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msmarco_v2.1_doc_03_686433861#18_1189465088
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Title:
Headings:
Content: CaptMidnight | September 30, 2010 7:22 AM
| Report abuse
Agree with the second writer: I retired from the VA - professional status in mental health - and my position remains unfilled but still counted as a FTE. The VA both throughout the country in delivery systems, regional offices, and the central office in DC have varying degrees of turnover and retirement but many positions remain unfilled. Some due to their locale and a specific profession to fill the position may not be available. The search often has to be started anew after an an employee is hired but is let go within the first year of probation for various reasons and the search would begin anew. The federal govt is slowed by union involvement and the process for removing a less than productive or compliant employee and as such the union is abusing their status in representing workers where [extreme] documentation is necessary to remove someone but then they are often shuffled off to another p
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http://voices.washingtonpost.com/federal-eye/2010/09/how_many_federal_workers_are_t.html
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msmarco_v2.1_doc_03_691799110#1_1197104703
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Title: Who Can Vote? - A News21 2012 National Project
Headings: Comprehensive Database of U.S. Voter Fraud Uncovers No Evidence That Photo ID Is Needed
Comprehensive Database of U.S. Voter Fraud Uncovers No Evidence That Photo ID Is Needed
Content: Click the image to view the News21 fraud database. Analysis of the resulting comprehensive News21 election fraud database turned up 10 cases of voter impersonation. With 146 million registered voters in the United States during that time, those 10 cases represent one out of about every 15 million prospective voters. “Voter fraud at the polls is an insignificant aspect of American elections,” said elections expert David Schultz, professor of public policy at Hamline University School of Business in St. Paul, Minn.
“There is absolutely no evidence that (voter impersonation fraud) has affected the outcome of any election in the United States, at least any recent election in the United States,” Schultz said. The News21 analysis of its election fraud database shows: In-person voter-impersonation fraud is rare. The database shows 207 cases of other types of fraud for every case of voter impersonation. “The fraud that matters is the fraud that is organized. That’s why voter impersonation is practically non-existent because it is difficult to do and it is difficult to pull people into conspiracies to do it,” said Lorraine Minnite, professor of public policy and administration at Rutgers University. There is more fraud in absentee ballots and voter registration than any other categories.
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http://votingrights.news21.com/article/election-fraud/
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msmarco_v2.1_doc_03_691799110#2_1197106463
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Title: Who Can Vote? - A News21 2012 National Project
Headings: Comprehensive Database of U.S. Voter Fraud Uncovers No Evidence That Photo ID Is Needed
Comprehensive Database of U.S. Voter Fraud Uncovers No Evidence That Photo ID Is Needed
Content: In-person voter-impersonation fraud is rare. The database shows 207 cases of other types of fraud for every case of voter impersonation. “The fraud that matters is the fraud that is organized. That’s why voter impersonation is practically non-existent because it is difficult to do and it is difficult to pull people into conspiracies to do it,” said Lorraine Minnite, professor of public policy and administration at Rutgers University. There is more fraud in absentee ballots and voter registration than any other categories. The analysis shows 491 cases of absentee ballot fraud and 400 cases of registration fraud. A required photo ID at the polls would not have prevented these cases. “The one issue I think is potentially important, though more or less ignored, is the overuse of absentee balloting, which provides far more opportunity for fraud and intimidation than on-site voter fraud,” said Daniel Lowenstein, a UCLA School of Law professor. Of reported election-fraud allegations in the database whose resolution could be determined, 46 percent resulted in acquittals, dropped charges or decisions not to bring charges. Minnite says prosecutions are rare. “
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http://votingrights.news21.com/article/election-fraud/
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msmarco_v2.1_doc_03_691799110#3_1197108086
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Title: Who Can Vote? - A News21 2012 National Project
Headings: Comprehensive Database of U.S. Voter Fraud Uncovers No Evidence That Photo ID Is Needed
Comprehensive Database of U.S. Voter Fraud Uncovers No Evidence That Photo ID Is Needed
Content: The analysis shows 491 cases of absentee ballot fraud and 400 cases of registration fraud. A required photo ID at the polls would not have prevented these cases. “The one issue I think is potentially important, though more or less ignored, is the overuse of absentee balloting, which provides far more opportunity for fraud and intimidation than on-site voter fraud,” said Daniel Lowenstein, a UCLA School of Law professor. Of reported election-fraud allegations in the database whose resolution could be determined, 46 percent resulted in acquittals, dropped charges or decisions not to bring charges. Minnite says prosecutions are rare. “ You have to be able to show that people knew what they were doing and they knew it was wrong and they did it anyway,” she said. “ It may be in the end they (prosecutors) can’t really show that the people who have cast technically illegal ballots did it on purpose.” Felons or noncitizens sometimes register to vote or cast votes because they are confused about their eligibility. The database shows 74 cases of felons voting and 56 cases of noncitizens voting. Voters make a lot of mistakes, from accidentally voting twice to voting in the wrong precinct.
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http://votingrights.news21.com/article/election-fraud/
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msmarco_v2.1_doc_03_691799110#4_1197109742
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Title: Who Can Vote? - A News21 2012 National Project
Headings: Comprehensive Database of U.S. Voter Fraud Uncovers No Evidence That Photo ID Is Needed
Comprehensive Database of U.S. Voter Fraud Uncovers No Evidence That Photo ID Is Needed
Content: You have to be able to show that people knew what they were doing and they knew it was wrong and they did it anyway,” she said. “ It may be in the end they (prosecutors) can’t really show that the people who have cast technically illegal ballots did it on purpose.” Felons or noncitizens sometimes register to vote or cast votes because they are confused about their eligibility. The database shows 74 cases of felons voting and 56 cases of noncitizens voting. Voters make a lot of mistakes, from accidentally voting twice to voting in the wrong precinct. Election officials make a lot of mistakes, from clerical errors — giving voters ballots when they’ve already voted — to election workers confused about voters’ eligibility requirements. “I don’t think there is a mature democracy that has as bad of an elections system as we do,” said Richard Hasen, a professor of political science and election law expert at the University of California, Irvine. “ We have thousands of electoral jurisdictions, we have non-professionals running our elections, we have partisans running our elections, we have lack of uniformity.” Voter-impersonation fraud has attracted intense attention in recent years as conservatives and Republicans argue that strict voter ID laws are needed to prevent widespread fraud. The case has been made repeatedly by the Republican National Lawyers Association, one of whose missions is to advance “open, fair and honest elections.”
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http://votingrights.news21.com/article/election-fraud/
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msmarco_v2.1_doc_03_691799110#12_1197124605
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Title: Who Can Vote? - A News21 2012 National Project
Headings: Comprehensive Database of U.S. Voter Fraud Uncovers No Evidence That Photo ID Is Needed
Comprehensive Database of U.S. Voter Fraud Uncovers No Evidence That Photo ID Is Needed
Content: “It makes much more sense if you are trying to steal an election by either manipulating results on the back end through election official misconduct or to use absentee ballots which are easier to control and to maintain,” said Hasen, the UC, Irvine, professor of political science. The News21 analysis shows 185 election fraud cases linked to campaign officials or politicians involving absentee or mail-in ballots. In 2003, the Indiana Supreme Court invalidated East Chicago Democratic Mayor Rob Pastrick’s primary victory because of massive fraud. Pastrick, an eight-term incumbent, lost in a 2004 repeat election. Forty-six people, mainly city workers, were found guilty in a wide-ranging conspiracy to purchase votes through the use of absentee ballots. John Fortier, a political scientist at the Bipartisan Policy Center, a Washington, D.C., think tank, said there are “more direct problems” with absentee ballots because the person casting the ballot can be pressured or coerced. Keesha Gaskins, senior counsel at the Brennan Center for Justice at the New York University School of Law, a public policy group that opposed many of the voting-law changes nationally, recognizes that absentee-ballot fraud occurs more than other election fraud, but still doesn’t consider it a threat. “There are more concerns in terms of absentee fraud but, again, it is easier to catch,” she said. Minnite, the Rutgers University professor who researched election fraud from 2006-2010 for her book, “The Myth of Voter Fraud,” agrees with Gaskins. “Corruption works when it’s orga
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http://votingrights.news21.com/article/election-fraud/
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msmarco_v2.1_doc_03_691949513#2_1197393041
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Title: Cultural imports, foreign influences, and domestic traditions | VOX, CEPR Policy Portal
Headings:
The importance of culture
What’s in a name?
Foreign media’s influence on names
References
Content: Both Canada and the EU have exempted cultural goods from recent bilateral trade agreements. The importance of culture
What accounts for the resistance to audiovisual service imports? One explanation would be that this sector, like agriculture, is one in which a relatively small number of domestic producers have proven themselves to be politically effective in lobbying for protection. An alternative explanation – pursued in recent applied theory papers – emphasises that audiovisual service import restrictions are directed at cultural goods. Many of these theories develop the idea that an individual’s decision to consume foreign cultural goods imposes a negative externality on other consumers. In a pioneering investigation, Francois and van Ypersele (2002) modelled the externality as being mediated by increasing returns in the production of cultural goods. The idea is that imported cultural goods might crowd out domestic alternatives, leaving some consumers (those that highly value the domestic version) worse off. More recent investigations by Janeba (2007), Rauch and Trindade (forthcoming), and Olivier et al. ( 2008) have built the externality between consumers directly into the utility function. The first three papers find that restrictions on trade in cultural goods can be welfare-improving.
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http://voxeu.org/article/cultural-imports-foreign-influences-and-domestic-traditions
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msmarco_v2.1_doc_03_691949513#3_1197394796
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Title: Cultural imports, foreign influences, and domestic traditions | VOX, CEPR Policy Portal
Headings:
The importance of culture
What’s in a name?
Foreign media’s influence on names
References
Content: In a pioneering investigation, Francois and van Ypersele (2002) modelled the externality as being mediated by increasing returns in the production of cultural goods. The idea is that imported cultural goods might crowd out domestic alternatives, leaving some consumers (those that highly value the domestic version) worse off. More recent investigations by Janeba (2007), Rauch and Trindade (forthcoming), and Olivier et al. ( 2008) have built the externality between consumers directly into the utility function. The first three papers find that restrictions on trade in cultural goods can be welfare-improving. The Olivier et al. paper does not derive welfare results, but it does highlight the disutility experienced by the parent generation as their children adopt new cultures. A 2007 survey conducted by the Pew Research Center finds some evidence of the tension in many countries over displacement of domestic customs by those imported from the US. Responses are summarised in the table below. Response:
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http://voxeu.org/article/cultural-imports-foreign-influences-and-domestic-traditions
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msmarco_v2.1_doc_03_691949513#4_1197396232
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Title: Cultural imports, foreign influences, and domestic traditions | VOX, CEPR Policy Portal
Headings:
The importance of culture
What’s in a name?
Foreign media’s influence on names
References
Content: The Olivier et al. paper does not derive welfare results, but it does highlight the disutility experienced by the parent generation as their children adopt new cultures. A 2007 survey conducted by the Pew Research Center finds some evidence of the tension in many countries over displacement of domestic customs by those imported from the US. Responses are summarised in the table below. Response: Ratio: Canada
Britain
France
Germany
“Our traditional way of life”
Lost/Strong
3.1
4.3
3.0
3.0
“American ideas & customs are spreading here”
Bad/Good
3.0
3.2
4.5
4.7
American music, movies, & TV
Like/Dislike
3.8
2.3
1.9
1.8
Source: Pew Global Attitudes Project (2007), author calculations
By large ratios, participants from Canada, Britain, France, and Germany feel that their traditional way of life is being lost. By similar ratios, the survey subjects expressed concern over adverse effects of American culture (“ideas and customs”) spreading into their countries. Nevertheless, a substantial majority of these same respondents like the audiovisual services they import from the US.
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http://voxeu.org/article/cultural-imports-foreign-influences-and-domestic-traditions
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msmarco_v2.1_doc_03_691949513#5_1197397794
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Title: Cultural imports, foreign influences, and domestic traditions | VOX, CEPR Policy Portal
Headings:
The importance of culture
What’s in a name?
Foreign media’s influence on names
References
Content: Ratio: Canada
Britain
France
Germany
“Our traditional way of life”
Lost/Strong
3.1
4.3
3.0
3.0
“American ideas & customs are spreading here”
Bad/Good
3.0
3.2
4.5
4.7
American music, movies, & TV
Like/Dislike
3.8
2.3
1.9
1.8
Source: Pew Global Attitudes Project (2007), author calculations
By large ratios, participants from Canada, Britain, France, and Germany feel that their traditional way of life is being lost. By similar ratios, the survey subjects expressed concern over adverse effects of American culture (“ideas and customs”) spreading into their countries. Nevertheless, a substantial majority of these same respondents like the audiovisual services they import from the US. The empirical question raised by these survey responses is whether the foreign media that consumers enjoy have the adverse impact of spreading American customs and undermining indigenous culture. If so, then there is a kind of “tragedy of the commons,” whereby individual consumer decisions deplete a collectively valued resource. According to this way of thinking, protectionism in audiovisual services protects consumers from the externalities they impose on each other. Alternatively, it might be the case that foreign audiovisual services can be “safely” consumed without negative side effects on domestic traditions. The American ideas and customs that cause concern may be political or economic rather than cultural.
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http://voxeu.org/article/cultural-imports-foreign-influences-and-domestic-traditions
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msmarco_v2.1_doc_03_691949513#6_1197399701
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Title: Cultural imports, foreign influences, and domestic traditions | VOX, CEPR Policy Portal
Headings:
The importance of culture
What’s in a name?
Foreign media’s influence on names
References
Content: The empirical question raised by these survey responses is whether the foreign media that consumers enjoy have the adverse impact of spreading American customs and undermining indigenous culture. If so, then there is a kind of “tragedy of the commons,” whereby individual consumer decisions deplete a collectively valued resource. According to this way of thinking, protectionism in audiovisual services protects consumers from the externalities they impose on each other. Alternatively, it might be the case that foreign audiovisual services can be “safely” consumed without negative side effects on domestic traditions. The American ideas and customs that cause concern may be political or economic rather than cultural. What’s in a name? Investigations of the empirical influence of audiovisual imports on domestic culture must confront the problem of measurement. Some aspects of culture like language and religion are measured in surveys, but they change very slowly. Other aspects of culture like diet and clothing are difficult to quantify and compile. Even if they could be measured precisely, it would be very hard to identify the impact of foreign audiovisual services on the evolution of these traits.
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http://voxeu.org/article/cultural-imports-foreign-influences-and-domestic-traditions
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msmarco_v2.1_doc_03_692116539#7_1197755335
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Title: The Ukraine-Russia deal | VOX, CEPR Policy Portal
Headings: The Ukraine-Russia deal
The Ukraine-Russia deal
Content: The new deal now includes Russia’s agreement to sell oil and gas to Ukraine at significantly below market prices. This provides great immediate relief to the cash-strapped Ukrainian government, of course. It also creates a deep political dependence on the Ukrainian authorities vis à vis Russia. The costs of the deal are for Russia, whose government will have to compensate its oil and gas exporters. This may be possible at a time when the oil and gas markets are rather depressed. Eventually, however, global demand will rise again, pushing up prices and increasing the costs for Russia. Here again, it is hard to imagine that Russia will be willing to continue indefinitely to heavily discount its oil and gas exports to Ukraine. Eventually it will pull the plug, after having suffered losses. When that happens, Ukraine will be in deep crisis. a
A
Topics:
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http://voxeu.org/article/ukraine-russia-deal
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msmarco_v2.1_doc_03_692116539#8_1197756497
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Title: The Ukraine-Russia deal | VOX, CEPR Policy Portal
Headings: The Ukraine-Russia deal
The Ukraine-Russia deal
Content: Eventually, however, global demand will rise again, pushing up prices and increasing the costs for Russia. Here again, it is hard to imagine that Russia will be willing to continue indefinitely to heavily discount its oil and gas exports to Ukraine. Eventually it will pull the plug, after having suffered losses. When that happens, Ukraine will be in deep crisis. a
A
Topics: International finance
Tags: IMF, Ukraine
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http://voxeu.org/article/ukraine-russia-deal
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msmarco_v2.1_doc_03_692656126#0_1198791907
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Title: Why does sexual violence occur? – Violence Prevention and Victim Assistance
Headings: Why does sexual violence occur?
