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Please be advised that the regularly scheduled Water Committee meeting on Wednesday, June 9, 2021 will be held at South Fayette Water Treatment Plant, 880 Antioch Road, Fayetteville, GA 30215.
The Fayette County Water System this month, is launching new resources designed to help county water customers save money and conserve water, especially in the summer months. In partnership with the Water System, the Fayette County Extension office has produced a video educating customers on efficient landscape irrigation to maintain healthy yards and avoid common mistakes in outdoor watering.
Click here to be Water Wise This video provides an overview of irrigation principles for landscapes, with tips on irrigating with the right amount of water at the right time. It can help residents and homeowners’ associations avoid over-watering that damages lawns, costs money and wastes water.
Fayette County, Georgia, October 22, 2019 – Fayette County is part of the Georgia’s Environmental Protection Division’s declaration of a Level 1 drought response. This declaration was issued October 18, 2019. (click here to read full Press Release)
Press Release - Fayette County Appoints Water System Director
The Fayette County Water System is a part of Fayette County government, under the direction of the Fayette County Board of Commissioners, with a Water Committee acting as an advisory committee to the Board.
The Fayette County Water System provides service to Tyrone, Peachtree City, Woolsey, Brooks, part of Fayetteville and part of the unincorporated County. The Water System also serves as a backup water supply for Fayetteville that is served by its own water department.
Effective July 1, 2014, the Fayette County Water System implemented an excessive Leak Protection Program
To encourage customers to replace older inefficient toilets the Fayette County Water System is participating in the Metropolitan North Georgia Water Planning District Residential Toilet Rebate Program. Rebates are limited and will be issued on a first-come, first serve basis.
To view rebate information and find out if you are eligible, go to www.northgeorgiawater.org/toiletrebate. The application for the rebate can be downloaded from this address.
Currently, Fayette County is under a Level 1 Drought Response and the outdoor water use schedule required under the Water Stewardship Act of 2010 remains in place.
The Georgia Water Stewardship Act went into effect statewide on June 2, 2010. It allows daily outdoor watering for purposes of planting, growing, managing, or maintaining ground cover, trees, shrubs, or other plants only between the hours of 4 p.m. and 10 a.m. by anyone whose water is supplied by a water system permitted by the Environmental Protection Division.
The following outdoor water uses also are allowed daily at any time of the day by anyone:
If you have questions, please call us at 770-461-1146 option 5.
More information can be found on the Georgia EPD web site at http://epd.georgia.gov/outdoor-water-use-information
To learn more about water conservation and answers to frequently asked questions please go to the EPD Water Conservation web site at www.conservewatergeorgia.net
The Fayette County Water System (" the System ") currently has a total production capacity of 22.8 million gallons per day (MGD). This capacity includes the 13.5 MGD at the Crosstown Water Plant, and 9.3 MGD from the South Fayette Water Plant. The City of Atlanta has also allocated 4.0 MGD to Fayette County.
The System currently has four raw water storage reservoirs, two of which impound Flat Creek:
The existing water distribution system is extensively developed on the east side of the County in the Fayetteville area, on the west side throughout Peachtree City and Tyrone, and in the unincorporated portions of the County.
The Water System includes more than 620 miles of water lines in various diameters and materials. All water lines are constructed by the Water System's own crews, contracted for with the construction monitored and approved by the Water System's engineer, or are constructed by subdividers and contributed to the Water System upon approval of the construction by the Water System Director.
The system wholesales water to the City of Fayetteville pursuant to a wholesale water contract which expires in the year 2034. | https://www.fayettecountyga.gov/water/ |
SISTERS, Ore. — When Marc Thalacker first walked into Central Oregon’s Three Sisters Irrigation District Office in 1988, he was taken aback.
The dilapidated office had no running water, a sputtering oil stove and an outhouse. The office served a district with a canal system so old it had been built by mule-drag.
“It was a real wild west show,” said Thalacker.
His big laugh filled the room.
Many years, according to district records, 50% of the water in the canals and laterals was lost to seepage and evaporation, farmers received only half their allotted water and the local creek was dried, stranding fish.
“I was overwhelmed with what I was looking at,” said Thalacker.
He had come to the office to volunteer. Thalacker was a new farmer — he and his now ex-wife had bought 400 acres near Sisters that year to raise cattle and grow crops. He wanted to understand more about the local water system and how to make it better.
Making it better is precisely what he did.
In the past 24 years since Thalacker moved into the role of district manager in 1997, Three Sisters Irrigation District, or TSID, has been transformed through modernization.
Today, 60 of the district’s 64 miles of canal are piped with high-density polyethylene plastic, the last four miles soon to be completed. TSID has also installed a modern fish screen and built fish-friendly hydropower, a long-term revenue source for the district.
The district’s farmers now save more than $660,000 in annual pumping bills, have high-efficiency sprinklers and more reliable water supplies — translating into higher crop yields.
TSID has spent $46 million to date on modernization, much of which was grant money. The district has $4 million in debt, which it pays off in part using the $150,000 to $200,000 of revenue generated annually from hydropower.
Thalacker’s passion, water experts say, has transformed TSID into one of the top four most modernized of Oregon’s approximately 40 irrigation districts.
“My gosh, if you know Marc (Thalacker), you know he’s an entity unto himself. The things he’s done for that small district are larger-than-life,” said Mark Theetge, CEO of a pipe manufacturing company and a longtime friend.
State water experts say the success TSID has achieved is replicable, even for smaller districts with limited resources. Thalacker agrees, which is why he leads regular tours and training sessions about irrigation modernization to help farmers and other water managers.
