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Social Intelligence – The ability to connect with other people “Human beings are social creatures. Simply to exist as a normal human being requires interaction with other people.”—Atul Gawande As our Year 12 students headed off on their retreat to take time to focus on what is important for them as they finish Year 12, we were all reminded that being empathetic not only allows us to grow and flourish but supports our friends and families to do the same. Why does social intelligence matter? Social intelligence is as important as IQ when it comes to happiness, health, and success. Empathetic people are less likely to experience anxiety, depression, and addictions later in life. They are also more likely to be hired, promoted, earn more money, and have happier marriages and better-adjusted children. Think about yourself. How many of these things are true? - I have a lot of relationships that are mutually beneficial, enjoyable, and supportive. - Most of the time, I can tell how other people feel and have a good idea about how to respond appropriately. - My relationships make me feel good about myself. - The people in my life help me be my best. So how can we help our students to increase their social intelligence? Wait your turn before speaking, and when you speak, acknowledge others’ points of view: “I see why you look at things this way, and it makes sense why you do. But I have a different perspective.” Treat others’ feelings with curiosity and validation, not frustration or judgement. Notice when someone made others feel included and valued: “It was nice of you to make sure the younger kids had playing time in the game, so they all felt like they had a role.” Encourage teamwork and loyalty over hierarchy and competition. Reframe conflict as an opportunity to better understand how deeply reasonable people may feel about opposing views: “Our neighbours voted for another candidate, but we all care about the good of the country; we just have different ideas of how to achieve it.” Create opportunities to help everyone feel equal, for example by giving even young family members responsibilities or a say in decision-making, or allowing students to vote on a classroom activity. Environments in which everyone feels needed and consistently acknowledged help reduce victimization and increase achievement and productivity. From the Heads of 7-9 – Mr Brian Bull and 10-12 – Mr Mitchell Cummings “Fall seven times and stand up eight.” This Japanese Proverb was one of the thoughts that Secondary students were asked to consider during their Week 5 Assembly. It was also linked with one of the ‘Deep Learning’ competencies or the 6 C’s – Character. An element of Character is ‘Perseverance’. Perseverance alongside grit, tenacity and resilience are all very strong character traits and of which we hope that the students of Bishop Tyrrell Anglican College will embrace to enhance both their academic and personal achievements in life. Perseverance is the quality of continuing to try to achieve a particular aim despite difficulties, no matter what they are. Around this time of Term 1, students will be receiving task notifications or may well be starting to hand in work, sitting a class test and experiencing an increase in their workload. It will be a test of their perseverance to ensure that all these things are completed to the best of their ability. One of the other things about perseverance that students were asked to consider was that most of the time perseverance has a good buddy called “hard work”. The footballing great ‘Pele’ said “Success is no accident. It is hard work, perseverance, learning, studying, sacrifice and most of all, love of what you are doing or learning to do.” Some tips that were also suggested in helping to persevere, particularly at school were. - Setting realistic and achievable goals. - Knowing what the difficulties or stumbling blocks are or could be. - Make a start – Doing 1 thing at a time. - Recognising that it will not always be easy. It may involve ‘Hard Work’. - And know that you are not alone – there will always be someone that will help you, just ask. There is no magic formula to help us persevere or some supercomputer program that guarantees us perseverance. Perseverance comes from within. It is a measure of our character. “Fall seven times and stand up eight.” Ms Bain also reminded the students of the Secondary School that ‘people of good character are people who put their hands up to help others not hands out expecting something for themselves.’ This week sees Year 12 enjoying their Leadership Retreat. There will be a more detailed report of the Year 12 Retreat in our next fortnights’ Bulletin issue. From what we have heard, Year 12 and the accompanying staff are having a great time on Lake Macquarie. Here are some pictures from their “Mud Run”. Bishop Tyrrell Day is fast approaching, and some preliminary information has already been sent out about the activities for the day. We look forward to celebrating this important day in our College story. Mr Cummings and I are always around, wanting to chat and happy to see anyone who would like to visit our office. Ms Tania Lloyd Deputy Principal / Head of Secondary School

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New rules on asbestos in schools. The Environmental Protection Agency (EPA) announcedApril 22 its proposed rules directirng elementary and secondary school officials to have buildings inspected and asbestos hazards eliminated. Asbestos, which was used widely for insulation and fireproofing until the 1970s, has been shown to cause chronic lung disease and cancer. EPA developed the rules in accordance with the Asbestos Hazard Emergency Response Act passed last October. This fall, EPA will issue the final version of these proposed rules, which must be implemented by school districts by July 1989. EPA's proposed rules are more stringent than its pastguidelines, which only required school districts to inspect buildings and notify parents and school employees of their findings. And unlike previous regulations, which covered only asbestos in its "friable" (dry and easily pulverized) form, the new rules give guidelines for the treatment of nonfriable asbestos as well. According to the new rules, school buildings can be occupiedonly if there is no more than 0.1 asbestos fiber per cubic centimeter in the air. The agency, which had estimated in 1984 that 45,000 schools contain asbestos, expects the cost of implementing the rules to be $3.2 billion over 30 years; most of the funds will have to be raised by local sources. |Printer friendly Cite/link Email Feedback| |Date:||May 9, 1987| |Previous Article:||Inert pesticide ingredients toxic, too.| |Next Article:||Regenerating neutrinos.| |Arson attacks ruled terrorism.| |End of the line for kids' free rides?| |Living for dance, dancing for life.| |LETTERS IN THE EDITOR'S MAILBAG.| |Focus On Neo-Salafis.| |In student harassment case, N.J. court holds schools to high standard.|

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Primitive numeric types are useful for storing single values in memory. But when dealing with calculation using double and float types, there is a problems with the rounding. It happens because memory representation doesn't map exactly to the value. Databases have a special type called DECIMAL to perform abitrary precision calculations. When returning data of such type from database to application, data is mapped to class java.math.BigDecimal. The following example uses doubles and Decimal to perform the same operation leaving to different results. Notice that Decimal types returned from database must be operated using its own function (add, subtract, div, mul, etc). If not, they are converted to double before operating.

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In January 1823, the Gloucester Journal reported that the County Prison had installed a treadmill. Gloucester Prison, like many other similar institutions, had found it difficult to find suitable work for prisoners sentenced to do hard labour as part of their sentences. While women at Gloucester were put to work in the laundry, or mended prisoners’ clothes, finding labour for the men proved to be more of a problem. It had originally been intended that male prisoners in the penitentiary would work in solitary day cells, where they would do stocking-making or other manufacturing tasks. Not enough labour of this kind could be found, however, and when Thomas Cunningham, Gloucester Prison’s governor, gave evidence in 1819 to a Select Committee which was investigating labour and solitary confinement in prisons, he stated that the male prisoners in the penitentiary did “all the work of the prison”, such as whitewashing, sweeping, cleaning and gardening. Evidence given to this committee revealed that Gloucester Prison also had a treadmill (alternatively called a treadwheel), which was used to pump water into tanks, for the use of the prison. However, only two people at a time could work on this wheel, alternating with another pair of prisoners over a twenty-minute period, then going back to their cells, to be replaced by another labour group. With the continual growth in prisoner numbers over the years, this was hardly adequate to exercise and occupy all the male inmates. The new type of treadmill was the invention of engineer William Cubitt, who came from a family of millers. He wanted to find some arduous task to occupy the prisoners in his local gaol in Bury St Edmunds, Suffolk. The design he came up with resembled a common water-wheel, but with extra-long tread boards, which could be worked by about ten to twenty prisoners at a time. Cubitt was then asked to design a similar system for Brixton Prison, and once that had been installed, many other counties and towns decided that they wanted treadmills for their prisons too. Gloucester Prison began installing its new treadmill in December 1822, and it was first put to use on 8 January 1823. Reporters who were invited to inspect it described it as being in two divisions, with 36 men in total at work, whose weight on the wheel moved two stones which ground corn. In addition, the wheel set in motion machinery for bruising barley, and pumping water for the use of the prison. In 1850, after alterations had been made to Gloucester Prison and a new convict building opened, journalists once again viewed the treadmill in operation. (It is not clear whether a new one had been built, or whether this was the original contraption.) The Gloucester Journal described the activities of the prisoners, dressed in a motley uniform of blue and yellow: Whilst some were clinging by their hands working on the wheel, others were collected in the yard, walking in a weary round to escape catching cold, and to stretch their legs. Every now and then as the wheel revolved, a whitened step appeared, and then one of the workers would drop down, and one of the walkers would get up, and so the wheel and the punishment was kept moving. Not a word was spoken on the wheel, or off it, nor was it necessary; for each prisoner knew the moment that his spell ceased, so accurately, that he whose turn had come, had no opportunity of forgetting it. One could not fail to be struck by the air of languor, and almost misery, which always marks labour not lightened by reward. In November 1894, the treadmill at Gloucester Prison was in the news, when a prisoner dropped dead while working on it. Henry Johnson, aged 45, had been committed to the prison on 22 October, having been sentenced to 14 days imprisonment with hard labour for a theft. He was a strong, well-built man who seemed in good health and did not object to being assigned to the treadmill, but on Monday, 29 October he asked to speak to the doctor, complaining of compression in his chest and flatulence. The doctor found nothing wrong with the prisoner’s heart or lungs, and after being prescribed medicine for his indigestion, he was put back on the wheel. On Thursday afternoon, 1 November, Johnson had been on the treadmill for about five minutes when he suddenly fell backwards. He was pronounced dead at the scene, and an inquest found that he had died of syncope, which, it was said, could have happened at any time. By the 1890s, the use of prison treadmills as a form of hard labour was falling out of favour. Although many institutions originally had used them to produce flour, advances in machinery and technology meant that man-power was no longer the most efficient way of producing goods, so treadmills were often used solely to exercise and punish prisoners. In addition, a number of accidents and cases of inappropriate use were reported in the press. The use of treadmills in prisons was abolished in 1902. At Gloucester Prison, the area where the treadmill had stood was filled by a new building, for the use of prisoners employed in “associated labour”. The Governor, in his Annual Report, published at the end of March 1903, stated that male prisoners had been found employment making mail bags for the General Post Office, sacks and hammocks for the Admiralty, wood-chopping for the War Department, and also worked in the service of the prison. The females, as usual, were doing the laundry for the prison, and mending prisoners’ clothes. Gloucester Journal, 16 Jan 1823, 19 Oct 1850 The Citizen, 6 Nov 1894, 2 Dec 1903 ‘Report of the Select Committee on the State of the Gaols’, 1819, in British Parliamentary Papers, Crime and Punishment, Prisons, 1 (1819), pp. 388-405 (copy at Gloucestershire Archives, PS20). There is an interesting article on the introduction of the treadmill at Brixton Prison on Christopher Impey’s site, London’s Oldest Prison: ‘Engine of Terror: How Brixton Made the Treadmill Famous’. © Jill Evans 2014

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Researchers from the University of Iowa have developed a “smart thermometer” capable of predicting influenza activity in both large populations and individuals. Findings were published in Clinical Infectious Diseases. "Being able to track the duration of fevers and the return of fevers could help us learn more about an influenza season as it is emerging and possibly provide information about other infections, including new emerging infectious diseases," said senior study author Philip Polgreen, MD, an associate professor of internal medicine and epidemiology. Current methods in tracking flu outbreaks rely on data from the Centers for Disease Control and Prevention (CDC), but this data are often two weeks behind real-time flu activity. In response, researchers developed a smart thermometer connected to a mobile phone application to track flu activity. "Our findings suggest that data from smart thermometers are a new source of information for accurately tracking influenza in advance of standard approaches," Polgreen says. "More advanced information regarding influenza activity can help alert health care professionals that influenza is circulating, help coordinate response efforts, and help anticipate clinic and hospital staffing needs and increases in visits associated with high levels of influenza activity." To evaluate the accuracy of the thermometer, researchers collected influenza-like illness (ILI) activity data from providers and compared that data from the smart thermometer. Findings showed the smart thermometers data were highly correlated with ILI data at a regional level. Additionally, researchers found they could improve flu predictions by adding forecasting models to thermometer data improved predictions of flu activity by three weeks in advance. "We found the smart thermometer data are highly correlated with information obtained from traditional public health surveillance systems and can be used to improve forecasting of influenza-like illness activity, possibly giving warnings of changes in disease activity weeks in advance," said lead study author Aaron Miller, PhD, a University of Iowa postdoctoral scholar in computer science. "Using simple forecasting models, we showed that thermometer data could be effectively used to predict influenza levels up to two to three weeks into the future. Given that traditional surveillance systems provide data with a lag time of one to two weeks, this means that estimates of future flu activity may actually be improved up to four or five weeks earlier."