Why does sexual violence occur?
Content: Why does sexual violence occur? – Violence Prevention and Victim Assistance
Why does sexual violence occur? There are many factors that contribute to the occurrence of sexual violence. It is important to understand that perpetrators, not victims are responsible for sexual violence happening. Perpetrators have a strong sense of entitlement and use power and control to commit acts of sexual violence. Most perpetrators adhere to rigid “traditional” gender roles that focus on the inequality of women. This allows them to treat women and the targeted victim with no regard or respect. It is also important to look at other factors that contribute to sexual violence occurring sucah as those that are used to justify or excuse sexual violence. Gender-based stereotypes reinforce inequality between genders. For example, in a society where men are portrayed as being aggressive and women are seen as passive, a man who pressures a woman for sex is often perceived as behaving acceptably.
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http://vpva.rutgers.edu/sexual-violence/why-does-sexual-violence-occur/
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msmarco_v2.1_doc_03_697287954#3_1206550224
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Title:
Headings:
Content: Of course, there were European
expeditions in from the coast to capture slaves directly. In return for
slaves, the African kings and merchants received various trade goods including
beads, cowrie shells (used as money), textiles, brandy, horses, and, of
course,, guns. The guns were essential in expanding empires and continuing
conquest of Africans. These
early trade patterns evolved into a larger system of trade often times
referred to as the "triangular trade." Triangular trade refers
to the three legs of the trade system. -The first leg was the of trade was from Europe to Africa where goods
were exchanged for slaves. -The second or middleleg of the trade was the transportation of slaves
to the Americas. -The third leg of the trade was the transportation of goods from the
Americas back to Europe. (See
additional maps). Most representative of the systematic and brutal exchange of human being
was the "Middle Passage."
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http://w3.salemstate.edu/~cmauriello/Course%20Development/WorldCIVII/Transatlantic%20Slave%20Trade.htm
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msmarco_v2.1_doc_03_702217990#23_1215187489
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Title: Prison Mentoring
Headings: A Faith- and Character-Based Facility
Wakulla Correctional Institution
Content: Don’t pray unless it’s ok with your assigned inmates. Be considerate of others (both mentors and inmates) that may be of other religious persuasions. When mentoring more than one inmate, attempt to involve each of the inmates in the discussions. If the inmate asks questions about you, be open but do not reveal personal information that might be used by the inmate for illegal or undesirable purposes. If you have preference as to the religion, vocation, interest, etc of the inmates you will mentor, please indicate that to your session coordinator. This will be helpful in assigning you to compatible inmates. If you are harassed in any way or treated disrespectfully in any way, report this to your session coordinator immediately. What mentoring does for the inmate. Gives him hope. Gives him a different perspective.
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http://wakullacivolunteers.org/mentoring.htm
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msmarco_v2.1_doc_03_710215887#2_1222959245
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Title: How Do Genetic Mutations Occur
Headings: How Do Genetic Mutations Occur
How Do Genetic Mutations Occur
How do the Mutations Occur?
Related Article
Content: Hereditary mutations occur when there is an alteration in the cells that produce the egg or the sperm. These alterations are called germline mutations and can be passed from parent to child. If the germline mutation is inherited every cell in their child’s body will have the same error in the DNA sequence. That is how hereditary disease and illness are passed on. Other genetic mutations occur due to damage caused to the DNA sequences by lifestyle or environmental factors. Our cells have built in mechanisms that catch and repair most of the changes that occur during DNA replication or from environmental damage. As we age, however, our DNA repair does not work as effectively and we accumulate changes in our DNA. Related Article
How Does Paternity Testing Work
0
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http://wanttoknowit.com/how-do-genetic-mutations-occur/
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msmarco_v2.1_doc_03_710922864#1_1224313186
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Title: Who Sang American Pie
Headings: Who Sang American Pie
Who Sang American Pie
Related Articles
Content: Who sang American Pie? American Pie was written and sung by Don McLean. It was released in 1971 on the album of the same name. The song is widely considered to be McLean’s signature song and he still performs it at various events and concerts around the world. The single was re-released in 1991. There have been many cover versions of the song, but the most well known was performed by Madonna. She released her version of the song in 2000 and it was instantly popular, reaching number 1 in many countries. Her version was a cut down of the original song at just four and a half minutes, compared with the original at eight and half minutes. Did you know? Don McLean gave permission for “Weird Al” Yankovic to create a parody of the song in 1999 titled “The Saga Begins,” which retells the plot of Star Wars Episode I.
On the same album as American Pie, McLean released the song “Vincent.”
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http://wanttoknowit.com/who-sang-american-pie/
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msmarco_v2.1_doc_03_710936334#0_1224336195
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Title: Who Wrote and Sang “Mrs. Robinson”
Headings: Who Wrote and Sang “Mrs. Robinson”
Who Wrote and Sang “Mrs. Robinson”
Related Articles
Content: Who Wrote and Sang “Mrs. Robinson”
Want to Know it? Answers to life's questions /
who wrote /
Who Wrote and Sang “Mrs. Robinson”
Who Wrote and Sang “Mrs. Robinson”
11 Oct, 2012 who wrote 0
“Mrs. Robinson” is a popular folk rock song that was recorded and released in 1968. It was an instant hit and reached number 1 spot on the hot 100 chart. The song remains one of the most popular and best known songs from the 1960’s. It has been covered by numerous artists, including a modified version sang by Frank Sinatra. Let’s find out who wrote and performed this hit song. Who wrote and sing “Mrs. Robinson”? “Mrs. Robinson” was written by Paul Simon from the popular folk rock duo “Simon & Garfunkel”. The song was initially written about Eleanor Roosevelt with the title “Mrs. Roosevelt.” However, it was adapted to “Mrs. Robinson” for the movie “The Graduate” in 1967 after the director wanted to use it for his movie.
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http://wanttoknowit.com/who-wrote-and-sang-mrs-robinson/
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msmarco_v2.1_doc_03_712203347#0_1226473587
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Title: Puget Sound Lowlands - WASHINGTON'S REGIONS
Headings: Puget Sound Lowlands
Puget Sound Lowlands
Geography and Climate
Attractions in the Puget Sound
Seattle Attractions
Why This is The Best Region
Map Of Puget Sound Lowlands
Newscast
Content: Puget Sound Lowlands - WASHINGTON'S REGIONS
Puget Sound Lowlands
Links! seattle sound
puget sound site seeing
puget sound seattle utilities
t he past of puget sound
puget sound washinton nature
puget sound facts
saving the puget sound
EPA puget sound news
puget sound business journal
washington puget sound
Geography and Climate
The Puget Sound Lowlands, or the I-5 Corridor, is the most populated region of Washington. It holds most of the big cities and industries, including seaports, airports, and companies like Boeing and Microsoft. There are even some agricultural lands including the Skagit Valley and Chehalis and Cowlitz. It’s made up of the land between the Puget Sound and the Cascade Mountains and Oregon is to the South and Canada to the North. The climate in the Puget Sound Lowlands varies all around, but it’s most the same thing. In the Puget Sound Lowlands, it pretty much rains all year round. Because of the climate here, activities like camping, fishing, and hiking are very popular. There’s a lot of tourism here in places like the capital city of Olympia, Seattle, and the San Juan Islands. (Dakoda Rabieh,2017)
Attractions in the Puget Sound
There are lots of exciting places to visit all around the Puget sound area The San Juan Islands such as Lopez Island, Orcas Island, and Friday Harbor Island and more.
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http://waregions.weebly.com/puget-sound-lowlands1.html
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msmarco_v2.1_doc_03_724735328#0_1244412425
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Title: Macroeconomic Impact | Costs of War
Headings: Macroeconomic Impact
Macroeconomic Impact
Key Findings
Recommendations
Content: Macroeconomic Impact | Costs of War
Macroeconomic Impact
An important impact of federal spending on the Iraq and Afghanistan wars has been to raise the nation’s indebtedness. The increased military spending following 9/11 was financed almost entirely by borrowing. Rising deficits have resulted in higher debt, a higher debt-to-GDP ratio, and higher interest rates. A good indicator of the sustainability of government spending is the ratio of federal debt held by the public to national income, or gross domestic product (GDP). This ratio increased by almost 37 percentage points between 2001 and 2011. Between a quarter and a third of this increase in federal indebtedness is due to war spending: by the end of 2011, deficit spending on the wars had raised the ratio of debt to GDP by about 10 percentage points. Financing the wars through debt requires interest payments as well. The US paid about $200 billion in interest on war spending during the first decade of the wars. If war spending continues as forecast by the CBO, the country can expect to have paid about $1 trillion in interest by 2020.
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http://watson.brown.edu/costsofwar/costs/economic/economy/macroeconomic
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msmarco_v2.1_doc_03_738699640#0_1264985294
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Title: Multiple Intelligence (MI) – Howard Gardner
Headings: Multiple Intelligence (MI) – Howard Gardner
Multiple Intelligence (MI) – Howard Gardner
Background of Howard Gardner
Theory Behind the Model
Multiple Intelligences
According to MI Theory, identifying each student’s intelligences has strong ramifications in the classroom. If a child's intelligence can be identified, then teachers can accommodate different children more successfully according to their orientation to learning. Teachers in traditional classrooms primarily teach to the verbal/linguistic and mathematical/logical intelligences. The nine intelligences are:
§ VISUAL/SPATIAL - children who learn best visually and organizing things spatially. They like to see what you are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costumes - anything eye catching.
§ VERBAL/LINGUISTIC - children who demonstrate strength in the language arts: speaking, writing, reading, listening. These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching.
§ MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and problem solving. This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform.
§ BODILY/KINESTHETIC - children who experience learning best through activity: games, movement, hands-on tasks, building. These children were often labeled "overly active" in traditional classrooms where they were told to sit and be still!
§ MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education.
§ INTRAPERSONAL - children who are especially in touch with their own feelings, values and ideas. They may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates to themselves.
§ INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner. These children may have typically been identified as "talkative" or " too concerned about being social" in a traditional setting.
§ NATURALIST - children who love the outdoors, animals, field trips. More than this, though, these students love to pick up on subtle differences in meanings. The traditional classroom has not been accommodating to these children.
§ EXISTENTIALIST - children who learn in the context of where humankind stands in the "big picture" of existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen in the discipline of philosophy.
Link to Multiple Intelligence Tests
Content: Multiple Intelligence (MI) – Howard Gardner
Multiple Intelligence (MI) – Howard Gardner
Background of Howard Gardner
Howard Gardner is a psychologist and Professor at Harvard University's Graduate School of Education. Based on his study of many people from many different walks of life in everyday circumstances and professions, Gardner developed the theory of multiple intelligences. He performed interviews with and brain research on hundreds of people, including stroke victims, prodigies, autistic individuals, and so-called "idiot savants." Gardner defined the first seven intelligences in Frames of Mind in 1983. He added the last two in Intelligence Reframed in 1999. Theory Behind the Model
Gardner's MI Theory challenged traditional beliefs in the fields of education and cognitive science. According to a traditional definition , intelligence is a uniform cognitive capacity people are born with. This capacity can be easily measured by short-answer tests. According to Gardner, intelligence is: § The ability to create an effective product or offer a service that is valued in a culture
§ A set of skills that make it possible for a person to solve problems in life
§ The potential for finding or creating solutions for problems, which involves gathering new knowledge
In addition, Gardner claims that:
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http://web.cortland.edu/andersmd/learning/MI%20Theory.htm
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msmarco_v2.1_doc_03_738699640#1_1264989761
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Title: Multiple Intelligence (MI) – Howard Gardner
Headings: Multiple Intelligence (MI) – Howard Gardner
Multiple Intelligence (MI) – Howard Gardner
Background of Howard Gardner
Theory Behind the Model
Multiple Intelligences
According to MI Theory, identifying each student’s intelligences has strong ramifications in the classroom. If a child's intelligence can be identified, then teachers can accommodate different children more successfully according to their orientation to learning. Teachers in traditional classrooms primarily teach to the verbal/linguistic and mathematical/logical intelligences. The nine intelligences are:
§ VISUAL/SPATIAL - children who learn best visually and organizing things spatially. They like to see what you are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costumes - anything eye catching.
§ VERBAL/LINGUISTIC - children who demonstrate strength in the language arts: speaking, writing, reading, listening. These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching.
§ MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and problem solving. This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform.
§ BODILY/KINESTHETIC - children who experience learning best through activity: games, movement, hands-on tasks, building. These children were often labeled "overly active" in traditional classrooms where they were told to sit and be still!
§ MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education.
§ INTRAPERSONAL - children who are especially in touch with their own feelings, values and ideas. They may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates to themselves.
§ INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner. These children may have typically been identified as "talkative" or " too concerned about being social" in a traditional setting.
§ NATURALIST - children who love the outdoors, animals, field trips. More than this, though, these students love to pick up on subtle differences in meanings. The traditional classroom has not been accommodating to these children.
§ EXISTENTIALIST - children who learn in the context of where humankind stands in the "big picture" of existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen in the discipline of philosophy.
Link to Multiple Intelligence Tests
Content: Theory Behind the Model
Gardner's MI Theory challenged traditional beliefs in the fields of education and cognitive science. According to a traditional definition , intelligence is a uniform cognitive capacity people are born with. This capacity can be easily measured by short-answer tests. According to Gardner, intelligence is: § The ability to create an effective product or offer a service that is valued in a culture
§ A set of skills that make it possible for a person to solve problems in life
§ The potential for finding or creating solutions for problems, which involves gathering new knowledge
In addition, Gardner claims that: § All human beings possess all intelligences in varying amounts
§ Each person has a different intellectual composition
§ We can improve education by addressing the multiple intelligences of our students
§ These intelligences are located in different areas of the brain and can either work independently or together
§ These intelligences may define the human species
§ Multiple intelligences can be nurtured and strengthened, or ignored and weakened
§ Each individual has nine intelligences (and maybe more to be discovered)
Multiple Intelligences
According to MI Theory, identifying each student’s intelligences has strong ramifications in the classroom. If a child's intelligence can be identified, then teachers can accommodate different children more successfully according to their orientation to learning. Teachers in traditional classrooms primarily teach to the verbal/linguistic and mathematical/logical intelligences. The nine intelligences are: § VISUAL/SPATIAL - children who learn best visually and organizing things spatially.
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http://web.cortland.edu/andersmd/learning/MI%20Theory.htm
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msmarco_v2.1_doc_03_738699640#3_1264999276
|
Title: Multiple Intelligence (MI) – Howard Gardner
Headings: Multiple Intelligence (MI) – Howard Gardner
Multiple Intelligence (MI) – Howard Gardner
Background of Howard Gardner
Theory Behind the Model
Multiple Intelligences
According to MI Theory, identifying each student’s intelligences has strong ramifications in the classroom. If a child's intelligence can be identified, then teachers can accommodate different children more successfully according to their orientation to learning. Teachers in traditional classrooms primarily teach to the verbal/linguistic and mathematical/logical intelligences. The nine intelligences are:
§ VISUAL/SPATIAL - children who learn best visually and organizing things spatially. They like to see what you are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costumes - anything eye catching.
§ VERBAL/LINGUISTIC - children who demonstrate strength in the language arts: speaking, writing, reading, listening. These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching.
§ MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and problem solving. This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform.
§ BODILY/KINESTHETIC - children who experience learning best through activity: games, movement, hands-on tasks, building. These children were often labeled "overly active" in traditional classrooms where they were told to sit and be still!
§ MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education.
§ INTRAPERSONAL - children who are especially in touch with their own feelings, values and ideas. They may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates to themselves.
§ INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner. These children may have typically been identified as "talkative" or " too concerned about being social" in a traditional setting.
§ NATURALIST - children who love the outdoors, animals, field trips. More than this, though, these students love to pick up on subtle differences in meanings. The traditional classroom has not been accommodating to these children.
§ EXISTENTIALIST - children who learn in the context of where humankind stands in the "big picture" of existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen in the discipline of philosophy.