Federal money, via the recently passed infrastructure package and other legislation, will soon be on its way to fund irrigation modernization projects nationwide. Experts encourage farmers and water managers to learn from TSID’s example about barriers to modernization and how to overcome them. Financial help is on the way, they say, so get ready.
Know the numbers
Water experts say the first common barrier to modernization is a lack of organized data.
“Before you do any new projects, you have to know what your district already has. Do you know how many miles of canal you’ve got? Do you know how many acres there are?” said Julie O’Shea, executive director of the Farmers Conservation Alliance, a nonprofit that helps modernize Western water systems to benefit both agriculture and the environment.
O’Shea was in TSID’s Office, along for one of Thalacker’s tours.
Thalacker agreed that “quantifying everything” is the first step toward modernization. Many of his earliest failures and slowdowns, he said, were tied to not having an organized data set.
When Thalacker and his then-wife first arrived to volunteer for the district, they set up computer programs, digitized files and remapped the district.
O’Shea, of the nonprofit, said what Thalacker experienced in the 1980s is still the reality for many districts today.
“Some people still don’t have the info on a computer,” said O’Shea. “Some districts and councils are still run entirely or in part by volunteer farmers using paper ledgers.”
O’Shea said the Farmers Conservation Alliance can point districts to funding sources that can potentially help them boost staffing capacity and improve technical equipment for data collection — for example, by funding GIS, or Geographic Information System mapping.
“You’re trying to put yourself in a position so that when those bigger funding opportunities for projects come through, you have the data and you’re ready for them,” she said.
Board consensus
Experts say the second major barrier to success is disagreement among board members.
Irrigation district boards are often comprised of local farmers who disagree on how to manage their watersheds: “One person wants to pipe the south, another wants the north done.”
Ron Alvarado, state conservationist for USDA’s Natural Resources Conservation Service, said irrigation districts sometimes miss out on opportunities because, when the funding comes along, the board doesn’t have a plan in advance.
“The board needs to be on board,” Alvarado said, and grinned.
O’Shea, of the nonprofit, agreed.
“Often, board members will say, ‘If we just had money.’ But when the money comes near, it turns out each person on the board has a different interpretation of where that money will go. So, how do we have those conversations and make compromises earlier?” she said.
At the Three Sisters District, Thalacker said he has learned that his dreams for the district flop if stakeholders aren’t working in concert.
Farmers who serve on boards aren’t the only ones who can help propel modernization forward.
April Snell, executive director of Oregon Water Resources Congress, said irrigation districts have recently experienced significant turnover as several longtime leaders have retired and new managers have replaced them. Water experts say these new public servants will need the support and expertise of local farmers.
Community sentiment
Thalacker said another potential barrier to modernization is community pushback.
There’s no easy solution, Thalacker said, but knowing the local culture and incorporating community feedback early on can prevent headaches later.
O’Shea, of the nonprofit, said it’s important to track how communities feel about projects early on and be willing to adapt.
“For example, if people in the community don’t want a particular section piped, don’t wait until you’re in the middle of the watershed plan process to find that out. Find out early on, then start into the planning once you know the community and have consensus,” said O’Shea.
Turn foes into allies
Similarly, water experts say the best plans can fail if a proposed project faces opposition from advocacy groups.
Locals say much of Thalacker’s success in modernizing his district can be attributed to his willingness to work with people from a variety of perspectives.
“I always say, ‘Don’t be a litigator, be an irrigator,’” said Thalacker.
He grinned his signature sideways grin.
There are times when fighting in court is the only option, he said, such as if the Center for Biological Diversity sues your district and “there’s nothing you can do but fight it.”
But don’t look at people as rivals unless they give you no other choice, Thalacker said. Seek common ground.
“Where’s the win-win?” he said.
Thalacker plays golf with local tribal members, shares dinners with environmentalists and attends conservation conferences.
He said that through the decades, he has learned to include these groups in early conversations about projects in his district. From his own account — and confirmed by public records — striking agreements with these groups has been far from easy, but Thalacker said it’s been worth it.
Piping, for example, is sometimes opposed by environmental groups who say open canals are needed to provide wildlife with a water source. But by including environmental groups in conversations, Thalacker has been able to find alternative methods for watering wildlife, such as diverting piped water to ponds.
During Thalacker’s tenure, Three Sisters Irrigation District has gone from 40 to 120 ponds, and some farmers even get paid to flood-irrigate.
“Conservation groups can really help you out financially,” said Thalacker.
Alvarado of NRCS agreed.
“Sometimes Ducks Unlimited or Audubon can step in and cause challenges and barriers. But if you have them at the table from the start and have them buy into the project, they can be huge advocates. Don’t miss that opportunity,” said Alvarado.
Make a plan
Once a district has reached consensus and has data, it’s time for the big leap: creating a watershed plan.
A watershed, also called a drainage basin or catchment, is an area that drains all the streams, snowmelt and rainfall to common outflow points, such as reservoirs, bays and the ocean. A watershed plan is a strategy to manage the water in a particular basin.
In the coming months and years, billions of dollars earmarked for irrigation modernization will head to the Western U.S. by way of Congress’ recently passed infrastructure package. Most of those dollars, experts say, will go to districts that are ready with clear watershed plans.
Thalacker said that when he first started volunteering for Three Sisters Irrigation District, the previous leader thought putting together a watershed plan would be a waste of time.
“I said, ‘Oh, please, please, please, please let me do a watershed plan,’” said Thalacker. “He finally gave me the go-ahead, but he said good luck getting any money.”
It did, in fact, take significant planning before Thalacker’s efforts paid off. But O’Shea of the Conservation Alliance nonprofit said one of the reasons TSID has received so much federal and state funding is Thalacker had a watershed plan in place for when the right opportunities opened up.