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Iconic images of student activism on U-M’s campus from the 1960s include photos of JFK outlining what would become the Peace Corps to more than 10,000 students on the steps of the Michigan Union, impassioned protests against the Vietnam War, and a rally on Hatcher Library’s steps the morning after the nation’s first teach-in, which had been held in Angell Hall. Even a casual glance through these images makes one thing clear—the students at U-M, including the activists, were overwhelmingly white. The lack of diversity at U-M at the time did not go unnoticed. In 1962, after a federal investigation found evidence of a substantial racial bias, the University was urged to improve integration throughout its programs. In response, President Harlan Hatcher created and charged a committee to find ways to accomplish this goal, and the committee proposed the Opportunity Award Program (OAP), which launched in 1964. OAP aimed to increase diversity at U-M by actively recruiting and admitting underrepresented students, offering financial aid, and providing support services such as advising and tutoring. In its first year, OAP admitted 70 students. By 1969, the number had climbed to 229. The executive director of the Center for Educational Outreach at U-M, William (Nick) Collins (A.B. 1970, M.A. ’72, Ph.D. ’75), was one of 86 students OAP admitted in its third year. Collins’s was the first generation with access to TV, so, as a sophomore in high school, he’d watched the backlash to integration efforts in the South from his living room. Before he graduated from high school, both Malcolm X and JFK had been assassinated, and President Lyndon B. Johnson had signed the Civil Rights Act (1964) and the Voting Rights Act (1965). Collins and his cohort arrived on campus in 1966. “There were very few black students on campus,” Collins recalls. “We pretty much stuck together because there weren’t many of us. I would guess there might have been around 300 black students on the entire campus.” In the fall of 1967, Arthur Thurnau Professor of Psychology J. Frank Yates (M.A. 1969, Ph.D. ’71) came to U-M as a graduate student in the Department of Psychology. That summer, there had been race riots in cities across the country, including Detroit. In addition to his classes and research, Yates wanted to get involved. He joined the Black Student Union (BSU), which was one of the black student organizations active on campus. On March 20, 1970, approximately 200 protesters marched outside of Hill Auditorium during the U-M Honors Convocation. Photo by Jay Cassidy/Bentley Historical Library Black studies programs were becoming popular on college campuses, and the BSU wanted to bring one to U-M. “As is common with organizations — especially student organizations — and particularly in that era where there was a lot of talk, you just don’t have a lot of time to waste,” Yates explains. “Out of desperation I took on the responsibility of writing a draft of a proposal. And once we had a document, we decided we might as well use it. In the language of the day I suppose we probably said, ‘We demand a black studies program.’ And, surprisingly, LSA said OK.” Other campus proposals that focused on black student admissions, enrollment, and financial aid were not embraced as readily. Between 1964 and 1969, black student enrollment had climbed from 2 percent to 3.4 percent of the total student body. The BSU argued the target should be 10 percent, which was proportional to the state of Michigan. “The University’s answers to our proposals were always no,” Yates said. “Their argument in almost every case was, ‘We can’t afford it.’ Things hit a wall at the end of 1969, and we decided we should march and protest.” “You’re Admitted—Good Luck” In January 1970, U-M’s black student organizations combined forces and became the Black Action Movement (BAM), a coalition of black students from the Medical School, the Department of Psychology, the BSU, the Association of Black Social Work Students, and — importantly — the Black Law Students Association. The groups combined their proposals into a single set of demands, including two proposals Yates had written: one for a black studies center on campus and the other for services to improve black student academic success. The black studies center became the Center for Afroamerican and African Studies and then evolved into DAAS, today’s Department of Afroamerican and African Studies. There was a need for these services, says Cynthia Stephens (A.B. 1971), a judge on the Michigan First District Court of Appeals who was the vice president of the BSU in 1970. Students were arriving on campus from under-resourced schools, she explains, and many were also first-generation college students. The students OAP was enrolling were more diverse, but the OAP lacked the resources to offer real assistance once they arrived. “It was like, ‘You’re admitted,’” Stephens recalls. “‘Good luck.’” BAM also wanted to make sure those students could succeed. In February, BAM sent representatives to the regents meeting and presented their demands in person. The regents requested President Robben Fleming develop a counterproposal, and the students, enraged by the regents’ deferral, left. Some went to the Shapiro Library and removed books from the shelves in protest. BAM’s law students were essential to the effort. In 2010, Ida Short (A.B. 1971) recalled, “The [BAM] legal team would meet with us and tell us what we could do and what we could not do. One of our strategies was to go to the undergraduate library and take every single book off the shelves. And [the law students] told us, ‘Remember, the books cannot be on the floor. If they’re on the floor, you could go to jail.’” The students were committed to protesting for their cause, but they were not without apprehension. They worried about what would happen to them if they skipped class or blocked entrance to a building. Collins remembers one woman whose father warned her, “You’d better go to class. I am paying the tuition and you are about to graduate. There had better not be anything that happens at this point.” The students were not just worried about themselves, Collins says. “We felt we were representing ourselves and our communities. It was important we achieve some measure of success. You didn’t want to come here and not succeed. You didn’t want to come here and get kicked out because you were protesting, for example. That was an extra weight I think many of us carried at that time.” During the strike, more than 300 professors canceled classes to show their support. Some departments completely closed down. (Left) Photo by Andrew Sacks; (right) Bentley Historical Library Negotiations continued without progress. Outside of the March regents meeting, BAM declared black students were going on strike. They vowed to close down the University until their demands were met. By then, BAM had gotten more strategic, asking members of the American Federation of State and County Municipal Employees not to cross their picket line and appealing to white student activists to join them. There still weren’t enough black students on campus to close the place down by themselves. The strike began Friday, March 20. By Wednesday, attendance in LSA classes had dropped by 60 percent. By Thursday, it was down 75 percent, and the College considered shutting down. On Friday, BAM and President Fleming met to negotiate BAM’s demands. On April 1, they reached a settlement. Excellence, Not Sufficiency The University agreed to Yates’s proposals for a black studies center on campus, and for a program to improve academic success known as the Coalition for the Use of Learning Skills (CULS). CULS was to launch that September — only four months away. Yates became director of CULS, a position he held until 1973. Yates, Collins, and a fellow psychology student, Wade Boykin (M.A. 1970, Ph.D. ’72), led the effort to develop the program. They relied on their academic training and sought out people across campus who could offer practical expertise, such as note-taking techniques and strategies to improve test-taking proficiency. They also used their own experiences as a guide. “We reflected back on our time and tried to identify what we’d needed to be successful here,” Collins says. “Many black students came from inner city schools, which did not have the same resources as suburban schools. So that was one thing. But what also became clear was that many of us felt isolated in the classroom. “If we could cluster black students in writing classes, for example, they could talk about material that was relevant to their existence and internalize the concepts better,” Collins continues. “Today we’d call it active learning. They could reinforce each other, elaborate on the material, and relate it to their own lives. “I remember my first assignment, to read ‘The Joys of Sport at Oxford,’” Collins recalls. “I could read about it, but it didn’t mean much to me.” Study groups were the core of the CULS model. Stephens directed a peer-advising program. CULS placed a premium on students teaching one another. “We worked with departments to create special sections — ‘Power Sections,’ we called them — for calculus or chemistry or whatever,” Yates explains. “If the other sections of the course were meeting for four hours a week, we’d go six.” CULS did not favor tutoring because its members believed tutoring meant playing catch-up. Throughout the negotiations, protests, and strikes, OAP had continued its work. Beginning in September 1970, CULS ran right alongside it. The units didn’t have an official relationship, and they had different structures, but they informally worked together. Because OAP’s advisors were staff, for example, they could officially approve course changes. “If we needed our students to get into a course,” Yates explains, “we would ask OAP advisors to help out.” Alumnus Victor Marsh (A.B. 1978; center) is among the many alumni who have participated in CSP mentoring programs. Photo courtesy of the Bentley Historical Library. CULS and OAP continued to operate as separate units until 1983, when two review committees recommended that the programs be combined. Yates and the other CULS leaders agreed, and together the two units became LSA’s Comprehensive Studies Program (CSP). Decades later, CSP continues to offer instruction, advising, and support services to underrepresented students. To Yates, such programs continue to address the same needs. “There is no reason to think that potential differs by ethnicity, so it is our mission to get people where they should be,” he says. “We’ve always envisioned that people will use whatever they learn at the University to do good in all kinds of areas. That’s why we have always approached the idea of excellence, not sufficiency.” Collins, who directed CSP from 1992 to 2008, agrees. “My entire career has been devoted to this work. From this vantage point, I have developed some different ideas, but the enthusiasm and commitment to the principle are the same: wanting to be a social change agent, wanting to do something that makes a difference, wanting to examine my life and what I do with it — those remain part of my core.” Stephens says that they were also thinking of the students who would come after them as they negotiated and protested to make campus more inclusive. “We understood we were transient,” Stephens says. “We needed to leave a strong structure behind.”

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Understanding and planning your process of replenishing your food, energy, water, tools, clothes etc. allows you to be resilient to changes and keep your supply chain intact i.e. sustainable. The more you can supply these elements yourself or have alternative options to supply them, the more self sufficient you will be. This document provides you with a process to understand and improve the different supply chains that you are currently managing. There are three things you need to manage so that your supply chain can deliver. Giving you what you want, when you want it and at the right quantity: This allows you to understand the actual situation, plan and manage your requirements proactively and timely while keeping the right stock to maximise efficiency and protect against shortages. Managing these three areas effectively will allow you to have a sustainable self sufficient Supply Chain and have the following key items to survive, prosper and sustain: . Always keep control of your value flow: no debt, cash in hand, products, stock, precious metals costs kept low and limit non essentials efficiency of your time & energy Measuring the success of your supply chain is done by understanding and balancing the following: Consider these as three points to a triangle and as such a change on one point will create a reaction to the other points e.g. reducing stock value can easily reduce availability and can increase cost. Planning effectively with information and resource time will allow you to have an effective and sustainable balance. Keep in mind the following aspects so that you optimise: Local produce, suppliers, shops Seasonal foods to reduce costs, self sufficient Like minded people to exchange ideas and products with, friendship and support. Health - prevention rather than cure, fitness from doing, grounding, fresh air, natural remedies and immunity. Example of your homestead sustainable, self sufficient supply chain: Purchased Food Supply Whether you produce you own, exchange with others of buy from a shop, your food supply is a great example of how the elements of a supply chain work. In this example we will look at the food supply that is purchased into your household. 1. Take the 3 things we need to manage: Information: Do you know what food you need and when? Time: How long can you wait for the supply of food? Do you shop every day? Once a week? Stock: How much stock do you keep? How do you ensure quality/manage shelf life? What storage space do you have? 2. Then understand your actual current state: Availability: Is all the food you need available every hour of each day in your household? Do you know how robust the supply chain of your shop is? Do you have a back up plan if that shop cannot supply what you want or you cannot get to it? Stock value: How many days of stock can you afford to keep? Are prices going to increase or decrease? Costs: Do you shop at the closest most convenient shop or do you look around for the cheapest store? Take a scenario: Availability: HIGH. You decide that you want strong availability Stock Value: LOW. You want fresh purchases so you keep a small stock only Costs: HIGH. You shop daily to give the high availability you want and so use a lot of fuel and your time. Costs become a concern, so you have three choices to reduce costs: Increase the stock you keep so you reduce the frequency of your shop but availability will remain high. Accept lower availability as you do not want to increase your stock level but shop less frequently to reduce costs. Change where you shop and go to a cheaper supermarket, exchange more products or supply more of your own. I would imagine that we have all implemented all of the options above. By doing so you have increased the sustainability of your supply chain and if you combine that with increasing your own supply or the exchange with your community group then you are increasing your self sufficiency as well.

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PRE PRIMARY 1 (4 YEARS) CONTENT HINTS FOR THE 9. ORAL ACTIVITIES •Reciting letters of the alphaDet •Responding simple information •Passing simple information Allow children to listen to different sounds in their environment. Children make and imitate sounds. Tell/read stories to children and ask oral question for them to answer (the stories should De related to the theme). Children to tell stories. Children news tell. Guide children to recite letters of the alphaDet (this should De guided Dy the theme) Guide children to pronounce the letter sounds of the alphaDet. Guide children on making requests and responding requests in acceptaDle manner Guide children on passing simple information to the next person. Teach simple, short and interesting songs and poems for children to sing and recite(they should De related to the theme) 12. READING READINESS •DescriDing pictures and oDjects Expose children to various pictures and oDjects for them to oDserve and descriDe. Children to picture read and •Fixed and movaDle equipments •Pictures •Diagrams •Charts •Flash cards

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Image credits: Scott Webb on Unsplash What is JSON? .json extension. These files are used to transmit data objects that comprise the following: - Attribute-value pairs - Data types such as number, string, boolean, array, object, and null Following is a sample JSON that describes a cat. What is JWT? According to the specification, JWT is a compact, URL-safe means of representing claims to be transferred between two entities. Icon credits: https://www.flaticon.com/authors/freepik JWT, in fact, is a valid JSON object that consists of a header, payload, and signature and would look like something similar to what’s shown in the image below. Sample JWT structure In the JWT, these components will be encoded and will be separated by a period (see below). Let’s get to know more about these components. The header of the JWT defines how the token’s signature should be generated and is usually composed of the following: - Alg: This is the algorithm that is used to generate the signature of the JWT, which can either be HS256 or RS256 - Typ: This is the type of the token, which is JWT The header of the JWT is encoded using the base64 encoding scheme (see below). The payload consists of a set of claim names and claim values. Following are some commonly used claims: - iss: This is the issuer of the token, for example the consumer key of your application - sub: This is used by the issuer to uniquely identify the end-user, for example the consumer key of your application - aud: This is the audience/recipients that the JWT is intended for - exp: This is the epoch time of the token expiration date/time - iat: This is the epoch time of the token issuance date/time - jit: This is an incremental unique value that uniquely identifies the JWT The payload of the JWT is also encoded using the base64 encoding scheme (see below). The signature of the JWT is the hashed value of the encoded header and the encoded payload in the following structure. Hashing can be done using either RS256 or HS256 algorithms. RSA with SHA-256 (RS256) is an asymmetric algorithm that uses a public key and private key pair. - Private key: This is used by the identity provider to generate the JWT signature - Public key: This is used by the JWT consumer to validate the JWT signature For more information on asymmetric encryption in WSO2 Identity Server, see the documentation on using asymmetric encryption. HMAC with SHA-256 (HS256) is a symmetric algorithm that uses a single private key. This private key is shared between both the identity provider and JWT consumer. To learn how to perform symmetric encryption using WSO2 Identity Server, see the documentation on using symmetric encryption. Once hashed, the signature will be encrypted using the private key. JWT format is used for ID tokens in token-based authentication. However, even though the JWT is encoded, it is not encrypted. Therefore, it is not recommended to transmit private information using JWT. WSO2 Identity Server is a renowned IAM solution that implements JWT. Following are some content that you might be interested in checking out:

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Thanksgiving is a day for a traditional menu, and part of my vacation is reprinting this annual column about the origins of the day. The first presidential proclamation of Thanksgiving as a national holiday was made by George Washington on October 3, 1789. But it was a one-time event. Individual states (particularly those in New England) continued to make Thanksgiving proclamations on various days in the coming decades. But it wasn’t until 1863 that a magazine editor named Sarah Josepha Hale, after 15 years of writing speeches, prompted Abraham Lincoln in 1863 to designate the last Thursday in November as a national holiday—a pattern that then continued into the future. An original and therefore hard-to-read copy of George Washington’s Thanksgiving Proclamation can be viewed on the Library of Congress website. The economist in me was intrigued when he noted that some of the reasons for giving thanks included “the means we have for acquiring and disseminating useful knowledge…increasing science among themselves and us—and generally to give to all men such a degree of temporal prosperity as he alone knows best.” Also, the original proclamation of thanks was not without some controversy and opposition in the House of Representatives, as an example of unwanted and inappropriate federal government interference. As reported on the George Washington Papers website at the University of Virginia. The House of Representatives was not unanimous in his determination to give thanks. Aedanus Burke of South Carolina objected that he “did not like this imitation of European customs, in which they would scoff at thanksgivings”. Thomas Theodore Tucker believed that the House of Representatives had no business interfering with a matter that did not concern them. Why should the president direct people to do what, perhaps, they do not have the mind to do? They may not be inclined to return thanks to the constitution until they have experienced that it enhances their safety and happiness. We don’t know yet but they may have a reason to not be satisfied with the effects it has already had; But whether or not that is so, it is a business that has nothing to do with Congress; It is a religious matter, and as such, it is off limits to us. If it must be a day of thanksgiving, let the authority of many nations do it.” Here is the text of George Washington’s Thanksgiving Proclamation from the National Archives. Declaration of thanks By the President of the United States of America. (a) advertisement. Whereas it is the duty of all nations to acknowledge the benevolence of Almighty God, to obey his will, to be grateful for his benefices, and to humbly ask for his protection and favour–and while both Houses of Congress have asked me by their joint committee “to recommend to the people of the United States a day of public thanksgiving and prayer to be celebrated from By acknowledging with grateful hearts the many favors of Almighty God and especially by giving them a peaceful opportunity to establish some form of government for their safety and happiness.” Therefore I now recommend and dedicate next Thursday, November 26, to dedicate it by the people of these nations to the service of this great and glorious being, who is the author and benefactor of all good that was, any, or that. It will be—so that we may all unite in offering our sincere and humble thanks to him—for his gracious care and protection of the people of this country before they became a nation—for the various sign and mercies, positive interventions of providence we have had in the course and conclusion of the late war—for so much calm, union, abundance, which we have enjoyed ever since—for the peaceful and rational manner, by which we have been able to establish the constitutions of government for our safety and happiness, and especially that of patriotism recently instituted—for the civil and religious liberty bestowed upon us; and the means we have for acquiring and disseminating useful knowledge; and generally for all the great and varied favors which he was so pleased to render to us. and then unite in most humility in presenting our prayers and supplications to our great master and ruler of the nations and begging him to pardon our national and other transgressions – to enable all of us, whether on public or private stations, to perform our many labors. and properly and accurately proportional duties—to make our national government a blessing to all people, by continually being a wise, just, and constitutional government, prudently and faithfully executed and obeyed—to protect and direct all sovereigns and nations (especially such as to show kindness to us) and to bless them with good government, peace, and concord—to promote the knowledge and practice of true religion and virtue, and to encourage science between them and us—and generally to give to all mankind such a degree of temporal prosperity as he alone knows best. Given by hand in the City of New York on the third day of October, in the year of our Lord, 1789. Sarah Josepha Hill was the editor-in-chief of the magazine named for the first time Ladies Magazine And call later Ladies book From 1828 to 1877. It was among the most famous and influential women’s magazines of the time. Hale wrote to Abraham Lincoln on September 28, 1863, suggesting that he set a national date for the Thanksgiving holiday. From the Library of Congress, here’s a PDF of Hill’s actual letter to Lincoln, along with a transcript for Eyes of the 21st Century. Here are some sentences from Hale’s letter to Lincoln: “You may have noticed that, in years past, there has been a growing interest in our land to hold Thanksgiving on the same day, in all the States; it now needs national recognition and official fixation, only to become permanently an American custom and institution. … over the course of the fifteen years Last, I have indicated this idea in the Lady’s Book, and laid papers before the Governors of all States and Territories–I have also sent these Papers to our Ministers Abroad, and our Envoys to the Gentiles–and Commanders in the Navy. From the recipients I have received, uniformly, the most gracious approval. …but I find that there are obstacles insuperable without legislative aid–that each State shall, by law, make it the duty of the Governor to appoint the last Thursday of November, annually, the feast of Thanksgiving;–or, since these The method required years to be realized, for it occurred to me that a proclamation by the President of the United States would be the best, surest, and most appropriate method of national appointment. I have written to my friend, the Hon. M. Seward, and asked him to consult with President Lincoln on the subject…” William Seward was Lincoln’s Secretary of State. In a great example of quick government decision-making, Lincoln responded to Hill’s speech on September 28 by issuing a proclamation on October 3. Here is the text of Lincoln’s Thanksgiving proclamation, which distinctively blends themes of thanksgiving, mercy, and repentance: October 3, 1863 By the President of the United States of America. The year drawing to a close was filled with the blessings of fruitful fields and healthy skies. To these graces, which are so continually enjoyed that we tend to forget the source whence they came, another has been added, which is of a very extraordinary nature, so that it cannot fail to penetrate and soften even a heart usually imperceptible. For the watchful providence of Almighty God. In the midst of a civil war unequaled in scale and gravity, and which sometimes seemed to foreign nations to invite and stir up their aggression, peace was kept with all nations, order was maintained, laws were respected and obeyed, and harmony reigned everywhere except in the theater of military conflict. . While this theater was heavily contracted by the advancing armies and navies of the Union. The necessary diversion of wealth and power from the peaceful spheres of industry to national defense did not stop the plow, the shuttle, or the ship; The ax has expanded the frontiers of our settlements, and has produced more mines, also iron, coal, and precious metals, than they have hitherto. The population increased steadily, despite the waste that occurred in camp, siege, and battlefield; and the country, which rejoices in the consciousness of increasing strength and vitality, is allowed to expect a continuation of years with a great increase in liberty. There is no human advice that has not been devised and these greats have not been made by a mortal hand. They are the gracious gifts of God Most High, who while dealing with us in anger for our sins, yet remembered mercy. It has seemed fitting and proper to me that they should be solemnly, reverently, and gratefully acknowledged as being with one heart and one voice by the entire American people. Therefore, I call upon my fellow citizens in every part of the United States, as well as those at sea and those who reside in foreign lands, to discern and celebrate the last Thursday of November next, as a day of thanksgiving and praise. To our generous Father who dwells in the heavens. and I commend them that while they justly render the proportions due to him for such singular deliverances and blessings, they also, with humble repentance for our national perversity and insubordination, commend his tender care of all those who have become widows and orphans, the mourners or sufferers in the unfortunate civil strife in which we are unavoidably engaged From him, we fervently implore the intervention of the Almighty Hand to heal the wounds of the nation and to restore it as soon as possible in conformity with the divine purposes of its full enjoyment. Peace, harmony, tranquility and union. In testimony thereof, I have hereby placed my hand and caused to affix the Seal of the United States. DONE AT THE CITY OF WASHINGTON THIS THIRD DAY OF OCTOBER, THE YEAR OF OUR LORD, ONE EIGHTHUNDRED AND SIXTY-THREE, AND THE INDEPENDENCE OF THE EVENTY-EIGHT OF THE UNITED STATES. Written by the President: Abraham Lincoln William H Seward, Minister of Foreign Affairs

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Last Updated on July 23, 2022 by amin - 1 What stretch of land does the Pacific Northwest cover? - 2 How are mountains formed activity? - 3 How are folded mountains formed? - 4 What are three ways mountains form? - 5 How did the Coast Mountains form? - 6 How are different types of mountains formed? - 7 How were the Pacific Ranges formed quizlet? - 8 How did the Pacific Ranges and rocky mountains grow? - 9 Plate Tectonics – How Mountains are Made - 10 Where are the Pacific Ranges and Lowlands? - 11 How Were The Pacific Ranges Formed? - 12 How did the Oregon Washington coast ranges form in the Eocene? - 13 How were the mountains formed in California? - 14 What mountain stretches from Alaska almost to Mexico? - 15 Are all mountain formed by volcanoes yes or no? - 16 Where are most mountain systems formed? - 17 How are mountains formed short answer? - 18 What is the lowest point in Washington? - 19 Why are fold mountains formed at the edge of continents? - 20 How many mountain ranges are in the Pacific Ranges? - 21 What 2 mountain ranges run along the entire Pacific coast? - 22 Volcanic evolution of the Pacific Northwest: 55 million year history - 23 What is the longest mountain range on Earth? - 24 Are the Cascades fold mountains? - 25 How tall were the Appalachian mountains originally? - 26 How were the Rocky Mountains formed quizlet? - 27 Which mountain range formed continental convergence developed just before the appellations of North America? - 28 What mountains run along California’s coastline? - 29 Do folds create mountains? - 30 Why there’s a ring of natural disasters around the Pacific - 31 How are the mountains formed? - 32 How was the Sierra Nevada mountain range formed? - 33 Why did the Midwest become a center of industry quizlet? - 34 How did the Coast Range formed in the Pacific Northwest? - 35 Is the Canadian Shield a mountain range? - 36 How ranges are formed? - 37 Is a seasonal warm wind that blows down from the Rockies in late winter and early spring? - 38 The Pacific HBO 2010 – Firing Range – Rules of Gun Safety What stretch of land does the Pacific Northwest cover? The most common conception includes the U.S. states of Idaho Oregon and Washington and the Canadian province of British Columbia. Broader definitions of the region have included the U.S. states of Alaska and parts of the states of California Montana and Wyoming and the Canadian territory of Yukon. How are mountains formed activity? How are mountains formed? Mountains are formed when rocks are pushed up through the Earth often reaching great heights. This process occurs due to tectonic activity. How are folded mountains formed? Fold mountains are formed when two plates move together (a compressional plate margin). This can be where two continental plates move towards each other or a continental and an oceanic plate. The movement of the two plates forces sedimentary rocks upwards into a series of folds. What are three ways mountains form? In truth there are three ways in which mountains are formed which correspond to the types of mountains in question. These are known as volcanic fold and block mountains. How did the Coast Mountains form? These volcanic islands known as the Insular Islands by geoscientists were formed on a pre-existing tectonic plate called the Insular Plate by subduction of the former Farallon Plate to the west during the early Paleozoic era. See also how many molecules are in 23.0 moles of oxygen How are different types of mountains formed? Mountains are most often formed by movement of the tectonic plates in the Earth’s crust. … It can take millions and millions of years for mountains to form. Types of Mountains. There are three main types of mountains: fold mountains fault-block mountains and volcanic mountains. How were the Pacific Ranges formed quizlet? The Pacific Ranges of the US were formed by powerful tectonic plate activity shifting giant rock slabs upward. It created the highest peek in the US – The Alaska Range. How did the Pacific Ranges and rocky mountains grow? In general the movement of tectonic plates has been responsible for the development of the Pacific mountain system. The coastal mountains from the Queen Charlotte Islands southward to southern California have been folded faulted and intruded with molten rock as a result of this movement. Plate Tectonics – How Mountains are Made Where are the Pacific Ranges and Lowlands? The Pacific Ranges are the southernmost subdivision of the Coast Mountains portion of the Pacific Cordillera. Located entirely within British Columbia Canada they run northwest from the lower stretches of the Fraser River to Bella Coola and Burke Channel north of which are the Kitimat Ranges. See also what is the purpose of a rootkit How Were The Pacific Ranges Formed? How were the Pacific Ranges formed? The Pacific Ranges of the US were formed by powerful tectonic plate activity shifting giant rock slabs upward. It created the highest peek in the US – The Alaska Range. You just studied 23 terms! How did the Oregon Washington coast ranges form in the Eocene? Geology. The origins of these mountains began approximately 40 million years ago during the Eocene age. During this time-period sandstone and siltstone formed in the area. Additionally igneous rocks and basalt flows combined with basaltic sandstone to create many of the mountainous formations. How were the mountains formed in California? The area formed as a series of small island arcs deep-ocean sediments and mafic oceanic crust accreted to the western edge of North America producing a series of deep basins and high mountain ranges. What mountain stretches from Alaska almost to Mexico? Pacific mountain system series of mountain ranges that stretches along the Pacific Ocean coast of North America from northern British Columbia (Canada) to northwestern Mexico. Are all mountain formed by volcanoes yes or no? Volcanoes may be hill to mountain size. However not all hills and mountains are volcanoes. Some are tectonic features constructed by mountain building which often happens at plate boundaries just like volcanism. Others are erosional features leftovers from earlier tectonic mountains. Where are most mountain systems formed? Most mountains and mountain ranges are parts of mountain belts that have formed where two lithospheric plates have converged and where in most cases they continue to converge. In effect many mountain belts mark the boundaries of lithospheric plates and these boundaries in turn intersect other such boundaries. How are mountains formed short answer? Mountains are formed by slow but gigantic movements of the earth’s crust (the outer layer of the Earth). The Earth’s crust is made up of 6 huge slabs called plates which fit together like a jigsaw puzzle. When two slabs of the earth’s crust smash into each other the land can be pushed upwards forming mountains. What is the lowest point in Washington? Table: Alphabetical List of the Lowest Point by State |State and other areas||Place||Elevation (feet)| |Virginia||Atlantic Ocean||Sea Level| |Washington||Pacific Ocean||Sea Level| |West Virginia||Potomac River||240| Why are fold mountains formed at the edge of continents? World’s fold mountains are located on the margins of the continents because fold mountains are formed from the folding of crust and uprising of the sediments accumulated by rivers along the margins of the continents by the collision of two continental plates or a continental plate and an oceanic plate. How many mountain ranges are in the Pacific Ranges? There are the two great mountain ranges—the Coast Range on the west and the Sierra Nevada on the east. What 2 mountain ranges run along the entire Pacific coast? The higher eastern chain is the high wall formed by the Coast Mountains Cascade Range and Sierra Nevada. In Southern California the lower and higher parallel chains merge into one complex range which trends east-west as the Transverse Ranges before heading south as the Peninsular Ranges into Baja. Volcanic evolution of the Pacific Northwest: 55 million year history What is the longest mountain range on Earth? The mid-ocean ridge The mid-ocean ridge is the longest mountain range on Earth. The mid-ocean range stretches around the globe like the seam of a baseball. The longest mountain range on Earth is called the mid-ocean ridge. Spanning 40 389 miles around the globe it’s truly a global landmark.Feb 26 2021See also looking at the data in the figure above what can be said about survival and clutch size? Are the Cascades fold mountains? The Cascade Range or Cascades is a major mountain range of western North America extending from southern British Columbia through Washington and Oregon to Northern California. … The highest peak in the range is Mount Rainier in Washington at 14 411 feet (4 392 m). How tall were the Appalachian mountains originally? 2 037 m How were the Rocky Mountains formed quizlet? The mountain-building event that lasted from about 80 Ma to 40 Ma in western North America in the United States it formed the Rocky Mountains as a result of basement uplift and the warping of the younger overlying strata into large monoclines. the overlying Paleozoic Mesozoic and Cenozoic sedimentary rocks. Which mountain range formed continental convergence developed just before the appellations of North America? The Appalachian Mountains formed during a collision of continents 500 to 300 million years ago. In their prime they probably had peaks as high as those in the modern zone of continental collision stretching from the Himalayas in Asia to the Alps in Europe. What mountains run along California’s coastline? The coast ranges extend along the coast for about 2/3 the length of the state. They run from the South Fork Mountains of the Klamath Province to the Santa Ynez Mountains of the Transverse Ranges. San Francisco divides them into two ranges (northern and southern). Do folds create mountains? Fold mountains are created where two or more of Earth’s tectonic plates are pushed together. At these colliding compressing boundaries rocks and debris are warped and folded into rocky outcrops hills mountains and entire mountain ranges. Fold mountains are created through a process called orogeny. Why there’s a ring of natural disasters around the Pacific How are the mountains formed? How Are Mountains Formed? The world’s tallest mountain ranges form when pieces of Earth’s crust—called plates—smash against each other in a process called plate tectonics and buckle up like the hood of a car in a head-on collision. How was the Sierra Nevada mountain range formed? More than one hundred million years ago during the Nevadan orogeny granite formed deep underground. The range started to uplift four million years ago and erosion by glaciers exposed the granite and formed the light-colored mountains and cliffs that make up the range. Why did the Midwest become a center of industry quizlet? How did the Midwest become and Industrial Center? Due to Mercantile Exchange Board of Trade and Grain Elevators. … Shipping thriving fishing industry=Northeast’s major resources other than minerals. How did the Coast Range formed in the Pacific Northwest? The episode began 115 million years ago when a second chain of volcanic islands collided with the western shoreline of the Pacific Northwest. These islands welded to the edge of the continent by molten rocks that cooled to form the Coast Range “Batholith”—the largest single body of granitic rocks in America. Is the Canadian Shield a mountain range? How ranges are formed? Mountains form where two continental plates collide. Since both plates have a similar thickness and weight neither one will sink under the other. Instead they crumple and fold until the rocks are forced up to form a mountain range. As the plates continue to collide mountains will get taller and taller. Is a seasonal warm wind that blows down from the Rockies in late winter and early spring? |Term Divide||Definition A high point on a ridge that determines the direction of rivers| |Term Prarie||Definition An inland grassland area| |Term Chinook||Definition Seasonal warm wind that blows down the rockies the Rochkies in the late winter and early spring|