Link to Multiple Intelligence Tests
Content: They like to see what you are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costumes - anything eye catching. § VERBAL/LINGUISTIC - children who demonstrate strength in the language arts: speaking, writing, reading, listening. These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching. § MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and problem solving. This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform. § BODILY/KINESTHETIC - children who experience learning best through activity: games, movement, hands-on tasks, building. These children were often labeled "overly active" in traditional classrooms where they were told to sit and be still!
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http://web.cortland.edu/andersmd/learning/MI%20Theory.htm
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msmarco_v2.1_doc_03_738699640#4_1265003340
|
Title: Multiple Intelligence (MI) – Howard Gardner
Headings: Multiple Intelligence (MI) – Howard Gardner
Multiple Intelligence (MI) – Howard Gardner
Background of Howard Gardner
Theory Behind the Model
Multiple Intelligences
According to MI Theory, identifying each student’s intelligences has strong ramifications in the classroom. If a child's intelligence can be identified, then teachers can accommodate different children more successfully according to their orientation to learning. Teachers in traditional classrooms primarily teach to the verbal/linguistic and mathematical/logical intelligences. The nine intelligences are:
§ VISUAL/SPATIAL - children who learn best visually and organizing things spatially. They like to see what you are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costumes - anything eye catching.
§ VERBAL/LINGUISTIC - children who demonstrate strength in the language arts: speaking, writing, reading, listening. These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching.
§ MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and problem solving. This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform.
§ BODILY/KINESTHETIC - children who experience learning best through activity: games, movement, hands-on tasks, building. These children were often labeled "overly active" in traditional classrooms where they were told to sit and be still!
§ MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education.
§ INTRAPERSONAL - children who are especially in touch with their own feelings, values and ideas. They may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates to themselves.
§ INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner. These children may have typically been identified as "talkative" or " too concerned about being social" in a traditional setting.
§ NATURALIST - children who love the outdoors, animals, field trips. More than this, though, these students love to pick up on subtle differences in meanings. The traditional classroom has not been accommodating to these children.
§ EXISTENTIALIST - children who learn in the context of where humankind stands in the "big picture" of existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen in the discipline of philosophy.
Link to Multiple Intelligence Tests
Content: § MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and problem solving. This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform. § BODILY/KINESTHETIC - children who experience learning best through activity: games, movement, hands-on tasks, building. These children were often labeled "overly active" in traditional classrooms where they were told to sit and be still! § MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education. § INTRAPERSONAL - children who are especially in touch with their own feelings, values and ideas. They may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates to themselves. § INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner.
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http://web.cortland.edu/andersmd/learning/MI%20Theory.htm
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msmarco_v2.1_doc_03_738699640#5_1265007555
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Title: Multiple Intelligence (MI) – Howard Gardner
Headings: Multiple Intelligence (MI) – Howard Gardner
Multiple Intelligence (MI) – Howard Gardner
Background of Howard Gardner
Theory Behind the Model
Multiple Intelligences
According to MI Theory, identifying each student’s intelligences has strong ramifications in the classroom. If a child's intelligence can be identified, then teachers can accommodate different children more successfully according to their orientation to learning. Teachers in traditional classrooms primarily teach to the verbal/linguistic and mathematical/logical intelligences. The nine intelligences are:
§ VISUAL/SPATIAL - children who learn best visually and organizing things spatially. They like to see what you are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costumes - anything eye catching.
§ VERBAL/LINGUISTIC - children who demonstrate strength in the language arts: speaking, writing, reading, listening. These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching.
§ MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and problem solving. This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform.
§ BODILY/KINESTHETIC - children who experience learning best through activity: games, movement, hands-on tasks, building. These children were often labeled "overly active" in traditional classrooms where they were told to sit and be still!
§ MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education.
§ INTRAPERSONAL - children who are especially in touch with their own feelings, values and ideas. They may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates to themselves.
§ INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner. These children may have typically been identified as "talkative" or " too concerned about being social" in a traditional setting.
§ NATURALIST - children who love the outdoors, animals, field trips. More than this, though, these students love to pick up on subtle differences in meanings. The traditional classroom has not been accommodating to these children.
§ EXISTENTIALIST - children who learn in the context of where humankind stands in the "big picture" of existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen in the discipline of philosophy.
Link to Multiple Intelligence Tests
Content: § MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education. § INTRAPERSONAL - children who are especially in touch with their own feelings, values and ideas. They may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates to themselves. § INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner. These children may have typically been identified as "talkative" or " too concerned about being social" in a traditional setting. § NATURALIST - children who love the outdoors, animals, field trips. More than this, though, these students love to pick up on subtle differences in meanings. The traditional classroom has not been accommodating to these children. § EXISTENTIALIST - children who learn in the context of where humankind stands in the "big picture" of existence.
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http://web.cortland.edu/andersmd/learning/MI%20Theory.htm
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msmarco_v2.1_doc_03_738699640#6_1265011747
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Title: Multiple Intelligence (MI) – Howard Gardner
Headings: Multiple Intelligence (MI) – Howard Gardner
Multiple Intelligence (MI) – Howard Gardner
Background of Howard Gardner
Theory Behind the Model
Multiple Intelligences
According to MI Theory, identifying each student’s intelligences has strong ramifications in the classroom. If a child's intelligence can be identified, then teachers can accommodate different children more successfully according to their orientation to learning. Teachers in traditional classrooms primarily teach to the verbal/linguistic and mathematical/logical intelligences. The nine intelligences are:
§ VISUAL/SPATIAL - children who learn best visually and organizing things spatially. They like to see what you are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costumes - anything eye catching.
§ VERBAL/LINGUISTIC - children who demonstrate strength in the language arts: speaking, writing, reading, listening. These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching.
§ MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and problem solving. This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform.
§ BODILY/KINESTHETIC - children who experience learning best through activity: games, movement, hands-on tasks, building. These children were often labeled "overly active" in traditional classrooms where they were told to sit and be still!
§ MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education.
§ INTRAPERSONAL - children who are especially in touch with their own feelings, values and ideas. They may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates to themselves.
§ INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner. These children may have typically been identified as "talkative" or " too concerned about being social" in a traditional setting.
§ NATURALIST - children who love the outdoors, animals, field trips. More than this, though, these students love to pick up on subtle differences in meanings. The traditional classroom has not been accommodating to these children.
§ EXISTENTIALIST - children who learn in the context of where humankind stands in the "big picture" of existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen in the discipline of philosophy.
Link to Multiple Intelligence Tests
Content: These children may have typically been identified as "talkative" or " too concerned about being social" in a traditional setting. § NATURALIST - children who love the outdoors, animals, field trips. More than this, though, these students love to pick up on subtle differences in meanings. The traditional classroom has not been accommodating to these children. § EXISTENTIALIST - children who learn in the context of where humankind stands in the "big picture" of existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen in the discipline of philosophy. The 9 Intelligences of MI Theory in table form. Link to Multiple Intelligence Tests
To help understand how you learn best, take this Multiple Intelligence Inventory test.
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http://web.cortland.edu/andersmd/learning/MI%20Theory.htm
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msmarco_v2.1_doc_03_738699640#7_1265015660
|
Title: Multiple Intelligence (MI) – Howard Gardner
Headings: Multiple Intelligence (MI) – Howard Gardner
Multiple Intelligence (MI) – Howard Gardner
Background of Howard Gardner
Theory Behind the Model
Multiple Intelligences
According to MI Theory, identifying each student’s intelligences has strong ramifications in the classroom. If a child's intelligence can be identified, then teachers can accommodate different children more successfully according to their orientation to learning. Teachers in traditional classrooms primarily teach to the verbal/linguistic and mathematical/logical intelligences. The nine intelligences are:
§ VISUAL/SPATIAL - children who learn best visually and organizing things spatially. They like to see what you are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costumes - anything eye catching.
§ VERBAL/LINGUISTIC - children who demonstrate strength in the language arts: speaking, writing, reading, listening. These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching.
§ MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and problem solving. This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform.
§ BODILY/KINESTHETIC - children who experience learning best through activity: games, movement, hands-on tasks, building. These children were often labeled "overly active" in traditional classrooms where they were told to sit and be still!
§ MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education.
§ INTRAPERSONAL - children who are especially in touch with their own feelings, values and ideas. They may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates to themselves.
§ INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner. These children may have typically been identified as "talkative" or " too concerned about being social" in a traditional setting.
§ NATURALIST - children who love the outdoors, animals, field trips. More than this, though, these students love to pick up on subtle differences in meanings. The traditional classroom has not been accommodating to these children.
§ EXISTENTIALIST - children who learn in the context of where humankind stands in the "big picture" of existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen in the discipline of philosophy.
Link to Multiple Intelligence Tests
Content: They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen in the discipline of philosophy. The 9 Intelligences of MI Theory in table form. Link to Multiple Intelligence Tests
To help understand how you learn best, take this Multiple Intelligence Inventory test. There are just a few questions to answer and the test should take approximately five minutes to complete. http://snow.utoronto.ca/Learn2/mod3/miinventory.html
This MI test can be printed and used in a classroom to determine your students’ intelligences. http://surfaquarium.com/MIinvent.htm
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http://web.cortland.edu/andersmd/learning/MI%20Theory.htm
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msmarco_v2.1_doc_03_741001320#2_1268365508
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Title: H102_25 Fall of the Roman Republic, 133-27 BC
Headings: Lecture 26: Fall of the
Roman
Republic
, 133-27 BC
Lecture 26: Fall of the Roman Republic , 133-27 BC
I. FOUR STEPS TO THE FALL OF THE REPUBLIC 133-27 BC
II. Causes of the Political Decline:
Economic and Social Changes Consequent to Imperialism
2. Heightened Status of Roman Senators.
Content: C. Gracchus also attempted to grant Italian allies Roman citizen status. Both men were killed with their political followings through urban mob violence fomented by the aristocracy. 2. THE RISE OF PRIVATE ARMIES. When the oligarchy failed to resolve the military problem, Roman generals, specifically C. Marius (consul 106, 104-100 BC) and L. Cornelius Sulla (consul 88, dictator 82-79 BC), recruited private armies more loyal to themselves than to the state. In addition to the draft, they recruited landless poor citizens by offering them bounties and land upon discharge. The soldier's status as Roman or allied mattered little to these generals either, both of whom made extensive grants of citizenship to allied forces. Ultimately, the two men came to blows in 88 BC in the midst of the Social War and the Asian rebellion induced by Mithradates. So violent were popular feelings that Sulla was able to persuade his field army in southern Italy to march on the city of Rome to expel Marius and his followers. So began the first Civil War and the gradual transference of soldiers’ loyalties from the laws of the state to the persons of their commanding officers.
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http://web.ics.purdue.edu/~rauhn/fall_of_republic.htm
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msmarco_v2.1_doc_03_741776705#2_1269548771
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Title:
Headings:
Content: Industrial systems are inherently extractive,
exploitative, and are ultimately dependent upon finite stocks of non-renewable
resources. Industrial systems eventually
will degrade and deplete the resources upon which its productivity depends, and
thus, are not sustainable. Industrialization is the physical manifestation of a specific philosophy
of economics, a specific concept of science, and a specific worldview. Thus, if we are to develop a sustainable
society, we must be willing to reexamine the conceptual foundation upon which
our current unsustainable society is built. The mechanistic philosophical worldview emerged during the
1600's to 1700's. It was first
articulated by early scientists such as Rene Descartes and Isaac Newton. During this “Age of Reason,” the world came
to be viewed as a large complex machine with many interrelated parts – as
clock-like. The foundation of modern
science was laid during this period with development of the “scientific method”
of inquiry and the “reductionist” approach to research. Following the scientific methods, scientists
could reduce complex systems to their elemental parts, isolating individual
causes and effects, and thus, gaining understanding of systems as wholes by
examining their component parts. Classical economics had its roots in this same period of
“Enlightenment.”
|
http://web.missouri.edu/ikerdj/papers/Ecology-Sustainability.htm
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msmarco_v2.1_doc_03_741927310#10_1269665025
|
Title:
Headings:
Content: Although today they may appear to be
productive, even profitable, they are not sustainable over time. They are exploiting and degrading the
natural resource base upon which their productivity ultimately depends. On many farms, soil is eroding at rates far
in excess of its natural regenerative ability and agricultural chemicals are
polluting groundwater and streams and destroying the biological life of the
soil. Many farms are exploiting and
degrading the people who work the land, the people of the surrounding rural
communities, and people of society in general. The occupation of farming is being “de-skilled” through corporate
contractual arrangements, which reduce the function of farming to that of
low-skilled, low-paid labor. Consequently, the productivity and profitability of such farms are not
sustainable. Sustainable farming
systems must be ecologically sound and socially responsible if they are to be
economically viable, and thus, sustainable over time. Many farms today have expanded beyond their naturally healthy
size. Their health is declining each
year, and they are dying a slow death. Many farms today have become too big to live.
|
http://web.missouri.edu/~ikerdj/papers/SmFmHowBig.html
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msmarco_v2.1_doc_03_741927310#11_1269666439
|
Title:
Headings:
Content: Consequently, the productivity and profitability of such farms are not
sustainable. Sustainable farming
systems must be ecologically sound and socially responsible if they are to be
economically viable, and thus, sustainable over time. Many farms today have expanded beyond their naturally healthy
size. Their health is declining each
year, and they are dying a slow death. Many farms today have become too big to live. It seems reasonable to ask why so many farms have become so
large. Why would so many farmers
organize their farm resources in ways that ultimately destroy its health and
its long run viability? The answer is,
they have lost sight of the fact that a farm is a living organism. Instead, they treat their farms as if they
were inanimate mechanisms. In the minds
of many farmers today, a farm is simply a factory without a roof and fields and
feed lots are nothing more than biological assembly lines.
|
http://web.missouri.edu/~ikerdj/papers/SmFmHowBig.html
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msmarco_v2.1_doc_03_741965125#1_1269674914
|
Title:
Headings:
Content: Economic comparisons of conventional and sustainable
farming systems, for example, have assumed that farmers will
continue to produce the same basic commodities for sale in highly
competitive national and international agricultural markets. Yields and costs per unit of production are compared for
conventional and alternative systems (Ikerd, Monson and Van Dyne,
1992; Repetto and Faeth, 1990; Pimentel, et. al., 1991). Any
differences in commodity prices among alternative scenarios are
attributed to differences in production levels and market
supplies (Knutson, et al., 1990). For example, organic price
premiums are either ignored or treated as transitory advantages
that will be eliminated by competition (Dobbs, Leddy, and Smolik,
1988; Dobbs and Cole, 1992).
|
http://web.missouri.edu/~ikerdj/papers/Stl-mkt.htm
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msmarco_v2.1_doc_03_744573542#0_1272971488
|
Title:
Headings:
Content: Police & Democracy
Police
and Democracy
Slightly longer version
of an article in The Encyclopedia of Democracy, 1995. Back
to Main Page | Bibliography
By Gary T. Marx
Democracy is defined by broad
values involving participation and formal rules about procedures such as
elections. But for most persons most of the time these are removed from
daily life. That is not true for the police, the agency of government that
citizens are most likely to see and have contact with. All industrial societies
use police to control crime and to contribute to public order (e.g., mediating
and arbitrating disputes, regulating traffic and helping in emergencies). But the conditions under which police operate, the means they use and the
ends they seek vary greatly between democratic and non-democratic societies. Police are a central element
of a democratic society. Indeed one element in defining such a society
is a police force that 1) is subject to the rule of law, rather than the
wishes of a powerful leader or party 2) can intervene n the life of citizens
only under limited and carefully controlled circumstances and 3) is publicly
accountable. It is a myth that all that
stands between total chaos and social order is the police. Social order
has multiple sources.