Today, support is available for districts that need help putting together a watershed plan.
The Watershed Protection and Flood Prevention Act, or PL-566, authorizes NRCS to help local organizations — including soil and water conservation districts, watershed councils and irrigation districts — create watershed plans. PL-566 both assists with planning and covers 75% of mainline infrastructure costs.
“This is a great program. There’s nothing else like this,” said O’Shea of the Farmers Conservation Alliance.
Alvarado of NRCS said PL-566 is about to get an injection of money from the infrastructure package, meaning districts can get even more support for watershed planning.
Alvarado, O’Shea and Thalacker encourage districts to take advantage of PL-566.
Outside the box
One of Thalacker’s claims to success, experts say, is that he isn’t afraid to try innovative, outside-the-box projects to modernize his district, including on-farm, fish screen and hydropower projects.
Early on, Thalacker said he realized that the district’s challenges couldn’t all be solved at district level. Many projects, he realized, would need to be done on the farms.
One of his early experiments was on his farm, where he ripped out 6,000 feet of tar-wrapped, rusted steel and replaced it with 10,000 feet of high-density polyethylene pipeline. The installation cut in half the number of hours he had to spend each week moving irrigation lines.
“Modernization changes things,” said Thalacker.
After recognizing on-farm potential, Thalacker helped hundreds of farmers in his district secure grants and loans for projects on their properties. For example, he helped 150 of the 190 farmers in his district implement projects under the Environmental Quality Incentives Program, or EQIP.
In another innovative move, TSID installed a “Farmers Screen,” a horizontal, passive fish screen that allows farmers to divert water from rivers and streams without harming fish or trapping debris. The screen was invented by farmers in the Hood River Basin and is sold by the Farmers Conservation Alliance.
Finally, TSID has innovated by getting into the power business.
In 2014, the district installed a hydroelectric turbine that generates more than 3 million kilowatt-hours a year, enough to power 275 homes. Money generated from selling the electricity to the local utility helps pay for the district’s modernization projects.
More recently, Thalacker has been experimenting with micro-hydropower projects, using smaller-scale “micro” turbines suitable for on-farm use. Thalacker’s idea is that a farm’s water could run through a micro-turbine, generating clean energy, before being used to irrigate a field.
Tide is turning
Although modernizing Oregon’s archaic irrigation infrastructure won’t be easy, Thalacker said he believes it’s possible. And with federal dollars on the way, he said irrigation districts should get ready. | https://www.capitalpress.com/ag_sectors/water/go-with-the-flow-barriers-to-modernizing-irrigation-systems-and-how-to-overcome-them/article_17644ace-4411-11ec-b163-7f785c2a0aff.html |
2 edition of Ancient historians of India found in the catalog.
Ancient historians of India
Vishwambhar Sharan Pathak
Published
1966
by Asia Pub. House in Bombay, New York
.
Written in English
Edition Notes
Bibliography: p. -177.
|Classifications|
|LC Classifications||DS435 .P3|
|The Physical Object|
|Pagination||xv, 184 p.|
|Number of Pages||184|
|ID Numbers|
|Open Library||OL9292M|
|LC Control Number||sa 66006633|
|OCLC/WorldCa||490759|
The readings in this book give us glimpses of the lives of people who lived in the Delhi area over the centuries, and how these details have been pieced together by historians. It brings into focus the importance of the historian’s method and the sources of information found in ancient texts, archaeology and even legends and folklore. Indian History Timeline Chart. The detailed phases of Indian history are mentioned below: Ancient India. Period: Prehistoric to AD There were activities of Homo erectus in the Indian subcontinent 20 lakh years ago and of Homo sapiens si BC.
K. P. Jayaswal’s book Hindu Polity is considered as one of the most important books ever written on ancient Indian history. H. C. Raychaudhury () reconstructed the history of ancient India from the time of Mahabharata War to the time of Gupta Empire and practically cleared the . The History of India begins with the birth of the Indus Valley Civilization, more precisely known as Harappan Civilization. It flourished around 2, BC, in the western part of South Asia, what today is Pakistan and Western India. The Indus Valley was home to the largest of the four ancient urban civilizations of Egypt, Mesopotamia, India and.
Historiography. Modern historical works written on Medieval India have received some criticism from scholars studying the historiography of the period. E. Sreedharan argues that, after Indian independence up until the s, Indian historians were often motivated by Indian nationalism. Peter Hardy notes that the majority of modern historical works on Medieval India up until then were written. Till date, Dr. Ramesh Chandra Majumdar, undoubtedly. Known as the Doyen of Indian Historians, Dr. Majumdar is noted not only for his spectacular life achievements (among others, vice-president to UNESCO commission on History of Mankind and Gener.
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The British interpretations of Indian history served to denigrate the Indians and their achievements, and justify the colonial rule. A few of these observations appeared to have some validity. Like, in comparison to the Chinese, Indians did not show any strong sense of chronology.
However, generalizations made by colonialist historians were by and large either false or grossly exaggerated, but. rows This is an attempt to capture in one place the names of books and other works written in. The list of the books and authors in Ancient India which is very useful for the preparation of the competitive examinations like UPSC-prelims, SSC, State Services, NDA, CDS, and Railways etc.
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Importantly, it aims to highlight the understanding that there is always more than one truth in history. The earliest imprints of human activities in India go back to the Paleolithic Age, roughly betweenandB.C.
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He authored books. His major works are ‘Aspects of Political Ideas and Institutions in Ancient India’, ‘Indian Feudalism’, ‘Perspectives in Social and Economic History of Ancient India’ etc. Dwijendra Narayan Jha: He is an Indian historian, specialising in ancient and medieval India.