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Mountain Wagtail | Motacilla clara The Mountain Wagtail is a Southern African bird that belongs to the Motacillidae bird family group which includes birds such as Wagtails, Longclaws, Pipits. The description for the Mountain Wagtail (Latin name Motacilla clara) can be found in the 7th Edition of the Roberts Birds of Southern Africa. The Motacilla clara can be quickly identified by its unique Roberts identification number of 712 and the detailed description of this bird is on page 1095. You will find a picture of the Mountain Wagtail on page 1073. NOTE: The reference for the information following is "Roberts Birds of Southern Africa", 7th Edition*. This edition contained a number of taxonomic changes as well as changes to English names used traditionally and in earlier editions of most bird books in South Africa. The following paragraph notes such changes if any. This bird is known as Long-tailed Wagtail in the Roberts 6th Edition. The Mountain Wagtail is known in Afrikaans as Bergkwikkie. The Mountain Wagtail has a height of 20 cms and weighs around 20 gms. The head is coloured blue, grey while the bill is coloured black. The Motacilla clara has a white coloured throat, grey legs and a blue, grey coloured back. The eyes are brown. Take note of the bird's main distinguishing features such as colour, size and leg length relative to the body size of the bird. Colours of a bird's body parts can be helpful. Be aware what may appear brown to one person is described in Roberts Birds using some other word ... for example brown, black. See colours used in Roberts. Head is blue, grey Eyes are brown Bill is black Legs are grey Throat is white Back is blue, grey Feeding Habits ... This bird forages for food on the ground The Motacilla clara attacks its prey aerially and feeds on wing or takes the prey to a secluded venue where it is killed, torn into small pieces and eaten This bird has a specially adapted bill which helps it hunt for fish, crabs, shrimp and other aquatic animals in the water. This bird eats insects such as butterflies, bees, wasps, locusts and ants. These invertebrates are usually hawked aerially, killed and then eaten . Breeding, Habitat and Nesting Habits ... The Mountain Wagtail is a monogamous bird which means that the bird finds and breeds with one partner for the rest of its life. The bird lays between 1 to 4 eggs and they are coloured grey. The nest is built high up in the tree canopy and is protected from predators by branches and the dense green foligae. The Mountain Wagtail is mainly found in light and densely wooded forests, where there are Mopane trees. The bird is at home in riverine forests and close to water bodies such as lakes, dams and streams This bird is very common in most of the Southern African Forests The bird is an urban dweller as well, being at home in parks, gardens and in old vacated buildings Seen in Flocks, Singles or Pairs Normally ... This bird is usually seen in small family groups or in large flocks The reference for the information following is "Roberts Birds of Southern Africa", 7th Edition * edited by PAR Hockey, WRJ Dean and PG Ryan, published by "The Trustees of the John Voelcker Bird Book Fund." copyright: Tony Roocroft +27-11-454-0105 Save on Insurance in South Africa | Vuvuzela Accommodation & Travel | Fish Ponds & Water Gardens | Water Heaters... save elctricity | Water Softeners | Drinking Water Filters | UK Gardening Joy | Google Adwords Management