|
http://web.mit.edu/gtmarx/www/poldem.html
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msmarco_v2.1_doc_03_744573542#1_1272972995
|
Title:
Headings:
Content: But the conditions under which police operate, the means they use and the
ends they seek vary greatly between democratic and non-democratic societies. Police are a central element
of a democratic society. Indeed one element in defining such a society
is a police force that 1) is subject to the rule of law, rather than the
wishes of a powerful leader or party 2) can intervene n the life of citizens
only under limited and carefully controlled circumstances and 3) is publicly
accountable. It is a myth that all that
stands between total chaos and social order is the police. Social order
has multiple sources. These include socialization to norms, a desire to
have others think well of us, reciprocity, self-defense and the design
of the physical environment. Yet police are an important factor. Their
importance increases with the heterogeneity and size of a society. A defining characteristics
of police is their mandate to legally use force and to deprive citizens
of their liberty. This power is bound to generate opposition from those
who are subject to it.
|
http://web.mit.edu/gtmarx/www/poldem.html
|
msmarco_v2.1_doc_03_744573542#2_1272974292
|
Title:
Headings:
Content: These include socialization to norms, a desire to
have others think well of us, reciprocity, self-defense and the design
of the physical environment. Yet police are an important factor. Their
importance increases with the heterogeneity and size of a society. A defining characteristics
of police is their mandate to legally use force and to deprive citizens
of their liberty. This power is bound to generate opposition from those
who are subject to it. It also offers great temptations for abuse. Law
enforcement requires a delicate balancing act. The conflicts between liberty
and order receive their purest expression in considerations of democratic
policing. It is ironic that police
are both a major support and a major threat to a democratic society. When
police operate under the rule of law they may protect democracy by their
example of respect for the law and by suppressing crime.
|
http://web.mit.edu/gtmarx/www/poldem.html
|
msmarco_v2.1_doc_03_744573542#3_1272975410
|
Title:
Headings:
Content: It also offers great temptations for abuse. Law
enforcement requires a delicate balancing act. The conflicts between liberty
and order receive their purest expression in considerations of democratic
policing. It is ironic that police
are both a major support and a major threat to a democratic society. When
police operate under the rule of law they may protect democracy by their
example of respect for the law and by suppressing crime. Police are moral,
as well as legal, actors. But apart from the rule of
law and public accountability, the police power to use force, engage in
summary punishment, use covert surveillance, and to stop, search and arrest
citizens, can be used to support dictatorial regimes and practices. When
non-democratic regimes are toppled a prominent demand is always for the
elimination of the secret police. The term "police state" as represented
by Germany under National Socialism and the former Soviet Union under communism
suggests the opposite of a democratic state. Police are subservient to
a single party, not a legislature or judiciary.
|
http://web.mit.edu/gtmarx/www/poldem.html
|
msmarco_v2.1_doc_03_744573542#4_1272976722
|
Title:
Headings:
Content: Police are moral,
as well as legal, actors. But apart from the rule of
law and public accountability, the police power to use force, engage in
summary punishment, use covert surveillance, and to stop, search and arrest
citizens, can be used to support dictatorial regimes and practices. When
non-democratic regimes are toppled a prominent demand is always for the
elimination of the secret police. The term "police state" as represented
by Germany under National Socialism and the former Soviet Union under communism
suggests the opposite of a democratic state. Police are subservient to
a single party, not a legislature or judiciary. The policing of crime and
politics merge and political dissent becomes a crime. The meaning of the term police
has changed over the last 5 centuries. The word police comes from "polity",
meaning the form of government of a political body. In Europe in the 15thcentury it referred broadly to matters involving life, health and property. There was no distinct police force.
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http://web.mit.edu/gtmarx/www/poldem.html
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msmarco_v2.1_doc_03_744573542#5_1272977961
|
Title:
Headings:
Content: The policing of crime and
politics merge and political dissent becomes a crime. The meaning of the term police
has changed over the last 5 centuries. The word police comes from "polity",
meaning the form of government of a political body. In Europe in the 15thcentury it referred broadly to matters involving life, health and property. There was no distinct police force. Policing was done intermittently by
the military and society was largely "unpoliced". With the formation of
modern states with clear national borders beginning in the 18thcentury, policing became concerned with internal security and the prevention
of public dangers. With the expansion of the law over the next several
centuries police came to be increasingly concerned with internal security,
the prevention of public dangers and the prevention r redress of breaches
of law. They also themselves came to be more controlled by the law. There is no simple or widely
agreed upon definition of a democratic police.
|
http://web.mit.edu/gtmarx/www/poldem.html
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msmarco_v2.1_doc_03_744573542#6_1272979170
|
Title:
Headings:
Content: Policing was done intermittently by
the military and society was largely "unpoliced". With the formation of
modern states with clear national borders beginning in the 18thcentury, policing became concerned with internal security and the prevention
of public dangers. With the expansion of the law over the next several
centuries police came to be increasingly concerned with internal security,
the prevention of public dangers and the prevention r redress of breaches
of law. They also themselves came to be more controlled by the law. There is no simple or widely
agreed upon definition of a democratic police. Indeed it is easier to define
a non-democratic police and non-democratic police behavior than their opposites. But viewed abstractly all democratic police systems share the ideal that
police powers are to be used according to the rule of law and not according
to the whims of the ruler or the police agent. The state’s power must be
used in a restrained fashion and proportional to the problem. In the original
British model there was to be policing by consent and hence an unarmed
police. Ideally citizens would accept police authority out of respect,
rather than out of intimidation.
|
http://web.mit.edu/gtmarx/www/poldem.html
|
msmarco_v2.1_doc_03_744573542#7_1272980608
|
Title:
Headings:
Content: Indeed it is easier to define
a non-democratic police and non-democratic police behavior than their opposites. But viewed abstractly all democratic police systems share the ideal that
police powers are to be used according to the rule of law and not according
to the whims of the ruler or the police agent. The state’s power must be
used in a restrained fashion and proportional to the problem. In the original
British model there was to be policing by consent and hence an unarmed
police. Ideally citizens would accept police authority out of respect,
rather than out of intimidation. A democratic police is defined
by both its means and its ends. Some means are simply too abhorrent and
are prohibited under any circumstances: torture and summary executive,
kidnapping, and harming family members of a suspect. Other means involving
the use of force, the denial of liberty and interrogation must only occur
with due process of law. Due process does not refer to questions of guilt
or innocence, but with the way in which guilt is determined.
|
http://web.mit.edu/gtmarx/www/poldem.html
|
msmarco_v2.1_doc_03_744573542#8_1272981887
|
Title:
Headings:
Content: A democratic police is defined
by both its means and its ends. Some means are simply too abhorrent and
are prohibited under any circumstances: torture and summary executive,
kidnapping, and harming family members of a suspect. Other means involving
the use of force, the denial of liberty and interrogation must only occur
with due process of law. Due process does not refer to questions of guilt
or innocence, but with the way in which guilt is determined. In most countries stringent
actions such as wiretapping or holding a suspect in custody for more than
a short period of time must be sanctioned by independent judicial or executive
authorities. Should force be required it should be the minimal amount necessary
for self-defense or to insure an arrest. Punishment (if called for) should
only occur after a judicial process. The laws that police enforce and the
way they use their power in enforcing laws determined by a democratic process,
however indirectly. The idea of a democratic
police includes content as well as procedure.
|
http://web.mit.edu/gtmarx/www/poldem.html
|
msmarco_v2.1_doc_03_744573542#9_1272983158
|
Title:
Headings:
Content: In most countries stringent
actions such as wiretapping or holding a suspect in custody for more than
a short period of time must be sanctioned by independent judicial or executive
authorities. Should force be required it should be the minimal amount necessary
for self-defense or to insure an arrest. Punishment (if called for) should
only occur after a judicial process. The laws that police enforce and the
way they use their power in enforcing laws determined by a democratic process,
however indirectly. The idea of a democratic
police includes content as well as procedure. Thus for police to enforce
laws that support racial discrimination even if passed by a legislature,
is hardly democratic according to contemporary standards. It is easier to specify democratic
procedures than democratic content. But at the most general level such
content involves respect for the dignity of the person and the ideas associated
with universal citizenship, limits on the power of the state to intrude
into private lives and public accountability. In a democratic society police
must not be a law unto themselves. In spite of strong pressures and temptations
to the contrary, they are not to act in an explicitly political fashion,
nor to serve the partisan interests of the party in power, or the party
they would like to see in power.
|
http://web.mit.edu/gtmarx/www/poldem.html
|
msmarco_v2.1_doc_03_744573542#10_1272984734
|
Title:
Headings:
Content: Thus for police to enforce
laws that support racial discrimination even if passed by a legislature,
is hardly democratic according to contemporary standards. It is easier to specify democratic
procedures than democratic content. But at the most general level such
content involves respect for the dignity of the person and the ideas associated
with universal citizenship, limits on the power of the state to intrude
into private lives and public accountability. In a democratic society police
must not be a law unto themselves. In spite of strong pressures and temptations
to the contrary, they are not to act in an explicitly political fashion,
nor to serve the partisan interests of the party in power, or the party
they would like to see in power. Their purpose must not be to enforce political
conformity. Holding unpopular beliefs or behaving in unconventional, yet
legal, ways are not adequate grounds for interfering with citizen’s liberty. When opponents of democracy operate within the law police have an obligation
to protect their rights, as well as the rights of others. In an important sense a democratic
police is a neutral police. For example in a racial or labor disturbance
police are not to take sides, nor should they spy on, or disrupt the legal
actions of an opposition political party.
|
http://web.mit.edu/gtmarx/www/poldem.html
|
msmarco_v2.1_doc_03_744573542#11_1272986287
|
Title:
Headings:
Content: Their purpose must not be to enforce political
conformity. Holding unpopular beliefs or behaving in unconventional, yet
legal, ways are not adequate grounds for interfering with citizen’s liberty. When opponents of democracy operate within the law police have an obligation
to protect their rights, as well as the rights of others. In an important sense a democratic
police is a neutral police. For example in a racial or labor disturbance
police are not to take sides, nor should they spy on, or disrupt the legal
actions of an opposition political party. Democratic societies strive
for equal law enforcement. Citizens are to be treated in equivalent ways. Police are trained to behave in a universalistic fashion. Should their
personal attitude depart from the demands of the role they are playing,
this must not effect their behavior. Police show neutrality if they simply
enforce the rules regardless of the characteristics of the persons or group
involved (e.g., their race or social class).
|
http://web.mit.edu/gtmarx/www/poldem.html
|
msmarco_v2.1_doc_03_744573542#12_1272987515
|
Title:
Headings:
Content: Democratic societies strive
for equal law enforcement. Citizens are to be treated in equivalent ways. Police are trained to behave in a universalistic fashion. Should their
personal attitude depart from the demands of the role they are playing,
this must not effect their behavior. Police show neutrality if they simply
enforce the rules regardless of the characteristics of the persons or group
involved (e.g., their race or social class). But apart from this ideal,
there is a second sense in which police are not neutral –they are agents
of a particular state and enforce the laws of that state. To those who
disagree with those laws, police behavior will not appear neutral since
it is on behalf of the regime in power. This is one reason why even in
a democratic society police are likely to be much more controversial than
other agencies of government. Varieties of and Supports
for a Democratic Police
There are social scientific
and moral debates over what practices are most conducive to a democratic
police (e.g., centralization vs. decentralization, specialists vs. generalists,
internal vs. external controls, closeness or distance from those policed,
maximum or minimum discretion, single vs. lateral entry). But it is clear
that a democratic police can take many forms.
|
http://web.mit.edu/gtmarx/www/poldem.html
|
msmarco_v2.1_doc_03_744573542#13_1272989048
|
Title:
Headings:
Content: But apart from this ideal,
there is a second sense in which police are not neutral –they are agents
of a particular state and enforce the laws of that state. To those who
disagree with those laws, police behavior will not appear neutral since
it is on behalf of the regime in power. This is one reason why even in
a democratic society police are likely to be much more controversial than
other agencies of government. Varieties of and Supports
for a Democratic Police
There are social scientific
and moral debates over what practices are most conducive to a democratic
police (e.g., centralization vs. decentralization, specialists vs. generalists,
internal vs. external controls, closeness or distance from those policed,
maximum or minimum discretion, single vs. lateral entry). But it is clear
that a democratic police can take many forms. Democratic societies show
wide variation in their police systems. For example in the United States
we have a quasi-military, rather decentralized, non-standardized, fragmented
system, although one which mixes local and national police agencies. There
is a single entry system. Those who supervise come from the rank and file. There is a Bill of Rights and other laws, which significantly circumscribe
the behavior of public police.
|
http://web.mit.edu/gtmarx/www/poldem.html
|
msmarco_v2.1_doc_03_744573542#14_1272990572
|
Title:
Headings:
Content: Democratic societies show
wide variation in their police systems. For example in the United States
we have a quasi-military, rather decentralized, non-standardized, fragmented
system, although one which mixes local and national police agencies. There
is a single entry system. Those who supervise come from the rank and file. There is a Bill of Rights and other laws, which significantly circumscribe
the behavior of public police. Private police and citizen initiatives are
permitted. Police have relatively little to do with the judicial system
until they actually make an arrest. The adversarial system gives the accused
opportunities to challenge the government’s case. Police have powers denied
the citizen. There are clear procedures for citizens to file complaints
against police and police are subject to a greater degree of direct political
control than in many countries in Europe.
|
http://web.mit.edu/gtmarx/www/poldem.html
|
msmarco_v2.1_doc_03_744573542#16_1272993090
|
Title:
Headings:
Content: In Britain policing is explicitly
non-military and local, although more standardized than in the U.S. Responsibility
for controlling it is shared among the Home Office of the national government,
a local police authority and the head of the local force. There is no formal
Bill of Rights, yet in principal police have no power beyond that of the
ordinary citizen and police are unarmed. Citizens are seen to have a responsibility
for contributing to the policing of their own communities. Internal organizational
and self-control are emphasized. The symbolic meaning of police as representative
of the nation is stressed and police are trained to see themselves as exemplars
of moral behavior. The development of the British police has involved a
continual debate about how to protect democratic liberties while maintaining
effectiveness against crime and disorder. In France policing is highly
centralized and less service and community oriented. There is a single
national legal system. Th
|
http://web.mit.edu/gtmarx/www/poldem.html
|
msmarco_v2.1_doc_03_748904575#4_1278889792
|
Title: Lecture 26: Biology 102
Headings:
Content: Life cycle of plants. Plants alternate between a haploid phase (the gametophyte) and a diploid phase (the sprorophyte). The gametophyte is dominant in the simpler non-vascular plants. The sporophyte is dominant in higher plants. ( see figure 19.2). Evolutionary trends in plants. 1. The haploid phase is dominant in simpler plants; the diploid phase is dominant in higher plants. 2.
|
http://web.pdx.edu/~petersr/course/win98/bio102/lecture/lec26/lec26.htm
|
msmarco_v2.1_doc_03_750402669#5_1280216356
|
Title:
Headings:
Content: However, this personal ideology must be in line with their electoral
base if he/she has any chance for reelection. As such, public opinion polling has become crucial to the success or
demise of political elections. Martin
Shaw writes in his book Civil Society and Media in Global Crisesthat: “Political polling in the broadest sense is
undertaken largely by specialist
firms commissioned by newspapers and
television, political parties and other interest groups. The polls which influence public perceptions
and debate are those which appear in mass media. Whereas some policy as well as voting questions are asked
regularly within polling series, global crises are episodic events impinging
irregularly on political debate, and so taking a poll is a more significant
intervention”(Shaw 127). The wording of Shaw’s last
sentence, “a more significant intervention,”is something that worries the critics of
free press and an unconstrained media industry. It is understandable to have an immediate source of information
that provides a greater sense of awareness and knowledge to the issues America
confronts. But when this information is
directly effecting the action of the government and exerting control through
coercion, incorrect or misleading information, and often times biased and
selective news reporting, it may seem like a valid idea to place restrictions. Positive Aspects of the Role
of Media on the International Scene
In The News Media, Civil War, and
Humanitarian Action, authors Larry Minear, Colin Scott, and Thomas Weiss
refer to the influence of media as “The Crisis Triangle,”involving
governments, news media, and humanitarian organizations (Minear 2).
