spectacular,” said Pauline Vermare, the on-site curator of the exhibition. But, “they don’t directly address the question of climate change,” she said.
Instead, it’s a subtext to these images and that’s partly why ICP decided to bring scientists in for gallery talks and use avenues such as Instagram to further make those connections and spark a bigger dialogue.
View of the junction of the Colorado and the Little Colorado from the Navajo territory. The Grand Canyon National Park begins after this junction.
Click the image to enlarge. Copyright Sebastião Salgado/Amazonas Images
“Social media is a forum for discussion. That’s a thing that’s not necessarily possible if you’re a solo person walking through an exhibition,” said Krishna Knabe, ICP’s communications director.
It also has the potential to reach a much wider audience than the people who stroll through ICP’s Midtown Manhattan gallery. Knabe organized a takeover of their Instagram account for 15 weeks, allowing a select group of photographers and scientists to post images that show the causes and impacts of climate change even more clearly.
“As gorgeous as the work is, it’s a little horrifying to see (the impacts),” Knabe said. “But the power of photography is to tell these stories and . . . document social change and climate change.
“For me personally and the staff here, we’re already learning a lot about things that are happening and I hope people will get energized about particular issues that are relevant to them.”
In particular, she said the images of deforestation in Borneo and the associated rampant rise of palm oil plantations there to produce biofuels and other goods led her to think harder about the issue. Deforestation accounts for roughly 20 percent of carbon dioxide emissions globally according to the U.N., in addition to causing huge losses in biodiversity.
The photos don’t just show the impacts or causes of climate change. They also show how we know what we know about climates past, present and future, making sometimes esoteric-seeming science more accessible and showing the breadth of research.
Hands-on work in the field, such as drilling ice cores and taking tree ring samples, show the more scenic side of science. But the supercomputers of yesteryear are juxtaposed with their modern counterparts to show how modeling — and our understanding of the climate system — has also advanced.
Vermare said ICP is planning another environmentally themed show for fall next year and a broader photography project enlisting citizen journalists to capture their impressions of climate change that will also be displayed in the run-up to the major international climate negotiations in Paris next year.
“The aim of this whole partnership is to make this as meaningful as possible,” she said. “It’s not about art, it’s about changing the society.”
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Playing is a basic activity for children and it is essential for them to develop a healthy body and a sound mind. According to studies, these young ones develop their motor skills, interaction proficiency, and problem-solving abilities, among others through the mentioned activity. Because of these benefits, it is important to encourage children to participate in mentally and physically challenging games.
To make play time more appealing, parent need to consider using certain tools like playmobil toys and other similar commodities. Toys like them are effective and at the same time efficient when it comes to helping children explore their hidden talents and creating new ideas.
They can aid them when it comes to improving their muscle control and dexterity. The mentioned toys can also help them develop mental toughness that is essential when it comes to building relationships with other people and solving problems.
With the endless progression of technology, some toys have taken the backseat since many parents choose to expose their children to gadgets and other modern commodities. This should not be the case many toys are more essential when it comes to helping children develop the skills that they need to make the most of life.
There are just so many toys out there that children will certainly enjoy. From playmobil tuning cars, to puzzles, to building blocks, the list goes on and on. With these toys, children won’t be encouraged to embrace the “couch potato lifestyle.” In the long run, such novelty items can help them develop uniqueness, establish individuality, and advance their drive to learn.
All in all, it can be said that playing is a holistic strategy that will keep children physically and mentally healthy. By exposing them to educational toys, they can grow up as the best person their parent wish of them. That’s a fact that should not be ignored.


|Play again with a new list of words.|
Guess the word based on the definition shown. Click the "?" next to each definition for the answer.
An English coin, a sovereign.
Having a human head (upon an animals body), as the Egyptian sphinx.
same as Bheesty.
A small fancy box or dish for bonbons.
A strong scalpel used in the dissection of joints.
steel low in carbon; mild steel; ingot iron.
The light thus produced; luminosity; phosphorescence.
In the British West Indies, a fourpenny piece, or groat.
Among pugilists, thieves, etc., a youthful expert; -- chiefly used attributively; as, kid Jones.
To worry; to fret; to bother; grumble.
Time characterized by syncopation, as in many negro melodies.
Alt. of Jequirity bean
Vars of Wikiup.
A railroad as a means of transportation; as, to go by rail; a place not accesible by rail.
The nineteenth letter (/, /) of the Greek alphabet, equivalent to English t.
Play again with a new list of words.


Hauling-out is the behaviour associated with pinnipeds (true seals, sea lions, fur seals and walruses), of temporarily leaving the water between periods of foraging activity for sites on land or ice. Hauling-out is necessary in seals for mating (with the exception of the Baikal seal) and giving birth (though a distinction is generally made between reproductive aggregations, termed "rookeries", and non-reproductive aggregations, termed "haul-outs"). Other benefits of hauling-out may include predator avoidance, thermal regulation, social activity, parasite reduction and rest.
There is much variety in haul-out patterns among different seal species. Haul-out sites may be segregated by age and sex within the same species. Many species of pinniped have only a few localized rookeries where they breed, but periodically occupy hundreds of haul-out sites throughout the range. For example, the Australian fur seals breed on only nine islands in Bass Strait but also occupy up to 50 haul-out sites in south-east Australian waters, and Steller sea lions have around 50 rookeries throughout their range, but several hundred haul-out sites.
- Hoelzel, A. Rus. (2002). Marine Mammal Biology: An Evolutionary Approach. Blackwell Publishing. ISBN 978-0-632-05232-5. p. 197.
- Kovacs, Kit M.; Jonas, Krista M.; & Welke, Sylvia E. (1990). Sex and age segregation by Phoca vitulina concolor at haul-out sites during the breeding season in the Passamaquoddy Bay region, New Brunswick. Marine Mammal Science 6(3): 204–214.
- Gales, Nick; Gales, Nicholas; Hindell, Mark; & Kirkwood, Roger. (2003). Marine Mammals: Fisheries, Tourism and Management Issues. CSIRO Publishing. ISBN 978-0-643-06953-4. p. 259.
- Loughlin, Thomas R.; Rugh, David J.; Fiscus, Clifford H. (1984) Northern Sea Lion Distribution and Abundance: 1956-80 The Journal of Wildlife Management, 48(3):729–740.
|This article about a carnivoran is a stub. You can help Wikipedia by expanding it.|
|This ethology article is a stub. You can help Wikipedia by expanding it.|