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- Open Access The moderating role of food cue sensitivity in the behavioral response of children to their neighborhood food environment: a cross-sectional study International Journal of Behavioral Nutrition and Physical Activity volume 14, Article number: 86 (2017) Neighborhood food cues have been inconsistently related to residents’ health, possibly due to variations in residents’ sensitivity to such cues. This study sought to investigate the degree to which children’s predisposition to eat upon exposure to food environment and food cues (external eating), could explain differences in strength of associations between their food consumption and the type of food outlets and marketing strategies present in their neighborhood. Data were obtained from 616 6–12 y.o. children recruited into a population-based cross-sectional study in which food consumption was measured through a 24-h food recall and responsiveness to food cues measured using the external eating scale. The proportion of food retailers within 3 km of residence considered as “healthful” was calculated using a Geographical Information System. Neighborhood exposure to food marketing strategies (displays, discount frequency, variety, and price) for vegetables and soft drinks were derived from a geocoded digital marketing database. Adjusted mixed models with spatial covariance tested interaction effects of food environment indicators and external eating on food consumption. In children with higher external eating scores, healthful food consumption was more positively related to vegetable displays, and more negatively to the display and variety of soft drinks. No interactions were observed for unhealthful food consumption and no main effects of food environment indicators were found on food consumption. Children differ in their responsiveness to marketing-related visual food cues on the basis of their external eating phenotype. Strategies aiming to increase the promotion of healthful relative to unhealthful food products in stores may be particularly beneficial for children identified as being more responsive to food cues. The ubiquitous presence of calorie-dense food and food cues in urban environments, be it in the absolute or in relation to healthier options, has been repeatedly blamed for the rising trends in overconsumption and associated obesity over the last few decades [1, 2]. For instances, within- and cross-country analyses have linked increases in the share of the population diet taken up by modern processed food typically rich in calories, fats and sugars with increases in obesity prevalence [3,4,5]. Beyond food per se, observational studies have linked changes in marketing practices, such as food advertising [6,7,8] and prices , to an obesogenic shift in consumption patterns. Other practices such as product packaging and portion sizes have similarly been associated with unhealthful diets [10,11,12]. Further evidence for the relationship between caloric excess/obesity and environmental exposure conditions comes from studies assessing the absolute or relative availability of food access points typically considered as unhealthful (e.g., fast food restaurants, convenience store) or healthful (e.g., supermarket, fresh food outlets) . These studies tend to use geo-referenced store locations to determine the availability of food stores, most commonly within one’s neighborhood, be it defined using administrative units like census tracts, or unique geographical areas around the individual’s residence (or other reference points) using a pre-defined distance (e.g. 1-km or 1-mile radius). These studies have provided some evidence for associations between availability of fast-food stores or supermarkets and dietary and weight outcomes; however, null and unexpected findings are also common, especially in children (for reviews, see [14,15,16,17,18]). Most of these studies rely on the assumption that the presence of certain types of food outlets (e.g. supermarkets or fast food restaurants) is a reasonable proxy for availability of predominantly healthful or unhealthful food. It is however important to acknowledge that variation may exist in the type of food available within similar types of food outlets. For instance, some supermarkets may carry as much, if not more unhealthful food products, compared to healthful alternatives. A few studies have captured attributes of food products sold within outlets that are expected to influence purchase behaviors, such as shelf space, displays, price or promotions, and their associations with dietary and weight outcomes [19,20,21], which may provide a more accurate and comprehensive picture of neighborhood food cues than access-only models. These studies have mostly relied on store audits, with few capitalizing on the rich information available from digital marketing databases, which can provide a thorough, dynamic and comprehensive assessment of local food environment cues . Only a minority of these studies have been conducted in children, with some evidence that children’s food consumption is related to fast-food and fruit and vegetable prices [23, 24]. Food marketing research has been mostly focused on television advertising with calls for more research on the impact of non-television food marketing , including sales promotions of energy-dense nutrition poor foods . It is possible that the inconsistent findings on the relationship between neighborhood food environment and obesity at the population level are tied to the lack of consideration to putative individual differences that exist in one’s responsiveness to external exposure to food and food cues. Some evidence for individual differences in food responsiveness can be found in the neuroscience literature, especially from studies related to the dopamine pathways, which are thought to be key in guiding eating and other motivated behaviors in response to prevailing internal states and external cues, such as food pictures and food advertisement [28, 29]. For instance, when comparing obese to lean adults or children, research demonstrated heightened response to food cues in “hedonic” regions receiving strong dopaminergic projections, such as the striatum, insula, amygdala, hippocampus and the orbitofrontal cortex, as well as altered response (often heightened) in prefrontal and cingulate cortices [30, 31], and altered feeding-related modulation of hedonic and executive region responses . Lean youth at risk for future obesity by virtue of parental obesity have shown hyper-responsivity of reward regions to palatable food receipts . Weight gains have been associated with hyper-responsivity to food intake , food images , and food commercials . Laboratory studies examining eating behavior in children in response to controlled food environments (snack test) have also found similar results using either genetic markers or neurocognitive tasks related to differential dopamine signaling [37, 38]. Finally, a population-based observational study reported that a positive association between fast food consumption and neighborhood exposure to fast-food restaurants was only observed in adult participants with a high behavioral approach response , as measured by the behavioral approach system scale (BAS; ), a psychological scale reflecting one’s predisposition to incentives and appetitive stimuli, which has been linked to neural responses to food cues . In this paper, we attempt to better characterize, in a population-based sample, children who may be more responsive to both unhealthful and healthful environmental food cues. A number of self-reported food-related trait measures have been developed over the years (for a review see ), many of which reflect the concept of uncontrolled eating . In the present study, we examine external eating as a food-specific index for individual difference in neurobehavioral environment responsiveness. External eating is a psychological measure that reflects one’s predisposition to eat upon exposure to environment food and food cues. This food-specific index of environment responsiveness has been associated with greater attentional bias and more positive evaluation of food cues , food cravings , and greater food consumption in response to food (vs neutral) commercials . The aim of the study was to determine the degree to which external eating modifies the associations between measures of the food environment and food behavior in children, examining its effect on the consumption of both unhealthful food (i.e., nutrient poor, high fat/sugar/cal food) and healthful alternatives. It is hypothesized that healthful and unhealthful environmental cues related to the type of food outlets available within neighborhoods and to marketing strategies used within local stores (promotional activities and variety) would be more strongly associated with consumption in children with a higher sensitivity to external food cues. Data for this cross-sectional study were obtained from a larger study (the “Brain-to-Society” study) which is examining multi-level (neighborhood, household, individual) drivers of childhood obesity. Parallel data collections targeting families with children age 6–12 were undertaken in Canada and India. This study focuses on the Canadian sample, which consisted of a convenience sample of households from the Montreal Metropolitan area. Recruitment and data collection was undertaken by an independent research marketing firm on behalf of the research team. Participants were randomly selected from a pre-established database of households identified as likely to have children in the target age group, and who had indicated their willingness to participate in academic research. This frame was provided by the research marketing firm. A total of 4947 potential households were initially contacted by telephone and asked about their willingness to complete a survey about children’s eating and lifestyle habits. Of those, 813 were non-residential records and 633 were not eligible. A further 2352 had unknown eligibility. Of those eligible, 69 only partially completed the interview, 355 refused, 99 could not be recontacted, 10 were excluded due to gender quota and 616 completed the interviews for an estimated response rate of 23%, which accounts for a proportion of the unknown eligibility group that may be eligible. Additional information on sample and recruitment can be found in Electronic Additional file 1. After confirming whether any child aged between 6 and 12 years old lived in the household, interviewers asked to speak with a parent/guardian with the best knowledge of the child’s daily habits, who was then asked to answer a series of questions regarding their child. When more than one eligible child lived in the household, the child with the next birthday was selected. Interviews were conducted between March and August 2013 and had a duration of 50 min. Participants received a CAD$10 incentive for their participation. Verbal consent was obtained from all participants included in the study, and ethical approval was obtained from McGill University’s Institutional Research Board. Food consumption was measured using a selective 24-h food recall in which parents/guardians were asked to identify the number of times their child consumed selected food items the day prior to the interview, from the time the child woke up to bed time. A selective 24-h recall was chosen to provide a time-efficient way to obtain an initial assessment of dietary intake during the phone interview, during which a range of measures was administered. A more complete 24-h recall was used in a follow up data collection on a reduced sample. The food items consisted of 15 food items and 12 drink options. Items were selected for their representativeness of children’s healthful and unhealthful dietary intake [48,49,50] in addition to cover food categories commonly targeted by health promotion and marketing activities and are provided in Electronic Additional file 2. Two intake variables were created to capture the child’s consumption of healthful foods and unhealthful foods based on items expected to be sold in food stores. Healthful food consumption was based on the sum of the reported frequency of consumption of (1) whole grain foods, (2) fruits, (3) green vegetables, (4) other vegetables, and (5) water. Unhealthful food consumption was based on the sum of the reported frequency of consumption of (1) soft drinks, (2) salty snacks (e.g. chips, nachos, buttered popcorn), (3) candy package or chocolate bar, (4) cake, pie, cookies, doughnut, brownie, or other baked sweets, and (5) ice cream, ice cream bar, frozen yogurt, or popsicle. The two intake variables were compared to nutrient intake values computed from the more extensive 24-h dietary recall collected from a subset of the sample (n = 276). The healthful food consumption variable was correlated with fiber (r = 0.15, p = 0.01) and water (r = 0.12, p = 0.04) intake and the unhealthful food consumption variable was correlated with sucrose (r = 0.17, p = 0.006), carbohydrate (r = 0.12, p = 0.04), and fatty acid (r = 0.15, p = 0.01). External eating was assessed using items from the Dutch Eating Behavior Questionnaire as reported by parents. The ten items were re-worded for parents to report on their child’s behavior and adapted to fit the cultural context and improve suitability for children. For instance, the term delicious was replaced for yummy and food sources like cafes replaced for corner stores (‘dépanneur’). The number of response options were also changed from five to three consistent with previous adaptations of the scale for children . Internal consistency of this scale for the sample, assessed following the approach recommended by Gadermann and colleagues for estimating reliability coefficients for ordinal data, was found to be within the acceptable range, although not excellent (Cronbach’s alpha = 0.77). In order to provide a more comprehensive assessment of neighborhood food cues and consistent with calls for multi-dimensional measures of the neighborhood food environment that not only include access but also in-store food measures , two types of food environment measures were used in this study: the type of food retailers locally available and the marketing strategies used within local outlets. The types of food outlets locally available were measured using the modified Retail Food Environment Index (mRFEI), an index representing the proportion of food retailers classified as healthful developed by the Centers for Disease Control and Prevention (CDC) and used to standardize reports on community food environment . The choice of a retail food environment index over availability of specific types of food stores is supported by evidence that combined indices are more robustly related to weight-related outcomes than individual food store availability measures . Food outlets in the Montreal Census Metropolitan Area were identified using the Expanded Points of Interest (DMTI) database (2013). Field validation of this database has shown acceptable “representativity” of food outlets in the same city as the present study . As per the CDC definition, supermarkets, grocery stores, fruit and vegetable stores, and supercenters were classified as “healthful”, and convenience stores and fast-food restaurants as “less healthful”. More information on the identification of food retailers can be found in Electronic Additional file 3. Food outlets and their locations were integrated into a Geographic Information System to identify all food outlets located within 3 km of each participant’s residence. The number of outlets was expressed using kernel density estimates (KDE; a distance-decay function weighing businesses closer to participants’ residence more heavily than those farther away) based on a 3-km circular buffer. A 3-km radius was selected based on results from a pilot analysis showing that over 99% of cohort home locations had one or more food outlets within this distance. The mRFEI was then calculated by dividing KDE value for “healthful” food outlets by the sum of the KDE values for “healthful” and “less healthful” food outlets. This proportion was then multiplied by 100 to obtain a percentage of outlet density categorized as healthful. Food marketing strategies It is well known from the consumer behavior literature (for a review ) that business practices grouped under the umbrella of the four “P’s” of marketing (Product/Place/Price/Promotion) impact behavior in general, including food consumption. While the above mRFEI measure taps into the type and location of products at the community level, it fails to address price and promotion strategies as well as the range of products available. We therefore investigated two types of promotional activity (frequency of price-promotion and food displays), regular price, and variety of food products available within selected healthful and unhealthful food categories. Promotional activities and variety were expected to act as visual food-related environmental cues. Regular price was included as a strategy that would not necessarily be expected to act as visual food cue and was included as control strategy. These measures were derived from a digital marketing database and have been described elsewhere . In short, data for every single Universal Product Code (UPC) within target categories sold within stores located in the province of Québec, Canada were obtained from data on weekly purchases and marketing activities related to consumer packaged goods in stores (ScanTrack) purchased from the Nielsen Corporation for the period of 2008–2013. Retailers consisted of grocery stores, mass merchandisers and convenience stores. Their locations were represented using forward sortation areas (FSA), which are geographic regions defined by the first three digits of Canadian postal codes, and linked to participants based on their residential postal code. For each UPC, the following information was available: weekly price and in-store promotion, item description, brand name, package size, and the number of individual items within the pack. Food and Drug Administration (FDA) data on average serving size and unit package size were used to derive number of servings per unit. Regular price, frequency of price promotions, variety and food display indicators were selected for the following product categories: regular soft drinks and vegetables. Both categories were selected due to their established links with weight, obesity and cardio-metabolic diseases [57,58,59,60,61] and the considerable focus of public health policies and interventions on these food categories. Regular price per serving was derived from the weighted average of the highest price of each UPC within the category over a three-month moving window . Frequency of price promotion (discounts) category was obtained from the weighted average number of weeks in which the price of a given UPC was at least two standard deviations below its average price . In both cases, overall market shares of each UPC in the entire period (2008–2013) within their category were used as weights. Non-price promotion (food displays) was operationalized as the proportion of food products (UPCs) within a target food category that was on display (e.g. end of aisles displays) in a given week in a given store. Variety was operationalized as the average number of different Stock Keeping Unit (SKU; a number that uniquely identifies distinct products (and package sizes)) within product categories weighted by stores monthly sales. Marketing indicators data collected during the 12 months preceding participants’ recruitment were averaged and used as a measure of marketing exposures in analyses. Generalized linear mixed models were used to model, separately, children’s healthful or unhealthful food consumption as a function of food environment measures, external eating and their interactions. Models were estimated with exponential spatial covariance structure, where the covariance between two observations depended on the distance between the two observations. Linear models were used for healthful food consumption, whose distribution was approximately normal and Poisson models were used for unhealthful food, whose distribution was positively skewed. Food environment measures were modelled separately to maximize sample size for each food environment measure and to avoid multiple interaction terms in the same model. External eating and environmental variables were standardized prior to analyses. All analyses accounted for socio-demographic characteristics such as children’s age, gender, and household income (0-45 K,45-65 K, and >65 K CAD), and language in which the interview was done (French/English, proxy for cultural background). Area-level median household income and employment rates were initially considered as covariates but not included due to lack of associations with outcome variables. Statistical significance was set at alpha = 0.05, but interactions terms with level of significance up to alpha = 0.10 are also discussed considering the recognized lower statistical power of interaction testing , especially in non-experimental research . Different sample sizes were available for the different exposure variables, with marketing indicators being available for fewer participants compared to the relative availability of food outlet indicator. In order to capitalize on all information available, each analysis was conducted using the maximum sample size available. In order to minimize the chance of bias due to missing marketing data, the odds of participants having a missing marketing indicator was modelled in relation to behavioral outcomes and all environment-unrelated predictors, population density (2011 Census Data) and socio-economic characteristics of the Census Tract of residence (% high school completion, median household income, prevalence of low income, % immigrants, employment rate (2006 Census Data (not available from 2011 Census)). Statistically significant predictors of missing marketing data (employment rate, median household income, and participant’s gender for soft drink indicators, and % high school completion and population density for vegetable marketing indicators) were used to obtain probability of missing marketing data and the inverse of this probability was used as weight in their respective analyses (inverse probability weighting). Of the 616 children recruited in the study, two had missing food consumption information and 30 had missing household income information. Eight participants had a missing mRFEI, which resulted in a sample size of 576 children. Marketing data on regular soft drinks were available for 465 participants whereas vegetable data were available for 257 participants. The lower numbers of observations for vegetables were due to absence of sales from this food category in stores sampled one year prior to recruitment. Socio-demographic profiles of the analytic samples for the mRFEI, soft drink marketing, and vegetable marketing indicators are provided in Table 1 along with descriptive statistics on outcome and exposure variables. Comparisons of soft-drink marketing variables across the two marketing indicator analytic samples suggested that the vegetable marketing sample had lower soft drink prices, greater number of displays and variety, and more frequent discounts suggesting a possible greater representation of larger stores (e.g. supermarkets) compared to smaller stores. No differences in socio-demographic or behavioral profile were found across the three analytical samples. Relative availability of healthful food outlets Results related to the availability of healthful food outlets are reported in Table 2. No main or interactive effects of the food environment was observed, but a statistically significant positive association was found between external eating and unhealthful food consumption. Marketing food strategies Results of analyses on the discount frequency, display, regular price, and variety of regular soft drinks are presented in Table 3. Similar to results related to the relative availability of healthful food outlets, no main effects of food environment indicators were found, but external eating was found to be positively related to unhealthful food consumption. No interaction effects between food environment indicators and external eating reached the 0.05 statistical significance level. Marginally significant interactions were, however, observed for soft drink display and variety in relation to healthful food consumption, with both interaction terms being negative suggesting that associations between these soft drink marketing indicators and healthful food consumption may be more negative for participants with higher external eating scores. Results of analyses on the display, regular price, variety and discount frequency of vegetables are presented in Table 4. As for the analyses for the relative availability of healthful food outlets and soft drink marketing indicators, no main effects of marketing indicators were observed. Evidence of interactions between external eating and vegetable displays was found for healthful food consumption. The interaction term was positive, suggesting that a positive association between vegetable display and healthful food consumption might be more positive for children with higher external eating scores. The association between external eating and unhealthful food consumption observed previously did not reach statistical significance in this reduced sample. Visualization of interaction effects Consumption frequency predicted from models in which statistically significant, or marginally significant interactions were found were plotted for different levels (mean ± one standard deviation) of the food environment indicators and external eating scores (see Figure 1). High external eaters seemed to consume less healthful food compared to low or intermediate external eaters in environments that can be considered less healthful, with a difference in daily healthful food consumption frequency of 1.9 in environments with low vegetable displays, and 1.2 and 1.1 in environments with high soft drink displays and variety, respectively. No differences in consumption were apparent for values of the food environment considered more healthful (higher vegetable display and lower soft drink variety and display). This study investigated variations in the strength of association between various aspects of the neighborhood food environment and food consumption in children as a function of individual differences in responsiveness to food cues, as measured using the external eating scale. No evidence was found for a moderating influence of external eating on the relationship between the relative availability of healthful, compared to unhealthful food retailers in proximity to a child’s residence, and children’s diet. However, some evidence for a moderating effect of external eating was found when looking at marketing practices related to visual food cues such as store displays used within food outlets to promote healthful (vegetables) and unhealthful foods (soft drinks), and variety of soft drink products. Specifically, the direction of the effect of store displays and soft drink variety for children with greater external eating was consistent with the dietary quality of each category (more healthful eating for vegetables and less healthful food consumption for soft drinks). These results are consistent with a laboratory-based study conducted with adults showing that the impact of viewing a food commercial (compared to a neutral commercial) while watching television was only observed in high, but not low, external eaters . Our results, if replicated, would suggest that display strategies may be important environmental cues for children with external eating tendencies. Our findings would suggest that external eaters in this sample may not only respond to high-fat and high-sugar foods, but also to other types of food when they are more present in their immediate environment. The fact that external eating is associated with better diets in children when exposed to healthful food environment is consistent with the proposition that external eating might be adaptive in children [66, 67] and potentially explain negative or null correlation found between external eating and body mass index [66, 68]. No evidence of main or interactive effects of regular price or discount frequency was found. Regular pricing was not expected to lead to selected attention to particular food products, especially in the targeted age group and was included as a control strategy. Although discount frequency might be associated with greater product visibility, it remains mainly a financial purchasing incentive, which may not be a strong incentive for children. The null finding for pricing, and to some degree discount frequency, therefore supports the specificity of the results for strategies that are associated with specific environmental visual cues. A main effect of external eating, but no interactions with food environment measures, were found for unhealthful food consumption. It is possible that unhealthful foods, with their high rewarding values and their omnipresence in urban environments, may have reached a “visibility threshold” so that additional variance in their availability is insufficient to translate into behavioral differences, even for high external eaters. The relative overrepresentation of unhealthful foods is supported with our data where only 23% of food outlets were considered as a source of healthful food (as suggested by the mRFEI) and where in-store displays of soft drinks were also much more frequent than displays of vegetables. The lack of main effect of marketing indicators on either food consumption measures contrasts with earlier work analyzing store sales data showing that the same reinforcing marketing practices that increase sales of unhealthful food (namely soft drinks), when applied to healthful food (namely vegetables), were also successful in increasing their sales. Discount frequency results also contrast with findings from a recent study showing that the increase in sales associated with frequency of price discounts was largest for less healthy compared to healthier food categories . However, when testing whether responsiveness to price discounts of the healthy and less healthy food categories varied by SES status, evidence for a SES gradient was only found for healthy compared to less healthy categories, a similar pattern to what was found in this study. It must be noted that the above results are based on sales data, which generally provide large sample sizes, but limited information on individuals beyond basic demographics as well as an incomplete representation of individual diets. Our findings suggest high responsiveness to food cues, while tied to potential adverse consequences when exposed to unhealthful environments, may translate into a beneficial impact in more healthful environments. This interpretation is also consistent with recent evidence that children carrying the 7-repeat allele on DRD4 (reflecting genetic predisposition to high environmental responsiveness) from a disadvantaged socio-economic background consumed more fat than the average, while the same carriers who were, in contrast, coming from a more advantaged socio-economic background consumed less fat than the average [71, 72]. That study concluded that the genetic marker identified individuals with “differential susceptibility” to socio-economic disadvantage, which has also been linked to the nutritional quality of the food environment. In this study, it was assumed that neighborhood food environment would influence children dietary behavior through children’s influence on parents’ purchases. It could be argued that children’s responsiveness to these food cues is unlikely to influence food behavior in this age group, who may not play an active role in household food purchasing decisions. However, evidence exists that children play an important role in supermarket product purchases [73, 74], and that younger children may be more likely to ask for advertised food products compared to adolescents . Food marketing is seen as a predictor of food preference and attitude in children [25, 76], even in children as young as 5–6 years old . This was reflected in this sample, for which a subsample (n = 379) of parents were asked questions specifically related to the role of children in purchasing decisions, with 85% stating that they would never, or rarely, not allow their children to ask for products and only 17% that would never or rarely tell their children they would consider their preferences when making purchases. It is also possible that children’s external eating tendencies are confounded by their parents’ own external eating behaviors or other type of parental influence. This is supported by evidence that maternal external eating is related to external eating of daughters and sons and external eating in children is positively associated with perceived parental pressure to eat in boys and negatively associated with perceived parental restriction to eat in boys and girls . Future research should aim to account for parental factors in these relationships. In addition, parents may not have accurately reported their child’s intake or external eating tendencies, especially for older children, and their reports may have been influenced by a social desirability bias. Moreover, the food consumption instrument focused only on a selection of food items and did not provide a comprehensive assessment of the child’s diet. The cross-sectional nature of the study precludes any causal inference and future studies should explore how these associations evolve over time. The relatively small sample size available for some analyses, especially those involving strategies to promote vegetable purchases, as well as the relatively low reliability of the external eating scale, resulted in limited statistical power for detecting interaction effects. In addition, food marketing variables were only available at a relatively large area level, which may not be a very representative picture of children’s most immediate food environment. However, a recent review comparing food environment associations across different expressions of neighborhood suggested that more immediate food environment may not be as important as food environment defined for larger surroundings . In order to assess the separate influence of healthful and unhealthful food marketing and compare ‘visual’ strategies like displays with more economic strategies like pricing and discounts, a relatively high number of interactions were tested. This, combined with the use of a statistical significance level of 0.10, may have increased the risk of chance findings. However, consistency in the type of behaviors and strategies for which statistical significance was found, as well as the absence of associations for the ‘control’ strategy do not suggest that results are due to chance alone. Finally, the convenience sample used limits the generalizability of our results. Future studies should replicate findings in other populations. Findings from this study suggest that marketing strategies used to promote healthful and unhealthful food products within local stores may be more strongly associated with food consumption in children who were identified as being more responsive to food cues. These children’s intake appeared to be related to healthful and to some degree unhealthful food cues. These results, if replicated, would suggest that the development of interventions that simultaneously aim to reduce unhealthful local food cues while increasing healthful food cues may have a double effect in this subpopulation. Findings indicated that, in this sample, not all types of food cues interacted with external eating tendencies, with “visual cues” like in-store displays being more consistently related to healthful food consumption than “economic” cues like price or discounts in high-external eating children. If replicated, the results of this study may inform the development of targeted strategies promoting healthier food choices that are likely to have a greatest impact in specific sub-populations. 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Price promotions on healthier compared with less healthy foods: a hierarchical regression analysis of the impact on sales and social patterning of responses to promotions in great Britain. Am J Clin Nutr. 2015;101:808–16. Silveira PP, Gaudreau H, Atkinson L, Fleming AS, Sokolowski MB, Steiner M, Kennedy JL, Meaney MJ, Levitan RD, Dubé L. Genetic differential susceptibility to socio-economic status and childhood obesogenic behavior: why targeted prevention may be the best societal investment. JAMA Pediatr. 2016; 170:359-64 Belsky J. The differential susceptibility hypothesis: sensitivity to the environment for better and for worse. JAMA Pediatr. 2016;170:321–2. Wilson G, Wood K. The influence of children on parental purchases during supermarket shopping. Int J Consum Stud. 2004;28:329–36. Campbell S, James EL, Stacey FG, Bowman J, Chapman K, Kelly B. A mixed-method examination of food marketing directed towards children in Australian supermarkets. Health Promot Int. 2014;29:267–77. Kelly B, Chapman K, Hardy LL, King L, Farrell L. Parental awareness and attitudes of food marketing to children: a community attitudes survey of parents in new South Wales. Australia J Paediatr Child Health. 2009;45:493–7. Cairns G, Angus K, Hastings G. The extent, nature and effects of food promotion to children: a review of the evidence to December 2008. Geneva: World Health Organization; 2009. Campbell KJ, Crawford DA, Hesketh KD. Australian parents' views on their 5–6-year-old children's food choices. Health Promot Int. 2007;22:11–8. Jahnke DL, Warschburger PA. Familial transmission of eating behaviors in preschool-aged children. Obesity. 2008;16:1821–5. van Strien T, Bazelier FG. Perceived parental control of food intake is related to external, restrained and emotional eating in 7–12-year-old boys and girls. Appetite. 2007;49:618–25. We would like to thank Melissa Iskandar, Vinita Akula, Dr. Aida Faber, Dr. Uku Vainik, Mr. Hiroshi Mamiya, and Imen Farhat for their assistance in the preparation of this manuscript. This study was funded by a Collaborative Team Grant, Canada – India Initiative on Childhood funded by the Canadian Institutes of Health Research and the Indian Council of Medical Research (#85512; http://www.cihr-irsc.gc.ca/; http://www.icmr.nic.in/). Catherine Paquet was funded by a National Health and Medical Research Council (NHMRC; https://www.nhmrc.gov.au/) Program Grant (#0631947). Funding bodies played no role in the design or analysis of this study. Availability of data and materials The datasets during and/or analysed during the current study are available from the corresponding author on reasonable request. Ethics approval and consent to participate Verbal consent was obtained from all participants included in the study, and ethical approval was obtained from McGill University’s Institutional Research Board. All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Consent for publication The authors declare that they have no competing interests. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. About this article Cite this article Paquet, C., de Montigny, L., Labban, A. et al. The moderating role of food cue sensitivity in the behavioral response of children to their neighborhood food environment: a cross-sectional study. Int J Behav Nutr Phys Act 14, 86 (2017). https://doi.org/10.1186/s12966-017-0540-9 - Food environment - Food marketing - External eating - Food consumption