|
http://web.stanford.edu/class/e297a/Media%20Influence%20on%20Public%20Opinion%20During%20War.htm
|
msmarco_v2.1_doc_03_752034587#14_1282698523
|
Title: Open Decision-Making
Headings: Open Decision-Making
Open Decision-Making
Goals
Steps to a Decision
Input
Consensus
Announcement
Reconsideration
Positive Examples
Negative Examples
Fear of Feedback
Stealth Decision
Premature Conclusion
When the Process Works and Doesn't Work
The Opposite Approach: Dictator
Conclusion
Content: Consensus
Many people believe that consensus-based decision processes are too inefficient to be practical ("analysis paralysis"), but this is not my experience. If you manage the process correctly it is almost always possible to achieve consensus quickly when making a decision: if a collection of smart people all look at the same problem with the same information, and if they have the same goals, then they are likely to reach the same conclusion. A decision with strong consensus is more valuable than one without consensus: it is more likely to be right, and it is more likely to get implemented effectively because everyone believes in it. The best way to achieve consensus is to get all of the key people together at the same time, discuss the choices, and then take a poll. Consensus happens most efficiently in a meeting environment where everyone can hear all the arguments and respond to them. Furthermore, each person can observe whether other people share their views; it's easier to accept a decision you don't like if you can see that no one else shares your viewpoint. In general, it's better to err on the side of having too many people present in the meeting rather than too few.
|
http://web.stanford.edu/~ouster/cgi-bin/decisions.php
|
msmarco_v2.1_doc_03_752034587#15_1282700267
|
Title: Open Decision-Making
Headings: Open Decision-Making
Open Decision-Making
Goals
Steps to a Decision
Input
Consensus
Announcement
Reconsideration
Positive Examples
Negative Examples
Fear of Feedback
Stealth Decision
Premature Conclusion
When the Process Works and Doesn't Work
The Opposite Approach: Dictator
Conclusion
Content: The best way to achieve consensus is to get all of the key people together at the same time, discuss the choices, and then take a poll. Consensus happens most efficiently in a meeting environment where everyone can hear all the arguments and respond to them. Furthermore, each person can observe whether other people share their views; it's easier to accept a decision you don't like if you can see that no one else shares your viewpoint. In general, it's better to err on the side of having too many people present in the meeting rather than too few. The discussion must be managed carefully in order to maximize the chance for consensus: Frame the problem clearly, along with the criteria for evaluating the options. If people don't agree on the problem or the goal, they are unlikely to agree on the solution. Display the choices and the arguments for and against each choice in a place where everyone can see them. Be inclusive in what you display.
|
http://web.stanford.edu/~ouster/cgi-bin/decisions.php
|
msmarco_v2.1_doc_03_753064967#1_1284634318
|
Title: 4. Figurative Language; Imagery | The Close Reading of Poetry
Headings: 4. Figurative Language; Imagery
4. Figurative Language; Imagery
Content: IMAGERY. Related to word meaning is figurative language, which often plays a crucial role in both condensing language yet expanding meaning. Most generally, figurative language refers to language that is not literal. The phrase “fierce tears†(the personification  of tears) is not literal, but it is both precise and suggestive in carrying meaning. Are certain words used in unusual, non-literal, non-standard, exaggerated, or metaphorical ways? What effect do these figures of speech have? Which words or phrases are used literally (they denote something literal) and which are used figuratively (they connote something figurative)?Â
Much of what we read is literal:  The evening sky was dark; he looked up; he felt sick.  Figurative language refers to language not used literally—it is used abstractly, indirectly, and often evocatively.
|
http://web.uvic.ca/~englblog/closereading/?page_id=119
|
msmarco_v2.1_doc_03_753064967#4_1284638290
|
Title: 4. Figurative Language; Imagery | The Close Reading of Poetry
Headings: 4. Figurative Language; Imagery
4. Figurative Language; Imagery
Content: How does non-literal or figurative language suggest a certain meaning? What mood or feeling is evoked via this figurative, non-literal language? Imagery. When figurative language  (like metaphor  or simile) provides a picture that evokes any of the senses, we call this imagery. “She is the sun†(a simile) contains imagery of light and warmth (the senses of sight and touch).Â
What imagery—pictures or senses that are evoked in words—is present in the poem? What imagery, if any, is most striking, frequent, or patterned? What images seem related or connected to each other? What mood or atmosphere is created by the imagery? Which details stand out? Why?
|
http://web.uvic.ca/~englblog/closereading/?page_id=119
|
msmarco_v2.1_doc_03_757120273#4_1292086123
|
Title: WebElements Periodic Table » Plutonium » the essentials
Headings: Plutonium: the essentials
Plutonium: the essentials
94 Pu
Plutonium: description
Your user agent does not support the HTML5 Audio element.
Plutonium: physical properties
Plutonium: heat properties
Plutonium: atom sizes
Plutonium: electronegativities
Plutonium: orbital properties
Plutonium: abundances
Plutonium: crystal structure
The solid state structure of plutonium is: monoclinic.
Plutonium: biological data
Plutonium: uses
Plutonium: reactions
Plutonium: binary compounds
Plutonium: compound properties
Plutonium: history
Plutonium: isotopes
Isotope abundances of plutonium with the most intense signal set to 100%.
Plutonium: isolation
Content: Plutonium was the second transuranium element of the actinide series to be discovered. By far of greatest importance is the isotope 239 Pu, which has a half-life of more than 20000 years. One kilogram is equivalent to about 22 million kilowatt hours of heat energy. The complete detonation of a kilogram of plutonium produces an explosion equal to about 20000 tons of chemical explosive. The various nuclear applications of plutonium are well known. The isotope 233 Pu was used in the American Apollo lunar missions to power seismic and other equipment on the lunar surface. Plutonium contamination is an emotive environmental problem. Plutonium dioxide, PuO 2. Image adapted with permission from Prof James Marshall 's (U. North Texas, USA) Walking Tour of the elements CD. Plutonium:
|
http://webelements.com/plutonium/
|
msmarco_v2.1_doc_03_761575696#0_1300345416
|
Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
“The discovery of America, and that of the passage to the East Indies by the Cape of Good Hope, are the two greatest events recorded in the history of [human] kind”
—Adam Smith, in The Wealth of Nations (Marks 5)
Adam Smith, the founding father of free-market economics, argued that these were the two most important game-changing moments in history: Columbus’ discovery of a route to the Americas in 1492 and Vasco da Gama’s feat of sailing around southern Africa to find the sea route to Asia in 1498. Historians have traditionally agreed with Smith that these were two of the most important turning points in world history. They go a long way in explaining the gradual ascent of a wealthy, powerful, and imperial Europe. These events led to the emergence of the first-ever completely global market, one that fierce international rivals sought to dominate. Europe eventually found itself at the center of the global economic network, commanding large empires. In the next section, we’ll look at Europe’s discovery of a route to the “New World” in the Americas and explore why it is so important in understanding modern imperialism. The most important motive for early European exploration across the Atlantic was the dream of enormous riches.
|
http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
|
msmarco_v2.1_doc_03_761575696#1_1300347285
|
Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: They go a long way in explaining the gradual ascent of a wealthy, powerful, and imperial Europe. These events led to the emergence of the first-ever completely global market, one that fierce international rivals sought to dominate. Europe eventually found itself at the center of the global economic network, commanding large empires. In the next section, we’ll look at Europe’s discovery of a route to the “New World” in the Americas and explore why it is so important in understanding modern imperialism. The most important motive for early European exploration across the Atlantic was the dream of enormous riches. Initially, explorers and merchants hoped to find a sea route across the Atlantic to the thriving markets of Asia. But Columbus and his fellow Europeans greatly miscalculated the circumference of the earth. Instead, they found a whole new world to explore and exploit: North and South America. The risks were high when Spaniards and Portuguese first sailed across uncharted oceans.
|
http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
|
msmarco_v2.1_doc_03_761575696#2_1300348749
|
Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: Initially, explorers and merchants hoped to find a sea route across the Atlantic to the thriving markets of Asia. But Columbus and his fellow Europeans greatly miscalculated the circumference of the earth. Instead, they found a whole new world to explore and exploit: North and South America. The risks were high when Spaniards and Portuguese first sailed across uncharted oceans. Many died from disease, exposure, starvation, and shipwrecks. But the potential material rewards could be glorious. So it’s not surprising that the first adventurers came to the Americas in search of riches. Upon arriving in the Americas, the Spanish and Portuguese sought precious metals or land that could be worked for profit, usually by slave labor. For example, Columbus and the Spanish settlers that followed him to the island of Hispaniola (today the Dominican Republic and Haiti) divided the land amongst themselves and virtually enslaved the indigenous Taino.
|
http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
|
msmarco_v2.1_doc_03_761575696#3_1300350150
|
Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: Many died from disease, exposure, starvation, and shipwrecks. But the potential material rewards could be glorious. So it’s not surprising that the first adventurers came to the Americas in search of riches. Upon arriving in the Americas, the Spanish and Portuguese sought precious metals or land that could be worked for profit, usually by slave labor. For example, Columbus and the Spanish settlers that followed him to the island of Hispaniola (today the Dominican Republic and Haiti) divided the land amongst themselves and virtually enslaved the indigenous Taino. Likewise, in 1519, the Spanish conqueror Hernan Cortez landed in Mexico seeking the rumored gold of the Aztecs. The emperor Moctezuma welcomed the Spaniards, but Cortez kidnapped the emperor and demanded treasure. Once Aztec nobles delivered the ransom, the treacherous Cortez killed Moctezuma and set about conquering central Mexico. Cortez repeated the pattern many conquerors followed, setting up a new nobility (of Spaniards) to rule over the indigenous people by exploiting their land and commanding their labor. Like many “men on the spot” at key imperial junctures, Cortez acted on his own, without the approval of the Spanish crown.
|
http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
|
msmarco_v2.1_doc_03_761575696#4_1300351822
|
Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: Likewise, in 1519, the Spanish conqueror Hernan Cortez landed in Mexico seeking the rumored gold of the Aztecs. The emperor Moctezuma welcomed the Spaniards, but Cortez kidnapped the emperor and demanded treasure. Once Aztec nobles delivered the ransom, the treacherous Cortez killed Moctezuma and set about conquering central Mexico. Cortez repeated the pattern many conquerors followed, setting up a new nobility (of Spaniards) to rule over the indigenous people by exploiting their land and commanding their labor. Like many “men on the spot” at key imperial junctures, Cortez acted on his own, without the approval of the Spanish crown. Fourteen years after Cortez conquered the Aztecs, fellow Spaniard Francisco Pizarro copied Cortez’s game plan. He landed in Incan territory in 1533 in search of treasure. He too kidnapped the emperor (Atahualpa), demanded gold ransom, then murdered the emperor and conquered an empire. Clearly, the unifying motive of the conqueror here was plundered treasure. The Spanish set up colonial systems that allowed them to exploit and control the people and the land of the Americas for centuries.
|
http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
|
msmarco_v2.1_doc_03_761575696#5_1300353419
|
Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: Fourteen years after Cortez conquered the Aztecs, fellow Spaniard Francisco Pizarro copied Cortez’s game plan. He landed in Incan territory in 1533 in search of treasure. He too kidnapped the emperor (Atahualpa), demanded gold ransom, then murdered the emperor and conquered an empire. Clearly, the unifying motive of the conqueror here was plundered treasure. The Spanish set up colonial systems that allowed them to exploit and control the people and the land of the Americas for centuries. There are many reasons why Europeans succeeded in conquering diverse nations and empires of the Americas. First, the Spaniards and Portuguese employed cutting-edge sailing and navigational technology to reach, explore, and shuttle back and forth from the Americas. Cortez benefited from several other Eurasian technological advantages when his small band of six hundred Spaniards defeated the enormous Aztec empire. Conquistadores used steel swords and armor against the wooden clubs and cotton armor of the Aztecs. The original Americans had no answer for cannons and other firearms, such as arquebuses.
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http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
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msmarco_v2.1_doc_03_761575696#6_1300354969
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Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: There are many reasons why Europeans succeeded in conquering diverse nations and empires of the Americas. First, the Spaniards and Portuguese employed cutting-edge sailing and navigational technology to reach, explore, and shuttle back and forth from the Americas. Cortez benefited from several other Eurasian technological advantages when his small band of six hundred Spaniards defeated the enormous Aztec empire. Conquistadores used steel swords and armor against the wooden clubs and cotton armor of the Aztecs. The original Americans had no answer for cannons and other firearms, such as arquebuses. Also, the Aztecs had never seen or used horses, and they found them terrifying to face in battle. Furthermore, Europeans benefitted from living in literate cultures that could easily record and pass down detailed knowledge about navigation, technology, and conquest. But, most importantly, Europeans brought with them deadly diseases that devastated the Aztec and the Inca, and indeed all the native people in North and South America. Massive demographic catastrophe occurred wherever Europeans made contact with indigenous Americans. The pattern was set with the Taino, whom Columbus met on his first voyage to the island of Hispaniola.
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http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
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msmarco_v2.1_doc_03_761575696#7_1300356658
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Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: Also, the Aztecs had never seen or used horses, and they found them terrifying to face in battle. Furthermore, Europeans benefitted from living in literate cultures that could easily record and pass down detailed knowledge about navigation, technology, and conquest. But, most importantly, Europeans brought with them deadly diseases that devastated the Aztec and the Inca, and indeed all the native people in North and South America. Massive demographic catastrophe occurred wherever Europeans made contact with indigenous Americans. The pattern was set with the Taino, whom Columbus met on his first voyage to the island of Hispaniola. The original Taino population of about 600,000 in 1492 shrank in just 20 years to under 60,000 (Getz 62). It was common to see a drop of 90 percent or more in native populations. One hundred years after the conquest of Mexico, the indigenous population had decreased from twenty-five million to one million (68). In Peru, the Inca met a similar fate. This pandemic severely depopulated or wiped out all natives of the Americas.
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http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
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msmarco_v2.1_doc_03_761575696#8_1300358170
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Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: The original Taino population of about 600,000 in 1492 shrank in just 20 years to under 60,000 (Getz 62). It was common to see a drop of 90 percent or more in native populations. One hundred years after the conquest of Mexico, the indigenous population had decreased from twenty-five million to one million (68). In Peru, the Inca met a similar fate. This pandemic severely depopulated or wiped out all natives of the Americas. Why were European diseases so lethal to the Americans? To answer this question, we have to go back in time, before recorded history. The Eurasian continent included many large domesticable animals—such as horses, cows, oxen, sheep, and goats—that did not exist in the Americas. Over the course of thousands of years, Eurasians domesticated these animals and lived in close quarters with them. The animals were a great benefit but also transmitted all kinds of terrible diseases to the farmers.
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http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
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msmarco_v2.1_doc_03_761575696#9_1300359548
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Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: Why were European diseases so lethal to the Americans? To answer this question, we have to go back in time, before recorded history. The Eurasian continent included many large domesticable animals—such as horses, cows, oxen, sheep, and goats—that did not exist in the Americas. Over the course of thousands of years, Eurasians domesticated these animals and lived in close quarters with them. The animals were a great benefit but also transmitted all kinds of terrible diseases to the farmers. Both Europe and Asia suffered many plagues that devastated their populations, such as the Black Plague during the 14th century, which killed 25 to 33 percent of people across Eurasia, from China to France. But descendants of plague survivors possessed antibodies that inoculated them from such devastating scourges in the future. The Americas, by contrast, lacked large domesticable animals and concomitant diseases. As a result, the devastating diseases went in only one direction, from Eurasia to the Americas. So, in 1492, Columbus’ arrival in the Americas suddenly collided with 12,000 years of American isolation from Eurasia.
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http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
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msmarco_v2.1_doc_03_761575696#10_1300361135
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Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: Both Europe and Asia suffered many plagues that devastated their populations, such as the Black Plague during the 14th century, which killed 25 to 33 percent of people across Eurasia, from China to France. But descendants of plague survivors possessed antibodies that inoculated them from such devastating scourges in the future. The Americas, by contrast, lacked large domesticable animals and concomitant diseases. As a result, the devastating diseases went in only one direction, from Eurasia to the Americas. So, in 1492, Columbus’ arrival in the Americas suddenly collided with 12,000 years of American isolation from Eurasia. The transmission of the European diseases that depopulated the Americas was part of a larger cultural and demographic exchange, between the “new” and “old” worlds that included food, animals, people, trade, diseases and technology. Europeans won the better of the exchange. While native populations decreased ninety percent, Europeans took gold, silver, and nutritional new (to them) foods, such as potatoes, tomatoes, chiles, squash, vanilla, turkey, corn, and cacao (to make chocolate). Indigenous Americans received, in return, European diseases—smallpox, measles, influenza, bubonic plagues, cholera, chicken pox, whooping cough, diphtheria, and tropical malaria. Historians call this the “Columbian Exchange,” and it was not an even trade.