Global Climate Change Alliance (GCCA+)
The Global Climate Change Alliance+ (GCCA+) is a flagship initiative from the European Union to help the worlds most vulnerable countries address climate change. The GCCA+ initiative contributes towards achieving the overall target of at least 20 % of the EU budget spent on climate action by 2020. With a focus on Least Developed Countries (LDCs) and Small Island Developing States (SIDS), the GCCA+ aims to help countries in their endeavors to adapt to and mitigate climate change by focusing on three priority areas:
- Climate change mainstreaming and poverty reduction
- Increasing resilience to climate-related stresses and shocks
- Sector-based climate change adaptation and mitigation strategies
GCCA+ support to address the challenges of poverty and climate change is based on two mutually reinforcing pillars:
- A platform for policy dialogue and knowledge exchange
- A source of technical and financial support to implement climate-related country or regional programmes.
The GCCA+ initiative aims at funding multi-year programmes with an average contribution of EUR 5 million per project (as of end 2017) that support climate change adaptation and mitigation and thus the transition to climate-resilient, low-carbon societies.
Expressions of interest should be submitted as concept notes before August every year. These will be reviewed and ranked in line with the initiative's selection criteria and the GCCA+ index, a climate resilient development index developed by JRC in line with the Sustainable Development Goals (SDGs). DG-DEVCO / EuropeAid’s will screen the proposed actions to decide if they can move towards the design phase, before a final European Commission financing decision and commitment.
Read more about the different actors involved in the GCCA+ here.
For a step-by-step guidance, please refer to page 15 of the GCCA+ Orientation Package.
Multi-annual Financial Framework 2014–2020: EUR 350 million plus EUR 70 million from 11th European Development Fund Financial Framework for the Intra-ACP component (ACP is African, Caribbean, and Pacific Group of states)


By William J. Clark, Robert A. Brechner
With an emphasis on genuine global functions, Applied simple arithmetic, moment Edition, offers scholars with a brand new and clean standpoint on simple arithmetic. Paired with a method of established help, authors Clark and Brechner continually asks scholar to narrate, toughen, and evaluation as they examine. this article presents professors with a dynamic means of educating the fabric and an process that encourages scholars to dive into the math!
Read Online or Download Applied Basic Mathematics (2nd Edition) PDF
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A call for participation to utilized arithmetic: Differential Equations, Modeling, and Computation introduces the reader to the method of recent utilized arithmetic in modeling, research, and medical computing with emphasis at the use of standard and partial differential equations. every one subject is brought with an enticing actual challenge, the place a mathematical version is developed utilizing actual and constitutive legislation coming up from the conservation of mass, conservation of momentum, or Maxwell's electrodynamics.
Polymer Physics completely information the basic strategies of polymer melts, suggestions, and gels when it comes to either static constitution and dynamics. It is going past different introductory polymer texts, deriving the basic instruments of the actual polymer chemist or engineer with out skipping any steps. The booklet is split into 4 elements.
Additional resources for Applied Basic Mathematics (2nd Edition)


One thing I wanted to add to Mark’s post about the New Views conference. The conference as a whole was dedicated to the memory of David Schramm, whose 60th birthday would have been this year; he died while piloting his own airplane in 1997. Schramm was an enormously influential figure in contemporary cosmology, one of the prime movers in bringing together particle physics and astrophysics in the study of the early universe. In particular, he was a pioneer in the use of Big-Bang Nucleosynthesis as a way to understand both particle physics and cosmology.
Between a few seconds and a few minutes after the Big Bang, the universe was a nuclear reactor, converting nucleons (neutrons and protons) into nuclei of helium, lithium, and deuterium. At very high temperatures the nucleons can’t bind together without being knocked apart; at low temperatures they would like to be bound into their lowest-energy state, which would be iron nuclei. But the universe is rapidly expanding, so we get a competition: as the temperature declines and it’s possible to form nuclei, the density is also falling, making reactions less frequent. We end up with several light nuclei, but don’t have enough time to make anything heavier.
The relic abundances of these nuclei depend on everything about physics when the universe was one minute old: particle physics parameters that govern the reaction rates, the number of species that governs the energy density, and the laws of general relativity that govern the expansion of the universe. (For example, if the universe were expanding a little bit faster, the reactions would happen a little bit earlier, implying that fewer neutrons would have decayed, allowing for the production of more helium.) Miraculously, the observed abundances fit precisely onto the predictions that come from extrapolating what we know about physics here and now all the way back to a minute after the Big Bang. The helium abundance provided the first empirical evidence that there were only three families of matter particles, long before Earth-based particle accelerators verified the result. And BBN assures us that Einstein’s general relativity works without modification in the very early universe; in particular, we know that Newton’s constant of gravitation had the same value then as it does now to within about twenty percent.
Personally, I find the success of BBN to be one of the most impressive feats in all of modern science. Here we are, 7,000,000,000,000,000 minutes after the Big Bang, making quantitative statements about what was going on 1 minute after the Big Bang — and it’s a perfect fit. I’ll never cease to be amazed that we know exactly what the universe was doing when it was one minute old.