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Historical Sense in Ancient India and Classical World- A Comparison Quite a few historians of ancient India have opined that in all the large and varied literature of the Brahmans, Buddhists and Jains there is no single work, which can be compared. To Read without any charges More than 1,50, e-pages of original ancient Indian Scripts.
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However, historians have been bitterly divided on issues of economic history, with the Nationalist school arguing that India was poorer at the end of British rule than at the beginning and that impoverishment occurred because of the British.
Recommended Books for Indian History for IAS Exam [amazon box=”,″ grid=”3″] Modern India by Sonali Bansal and Snehil Tripathi (Modern India) Ancient and Medieval India by Poonam Dalal (Ancient and Medieval India) India’s Ancient Past by R.S.
Sharma. (Ancient History) History Of Medieval India by Satish. Understand the evolution of modern India by shopping for history books online.
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Best history book for upsc including ancient history, world history, medieval history and modern history. Best history of india books to study for the Civil Service exams.This is a comprehensive, intelligible and interesting portrait of Ancient Indian History and Civilization from a national historical point of view.
The work is divided into three broad divisions of the natural course of cultural development in Ancient India: (1) From the prehistoric age to B.C., (2) From B.C. to A.D., (3) From A /5(29).
History may be defined as collection of evidences, research based on facts & figures and presentation of authentic information about past events.
History is a strong medium to get connected with ancient roots. Scholars who write about history are called Historians. As we all are aware that India witnessed several invasions. | https://gywoviqyjemac.novarekabet.com/ancient-historians-of-india-book-28074fs.php |
by Jet Propulsion Laboratory, California Institute of Technology in Pasadena .
Written in English
Edition Notes
|Statement||[by] Norman H. Horowitz.|
|Series||JPL technical report no. 32-1000|
|Classifications|
|LC Classifications||QB54 .H65|
|The Physical Object|
|Pagination||iii, 7 p.|
|ID Numbers|
|Open Library||OL5533223M|
|LC Control Number||67009422|
The search for extraterrestrial life. Astrobiology, a term coined for the study of all life anywhere in the universe (including Earth), has replaced exobiology, the study of extraterrestrial life exclusively and therefore criticizable as “a science that lacks a subject matter.”Unlike exobiology, astrobiology respects the scientific possibility that life beyond Earth may never be found. Throughout the twentieth century, from the furor over Percival Lowell's claim of canals on Mars to the sophisticated Search for Extraterrestrial Intelligence, otherworldly life has often intrigued and occasionally consumed science and the public. The Biological Universe provides a rich and colorful history of the attempts during the twentieth century to answer questions such as whether. The subject matter was broad, ranging from the multi-pronged search for habitable planets and how we might detect life, to the impact of both the search and an eventual discovery. However, the matter of post-biological intelligence – briefly described above – or the possibility of non-Darwinian evolutionary processes, was an incentive for. Dr. Steven J. Dick is an astronomer and historian of science at the U.S. Naval Observatory. He is the author of Plurality of Worlds: The Origins of the Extraterrestrial Life Debate from Democritus to Kant (Cambridge, ) and Biological Universe (Cambridge, ).4/5(3).
The search for life in the Universe, once the domain of science fiction, is now a robust research program with a well-defined roadmap, from studying the extremes of life on Earth to exploring the possible niches for life in the Solar System and discovering thousands of planets far beyond it. In addition to constituting a major scientific endeavor, astrobiology is one of the most popular topics. Beyond UFOs: The Search for Extraterrestrial Life and Its Astonishing Implications for Our Future. By Jeffrey Bennett. Princeton, NJ: Princeton University Press, Preface, acknowledgments, photographs, bibliography, and index. ISBN: , pages, $ hardcover with dust jacket. While the title, Beyond UFOs: The Search for Extraterrestrial Life and Its . The search for extraterrestrial life is seen as one of pure curiosity. But, as in other areas of science, we should worry about the consequences of success. Intelligent, technological life might create atmospheric pollution, as it does on our planet, also detectable from afar. Of course, the best we might be able to manage is an estimate of probability. Still, an exoplanet with, say, a 95 percent probability of life would be a game changer of historic proportions.
“But did anyone really expect to find anything?” I ask Geoff, as he shows me the canister that had contained his sample of moon dust from the Apollo 11 mission. “Well, no,” he replied, “we didn’t think there’d ever been life on the moon. But we didn’t know. We thought there might be organic compounds.” And why not? People had been finding organic compounds in meteorites. Search for Extraterrestrial Intelligence (and dumb). Score A book’s total score is based on multiple factors, including the number of people who have voted for it and how highly those voters ranked the book. An important and imaginative book which deals with the biological, astronomical and philosophical background to the searches by radio astronomers for evidence of life and intelligence beyond the Earth - known as SETI (Search for Extraterrestrial Intelligence). Extraterrestrial life is hypothetical life which may occur outside of Earth and which did not originate on Earth. Such life might range from simple prokaryotes (or comparable life forms) to intelligent beings and even sapient beings, possibly bringing forth civilizations which might be far more advanced than humanity. The Drake equation speculates about the existence of sapient life elsewhere. | https://nubisozurenegag.rolf-luettecke.com/biological-significance-of-the-search-for-extraterrestrial-life-book-22336hj.php |
Employee Assistance Programme
An Employee Assistance Programme (EAP) is a confidential support service available to assist employees with any difficulties or challenges they are experiencing at that particular time.
The purpose of an EAP is to provide employees with access to confidential counselling and information services to assist in dealing with a broad range of issues such as personal, work, financial or legal issues.