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Log Handling Sites Water-based log handling sites play a crucial role in coastal forestry1, an industry that has a long history in B.C.2. The mountainous terrain and remote location of coastal operations make it too expensive to transport the logs to mills by road. Without marine log handling sites, coastal logging and the jobs it provides could not survive1. Marine log handling refers to the movement, sorting and storage of logs in water1. The industry is heavily regulated to minimize adverse environmental effects on fish and wildlife habitat1. As Enbridge notes in their application, log handling sites exist up and down the coast, including several in Kitimat arm3 – the site of the proposed marine terminal. If oil spilled from a tanker were to reach any marine log handling areas it would decrease the productivity and profitability of operations. Data Source: Tenure boundaries for log handling sites are displayed on the map and were downloaded from the Province of British Columbia’s Land and Resource Data Warehouse4. Some of the tenures include multiple polygons and there may be a single point (symbolized with a red axe) that can be selected to display the information for those combined sites. Log handling sites are found coast wide but only those within the map study area on the North and Central Coast of British Columbia are displayed here. 1 http://archive.ilmb.gov.bc.ca/slrp/lrmp/nanaimo/ncoast/docs/reports/background/Water-based_log_handling_do.pdf )

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|Oriental Scops Owl, a species found in South Asia, including Singapore. A History of the Birds of Ceylon. v. 1. http://biodiversitylibrary.org/page/37019175| “The Biodiversity Heritage Library is the preeminent global repository for historic science literature,” said Martin Kalfatovic, BHL Program Director and Associate Director for Digital Services at the Smithsonian Libraries. “We are pleased to welcome our first BHL member outside of our original United States and United Kingdom circle. Singapore’s importance as a regional coordinator for biodiversity research will directly expand the reach of BHL in this area of the world.” BHL is a consortium of major natural history, botanical and research libraries. BHL’s goal is to contribute to the global “biodiversity commons” by digitizing and aggregating the resources housed within each of the participating institutions, providing free and open access to the legacy literature that underpins the work of the natural science community. The Biodiversity Heritage Library also serves as the literature digitization component of the Encyclopedia of Life, a global effort to document all 1.8 million named species of animals, plants and other forms of life on earth. To explore the Biodiversity Heritage Library, visit biodiversitylibrary.org. BHL now comprises 16 member and 5 affiliate institutions. View the list of our current members and affiliates here.

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Apartheid in South Africa “Apartness” Segregated population into four groups: White, Black, Colored, and Asian Laws especially harsh on black South Africans, for example: – Required to carry ID books – Couldn’t vote – Restricted to low paying jobs Protesting South Africa’s Apartheid Early 1900s, African National Congress formed to peacefully protest apartheid 1940s, younger, more radical members joined, including a young lawyer – Nelson Mandela 1952, Mandela organized a campaign that urged blacks to break apartheid laws Protesting South Africa’s Apartheid 1960, ANC changed its peaceful policy after police killed more than 60 demonstrators in the Sharpeville Massacre and more than 600 in the Soweto Uprising ANC members decided that they had to meet violence with violence. In response, the government banned ANC & jailed Mandela Protesting South Africa’s Apartheid 1990, under President F.W. de Klerk, South Africa created new constitution that ended apartheid, granted universal suffrage, and released Mandela Democratic elections were held & Mandela was elected the first black president of democratic South Africa Military Dictatorships Almost all of the newly independent African nations adopted a one-party system – a single political party controls the government – Maintains power through fear, intimidation, and patronage Ethnic Conflicts & Civil War After independence, rival ethnic groups competed for control and led to civil wars – 1967, Nigeria: 2 million Nigerians died from fighting & 2 million died from starvation. – 1992, Somalia: hundreds of thousands of Somalis died when rival militia stole food sent by the US & UN. – 1994, Rwanda: the Hutu-led government encouraged genocide of Tutsi. 1 million died. Democracy for Some Dictatorships stopped receiving money from U.S. & USSR – Cold War over! Early 1990s, many countries moved towards democracy However, most struggled to hold free & fair elections, maintain stability Economic and Environmental Challenges Struggling Economies – Lack of infrastructure; dependent on one or two exports Disease – Malaria; HIV/AIDS Desertification – Contributes to cycles of drought and famine

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New EQIP signup available for South Dakota farmers battling saline soils If you farm in areas like northeastern South Dakota, you’re probably familiar with saline soils with a white, crusty surface. “Those saline areas in the field are just deserts,” says Matthew Hubers, NRCS Day County district conservationist. “They don’t produce crops, and they don’t produce wildlife.” Fortunately, northeastern South Dakota farmers impacted by saline soils can apply for help in managing these areas through NRCS’s EQIP program as detailed in this South Dakota Soil Health Coalition story. The NRCS in South Dakota has implemented a new Environmental Quality Incentives Program (EQIP) sign-up for producers in western Day County as well as portions of Brown, Marshall, Spink, and Clark Counties in northeastern South Dakota to help combat saline soils. “Those saline areas in the field are just deserts,” said Matthew Hubers, NRCS Day County district conservationist, in a South Dakota Soil Health Coalition news release. “They don’t produce crops, and they don’t produce wildlife.” Saline soils plague an estimated 2 million acres in the Upper James River Basin in South Dakota. Saline soils have excessive levels of soluble salts in the soil water high enough to negatively affect plant growth, resulting in reduced crop yields and even plant death under severe conditions. The expansion of these areas of high salinity can result in: - Increased soil erosion throughout the year. - Loss of desired soil structure. - Loss of water infiltration and functional soil biology. - Advancement of invasive and noxious weeds. - Loss of profitability and yield production. - Loss of grass and hay production. - Increased input costs (nutrients, seed, and pesticide). - Loss of sustainable organic matter level. - Increased tillage and tile practices. Rainfall patterns and the lack of good water use and land practices can influence the spread and severity of saline soils. Land management practices have prevented the leaching of salts over time, which has created shallow saline groundwater in wide areas of the James River watershed. “We’ve sort of farmed ourselves into a little bit of a corner,” Hubers said. “The problem has become so big you couldn’t ignore it if you tried to.” The good news is that conservation practices have been identified to fight the problem. These include: - Crop rotations. - The planting of cover crops. - Implementing reduced-tillage or no-till practices. “We can fix it, and we can fix it in such a fashion that it not only helps the farmer, but also every rural community in South Dakota,” Hubers said. That’s the aim of the new EQIP sign-up. Producers in the defined program target area of the upper reaches and eastern edge of the James River Basin who are farming soils that are saline/sodic or have the potential to become saline/sodic can receive financial assistance if they agree to implement the conservation strategies of the three-year program. “There’s approximately $1 million annually in designated funds for this effort,” Hubers said. “If you’re willing to do the practices set forth by this initiative, your odds of funding are extremely good.” Producers in the target area with unproductive saline or sodic soils in their fields that are costing them money will benefit from this program, but they need to apply soon. The application deadline is October 1, 2020, for program implementation in 2021. More information about the program will be presented at a soil health informational workshop at 5 p.m. on September 9 at City Park in Pierpont, South Dakota. For more program details and application information, producers should contact their local NRCS office.

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Imagine a world today where people didn’t have the technology available today. If there was no technology today, humans wouldn’t have phones, computers, tablets, Instagram, Twitter, or Snapchat. Electronic devices such as phones, tablets, and computers have all been created over time to make people 's life easier. The advantage of technology is that people can talk to their friends and relatives who are living far from them, they can learn new things via online courses, and they’re capable to reach distant places within hours! Even though people believe that technology is harmful to humans, technology is helpful since it allows people to connect with families and friends and it allows people to stay connected to their important events on their calendar. Social media is a useful tool to students, but too much use of social media has changed the daily routine in their education, instead of reading books and studying. Students waste too much time in using social media and prefer holding gadgets and it as past time hobby. Many students are using social media thus students still have different perspective in using it. Thus social media gives positive review on how it can help students in studies. “Computers themselves, and software yet to be developed, will revolutionized the way we learn” according to Steve Jobs n.d. Education in today’s world is all about connection in social media. Even though some believe social media should not impact potential candidate, colleges should use social networking in their application process because it shows who has the potential to develop a better common sense, which student has the best character, and any concerns about the student who has applied. Students who attend college tend to have superior common sense and better judgment skills when leaving college. On the other hand, students who proceed straight into the workforce tend to develop better common sense with more experience. ”Students who post self-incriminating information online show a lack of common sense…” (Cartwright). For example, some students make unacceptable decisions which results in not getting a healthy job or even being accepted into college. When Facebook provides us a free platform to make friends and develop friendships, what impacts does it cause to our relationships? Is Facebook helping or sabotaging our relationships? In terms of positive effects, online interaction on Facebook helps us to build pre-existing relationships. According to a study, “Relationship formation on the internet: What’s the big attraction? ”, the findings in the research shows that people are more willing to make self-disclosure and open up themselves on the internet instead of in real-life situation. People have so much to do that they have less time to meet with their loved ones so social media is essential in order to be aware of what ones loved ones are doing and how they are feeling. Seeing others do well or reading the numerous positive words and phrases on social media is spiritually and mentally uplifting. Simply reading a spiritual quote on social media can encourage one to not give up and provides hope. Social media allows people to make new friends and people all over the world use social media. If someone has a cause that they want to raise awareness about by using social media they are able to reach a wide audience. Social media also changes the norms. It feels like the norms nowadays are to communicate friends and other people through social media. But the most effective way in minimizing the isolation that some students are now suffering is the personal communication. Although, social media is a need, we must also consider the negative effect and not only the positive effect because every issue has advantages and disadvantages. The isolation that cause by the social media is not a direct effect but a process. These new technologies develop more room for distractions, this prevents others to miss the things from everyday life happening. Due to a person involving their life mainly on social media and letting it lead their daily lives, there is a decrease in the amount of social interactions between others such as family (“Negative Effects” 2). There is less conversations happening between family members due to the addiction of social media. With the idea of wanting to spend lots of time on websites and using social media there is the decrease in the time others spend together overall. There begins to be relationships built off of online communication instead of face to face interactions (“Negative Effects” 5). Thus, the shy may see the internet as a tool for them to express and perform activities without them having to experience the negative effects associated with their social interaction (Scaely, Phillips, & Stevenson, 2002). Despite the benefits that the Internet brings, its negative impacts such as excessive, misuse, physical and psychological problems have drawn the attention of many researchers (Greenfield, 2000). I think that technology and the internet can and have brought people together. The reason that i say that is because if you are homeschooled, than you can stay connected with your old friends. But if you get cut off from the internet and stuff, and you canot get to talk to anyone at all, than you will be lonely and not have anyone to talk to. The internet has helped to get people help fast. It helps people who want to learn new things, and it helps people who want to share what they have learned. -Online learning is beneficial for professionals as it allows them to learn without having to attend classes which may interfere with their work schedules -Knowledge: Online education courses helps individuals gain knowledge on new procedures and developments which in turn will help improve performance. - Student friendly: Usually students are not very comfortable in a typical classroom environment. The online