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http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
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msmarco_v2.1_doc_03_761575696#11_1300362999
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Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: The transmission of the European diseases that depopulated the Americas was part of a larger cultural and demographic exchange, between the “new” and “old” worlds that included food, animals, people, trade, diseases and technology. Europeans won the better of the exchange. While native populations decreased ninety percent, Europeans took gold, silver, and nutritional new (to them) foods, such as potatoes, tomatoes, chiles, squash, vanilla, turkey, corn, and cacao (to make chocolate). Indigenous Americans received, in return, European diseases—smallpox, measles, influenza, bubonic plagues, cholera, chicken pox, whooping cough, diphtheria, and tropical malaria. Historians call this the “Columbian Exchange,” and it was not an even trade. ‹ ›
There were many long-term consequences of the European conquest of the Americas and the global exchange that ensued. It took the Spanish only a few years to find and plunder the two wealthiest empires in the Americas. Huge silver mines found in Mexico and Peru in the mid-16th century meant that Spain instantly became the largest supplier of silver in the world. In the first 150 years following conquest, the Spanish exported 32 million pounds of silver and 360,000 pounds of gold (Marks 78). Spain spent much of this wealth in costly wars in a failed attempt to rule Europe.
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http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
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msmarco_v2.1_doc_03_761575696#12_1300364819
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Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: ‹ ›
There were many long-term consequences of the European conquest of the Americas and the global exchange that ensued. It took the Spanish only a few years to find and plunder the two wealthiest empires in the Americas. Huge silver mines found in Mexico and Peru in the mid-16th century meant that Spain instantly became the largest supplier of silver in the world. In the first 150 years following conquest, the Spanish exported 32 million pounds of silver and 360,000 pounds of gold (Marks 78). Spain spent much of this wealth in costly wars in a failed attempt to rule Europe. Much of this silver eventually ended up in China, but we’ll learn more about that later. The depopulation of large regions of the Americas also led Europeans to search for cheap labor. Perhaps the most important consequence of the Colombian Exchange was the forced migration and enslavement of millions of people. While the Spanish conquered Mexico and Peru, the Portuguese subjugated Brazil and, as a result, led the way in trafficking enslaved people to the Americas. They started in 1441 in western Africa (Getz 86).
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http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
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msmarco_v2.1_doc_03_761575696#13_1300366384
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Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: Much of this silver eventually ended up in China, but we’ll learn more about that later. The depopulation of large regions of the Americas also led Europeans to search for cheap labor. Perhaps the most important consequence of the Colombian Exchange was the forced migration and enslavement of millions of people. While the Spanish conquered Mexico and Peru, the Portuguese subjugated Brazil and, as a result, led the way in trafficking enslaved people to the Americas. They started in 1441 in western Africa (Getz 86). Ironically, the Europeans’ insatiable appetite for sweetness led to this brutal trade. Wherever the sugarcane crop dominated, so too did plantations with enslaved labor. Unlike Mexico or Peru, the Portuguese colony of Brazil lacked precious metals near the coast. So the Portuguese developed sugar plantations outfitted with enslaved Africans. The Portuguese took sugarcane grass from its native homeland in South and East Asia, transplanted it to Brazil, and then sold the sugar to Europe and colonial North America.
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http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
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msmarco_v2.1_doc_03_761575696#14_1300367879
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Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: Ironically, the Europeans’ insatiable appetite for sweetness led to this brutal trade. Wherever the sugarcane crop dominated, so too did plantations with enslaved labor. Unlike Mexico or Peru, the Portuguese colony of Brazil lacked precious metals near the coast. So the Portuguese developed sugar plantations outfitted with enslaved Africans. The Portuguese took sugarcane grass from its native homeland in South and East Asia, transplanted it to Brazil, and then sold the sugar to Europe and colonial North America. The first truly global trade was also the most nefarious. It set the precedent of using African slaves to create cash crops to be sold abroad in a global market. Eighty percent of the 11 million enslaved Africans who came to the Americas went to sugar plantation regions of Brazil and the Caribbean (90). The slave trade certainly had enormous political, economic, and social implications in western and central Africa. Europeans could not conquer African nations because many were powerful and because various diseases, such as malaria and yellow fever, made it extremely dangerous for Europeans to enter into the interior of the continent.
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http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
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msmarco_v2.1_doc_03_761575696#15_1300369491
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Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: The first truly global trade was also the most nefarious. It set the precedent of using African slaves to create cash crops to be sold abroad in a global market. Eighty percent of the 11 million enslaved Africans who came to the Americas went to sugar plantation regions of Brazil and the Caribbean (90). The slave trade certainly had enormous political, economic, and social implications in western and central Africa. Europeans could not conquer African nations because many were powerful and because various diseases, such as malaria and yellow fever, made it extremely dangerous for Europeans to enter into the interior of the continent. Along the coasts the Portuguese (followed by the Spanish and English) traded firearms, tobacco, cotton, Indian cloth, iron bars, and liquor for enslaved people. It is estimated that central and west Africans acquired over 20 million guns from Europeans during the slave trade, mostly between 1650 and 1850 (Getz 96). This global trade shattered the stability, wealth, and human capital of African nations. On the brutal Middle Passage alone, 1 to 1.5 million Africans died of sickness, abuse, and dehydration (90). African kingdoms and empires were forced to make tough choices about whether they would join the “slaves for guns” trade to compete against their neighbors.
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http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
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msmarco_v2.1_doc_03_761575696#16_1300371262
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Title: The Turning Point: European Conquests of the Americas (1492-1800)
Headings: The Turning Point: European Conquests of the Americas (1492-1800)
The Turning Point: European Conquests of the Americas (1492-1800)
Content: Along the coasts the Portuguese (followed by the Spanish and English) traded firearms, tobacco, cotton, Indian cloth, iron bars, and liquor for enslaved people. It is estimated that central and west Africans acquired over 20 million guns from Europeans during the slave trade, mostly between 1650 and 1850 (Getz 96). This global trade shattered the stability, wealth, and human capital of African nations. On the brutal Middle Passage alone, 1 to 1.5 million Africans died of sickness, abuse, and dehydration (90). African kingdoms and empires were forced to make tough choices about whether they would join the “slaves for guns” trade to compete against their neighbors. If they decided not to make the trade, their neighbors could
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http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/section_3/turningpoint1.html
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msmarco_v2.1_doc_03_763848343#1_1303732197
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Title:
Headings:
Content: Our thoughts and feelings are nothing of any
importance either way! We are just carbon molecules or the
twitchings of eternity. Some philosophers were taken aback by this tendency, both before and
after Comte and Hegel. They felt that, for human beings, it was
our own day-to-day living that was the center of our search for the
truth. Reason and the evidence of our senses were important, no
doubt, but they mean nothing to us unless they touch our needs, our
feelings, our emotions. Only then do they acquire meaning. This "meaning" is what the Romantic movement is all about. I will focus on several philosophers that I believe most influenced
psychology. First is Jean-Jacques Rousseau, who is often
considered the father of Romanticism. And the last is Friedrich
Nietzsche, who is sometimes considered the greatest Romantic.
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http://webspace.ship.edu/cgboer/romanticism.html
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msmarco_v2.1_doc_03_771068868#0_1316978835
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Title: CUP: What Is Zoning
Headings: What Is Zoning
See all projects in Envisioning Development
What Is Zoning
What People Are Saying…
Resources & Links
Funding Support
Special Thanks
Participants
Buy What Is Zoning?!
Buy What Is Zoning? Guidebook!
Content: CUP: What Is Zoning
See all projects in Envisioning Development
What Is Zoning
Share
Zoning law regulates land use across the city, and shapes buildings, blocks, and whole neighborhoods. It can be a tool for preservation or for rapid physical and economic development. But how does it work? And why is it so controversial? The Center for Urban Pedagogy ( CUP) created What Is Zoning? to help communities answer these questions. The toolkit includes a set of activities that break down density, bulk, land use, and how proposed rezonings could affect neighborhoods. Inside the toolbox are infrastructure tiles, a two-sided gameboard, and hundreds of colorful plastic blocks that stack up to break down the basics of zoning. Lay out a brand new city, or max out your lot while you build up to topics like inclusionary and contextual zoning (and the dreaded Floor Area Ratio).
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http://welcometocup.org/Projects/EnvisioningDevelopment/WhatIsZoning
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msmarco_v2.1_doc_03_772060717#1_1319221758
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Title: Why Black History Is Important | The Times
Headings: Why Black History Is Important
Why Black History Is Important
Content: We as a country and a community need to do better with teaching and having conversations about the wonderful multicultural country we live in. I’m a proud Canadian and I want to have the opportunity to learn about the history of this country. The history that we are taught should not be a one-sided, watered down and edited version. With someone deciding what we, the next generation of students, are able to learn. Someone is deciding for us and denying us the opportunity. It should be, and needs to be, more inclusive. I’ve been advocating for Black history to be mandatory in our local schools. Black history is important for many reasons; it teaches us that no matter what obstacles that you face, no matter what people try to force you to be, no matter what ‘chains’ are placed around your ankles, it is possible to overcome and rise above it. To break free from low expectations that society may have.
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http://wellingtontimes.ca/why-black-history-is-important/
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msmarco_v2.1_doc_03_772060717#2_1319222996
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Title: Why Black History Is Important | The Times
Headings: Why Black History Is Important
Why Black History Is Important
Content: It should be, and needs to be, more inclusive. I’ve been advocating for Black history to be mandatory in our local schools. Black history is important for many reasons; it teaches us that no matter what obstacles that you face, no matter what people try to force you to be, no matter what ‘chains’ are placed around your ankles, it is possible to overcome and rise above it. To break free from low expectations that society may have. Black history teaches us about the positive contributions and accomplishments that people of color have made to this country, to this country’s growth and development. The importance of this history and its role in making Canada what it is today. Black history is important because it is not just for the comfort of people of colour, it has the ability to enable levels of understanding and compassion. People of colour are generally looked at differently. I think a big part of this has to do with the fact that we are only taught the negative aspects of Black history.
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http://wellingtontimes.ca/why-black-history-is-important/
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msmarco_v2.1_doc_03_773296694#0_1322245445
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Title: WellnessWatchersMD | Holistic Treatment for Candidiasis (Systemic Yeast Infections)
Headings:
Content: WellnessWatchersMD | Holistic Treatment for Candidiasis (Systemic Yeast Infections)
Holistic Treatment for Candidiasis (Systemic Yeast Infections)
Candidiasis, also known as candida, affects millions of Americans, many of whom unknowingly suffer from this condition of yeast overgrowth. Along with food allergy, with which it is often interrelated, candidiasis is one of the most commonly overlooked or misdiagnosed chronic disease conditions in America, and is responsible for a host of symptoms, including gastrointestinal disorders, chronic fatigue, depression, allergies, and low immune function. It is precisely because of this wide range of symptoms that candidiasis so often goes undetected. In many respects, candidiasis is a disease that began in the last century, since many of its causes are directly due to modern day factors such as antibiotics, birth control pills, environmental pollutants, and today's typical devitalized American diet. Normally, Candida albicans, the yeast that is most responsible for causing candidiasis, is a naturally-occurring yeast that inhabits the human gastrointestinal and genitourinary tracts, the mouth, and the vagina. So far, research has determined that the yeast's only function is to help the body absorb B vitamins. In healthy individuals, candida is kept in balance by the essential bacteria that also inhabit the gastrointestinal and genital tract, especially lactobacillus and bifidus. Sometimes referred to as acidophilus bacteria, these friendly strains of bacteria help manufacture enzymes and vitamins, lower cholesterol levels, and fight undesirable bacteria, targeting candida as their food. So long as adequate amounts of these healthy bacteria are present in the intestines a homeostatic relationship is maintained, and candida poses no problem. Unfortunately, this balance is delicate and can be easily disrupted.
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http://wellnesswatchersmd.com/feature_articles/cure_candidiasis.php
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msmarco_v2.1_doc_03_785811092#1_1342369899
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Title: What is cyberbullying? - Definition from WhatIs.com
Headings: cyberbullying
cyberbullying
Content: Cyberbullying can include such acts as making threats, sending provocative insults or racial or ethnic slurs, gay bashing, attempting to infect the victim's computer with a virus and flooding an e-mail inbox with messages. If you are a victim, you can deal with cyberbullying to some extent by limiting computer connection time, not responding to threatening or defamatory messages, and never opening e-mail messages from sources you do not recognize or from known sources of unwanted communications. More active measures include blacklisting or whitelisting e-mail accounts, changing e-mail addresses, changing ISPs, changing cell phone accounts and attempting to trace the source. Because the use of mobile and online communications has grown so rapidly and the crime is relatively new, many jurisdictions are deliberating over cyberbullying laws. However, the crime is covered by existing laws against personal threats and harassment. In some cases, it may be advisable to inform the local police department or consult an attorney. It is not recommended that you retaliate in kind because such behavior can lead to heightened attacks, or even civil actions or criminal charges against you. See Monica Lewinsky's TED talk about cyberbullying: The Price of Shame. This was last updated in December 2015
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http://whatis.techtarget.com/definition/cyberbullying
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msmarco_v2.1_doc_03_789550239#15_1348745872
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Title: Advice for Parents: Helping Your Child Succeed in School—and Life
Headings: Advice for Parents: Helping Your Child Succeed in School—and Life
Advice for Parents: Helping Your Child Succeed in School—and Life
Our potential is not fixed at birth
Content: Developing self-control. Keeping at it. Being curious and resourceful. Feeling self-confident. Getting a handle in these areas—these habits (like keeping anger under wrap)—challenges all of us, regardless of our age. The latest research suggests that these social and emotional skills are as important as academic skills in laying the foundation for student success—and can be taught and learned. Parents can help their child develop both strong abilities and lasting habits. Success builds on success
The more we achieve, the more we will want to achieve. Parents can help set up a circle: when their children work hard and get good results, they’ll want to work harder still.
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http://whatkidscando.org/specialcollections/advice_for_parents/index.html
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msmarco_v2.1_doc_03_799545508#13_1367268037
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Title: Ebola virus disease
Headings: Ebola virus disease
Ebola virus disease
Key facts
Transmission
Symptoms
Diagnosis
Treatment
Vaccines
Prevention and control
Controlling infection in health-care settings
Care for people who recovered from EVD
WHO response
Table: Chronology of previous Ebola virus disease outbreaks
Content: A global stockpile of the Ervebo vaccine has become available starting January 2021. In May 2020, the European Medicines Agency recommended granting marketing authorization for a 2-component vaccine called Zabdeno-and-Mvabea for individuals 1 year and older. The vaccine is delivered in 2 doses: Zabdeno is administered first and Mvabea is given approximately 8 weeks later as a second dose. This prophylactic 2-dose regimen is therefore not suitable for an outbreak response where immediate protection is necessary. Prevention and control
Good outbreak control relies on applying a package of interventions, including case management, surveillance and contact tracing, a good laboratory service, safe burials and social mobilisation. Community engagement is key to successfully controlling outbreaks. Raising awareness of risk factors for Ebola infection and protective measures (including vaccination) that individuals can take is an effective way to reduce human transmission. Risk reduction messaging should focus on several factors: Reducing the risk of wildlife-to-human transmission from contact with infected fruit bats, monkeys, apes, forest antelope or porcupines and the consumption of their raw meat.