When employees are worried or concerned, it helps to have someone who will listen. When that person is a skilled counsellor or a specialist in a particular area, then you are taking the first step to resolving these worries or concerns.
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Are your staff members in need of some help in furthering their career or perhaps your company is in a period of transition? This may involve some life changes for your employees either through redeployment or even redundancy. All change in this regard involves a loss and this may be an emotional or traumatic time for those individuals who are involved. | http://www.kiltimaghcounselling.com/services/employee-assistance-programme/ |
A physiological psychologist studies the ways our bodies, particularly our brains, affect our minds. They may be involved in pure research, or in treating mental illness. [ref2]It’s also known as biological psychology and behavioral neuroscience.
What is the physiological approach to psychology?
The physiological approach to psychology focuses on our biological make up, and the events that occur in our bodies which cause our behaviour. Mainly, therefore, psychological psychology will focus on the brain, but it will also include study of the nervous system, hormones and genetics.
What does the field of physiological psychology study?
Physiological psychology studies many topics relating to the body’s response to a behavior or activity in an organism. … It consists of the brain, spinal cord, and other nerve tissues throughout the body. The system’s primary function is to react to internal and external stimuli in the human body.
What is psychological and physiological?
Physiological processes refer to the function of living systems. It includes the chemical and physical functions existing in living systems such as biomolecules, cells, organs, organ systems, organisms. Psychological processes are related to mind, its functions and behaviors related to different mental statuses.
What was the physiological influence on psychology?
Physiology also contributed to psychology’s eventual emergence as a scientific discipline. Early physiological research on the brain and behavior had a dramatic impact on psychology, ultimately contributing to applying scientific methodologies to the study of human thought and behavior.
What are examples of physiological behaviors?
- Psychology studies the mind, physiology studies the body. …
- Tip. …
- Manic-depressive illness, anxiety disorders, obsessive compulsive disorder and anorexia are other physiological behavior examples.
- There’s a huge range of subjects that you can research or treat as a physiological psychologist.
What is a physiological process?
Physiological processes are the ways in which organ systems, organs, tissues, cells, and biomolecules work together to accomplish the complex goal of sustaining life. Physiological mechanisms are the smaller physical and chemical events that make up a larger physiological process.
What is the difference between physiological psychology and biological psychology?
Biological psychology, also called physiological psychology, is the study of the biology of behaviour; it focuses on the nervous system, hormones and genetics. Biological psychology examines the relationship between mind and body, neural mechanisms, and the influence of heredity on behavior.
How much do physiological psychologists get paid?
National Average
|Annual Salary||Monthly Pay|
|Top Earners||$104,000||$8,666|
|75th Percentile||$70,000||$5,833|
|Average||$55,447||$4,620|
|25th Percentile||$33,500||$2,791|
Who is the father of physiological psychology?
Career in Psychology
Wundt’s work with these two individuals is thought to have heavily influenced his later work in experimental psychology. Wundt later wrote the Principles of Physiological Psychology (1874), which helped establish experimental procedures in psychological research.
What is the difference between physiological and psychological needs?
The differences between physiological and psychological needs are that physiological needs deal primarily with basic external needs for the care and maintenance of the human body. … Love, friendship and intimacy are also included in the psychological. Humans also have another inherent need and desire to move forward.
What is difference between psychological and physiological?
1 Answer. Physiology is the study of how an organism functions. Psychology is the study of the human brain and behaviour.
What is the difference between psychological and physiological stress?
While both type of stressors initiate complex adaptive responses physiological stressors directly target homeostatic parameters, transduced via viscerosensory pathways, psychological stressors recruit various somatosensory and nociceptive afferentations, the information is processed through complex cortical and limbic …
What are psychological influences?
Definition: The Psychological Factors are the factors that talk about the psychology of an individual that drive his actions to seek satisfaction.
What are physiological factors?
Physiological factors are things related to your physical body that affect your thinking. … Physiological factors also include changes to the brain’s structure due to injuries, extended periods of inactivity, or physical stress.
What is a physiological?
Physiology is the study of how the human body works. It describes the chemistry and physics behind basic body functions, from how molecules behave in cells to how systems of organs work together. It helps us understand what happens in a healthy body in everyday life and what goes wrong when someone gets sick. | https://omegavector.org/illness/question-what-do-physiological-psychologist-do.html |
This article studies the (logical) structure of certain belief systems on the basis of their own claims and core beliefs. The implications and consequences of such fundamentals are discussed.
Consider the statement: “This is the only Truth” in whatever context whether it is about the existence of a single God or way to God or way of life / salvation.
The empirically observed fact is that there are various claims and claimants to the same.
The immediate conclusion is that (at most except for one, even if one was to discount the inherent absurdity of such a sweeping claim for all time to come), all such claims are necessarily and intrinsically false as there cannot exist more than one such True claim.
Being a fundamental principle of faith, such a claim is a core axiom and a foundation of the system. So, the foundation of such a system is based on a key axiom which is inherently and demonstrably false.
Hence, it becomes immediate and necessary in such a system to eliminate all ‘other’ contenders / claimants to the same statement. Moreover, the (logical) system which follows from/rests on such a false axiom is naturally inverted.
Conversion is to be seen in the specific context of the particular belief system/s:
This necessary elimination by one such contender to the inherently false claim and false axiomatic of the system, in order to present a fait accompli ‘establishing’ the ‘truth’, since no argument can ever establish the truth of such a claim, is Conversion, from the misbelievers into the faithful.
If the grass is violet, then the cow jumped over the moon:
In order to arrive at correct conclusions from a system of reasoning and arguments, one needs premises which are true and also arguments which are sound.