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The increased risk of infection and the growing clinical burden across Africa, as well as with Duffy-negative individuals, certainly highlight the public health concern of malaria. than some other form of malaria , and causes 132C391 million medical infections each year . Compared to has a broader heat tolerance and an earlier onset of gametocyte development, enabling the parasites to spread through varied climates and making them more difficult to control and get rid of . Currently, there is no vaccine available for malaria is definitely further complicated from the pathogens unique ability to form dormant-stage hypnozoites in the sponsor liver cells, providing rise to recurrent relapse infections from weeks/weeks to years later on [7,8]. Relapse infections possess considerably impacted progress in malaria control, especially in countries that are nearing removal [9,10,11]. was previously thought to be rare Batimastat sodium salt or absent in Africa because people of African descent often lack the manifestation of a Duffy blood group antigen, known as the Duffy antigenCchemokine receptor (DARC). It is believed the fixation of the SOCS2 Duffy negativity trait, and the rarity illness in Africa helps that Duffy-negative individuals are refractory to Unlike merozoites specifically relies on the connection between PvDBP and DARC indicated on the surface of erythrocytes and reticulocytes. DARC is definitely a glycoprotein on the surface of red blood cells (RBCs) that allows to bind and invade human being erythrocytes in the cysteine-rich region II of Duffy Binding Protein 1 (DBP1) [12,13,14]. However, recent studies possess reported several instances of in Duffy-negative people in different parts of Africa where Duffy-negative populations are predominant [15,16,17]. It is apparent that Duffy-negative individuals are Batimastat sodium salt no longer resistant to malaria [16,17]. This trend raises important questions of how invades erythrocytes of Duffy-negative individuals. To date, only a single ligand protein PvDBP1 has been analyzed in great fine detail . It has been hypothesized that either mutations in could be complicated from the genetic characteristics and epidemiology of in Duffy-negative individuals. has a significantly higher nucleotide diversity in the genome level, compared to . Such a contrast could be attributed to frequent gene circulation via human being movement, intense transmission, and variance in sponsor susceptibility [21,22,23]. Genes associated with erythrocyte binding, such as Duffy binding protein (from Africa and Southeast Asia [24,25,26,27,28]. These genes have been shown to play a role in reticulocyte invasion [24,28] and patient antigenicity [29,30] and provide explanations to high levels of selection recognized in the genome levels in from South Korea , Kyrgyz Republic , New Guinea , and Thailand . Proteins such as RBP, TRAg, anchored micronemal antigen (GAMA), and Rhoptry neck protein (RON) have been suggested to play a role in reddish cell invasion, especially in low-density infections [35,36,37,38,39]. Regrettably, studies that investigated erythrocyte invasion pathways are spread with no definitive evidence and systematic approaches to clarify the exact role of these target genes. Due to a lack of reliable and logistical long-term in vitro methods , remains a parasite for which it is hard to efficiently study the molecular mechanisms and biology in detail, beyond genetic characterizations. With this paper, we present a systematic review of the literature, to spotlight the difficulty of malaria and characterize candidate invasion genes, pathogenesis, and sponsor immune responses. We provide a comprehensive review on parasite ligands in several varieties that further justify candidate genes in invasion. Finally, we determine topics that remain unclear and propose long term studies that may greatly contribute to our knowledge of instances in Duffy-negative individuals suggest that some lineages may have evolved to use ligands other than Duffy for erythrocyte invasion . This significantly increases the risk of illness in the African populations and may eventually become a new cause of epidemics and severe disease across Africa. To establish how the trend of illness of Duffy-negative individuals has developed and determine potential vaccine candidates to target it, it is important to understand how this parasite invades Duffy-negative erythrocytes and, hence, causes malaria. The investigations of in the cellular and molecular levels have been restricted by the lack of a continuous Batimastat sodium salt in vitro culturing of live parasites. With the advancement in genome sequencing technology, coupled with the ability to mature ex lover vivo isolates, it is right now possible to obtain high-quality transcriptomes of the blood phases. However, there is still a lack of viable methods to indefinitely tradition and monkeys [43,44] shed light on pathogenesis in humans and potential ligands for invasion [39,44]; however, several unanswered questions remain. While adult asexual and its transmissive gametocytes happen in peripheral blood, histological analyses of in and monkeys have shown immature gametocytes and few asexual schizonts present in the parenchyma of bone marrow . Asexual schizonts look like more concentrated in the sinusoids of the liver.

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In her book “Teaching Singing to Children and Young Adults,” Jenevora Williams has expert advice on the topic of children studying the art of singing. In the book, Williams states several good reasons as to why it is a good idea to teach singing to kids. She starts by saying that “singing is good for you.” Williams also outlines various benefits that include… *Relaxation *Emotional benefits *Self-awareness *Educational benefits *Empowerment *Friendship *Health and fitness *Self–perception Keeping all of these benefits in mind, it is important to address how results can be achieved and how sequencing lesson time to address each one is important. Dr. Williams discusses lesson structure and practicing for young students in her book. The main idea behind lesson structure is to have a goal in mind, rather than just trying to “sing better.” The structure of a lesson allows the idea of having end goals leading up to performances. According to Williams, logical structuring of a lesson should combine warm-ups, theory, sight singing, exercises, and repertoire. While approaching structure, the teacher should keep in mind a goal for each lesson, whether focusing on a particular skill taught or new ideas, etc. Williams notes that the singer should leave every lesson in better voice than when they started. In my previous blog posts, I laid the foundation of how the Born 2 Sing Kids Sequence can help structure lesson time with young singers. The sequence is broken down into 5 different categories. Each category has several exercises that can be used, depending on the goal for each lesson. Starting each session off with a focused intention is key to initiating some great progress that can be made by the student. The first category in the Born 2 Sing Kids Sequence is “warm-ups.” The initial warm-ups are for mind and body and are not to be confused with “vocalizing”……(that comes later in the lesson.) The series of warm-ups that I use are laid out here, starting with muscle movers…. Muscle Movers: *Apple picking -reach up as if picking apples and extending arms. *Reach for the star - reach up and extend arms pretending to reach for the stars. *Ladder climb - reach up and extend arms pretending to climb an invisible ladder. *Hula hoop - pretend you have an imaginary hula hoop. *Rag doll stretch - reach up to the sky and slowly with arms outstretched, flop over like a rag doll. These are just a few of the stretches that I use. I find myself improvising and creating new ones all the time, especially if I just had a great yoga class, workout or a strength training class at the gym. Exercise is an important part of my life and I always incorporate ideas I get from my fitness instructors, who are very knowledgeable in kinesthetic awareness. Another important focus in warming up the body is to bring awareness to posture and alignment. Posture Check: *Zip-step - starting with feet together, zip the feet open by lifting the balls of the feet, opening to a V, then step the heels open, making the feet parallel hips width apart. *Squishy knees - once standing nice and tall, bounce from the knees to make sure they are not locking out the backs of the legs. *Shoulders away from ears - feel a lengthening from the spine that comes through the neck and creates space between the ears and shoulders. Repeating the phrase ”shoulders away from ears” is something I say constantly in a lesson to remind students of their alignment. Beyond just warming up the body, it is important to warm up the mind…. Mind/Body connections: *Knee to foot touch- This wonderful little exercise I found in the “Singing Lessons for Little Singers” book. Getting kids to watch you do a sequence of movements and have them repeat them back to you is an important step in getting their focus on the teacher. *My Aunt Comes Back – this is one of my favorite repeat-after-me songs. *Oh My, No More Pie- another repeat-after-me song. I love doing exercises that get the mind focusing on the teacher and the music. Young minds can get very distracted. When I do repeat-after-me songs, or any copy-cat games, I find it not only helps focus on the teacher, but students have to use their musical ear to repeat the phrase and correct pitches. Diction exercises-activating the articulators: *TT exercise - have the student repeat the phrase…“tip of the tongue and the teeth.” *Too Hot -“too hot, hot potato, potato pancake, pancake platter, platter scatter.” Say this exercise with an over exaggerated mouth stretching the lips over the teeth. *Count teeth - have the singer use their tongue to count their teeth. *Windshield wipers -use the tongue as a wiper back and forth along the front teeth. *Whether the weather - “whether the weather be hot, or whether the weather be cold, we’ll be together, whatever the weather, whether we like it or not.” Have the students say this with very exaggerated consonants. *Any fun tongue twisters - I have several different ones I use, adding new ones all the time. Pitch Exploration: *Poems- I use many of the poems found in the John Feierabend “First Steps in Music” series. *Stories - any short stories that can be read aloud to work on expression and pitch sound. I use pitch exploration exercises to help young singers discover the way they can resonate sounds with open and closed phonation functions. I also find that through reading poems and stories out loud, kids will begin to express themselves and develop an understanding of characterization, which can be useful for dramatic interpretation in their songs. Obviously I don’t use all of the warm-ups listed above in every lesson. I spend about five minutes using any combination of these exercises, which all depends on what the student appears to need on any given day. It is important for the teacher to keep a record of the exercises used in each lesson to check progress and development. Maybe you have exercises like these that you use in your lessons. Please comment on the sidebar to share your ideas. If you are not already following my blog, please enter your email address on the subscription tab and I will send you a copy of my practice log that helps keep track of student progress. Thanks for reading and please share my blog with your fellow teachers!

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Why Are Circuit Breakers Important? You may have experienced this. On a summer day, when your sister is blow-drying her hair, your mother is using the induction cooker and microwave oven to prepare lunch, and you are playing video games in the air-conditioned room. Suddenly, all electrical devices in the house stop working and all of you call out simultaneously: “Dad, fix the circuit breaker!” Knowing why circuit breakers trip is also important. There are mainly 2 types of reasons: an overload and a short-circuit. For an overload, we can easily solve it by reducing the number of electrical appliances working in the circuit, but for a short-circuit, it is better to call an electrician. Circuit breakers are often called overload protectors, that is because they are designed to prevent the damage of home appliances overloading the circuit. For example, the wall outlets and lights in a room share a maximum 15A circuit, if the total working current of all the electrical devices exceeds 15A, the circuit breaker for this room trips, cutting off the power immediately to prevent further damage, like overheating or even electrical fires. When electricity flows from the live wire to the ground or goes back to the neutral wire directly without through an electrical device, it is a short-circuit. It happens when there is a wiring fault, or when the wire’s insulation layer is damaged. In this circumstance, it is impossible to flip the circuit breaker back on unless the short-circuit is found and solved, which requires some expertise, from an electrician or someone with know-how. New Types of Circuit Breakers Besides the traditional circuit breakers that you find in the electrical box, there are many new types of circuit breakers in your home. Many hair dryers shut themselves down automatically after working for a long time, and will not turn back on unless their temperature drops to a certain level. This is a kind of thermo-controlled circuit breaker. On many power strips or surge protectors, you can also find a type of rocker switch that doubles as the circuit breaker. Different from the traditional “ON/OFF” markings, they are marked “RESET/OFF”, meaning they are resettable. When the electrical devices are drawing more than the rated current, the circuit breaker trips to OFF, and it reminds people to unplug the high-draw devices and flip the switch to RESET the power strip. If you have any ideas about circuit breakers to share or need any help from our SUPERDANNY tech-support team, please leave a comment down below or send us an email at [email protected]

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How Far Offshore Are Oil Rigs How Far Offshore Are Oil Rigs? Oil rigs are structures used for offshore drilling to extract oil and gas resources from beneath the seabed. These rigs are commonly found in oceans, seas, and other large bodies of water. The distance from the shore where oil rigs are located can vary depending on various factors such as water depth, geology, and regulations. Here, we will explore the typical distances at which oil rigs are situated and answer some frequently asked questions about them. Oil rigs can be found at various distances offshore, ranging from a few miles to hundreds of miles. Shallow-water rigs, also known as jack-up rigs, are typically located within 20 to 200 feet of water depth, and they can be relatively close to the shore, sometimes just a few miles. These rigs are often visible from the coast. In contrast, deepwater rigs are situated in water depths exceeding 200 feet and can be located tens or even hundreds of miles offshore. These rigs require specialized equipment and technology to operate at such depths. Deepwater drilling has become increasingly common as technological advancements have enabled the extraction of oil and gas from these challenging environments. 1. How far offshore are most oil rigs located? Most oil rigs are located within 20 to 200 feet of water depth. However, deepwater rigs can be located tens or hundreds of miles offshore. 2. Why are oil rigs situated far offshore? Oil rigs are located far offshore to access untapped oil and gas reserves that are present beneath the seabed. It allows for exploration and extraction of resources that would otherwise be inaccessible. 3. Are oil rigs visible from the shore? Shallow-water rigs can sometimes be visible from the shore, especially when they are located relatively close. However, deepwater rigs are typically not visible due to their distance from the coast. 4. How are workers transported to offshore oil rigs? Workers are often transported to offshore oil rigs by helicopters or boats, depending on the distance and location of the rig. 5. What safety measures are in place for offshore oil rigs? Offshore oil rigs adhere to strict safety regulations and standards to ensure the well-being of workers and minimize environmental risks. These measures include safety training, emergency response plans, and regular inspections. 6. How long does it take to drill an offshore oil well? The time required to drill an offshore oil well can vary depending on the complexity of the project. It can take weeks to months or even longer to complete drilling operations. 7. How do offshore oil rigs extract oil and gas? Offshore oil rigs use various drilling techniques, such as drilling mud and rotary drilling, to penetrate the seabed and reach oil and gas reservoirs. Once the well is drilled, the oil and gas are extracted through production equipment and transported to the shore through pipelines or tanker ships. In conclusion, the distance at which oil rigs are located offshore varies depending on factors such as water depth and regulations. Shallow-water rigs can be relatively close to the shore, while deepwater rigs are often situated tens or hundreds of miles offshore. These rigs play a crucial role in extracting oil and gas resources from beneath the seabed, contributing to global energy production.