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http://who.int/mediacentre/factsheets/fs103/en
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msmarco_v2.1_doc_03_799545508#14_1367269761
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Title: Ebola virus disease
Headings: Ebola virus disease
Ebola virus disease
Key facts
Transmission
Symptoms
Diagnosis
Treatment
Vaccines
Prevention and control
Controlling infection in health-care settings
Care for people who recovered from EVD
WHO response
Table: Chronology of previous Ebola virus disease outbreaks
Content: Prevention and control
Good outbreak control relies on applying a package of interventions, including case management, surveillance and contact tracing, a good laboratory service, safe burials and social mobilisation. Community engagement is key to successfully controlling outbreaks. Raising awareness of risk factors for Ebola infection and protective measures (including vaccination) that individuals can take is an effective way to reduce human transmission. Risk reduction messaging should focus on several factors: Reducing the risk of wildlife-to-human transmission from contact with infected fruit bats, monkeys, apes, forest antelope or porcupines and the consumption of their raw meat. Animals should be handled with gloves and other appropriate protective clothing. Animal products (blood and meat) should be thoroughly cooked before consumption. Reducing the risk of human-to-human transmission from direct or close contact with people with Ebola symptoms, particularly with their bodily fluids. Gloves and appropriate personal protective equipment should be worn when taking care of ill patients. Regular hand washing is required after visiting patients in hospital, as well as a
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http://who.int/mediacentre/factsheets/fs103/en
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msmarco_v2.1_doc_03_800726465#1_1369386384
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Title: Candida Overgrowth Syndrome - WholeHealth Chicago
Headings: Candida Overgrowth Syndrome
Candida Overgrowth Syndrome
Key Symptoms
What Causes Candida Overgrowth Syndrome (COS)?
Conventional Treatments
Medications
Tests and Procedures
Treatment and Prevention
Supplement Recommendations
Self-Care Remedies
Alternative Therapies
When to Call a Doctor
Post navigation
Newsletter Sign Up
WholeHealth Chicago Apothecary
Topics
Categories
Content: Truly miserable patients suffering from exhaustion, abdominal bloating, fuzzy thinking, muscle weakness, joint pains, congested sinuses, loss of interest in sex, a craving for sweets, and recurring vaginal infections. And when they tell me how as teenagers they’d taken a year’s worth of antibiotics for acne, I know their self-diagnosis is absolutely correct. They are indeed poster children for the Candida Overgrowth Syndrome. What is Candida Overgrowth Syndrome? The body plays host to a multitude of microorganisms, and a proper balance among them is one of the keys to good health. While bacteria are by far the most common, the body also supports a very small population of another microorganism, a type of yeast called Candida albicans (popularly known as candida). Normally present in small amounts along the gastrointestinal tract (in the intestines and the mouth), in the vagina, and on the skin, candida is generally kept in check by the immune system and by the body’s “good” bacteria. Problems arise, however, when candida grows out of control and excessively populates one or more locations in the body. Vaginal candidiasis. The most common form of candida overgrowth is vaginal candidiasis (a yeast infection), which frequently occurs after taking an extended course of antibiotics.
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http://wholehealthchicago.com/2009/05/03/candida-overgrowth-syndrome/
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msmarco_v2.1_doc_03_800834335#2_1369545290
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Title: Yeast Infections (Vaginal) - WholeHealth Chicago
Headings: Yeast Infections (Vaginal)
Yeast Infections (Vaginal)
Key Symptoms
When to Call a Doctor
Supplement Recommendations
Post navigation
Newsletter Sign Up
WholeHealth Chicago Apothecary
Topics
Categories
Content: What is Yeast Infection (Vaginal)? Almost every woman experiences the burning and itching of a vaginal yeast infection at some time in her life. The cause of these infections is an organism called candida albicans, which normally coexists quietly with a variety of organisms in the vagina and in other moist, warm locations of the body. It’s only when certain conditions prevail that this fungus, commonly called a “yeast,” reproduces wildly and brings on some uncomfortable symptoms. Several species of Candida can cause yeast infections, but the yeast of “yeast infections” has nothing to do with the yeast that is used to leaven bread. Men can also develop yeast infections, particularly if they are uncircumcised. Sometimes there are no symptoms at all; when there are, the most usual one is inflammation of the tip of the penis. A man should always treat a yeast infection. Otherwise, he may pass the infection to his partner again and again.
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http://wholehealthchicago.com/2009/05/05/yeast-infections-vaginal/
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msmarco_v2.1_doc_03_800834335#4_1369548065
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Title: Yeast Infections (Vaginal) - WholeHealth Chicago
Headings: Yeast Infections (Vaginal)
Yeast Infections (Vaginal)
Key Symptoms
When to Call a Doctor
Supplement Recommendations
Post navigation
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WholeHealth Chicago Apothecary
Topics
Categories
Content: Key Symptoms
Itching and burning in the genital area
Visible inflammation and redness
A thick, white discharge that may either smell “yeasty” (like bread) or have no odor
What Causes Yeast Infection (Vaginal)? Yeast overgrowth can happen for two primary reasons: something has upset either the normal yeast/bacteria balance or acid/base (pH) level. Tight jeans, wet bathing suits, or nylon underwear can be enough to trigger a change in the vaginal environment. Birth control pills, spermicides, or diabetes can also increase the risk. The vagina is especially vulnerable to yeast infection when the immune system is weak because of illness, stress, lack of sleep, HIV infection, or chemotherapy. And some antibiotics, among them ampicillin or tetracycline, can create a yeast-friendly vaginal environment by killing “good” bacteria that normally compete with yeast and keep the population in check. Treatment and Prevention
Most conventional treatment these days is basically a short trip to the drugstore for one of the commercial anti-yeast vaginal creams. Slightly stronger forms of these creams are available with a doctor?s prescription. More stubborn cases are treated with three days of the antifungal medication Diflucan, which also requires a prescription.
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http://wholehealthchicago.com/2009/05/05/yeast-infections-vaginal/
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msmarco_v2.1_doc_03_801051675#15_1370072218
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Title: Whole Health Source: Did the US Dietary Guidelines Cause the Obesity Epidemic?
Headings: Did the US Dietary Guidelines Cause the Obesity Epidemic?
Tuesday, October 11, 2016
Did the US Dietary Guidelines Cause the Obesity Epidemic?
51 comments:
Content: Just because the people who DO have the time or mental energy to follow food guidelines lose weight doesn't mean that the guidelines haven't failed from a public health perspective. Do I personally believe that the dietary guidelines are responsible for the obesity epidemic? No, mostly not. But I think these particular arguments against it are very weak, and do not necessarily follow from the quote you pulled. The obesity epidemic is probably caused by advances in technology and wealth that have dramatically decreased the costs of calories and increased the palatability of foods. But I also think that there COULD be dietary guidelines that cause people to lose weight. For example, if the dietary guideline were "Only eat between the hours of 4pm and 10pm," its possible that the obesity epidemic would be less than it is now. On the other hand, maybe that would cause a traditionalist backlash that would cause people to eat more throughout the day out of spite, in which case the effect of this public health intervention would also be negative, despite it not cohering with the intended intervention! That's just how public health works. October 12, 2016 at 10:33 AM
thhq said...
The dietary guide
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http://wholehealthsource.blogspot.com/2016/10/did-us-dietary-guidelines-cause-obesity.html
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msmarco_v2.1_doc_03_801172559#2_1370142143
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Title: A Healthier Organic Corn Bread Recipe - Whole Lifestyle Nutrition | Organic Recipes | Holistic Recipes
Headings: A Healthier Organic Cornbread Recipe Made With Masa Harina & Why Masa Harina Is A Better Choice!
Whole Lifestyle Nutrition
A Healthier Organic Cornbread Recipe Made With Masa Harina & Why Masa Harina Is A Better Choice!
Chili and Cornbread
A Healthier Organic Cornbread Recipe
What Is Masa Harina?
Do You Have Troubles Digesting Grains?
Traditionally Prepared Grain Recipes
A Healthier Organic Corn Bread Recipe
Description
Ingredients
Instructions
Notes
Nutrition
Welcome! I'm Halle Cottis.
Limitless Freedom Method
Grab Natural Solutions for Cleaning & Wellness!
Content: Masa Harina is made from freshly prepared hominy. To make hominy, field corn is dried and cooked and soaked in limewater and wood ash. Lime and ash then break down the hemicellulose which is the glue-like component in corn. This loosens the hulls from the kernel and softens the corn. In addition, the lime reacts with a corn so that the nutrient niacin can be broken down and easily digested in the digestive track. Simply put, Masa Harina has been prepared in a “traditional” way allowing it to be a much more digestible option. Do You Have Troubles Digesting Grains? Do you have troubles digesting grains? Try preparing the grains in a “traditional” way and see if it makes a difference for you. By “traditional”, I mean sprouting, soaking or fermenting. (
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http://wholelifestylenutrition.com/recipes/a-healthier-organic-corn-bread-recipe-made-with-masa-harina/
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msmarco_v2.1_doc_03_802211340#0_1373234588
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Title: Abortion Statistics By Race
Headings: Facts about Abortion Statistics by Race
Facts about Abortion Statistics by Race
Abortion Statistics by Race
Abortion Statistics By Race bring you these Bible verses
Revelation 1:6-10
Adolf Hitler and Abortion
Abortion Statistics
Anti-Abortion Yard Signs
Content: Abortion Statistics By Race
Facts about Abortion Statistics by Race
Abortion Statistics by Race
Abortion Statistics by Race Facts
The differential between the abortion ratio for black women and that for white women has increased from 2.0 in 1989 (the first year for which black and other races were reported separately) to 3.0 in 2000. In addition, the abortion rate for black women has been approximately 3 times as high as that for white women (range: 2.6--3.1) since 1991 (the first year for which rates by race were published). These rates by race are substantially lower than rates previously published by NCHS and suggest that the reporting areas for the 2000 report might not be fully representative of the U.S. black female population of reproductive age. Census Bureau estimates and birth certificate data indicate that the large majority of Hispanic women report themselves as white. Therefore, data for some white women actually represent Hispanic women, which distorts the numbers. In 2000, 41 states, the District of Columbia and New York City reported Hispanic ethnicity of women who obtained abortions. Because of concerns regarding the completeness of such data (>15% unknown data) in certain states, in 2000, data from only 29 states, the District of Columbia, and New York City were used to determine the number and percentage of abortions obtained by women of Hispanic ethnicity. These geographic areas represent approximately 46% of all reproductive-age Hispanic women in the United States for 2000 and approximately 47% of U.S. Hispanic births. Thus, the number of Hispanic women who obtain abortions is underestimated, and the number, ratio, and rate of abortions for Hispanic women in this report are not generalizable to the overall Hispanic population in the United States.
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http://wholeworldinhishands.com/world/abortion-statistics-by-race.html
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msmarco_v2.1_doc_03_802211340#2_1373239107
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Title: Abortion Statistics By Race
Headings: Facts about Abortion Statistics by Race
Facts about Abortion Statistics by Race
Abortion Statistics by Race
Abortion Statistics By Race bring you these Bible verses
Revelation 1:6-10
Adolf Hitler and Abortion
Abortion Statistics
Anti-Abortion Yard Signs
Content: The abortion ratio for Hispanic women (225 per 1,000 live births) was lower than the ratio for non-Hispanic women (233 per 1,000 live births). This differs from the findings for abortions performed in 1999 and reflects a return to the previously observed pattern among Hispanic women of slightly lower or similar ratios to those for non-Hispanic women. As in the past, the abortion rate per 1,000 Hispanic women was higher than the rate per 1,000 non-Hispanic women. This finding is consistent with another study but differs substantially from abortion rates by ethnicity that were published previously by NCHS. The differences are likely due to the method used to account for under reporting of abortions by adjusting CDC tabulations to national totals. This finding also suggests that the reporting areas for the 2000 report are not fully representative of the U.S. Hispanic female population of reproductive age. Race-specific and ethnicity-specific differences in legal induced abortion ratios and rates might reflect differences among groups in factors such as socioeconomic status, access to family planning and contraceptive services, contraceptive use, and incidence of unintended pregnancies. Non-Hispanic Whites who make up 68% of the United States population are responsible for only 40% of the abortions (unfortunately the statistics don't indicate how many of these are due to rape, adultery, mental or physical defects, or the result of pregnancy from interracial relationships, which undoubtedly many are). Blacks, on the other hand, make up 12.4% of the United States population, but are responsible for 32% of all abortions; while Hispanics make up 14.8% of the population are responsible for 20% of all abortions.
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http://wholeworldinhishands.com/world/abortion-statistics-by-race.html
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msmarco_v2.1_doc_03_802211340#3_1373241365
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Title: Abortion Statistics By Race
Headings: Facts about Abortion Statistics by Race
Facts about Abortion Statistics by Race
Abortion Statistics by Race
Abortion Statistics By Race bring you these Bible verses
Revelation 1:6-10
Adolf Hitler and Abortion
Abortion Statistics
Anti-Abortion Yard Signs
Content: This finding also suggests that the reporting areas for the 2000 report are not fully representative of the U.S. Hispanic female population of reproductive age. Race-specific and ethnicity-specific differences in legal induced abortion ratios and rates might reflect differences among groups in factors such as socioeconomic status, access to family planning and contraceptive services, contraceptive use, and incidence of unintended pregnancies. Non-Hispanic Whites who make up 68% of the United States population are responsible for only 40% of the abortions (unfortunately the statistics don't indicate how many of these are due to rape, adultery, mental or physical defects, or the result of pregnancy from interracial relationships, which undoubtedly many are). Blacks, on the other hand, make up 12.4% of the United States population, but are responsible for 32% of all abortions; while Hispanics make up 14.8% of the population are responsible for 20% of all abortions. According to the most recent census data available for race (2000), black women make up 12.3% of the female population in America, but accounted for 36.4% of all U.S. abortions in 20063- that according to the Centers for Disease Control (CDC). The Guttmacher Institute (AGI) puts the percentage of black abortions at 30% of the U.S. total4. Their most recent numbers are from 2008. Similarly, AGI tells us that Hispanic women5 accounted for 25% of all U.S. abortions in 20086, though they made up just 12.5% of the female population in 20007. The CDC lists the percentage of Hispanic abortions in 2006 at 20.1%8.
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http://wholeworldinhishands.com/world/abortion-statistics-by-race.html
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msmarco_v2.1_doc_03_802211340#4_1373243470
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Title: Abortion Statistics By Race
Headings: Facts about Abortion Statistics by Race
Facts about Abortion Statistics by Race
Abortion Statistics by Race
Abortion Statistics By Race bring you these Bible verses
Revelation 1:6-10
Adolf Hitler and Abortion
Abortion Statistics
Anti-Abortion Yard Signs
Content: According to the most recent census data available for race (2000), black women make up 12.3% of the female population in America, but accounted for 36.4% of all U.S. abortions in 20063- that according to the Centers for Disease Control (CDC). The Guttmacher Institute (AGI) puts the percentage of black abortions at 30% of the U.S. total4. Their most recent numbers are from 2008. Similarly, AGI tells us that Hispanic women5 accounted for 25% of all U.S. abortions in 20086, though they made up just 12.5% of the female population in 20007. The CDC lists the percentage of Hispanic abortions in 2006 at 20.1%8. Compare those numbers to non-Hispanic, white women, who make up 69% of America's female population9, but account for only 36% of all U.S. abortions10 (36.1% according to the CDC11). Every day in America, an average of 3,315 human beings lose their lives to abortion12. Based on the percentages above, between 666-829 of those babies are Hispanic, between 1,193-1,197 are white, and between 995-1,207 are black. Not only are black children being killed at a far greater percentage than white children, it's possible they're being killed in greater numbers, period. Is that not shocking?!
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http://wholeworldinhishands.com/world/abortion-statistics-by-race.html
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msmarco_v2.1_doc_03_802211340#5_1373245178
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Title: Abortion Statistics By Race
Headings: Facts about Abortion Statistics by Race
Facts about Abortion Statistics by Race
Abortion Statistics by Race
Abortion Statistics By Race bring you these Bible verses
Revelation 1:6-10
Adolf Hitler and Abortion
Abortion Statistics
Anti-Abortion Yard Signs
Content: Compare those numbers to non-Hispanic, white women, who make up 69% of America's female population9, but account for only 36% of all U.S. abortions10 (36.1% according to the CDC11). Every day in America, an average of 3,315 human beings lose their lives to abortion12. Based on the percentages above, between 666-829 of those babies are Hispanic, between 1,193-1,197 are white, and between 995-1,207 are black. Not only are black children being killed at a far greater percentage than white children, it's possible they're being killed in greater numbers, period. Is that not shocking?! Though the white population in the U.S. outnumbers the black population five to one, abortion may well be killing more black children each day than white children. John Piper, a white pastor with a heart for racial justice, remarks on the disparity of abortion this way: The de facto effect (I don’t call it the main cause, but net effect) of putting abortion clinics in the urban centers is that the abortion of Hispanic and Black babies is more than double their percentage of the population. Every day 1,300 black babies are killed in America. Seven hundred Hispanic babies die every day from abortion.