Consider the Truth Table
F => F is T (i)
F => T is T (ii)
T => F is F (iii)
T => T is T (iv)
Hence is such an inverted system, any nonsensical and false statement can logically and consistently be derived, (i) above, on the basis of the false premise and axiomatics.
Whereas if one has to arrive at logical and ethical statements starting from a True statement, by (iii) and (iv) above Only True statements can be derived.
Hence, in the inverted system based on the above-mentioned premise, one could logically and consistently derive various statements e.g. it requires 4 witnesses to a rape and it is correct to punish the victim. The query as to what 4 ‘gentlemen’ would be doing if there was one victim gets disposed of by the nature of the system within which such arguments are formulated and the reasoning carried out therein.
As this is a foundation and one of the core principles, i.e. an axiom, of faith, and a system on which the entire ethical, moral, legal, societal, …, values depend, are derived, discussed, interpreted or reasoned – it is evident that all of these rest on a base which in inherently and demonstrably false and a system which is inverted. Hence the systems and civilizations based on this could more appropriately be called inverted and anti-civilization.
Thus, Samuel Huntington’s proposition could more appropriately be rephrased as –
“The clash of anti-civilization with civilization and the unmaking of world order”.
Furthermore, as is evident from the Truth table above, once a person has accepted or accommodated the system with the false axiom, any argument would be provable whereas the system or person starting
from a True proposition would stand only a one in four chance of proving his point – apart from being subject to greater scrutiny as the other side anyway does not accept. This is not understood by people beginning from the True proposition in the propaganda war which would ensue – politeness and accommodation has already accepted and handed the logic as well as victory to the inverted system. Further events are just the implementation and unravelling of the inverted logic which has been accepted and which has already won.
The history of the church / Islam versus humanity is an experimental demonstration of the falsehood of the axiom and the inversion of the system.
Historically, the church was the only ‘truth’ and killed human rights, freedoms, the state, judiciary, science and scientists, culture (dark ages), excommunicated kings. Humanity and more specifically, the Christians are rediscovering their murdered freedoms – secularism, democracy, human rights, scientific and rational thinking, etc. This has happened through much pain and bloodshed through the ages and eventually, the people have in effect ex-communicated the super-inverted-state largely from their affairs, called secularism.
Secularism – the fight between humanity, more specifically between the subject peoples of the inverted system and the church in respect of the notions of the state, and by inclusion and implication on various freedoms, laws and ethics, etc. Eventually the people won and gave to themselves a ‘secular’ state, ex-communicated the church and captured it conceptually – the Vatican is another state.
This is so because it is not the church which was reformed fundamentally by the members of the church, i.e. by the Christians giving to themselves a democratic church with various freedoms that they want. The domain of the church continues to be almost everything and in respect of its fundamentals it is still the same, a super-state with the same inverted system – the only truth.
For all practical purposes most if not all ‘religions’ are ‘secular’ except for the 2 state religions and various of their sects. Essentially people have certain sets of philosophies, moral guidelines, etc. based on which one can reason out and derive various notions of rights, freedom, the state, systems, administration, …
These sets of philosophies serve the purpose of a base or guiding templates which do not necessarily impose their dogmas on the people, except in the case of the state religions. In fact, most civilizations and religions do not even have the word secularism in their native language or traditions – they do not need to.
In the case of the state religions, the notion of secularism is at best ‘containment or keeping the distance policy’ vis a vis the church. However, the word secularism itself cannot be well defined or demarcated. This is because the super-state, i.e. the church is a superset of everything including features of the state and what is purely religious or where exactly the state could possibly draw the line can in reality never be well defined. Furthermore, there are areas which are well known to be religious as well as have purely temporal implications simultaneously.
The notion of secular therefore is ab-initio inapplicable, irrelevant and void in the case of non-proseltysing religions and non-claimants to ‘the only truth’.
Consider the following table:
To do what:
Agree Agree – (i)
Agree Disagree – (ii) Democracy
Disagree Agree – (iii)
Disagree Disagree – (iv) Anti-Democratic
Clearly, democracy consists of agreeing that there are disagreements and that it is acceptable to disagree.
In contrast, the compulsion and necessity of conversion has to do with eliminating the others and with eliminating the disagreements purely as a matter of principle – they disagree that any differences have a right to exist and must necessarily be converted to ‘the only truth’. Hence, conversion is inherently anti-democratic and so will be a system based on this as a core article of faith.
The intrinsically false statement of ‘the only truth’ is equivalent to ‘conversion’ in this context, which is equivalent to eliminating other belief systems and their practitioners as a matter of principle. This is in effect the ideology of genocide of the infidel/kafir, or the ideological genocide of the infidel/kafir.
At this point it may be pertinent to pause and consider the following illustration –
(Male) domination concepts may perhaps be linked to many imbalances, crimes, …, female foeticide.
However, this is a concept of domination and not outright elimination, in case of an ideology of elimination. Would it not cause grave imbalances and have legitimized crimes and murder?
Secondly, it may not always be possible to identify – here is the problem, take this out and it is the end of domination. Similarly, it may not always be possible to identify and pull out ‘the’ thing which is the problem in every issue. The problem is the inverted axiom and that must be rejected ab initio rather than getting into unprovable arguments – a given in propaganda and warfare.
Equality, Ordering people or choices, Social Welfare and Dictatorship:
A pre-condition to equality is certain symmetry between the two or more entities that may be deemed to be equal. On the other hand, ordering a set of objects – people, choices, systems, or whatever else – has to have a pre-condition of anti-symmetry – which is evident in the key belief of the inverted system. Such a system is inherently anti-symmetric with respect to any other system, as it is the only truth and all the others are false and all the others must further be eliminated, inequality is axiomatic. Not only is inequality axiomatic but further the unequal entities are ordered – as the believers pre-destined to greatness and the misbelievers in any case very inferior and going to hell.