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With the satisfaction of knowing he was doing something good for himself and the planet, Salvadoran farmer Luis Edgardo Pérez set out to plant a fruit tree on the steepest part of his plot, applying climate change adaptation techniques to retain water. "Rainfall is fundamental; the streams and rivers we have would not suffice for irrigation, even if they were the Amazon River," said Dirceu Dezem, referring to the amount of water required for the extensive crops in Brazil’s midwest. Rocks, once a hindrance since they reduced arable land, have become an asset. Pedrina Pereira and João Leite used them to build four ponds to collect rainwater in a farming community in Brazil’s semi-arid Northeast. The retention of rainwater which otherwise is lost at sea could be an excellent medicine against the advance of the desert from northern to central Chile, but there is no political will to take the necessary actions, according to experts and representatives of affected communities. Pacific Island states are surrounded by the largest ocean in the world, but inadequate fresh water sources, poor infrastructure and climate change are leaving some communities without enough water to meet basic needs. The first surprise on arriving at Abel Manto's farm is how green it is, in contrast with the dry brown surroundings. His beans and fruit trees seem oblivious to the persistent drought in the semi-arid hinterland of northeast Brazil, the worst in 50 years.

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Chapter 1: From Bad to Worse Our earliest etymologists did not realize how much trouble the adjective bad would give later researchers. The first of them—John Minsheu (1617) and Stephen Skinner (1671)—cited Dutch quaad “bad, evil; ill.” (Before going on, I should note that today quad is spelled kwaad, which shows that a civilized nation using the Roman alphabet can do very well without the letter q.) This was not a bad guess. Kwaad has congeners elsewhere in West Germanic and, quite probably, outside Germanic, though Old English had the puzzling form cwead, with a long diphthong. The sound w was sometimes lost in this word, as one can see in Modern German Kot “excrement,” whose older form was close to the Dutch word. Quaad arose as a noun and became an adjective for the reasons that have not been explained with sufficient clarity. Be that as it may, no path leads from Germanic kw– to Old Engl. b-, but such niceties did not bother anyone until the days when historical linguists realized that words should be compared according to certain rules (or laws). Researchers resigned themselves to the tyranny of those laws, but as a reward etymology stopped being guesswork or at least stopped being entirely such. Although difficulties remained (consider the mystery of Old Engl. cwead), nowadays they are not swept under the rug; if something is unclear, investigators ruefully admit their inability to reconstruct the past. Some time later, Persian bad appeared on the scene next to its English twin. It sounds roughly like the English word and means the same. Noah Webster chose it as the source of Engl. bad, and his explanation stayed in all the subsequent editions until 1880. Those who copied from Webster sometimes cited two forms: bad and bud, meant as spelling variants of the same word. The Persian-English convergence has led many people astray. They may know it from old sources, but accidentally the great French linguist Antoine Meillet mentioned it in his book on Indo-European as a case of chance coincidence, and since his days this example has been repeated countless times. The moment one mentions the origin of bad, someone asks: “And what about Persian bad?” Answer: “Forget about it.” Such coincidences are not too rare, and more than a hundred and fifty years ago several other languages were discovered in which the sound group bad had the same meaning as in English. Also, we now know that bad is not the original form of the Persian word (its b- goes back to v-). But, even if its history began with b-, nothing would have changed in our reasoning, for we have no way of showing that the English adjective was borrowed from such a distant source, and as a cognate it looks suspicious, since no other language between Persian and English has a similar word. A third candidate for the etymon of Engl. bad used to be Gothic bauþs, which has been recorded in the Gothic New Testament in two senses: “deaf; dumb” and “tasteless,” the second sense being applied to salt in Luke 14: 34 (The King James Bible has: “Salt is good, but if the salt have lost his savour, wherewith shall it be seasoned?”). The author of the bad ~ bauþs comparison seems to have been Franciscus Junius, whose posthumous Etymologicum Anglicanum (1743) is a wonderful dictionary. Though an incomparable erudite, he could not help sharing the limitations of his epoch, and from our point of view many of his conjectures are clever curiosities at best. Apparently, the Gothic word had a broad meaning, referring to an impaired faculty, be it hearing, speech, or taste. Thus, it can hardly be called a synonym for bad. Perhaps it had some vague sense “deficient.” Also, the etymology of bauþs is problematic, and comparing one obscure word with another word equally obscure should be disallowed. Even seasoned scholars tend to violate this rule and invariably end up with wrong results. Returning to sound correspondences, we notice that the vowel a in Engl. bad does not match au in Gothic bauþs. Consequently, we are again on a wrong track. Lorenz Diefenbach, a distinguished student of Germanic and Indo-European antiquities, while discussing bad, rejected its relatedness to bauþs as early as 1851, but absurd etymologies die hard, and this one has reemerged more than once. I am not quite sure who was the first to cite German böse “bad, evil” in connection with Engl. bad. Perhaps this idea also goes back to Diefenbach (I have no earlier references), and it appears, wedged in between Persian bad and Gothic bauþs, in Webster’s 1864 edition, sometimes known as Webster-Mahn. Carl A. F. Mahn rewrote many of Webster’s untenable etymologies, but he had no clue to the origin of bad, so that repeating Diefenbach’s tentative (and discarded!) opinion looked tempting, but why should anyone have thought to compare bad and böse? They have only the first consonant in common! Hensleigh Wedgwood, Skeat’s predecessor, had a rare knack for stringing together look-alikes from many languages. His lists are often irritating because he had little regard for sound correspondences. Yet quite often, when confronted with his lists, one begins to wonder: can there be something in the wild goose chase he practiced? And of course, he would sometimes hit the nail on the head and even put Skeat right. So it is disappointing to see his short entry on bad (the same in all four editions), in which he cites German böse and Persian bud (sic), with hardly Gothic bauþs, added as an afterthought. The regular readers of this blog will remember that I seldom indulge in such detailed surveys of the literature, but the history of bad is almost impenetrable, and the guesses have been so many that it will pay off to clear the decks before daring to say something new, and I do have a suggestion that may shed a tiny ray of light on the problem at hand. Naturally, I want to prolong the foreplay and will keep discussing the hypotheses known to me. Yet some of them I have left untouched and have no intention of returning to them. Bad as the past participle of bay “to bark” (to be bayed at is surely an ignoble thing); this is the idea of Horne Tooke, who traced most words to interjections and past participles. Bad as a contraction of beaten or rather beated (!; Charlies Richardson). Bad as a borrowing of Hebrew basch (an alternative etymology in Minsheu) or Rhaeto-Romance bada “pest” (Diefenbach). Bad as a word invented by English scribes who confused it with Latin peior “worse,” the comparative of the unattested pedimus, or a derivative of one of the four roots meaning “to bind,” “to emit sounds,” “to speak,” and “to bend” (a cascade of M. M. Makovskii’s fantasies), or simply one of the words for “base” (Walter Whiter). Too bad, isn’t it? To be continued. Image credits: (1) chèvre. (c) laurent via iStock. (2) Antoine Meillet. Public domain via Wikimedia Commons. […] that we have left behind the boldest flights of the etymological imagination (see also Chapter 1 with its depressing title “From Bad to Worse”), we should realize that bad is a vague concept. Its vagueness makes our task especially difficult. […] […] a long time the etymology of the word bad has been at the center of my attention (four essays bear ample witness to this fact). The latest post ended with a cautious reference to the idea that Middle […] […] “empty”), while açar means “key.” Consequently, ajar an açar have as little in common as English bad and Persian bad. Moral: in dealing with etymology, beware of lookalikes. One cannot do without them, but they need […] Is it too simple to connect it to the Hebrew word abaddon…which means destroyer? Bad is from Old Iranian Vat, to make comparative adjective from it in Old Iranian, the suffix -tara should be added. So: Vat + tara > Vatara. This is exactly how it appears in Scandinavian languages as incomplete form Värre. Worse is distorted form of Vatara or Värre. Old Iranian T consonant mostly appears as S in Germanic languages, like Old Iranian Aeta > Es (it) in German, but as you see sometimes in English this T consonant remains as its Old Iranian form. “It” is the direct descendant of Old Iranian Aeta, Aeta itself is a combination, Ae + Ta, is the close objects demonstration pronoun in Zoroastrian language. Comments are closed.

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A hydrometer is a tool that is used to measure the specific gravity (relative density) of a liquid. - 1 When reading a hydrometer What must it be? - 2 What are the markings on a hydrometer? - 3 Why do the markings on the hydrometer increase toward the bottom? - 4 How do you read the original gravity? - 5 How do I know if my hydrometer is accurate? - 6 How does a hydrometer measure density? - 7 What is the way to measure alcohol content? - 8 How is alcohol measured? - 9 What should my hydrometer read for wine? - 10 What does 5% alcohol mean? - 11 How big is a 60 of alcohol? - 12 What is the difference between hydrometer and hygrometer? - 13 How do you read triple scales? - 14 How many types of hydrometer are there? When reading a hydrometer What must it be? A hydrometer must be read with the meniscus at eye level. What are the markings on a hydrometer? The markings on a hydrometer can be used to determine the specific gravity of a liquid. The markings on the hydrometer increase toward the bottom because the meniscus, or curved surface of the liquid, is higher at the bottom of the liquid column. How do you read the original gravity? To read the original gravity, you will need a hydrometer and a sample of your wort. Place the hydrometer in the wort and spin it around to get rid of any bubbles. Then, take a reading from the hydrometer and compare it to the chart that came with it. The specific gravity reading will tell you how much sugar is in your wort. How do I know if my hydrometer is accurate? One way to check the accuracy of your hydrometer is to use a known solution with a known specific gravity. For example, you can use pure water, which has a specific gravity of 1.000. If your hydrometer reads 1.000 then it is accurate. How does a hydrometer measure density? A hydrometer is placed in a sample of the liquid whose density is to be measured. The liquid is then disturbed so that the hydrometer floats freely. The point where the hydrometer’s stem emerges from the liquid surface is noted, and this reading is used to determine the liquid’s density. What is the way to measure alcohol content? The most common method is to use a hydrometer, which is a calibrated instrument that is floated in the liquid to measure its density. How is alcohol measured? Alcohol is measured in terms of the amount of ethanol present in a given volume of liquid. Ethanol is the active ingredient in alcoholic beverages, and is typically measured in terms of percentage by volume (ABV). What should my hydrometer read for wine? A wine hydrometer should typically read between 0.990 and 1.020. What does 5% alcohol mean? The term “5% alcohol” means that the given alcoholic beverage contains 5% ethanol (ethyl alcohol) by volume. How big is a 60 of alcohol? A 60 of alcohol is 60 fluid ounces. What is the difference between hydrometer and hygrometer? A hydrometer is a device used to measure the density of liquids. A hygrometer is a device used to measure the humidity of air. How do you read triple scales? To read a triple scale, find the needle that is pointing to the number on the scale that you want to read. The other two needles will point to the other two numbers on the scale. How many types of hydrometer are there? There are three types of hydrometer: the alcoholmeter, the saccharometer, and the areometer.

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You have no items in your shopping cart. Sun holds a lot of importance in many religions and cultures worldwide. In Hindu religion too, Sun is worshipped with immense devotion to get good health, life and prosperity. Chhath puja is a festival devoted to Surya Bhagwan or Sun God. It is celebrated in the North Indian states especially in the states of Bihar and Jharkhand and in some parts of Uttar Pradesh, Madhya Pradesh and Chhattisgarh. The term ‘Chhath’ means number six. It is Hindu Puja that is celebrated for four days and Sun God is worshipped with a lot of devotion. It is celebrated to honour Lord Surya for sustaining life on earth and for providing his continuous blessings to the mankind. Chhath begins on the sixth day of the Shukla Paksh (Waxing Moon period) in Kartik month. It falls a week after the Hindu festival of Diwali. Legends and Beliefs It is believed that Sun which is the primary influence of nature is considered to be the God of vigour. He is considered to be the life-force and is worshipped during the Chhath period to support the well-being, affluence and progress among the devotees. Hindu people believe that Sun helps to cure many illnesses and diseases. It is considered as a source of healing too. They also believe that stability and prosperity comes by praying to the Sun God. Therefore, people worship the Sun in order to ensure the longevity and prosperity of family members, friends and beloved ones. Rituals and Celebrations The rituals of this Hindu Puja are rigorous and are observed over a period of four days. People start this festival with a holy water bath and then they observe fast for the whole day during which they don’t even drink water. They stand in some natural water body such as river. Pond or lake for a long time to offer prayers to the rising and the setting Sun and thus perform the Surya Puja with all the rituals. Once the family starts performing Chhath Puja, it becomes their duty to perform the Puja every year and to pass on the tradition to the generations to come. The festival is skipped only if there happens to be a death in the family that year. To know more about Chhath Puja, visit https://astrodevam.com/chhath-puja-worship-lord-sun-to-promote-prosperity-progress-and-well-being All the information given above are of general nature only, collected and reproduced for the general information only. However, if you want some specific, exclusive and deep information, you may avail our specially designed services, for satisfying your thirst of knowledge. To quench your thirst of knowledge, Please click any one of the following:

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Skills for week of August 31 and September 7, 2020.No school Monday, September 7: Labor DayPlans are subject to change due to daily circumstances. GRADE 4TH GRADE SPELLINGI. Lesson 1: Introduce Spelling List: School WordsA. list (All lists are on this website on my Spelling Word Lists page.)B. word meaning/studyC. ABC orderD. editE. Test 1 READING I. Storyworks Magazine: Searching For The Titanic: Comprehension and Vocabulary activities in google Classroom A. Click: I am a student All assignments can be accessed through Google Classroom! LANGUAGEI. Sentences: Complete, Fragment, Run-onA. IXL: Please sign in using your password to 4th Grade Language Arts1. JJ 5,6,72. Google Classrooma. videob. assignment MATH See Mrs. Purcell’s Plans SOCIAL STUDIESI. MontanaA. Super Symbols:Using the websites below, Duckster and Montana Kids, you will put the following on the state of Montana. They should be drawn, colored, and labeled.1. State flower2. State bird3. State tree4. State animal5.State Flag6. State capital7. Your townB. Google Classroom1. Resources2. AssignmentIII. Time For Kids SCIENCE See Mrs. Purcell’s Plans

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