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http://wholeworldinhishands.com/world/abortion-statistics-by-race.html
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msmarco_v2.1_doc_03_802211340#6_1373246884
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Title: Abortion Statistics By Race
Headings: Facts about Abortion Statistics by Race
Facts about Abortion Statistics by Race
Abortion Statistics by Race
Abortion Statistics By Race bring you these Bible verses
Revelation 1:6-10
Adolf Hitler and Abortion
Abortion Statistics
Anti-Abortion Yard Signs
Content: Though the white population in the U.S. outnumbers the black population five to one, abortion may well be killing more black children each day than white children. John Piper, a white pastor with a heart for racial justice, remarks on the disparity of abortion this way: The de facto effect (I don’t call it the main cause, but net effect) of putting abortion clinics in the urban centers is that the abortion of Hispanic and Black babies is more than double their percentage of the population. Every day 1,300 black babies are killed in America. Seven hundred Hispanic babies die every day from abortion. Call this what you will—when the slaughter has an ethnic face and the percentages are double that of the white community and the killers are almost all white, something is going on here that ought to make the lovers of racial equality and racial harmony wake up
Ms. King refers to abortion as genocide. Rev. Clenard H. Childress, Jr. goes further and refers to black genocide. In 2002, he birthed a website by and for African Americans called Blackgenocide.org. The lament at that website reads like this (referring to statistics in 2002): [The] incidence of abortion has resulted in a tremendous loss of life.
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http://wholeworldinhishands.com/world/abortion-statistics-by-race.html
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msmarco_v2.1_doc_03_802211340#7_1373248619
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Title: Abortion Statistics By Race
Headings: Facts about Abortion Statistics by Race
Facts about Abortion Statistics by Race
Abortion Statistics by Race
Abortion Statistics By Race bring you these Bible verses
Revelation 1:6-10
Adolf Hitler and Abortion
Abortion Statistics
Anti-Abortion Yard Signs
Content: Call this what you will—when the slaughter has an ethnic face and the percentages are double that of the white community and the killers are almost all white, something is going on here that ought to make the lovers of racial equality and racial harmony wake up
Ms. King refers to abortion as genocide. Rev. Clenard H. Childress, Jr. goes further and refers to black genocide. In 2002, he birthed a website by and for African Americans called Blackgenocide.org. The lament at that website reads like this (referring to statistics in 2002): [The] incidence of abortion has resulted in a tremendous loss of life. It has been estimated that since 1973 Black women have had about 10 million abortions [probably up to 13 million now]. Michael Novak . . . calculated, “Since the number of current living Blacks (in the U.S.) is 31 million, the missing 10 million represents an enormous loss, for without abortion, America's Black community would now number 41 million persons. It would be 35 percent larger than it is. Abortion has swept through the Black community like a scythe, cutting down every fourth member.”
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http://wholeworldinhishands.com/world/abortion-statistics-by-race.html
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msmarco_v2.1_doc_03_802211340#8_1373250252
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Title: Abortion Statistics By Race
Headings: Facts about Abortion Statistics by Race
Facts about Abortion Statistics by Race
Abortion Statistics by Race
Abortion Statistics By Race bring you these Bible verses
Revelation 1:6-10
Adolf Hitler and Abortion
Abortion Statistics
Anti-Abortion Yard Signs
Content: It has been estimated that since 1973 Black women have had about 10 million abortions [probably up to 13 million now]. Michael Novak . . . calculated, “Since the number of current living Blacks (in the U.S.) is 31 million, the missing 10 million represents an enormous loss, for without abortion, America's Black community would now number 41 million persons. It would be 35 percent larger than it is. Abortion has swept through the Black community like a scythe, cutting down every fourth member.” Abortion Statistics By Race bring you these Bible verses
Revelation 1:6-10
6 and has made us kings and priests to His God and Father, to Him be glory and dominion forever and ever. Amen. 7 Behold, He is coming with clouds, and every eye will see Him, even they who pierced Him. And all the tribes of the earth will mourn because of Him. Even so, Amen.
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http://wholeworldinhishands.com/world/abortion-statistics-by-race.html
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msmarco_v2.1_doc_03_810088707#0_1387896542
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Title: ITIL Roles | IT Process Wiki
Headings: ITIL Roles
ITIL Roles
Contents
Popular ITIL roles
Incident Manager
Problem Manager
Change Manager
Business Relationship Manager
Project Manager
Service Level Manager
ITIL 4 roles
ITIL roles and responsibilities
ITIL roles - Service Strategy
Business Relationship Manager
Demand Manager
Financial Manager
IT Steering Group (ISG)
Service Portfolio Manager
Service Strategy Manager
ITIL roles - Service Design
Applications Analyst
Availability Manager
Capacity Manager
Compliance Manager
Enterprise Architect
Information Security Manager
IT Service Continuity Manager
Risk Manager
Service Catalogue Manager
Service Design Manager
Service Level Manager
Service Owner
Supplier Manager
Technical Analyst
ITIL roles and boards - Service Transition
Application Developer
Change Advisory Board (CAB)
Change Manager
Configuration Manager
Emergency Change Advisory Board (ECAB)
Knowledge Manager
Project Manager
Release Manager
Test Manager
ITIL roles and boards - Service Operation
1st Level Support
2nd Level Support
3rd Level Support
Access Manager
Facilities Manager
Incident Manager
IT Operations Manager
IT Operator
Major Incident Team
Problem Manager
Service Request Fulfilment Group
ITIL roles - Continual Service Improvement
CSI Manager
Process Architect
Process Owner
ITIL roles outside the IT organization
Customer
Service User
Documenting ITIL roles and responsibilities: The RACI-Matrix
Roles in previous ITIL versions
Roles within Service Support
Roles within Service Delivery
ITIL V2 Bodies
Roles outside of IT Service Management
Notes
Content: ITIL Roles | IT Process Wiki
ITIL Roles
From IT Process Wiki
Jump to navigation Jump to search
ITIL roles are used to define responsibilities. In particular, they are used to assign owners to the various ITIL processes, and to define responsibilities for the activities in the detailed process definitions . Figure 1: ITIL Roles - Index (.pdf)
The role definitions suggested here are intentionally kept short, capturing the main characteristics of the key ITIL roles. Contents
1 Popular ITIL roles
2 ITIL 4 roles
3 ITIL roles and responsibilities
3.1 ITIL roles - Service Strategy
3.1.1 Business Relationship Manager
3.1.2 Demand Manager
3.1.3 Financial Manager
3.1.4 IT Steering Group (ISG)
3.1.5 Service Portfolio Manager
3.1.6 Service Strategy Manager
3.2 ITIL roles - Service Design
3.2.1 Applications Analyst
3.2.2 Availability Manager
3.2.3 Capacity Manager
3.2.4 Compliance Manager
3.2.5 Enterprise Architect
3.2.6 Information Security Manager
3.2.7 IT Service Continuity Manager
3.2.8 Risk Manager
3.2.9 Service Catalogue Manager
3.2.10 Service Design Manager
3.2.11 Service Level Manager
3.2.12 Service Owner
3.2.13 Supplier Manager
3.2.14 Technical Analyst
3.3 ITIL roles and boards - Service Transition
3.3.1 Application Developer
3.3.2 Change Advisory Board (CAB)
3.3.3 Change Manager
3.3.4 Configuration Manager
3.3.5 Emergency Change Advisory Board (ECAB)
3.3.6 Knowledge Manager
3.3.7 Project Manager
3.3.8 Release Manager
3.3.9 Test Manager
3.4 ITIL roles and boards - Service Operation
3.4.1 1st Level Support
3.4.2 2nd Level Support
3.4.3 3rd Level Support
3.4.4 Access Manager
3.4.5 Facilities Manager
3.4.6 Incident Manager
3.4.7 IT Operations Manager
3.4.8 IT Operator
3.4.9 Major Incident Team
3.4.10 Problem Manager
3.4.11 Service Request Fulfilment Group
3.5 ITIL roles - Continual Service Improvement
3.5.1 CSI Manager
3.5.2 Process Architect
3.5.3 Process Owner
3.6 ITIL roles outside the IT organization
3.6.1 Customer
3.6.2 Service User
4 Documenting ITIL roles and responsibilities: The RACI-Matrix
5 Roles in previous ITIL versions
6 Notes
Popular ITIL roles
Incident Manager
The Incident Manager is responsible for the effective implementation of the Incident Management process and carries out the corresponding reporting. [...] Problem Manager
The Problem Manager is responsible for managing the lifecycle of all Problems. His primary objectives are to prevent Incidents from happening, and to minimize the impact of Incidents that cannot be prevented. [...] Change Manager
The Change Manager controls the lifecycle of all Changes. His primary objective is to enable beneficial Changes to be made, with minimum disruption to IT services. [...]
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http://wiki.en.it-processmaps.com/index.php/ITIL_Roles
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msmarco_v2.1_doc_03_812020277#2_1391033807
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Title: Universal Transverse Mercator - GIS Wiki | The GIS Encyclopedia
Headings: Universal Transverse Mercator
Universal Transverse Mercator
Contents
History
Definitions
UTM zone
Overlapping grids
Advantages and Disadvantages
Latitude bands
Latitude bands
Notation
Exceptions
Locating a position using UTM coordinates
Simplified formulas
See also
External links
References
Notes
Content: For the remaining areas of the Earth, including Hawaii, the International Ellipsoid was used. Currently, the WGS84 ellipsoid is used as the underlying model of the Earth in the UTM coordinate system. Prior to the development of the Universal Transverse Mercator coordinate system, several European nations demonstrated the utility of grid-based conformal maps by mapping their territory during the interwar period. Calculating the distance between two points on these maps could be performed more easily in the field (using the Pythagorean theorem) than was otherwise possible using the trigonometric formulas required under the graticule-based system of latitude and longitude. In the post-war years, these concepts were extended into the Universal Transverse Mercator / Universal Polar Stereographic (UTM/UPS) coordinate system, which is a global (or universal) system of grid-based maps. The Transverse Mercator projection is a variant of the Mercator projection, which was originally developed by the Flemish geographer and cartographer Gerardus Mercator, in 1569. It is one of the most commonly used projections for rectifying remotely sensed data as well as for large-scale topographic mapping. This projection is conformal, so that it preserves angles and approximate shape but invariably distorts distance and area. UTM involves non-linear scaling in both Eastings and Northings to ensure the projected map of the ellipsoid is conformal. Definitions
UTM zone
Simplified view of US UTM zones.
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http://wiki.gis.com/wiki/index.php/Universal_Transverse_Mercator
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msmarco_v2.1_doc_03_812078064#0_1391137173
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Title: Zoning - GIS Wiki | The GIS Encyclopedia
Headings: Zoning
Zoning
Contents
Scope
U.S.
Origins and history
Zoning types in the United States
Euclidean
Standard Euclidean
Euclidean II
Performance
Incentive
Form-based
U.K.
Australia
New Zealand
See also
References
Further reading
External links
Content: Zoning - GIS Wiki | The GIS Encyclopedia
Zoning
From wiki.gis.com
Jump to: navigation
,
search
Zoning is a device of land use regulation used by local governments in most developed countries . The word is derived from the practice of designating permitted uses of land based on mapped zones which separate one set of land uses from another. Zoning may be use-based (regulating the uses to which land may be put), or it may regulate building height, lot coverage, and similar characteristics, or some combination of these. Contents
[ hide ]
1 Scope
2 U.S.
2.1 Origins and history
2.2 Zoning types in the United States
2.2.1 Euclidean
2.2.1.1 Standard Euclidean
2.2.1.2 Euclidean II
2.2.2 Performance
2.2.3 Incentive
2.2.4 Form-based
3 U.K.
4 Australia
5 New Zealand
6 See also
7 References
8 Further reading
9 External links
Scope
Theoretically, the primary purpose of zoning is to segregate uses that are thought to be incompatible. In practice, zoning is used to prevent new development from interfereing with existing residents or businesses and to preserve the "character" of a community. Zoning is commonly controlled by local governments such as counties or municipalities, though the nature of the zoning regime may be determined or limited by state or national planning authorities or through enabling legislation. In Australia, land under the control of the Commonwealth (federal) government is not subject to state planning controls. The United States and other federal countries are similar. Zoning and urban planning in France and Germany are regulated by national or federal codes.
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http://wiki.gis.com/wiki/index.php/Zoning
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msmarco_v2.1_doc_03_812078064#1_1391139282
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Title: Zoning - GIS Wiki | The GIS Encyclopedia
Headings: Zoning
Zoning
Contents
Scope
U.S.
Origins and history
Zoning types in the United States
Euclidean
Standard Euclidean
Euclidean II
Performance
Incentive
Form-based
U.K.
Australia
New Zealand
See also
References
Further reading
External links
Content: In practice, zoning is used to prevent new development from interfereing with existing residents or businesses and to preserve the "character" of a community. Zoning is commonly controlled by local governments such as counties or municipalities, though the nature of the zoning regime may be determined or limited by state or national planning authorities or through enabling legislation. In Australia, land under the control of the Commonwealth (federal) government is not subject to state planning controls. The United States and other federal countries are similar. Zoning and urban planning in France and Germany are regulated by national or federal codes. In the case of Germany this code includes contents of zoning plans as well as the legal procedure. Zoning may include regulation of the kinds of activities which will be acceptable on particular lots (such as open space, residential, agricultural, commercial or industrial ), the densities at which those activities can be performed (from low-density housing such as single family homes to high-density such as high-rise apartment buildings), the height of buildings, the amount of space structures may occupy, the location of a building on the lot (setbacks), the proportions of the types of space on a lot, such as how much landscaped space, impervious surface, traffic lanes, and parking must be provided. In Germany, zoning usually includes building design, very specific greenspace and compensation regulations. The details of how individual planning systems incorporate zoning into their regulatory regimes varies though the intention is always similar. For example, in the state of Victoria, Australia, land use zones are combined with a system of planning scheme overlays to account for the multiplicity of factors that impact on desirable urban outcomes in any location.
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http://wiki.gis.com/wiki/index.php/Zoning
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msmarco_v2.1_doc_03_812078064#2_1391141614
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Title: Zoning - GIS Wiki | The GIS Encyclopedia
Headings: Zoning
Zoning
Contents
Scope
U.S.
Origins and history
Zoning types in the United States
Euclidean
Standard Euclidean
Euclidean II
Performance
Incentive
Form-based
U.K.
Australia
New Zealand
See also
References
Further reading
External links
Content: In the case of Germany this code includes contents of zoning plans as well as the legal procedure. Zoning may include regulation of the kinds of activities which will be acceptable on particular lots (such as open space, residential, agricultural, commercial or industrial ), the densities at which those activities can be performed (from low-density housing such as single family homes to high-density such as high-rise apartment buildings), the height of buildings, the amount of space structures may occupy, the location of a building on the lot (setbacks), the proportions of the types of space on a lot, such as how much landscaped space, impervious surface, traffic lanes, and parking must be provided. In Germany, zoning usually includes building design, very specific greenspace and compensation regulations. The details of how individual planning systems incorporate zoning into their regulatory regimes varies though the intention is always similar. For example, in the state of Victoria, Australia, land use zones are combined with a system of planning scheme overlays to account for the multiplicity of factors that impact on desirable urban outcomes in any location. Most zoning systems have a procedure for granting variances (exceptions to the zoning rules), usually because of some perceived hardship caused by the particular nature of the property in question. Basically, urban zones fall into one of five major categories: residential, mixed residential-commercial, commercial, industrial and special (e. g. power plants, sports complexes, airports, shopping malls etc.). Each category can have a number of sub-categories. In Germany, e. g., each category has a designated limit for noise immissions (not part of the building code, but federal immissions code).
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http://wiki.gis.com/wiki/index.php/Zoning
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