Hence, in such a system, ordering becomes almost synonymous with inequality, at a fundamental level.
However, it is a fact that unequal entities may not necessarily be comparable or ordered as smaller or greater and the situation as obtains above is another false position in such a system.
Arrows Impossibility Theorem is a statement about a social welfare utility function. Stated in simple terms for the lay person, it states that such a utility function which places an order on the set of choices people can exercise, which is moreover anti-symmetric (notion of less or greater than) and transitive, must necessarily be imposed or dictatorial.
The false claim as mentioned in this discussion together with the automatic designation of the infidels/ Kafirs as infidels/ Kafirs, marked for elimination and the believers as pre-destined to greatness, alongwith the ‘choices’ exercised, to eliminate the infidels/ Kafirs.
i.e. the believers = 1 (if not infinity) and the misbelievers = -1 in the set of choices.
So trivially the conditions of the theorem are satisfied and hence the welfare function, i.e. Christianity or Islam must necessarily be imposed or dictatorial. This is true for all on whom the welfare function is sought to apply – the believers and the misbelievers.
Hence, the believers of such a system may not properly be called followers, in contrast to practitioners of other open and pro-choice belief systems – there is no choice, they MUST.
Why is loyalty necessary and very fundamental to such a belief system
This is so because the basic premise is intrinsically and demonstrably false.
For the same reasons that the other belief systems must necessarily and in principle be eliminated, the believers must obviously remain absolutely loyal to such a system no matter what. For this reason it is necessary to not question at all, even in the face of contrary evidence. In other words, the subject of such a belief system must give away his ‘soul’, to the church, which ensures that the questioning and rationality
about the premises and the system, are gone along with the soul and completely subjugated to it irrespective of anything.
It is a clear understanding and enunciation of this very fact that the highest authority of the church, the pope himself, talks about ‘a harvest of souls’, which is conversion into his inverted belief system.
Loyalty and elimination hence go together and are a very basic and fundamental feature of such a system. This is reflected in the responses of such a system towards disagreements – they will seek to eliminate the source, i.e. the person who voices the opinion to which they disagree – fatwas to eliminate whether it is cartoons, prose, critique, or other such thing.
In contrast, practitioners of other (non-believer) systems seek to reason and argue out the differences – which may go out of hand at times. However, the point is that here in principle the argument is over the issue and it is the arguments which must be sorted out. Whereas in the inverted system, the argument is secondary and it is the person holding the contrary belief, who must be sorted out, by elimination. The same fundamental is at play in a sentence of ex-communication or death by authorities in such systems. In other words, for the inverted (belief) systems –
“The issue is not the issue, the issue is YOU”.
Such a system also has to be fore-closed permanently as a logical system, not subject to any questioning. Its implementation is by imposition or dictatorship and their own connotation of loyalty and elimination of the people having differences of opinion or systems.
Reasoning, rationality, freedom and democracy are opposites of such fundamentals and was rediscovered in the process of the fight between the church and the state.
From n Choose r:
The number of combinations which can be made from a set of ‘n’ objects taken ‘r’ at a time is given mathematically by nCr. Thus the number of ways ‘n’ religions could have fought, taken two at a time, is given by nC2. If one assumes there were 10 religions to start with, this number is 45, for 20 religions it is 190 and for 50 religions as one may calculate it is 1225. So these are the number of possible combination of fights between religions, taken two at a time from the initial set.
The observed facts are however that from this entire set of combinations, the only religions and their believers to have fought are primarily the subset containing the two state religions, the two converting religions.
Thus, the larger part of humanity belonging to the numerous non-converting systems, have by and large been at peace with each other so far as religious grounds and sanctions are concerned. In this multitude, there are primarily 2 systems and their analogous sects, who have been fighting on religious grounds with specific religious sanction. They have not only been fighting with others but also between and within themselves, within their own sects because any difference within is also contrary to the claim of being the only truth which must be eliminated.
It is no surprise that in the cacophony of propaganda and warfare, these 2 are primarily at the forefront of claiming that they instead are the saviours, egalitarian, good, the only truth, etc. This would make even an ignorant person suspicious of such claims, further when multitudes of their own believers and society are in poverty, face many problems apart from ethical and moral issues as well. Of course, the millions of people who have been put to death, pain, torture and humiliation of various kinds, over the ages and over many geographic locations, cultures, due to a clash of religions, cannot voice their contrary opinion for the simple reason that they, or their voice, do not exist.
It is significant that there have never been crusades, inquisitions, decrees, fatwas to eliminate, etc. between any other two religions at all on any comparable scale.
A point to be noted is that the Jews, who have been persecuted and despised in (not by) every country except for one (India), by the followers of the converting religions, do not have any such conflicts with the practitioners of any con-converting belief systems – the Hindus, Parsis, Buddhists, Sikhs, …
In all probability, if hypothetically Hinduism had been a converting religion based on such fundamentals, India would have shared the border not with China but with Russia, Korea, etc.
Definition of fundamentalism and who are the fundamentalists and extremists:
Fundamentals are the core beliefs of the system, basic principles, axiomatics, foundations. These form the basis on which other things rest, provide the structure and framework within which things may be seen to exist and reasoned.
A fundamentalist/extremist is one who carries a fundamental to the extreme. In this respect, the subjects of the converting belief systems, claimants of the only truth, may be called fundamentalists or extremists at an ideological level itself, by definition, due to the very nature of their belief and its inherent falsehood, and further that they seek to eliminate the others, no less, an extreme act in itself, simply because they exist.
The Paradox of the 2 Cannibals / The Paradox of Inclusion and Exclusion:
Consider inviting people to a feast who may be of any kind, vegans, vegetarians, non-vegetarians, or even man-eaters/cannibals. Of course the cannibals might say that they will be well behaved and will not eat up any of the invitees. Of course one knows very well that this will at best be an unreliable and foolish thing to go by, with the cannibal having made a tactical statement and only waiting for a suitable opportunity to eat a human being. Eventually the cannibal would like to see only himself, not even the other cannibal to survive. Of course no one would like to invite cannibals to a feast knowing this.
So the question and paradox is whether to exclude the exclusivists and nihilists or to include them. This has an unequivocal answer and only one answer that can sustain – exclude the cannibals. For including them would only mean suicide for the many others who are harmless.
Democracy excludes the exclusivists else it ceases to exist.
It must exclude dictatorships, totalitarian and exclusivist systems. This is a confusion which may self proclaimed ‘liberals’ have and which must be corrected.
For this reason and also because it is not the church which has reformed (see section on secularism) or become democratic and is still a super-state, with the inverted system as discussed earlier, conversion into the proselytizing religions must not be permitted at all.
Minorities:
The concept of (religious) minorities is relevant and generic to those regions where the dominant system of religious practice is one of the exclusivist state religions. From the foregoing account, the followers of such belief systems are in principle against the very existence of other belief systems and consider them false.
They consider all that the kafirs/infidels believe or practice to be essentially immoral and illegitimate. In such a situation, practitioners of other systems face an existential threat in principle and ideologically and, by implication, all their practices and systems face an ‘a priori’ threat simply on existential grounds, permanently, no matter what. As long as they do not convert, whatever they do they will face these kinds of overt and subliminal threats and prejudices.
Hence, in such situation, with other belief systems co-existing, it becomes necessary to protect the non-proselytising systems from the converting religions. This remains true irrespective of the numbers of which group is larger or smaller – it is a matter of who threatens and has a nihilist principle towards which other system. In reality this does not have to do with numbers but with the principle – the majority in numbers of a non-proselytising open system are still the ones who need protection from the nihilist ideology and consequent prejudices and practices of the converting religions.
However, the word (religious) minorities have again its genesis in countries where the other systems were wiped out and the dominant ones in terms of numbers are the converting religions, so it is incorrectly understood as simply applicable to religious minorities in terms of number. It has to do with the belief system. In other words, if in principle something is incorrect, it remains to be so irrespective of the number of people following it.
Furthermore, by the time people in regions where largely an open system is practised wake up to this, it becomes too late and the number (majority) is incorrectly taken to be the defining feature and the inverted logic has once again established itself. Note e.g. in India, in Muslim or Christian numerical majority states, the Hindus are not considered ‘minorities’. This is consistent with the ideology that they are the only truth and that the other systems (Hindus) must be eliminated.
Claims of Secularism, conversion into an exclusivist state religion in a pro-choice or democratic ethos:
In case of the exclusivist, totalitarian, state religions, for its subject to call him/her self secular or democratic is itself unsustainable and perverse. This is because in the case of such a system and its subject (‘follower’), both the belief system and the democratic values are supposed to exist in the same individual.
However, unlike in the case of a divorce, where any one person walking out is effectively the end of the relationship, in this case it is not 2 different individuals. Moreover, the belief system is totalitarian, a super state, so it leaves nothing out of its purview. At the same time, the belief system, i.e. the church itself has not reformed itself fundamentally and become democratic or not -totalitarian or -exclusivist and it still is very much a ‘state religion’. Hence, for such persons to talk about secularism is inherently false and schizophrenic.
Furthermore, any state, more so a democratic one – why should it at all allow another state (religion) within the state?
For these reasons, conversion into the exclusivist systems specifically must not be allowed at all, in principle.
This is apart from the observations of the Supreme Court of India which does not legitimize or protect institutionalized conversion attempts from the church, but rather protects the individual (citizen’s) right to move out of one, possibly into another belief system, if the recipient accepts. i.e. the choice and the attempt to change is from one side (the citizen) and not the other.
This is the same confusion or subterfuge that the followers of state religions resort to in order to justify their conversion efforts and seek to protect it or legitimize it – in keeping with their fundamentals.
In view of the above analysis, ‘conversion’ between non-exclusivist systems or into a non-exclusivist system may be permitted – the onus and choice, the sole right rests with the individual and not the other converting side. However, conversion into the state or exclusivist religions / systems must not be permitted at all.
The foregoing is an account of the inverted (il)logical structure, the implications (and compulsions) of systems which claim to own “The only (exclusive) truth”. To maintain the falsehood, they need to eliminate any and every other system which exists, thereby proving to be a living contradiction to its false truth claim. The necessity and obligation of converting the ‘other’ is an implication of this. Also, their own subjects (‘believers’), had better not question the truth claim as it would immediately fall. So the believers need to swear by it and take an oath of loyalty, where any doubt or divergence from which may often be on pain of death. Naturally, the exclusivity of the claim requires pre-emption of the possibility of another system coming up with some truth. At the same time giving ‘everything’ to its own subjects, so as to prevent them from looking outside, and finding other truth/s possibly. So they would claim to give complete or all the solutions. All this must be mandatorily followed by the subjects of course, else the system falls.
In other words, the absurd and false truth claim of owning “the only (exclusive) truth”
as a fundamental principle and core TENet of the system implies the following attributes – Totalitarian (mandatory, complete, all solutions), Exclusivist (the only, exclusive), Nihilist (conversion, or elimination, in peace or by war).
Featured Image: India Currents
Disclaimer: The opinions expressed within this article are the personal opinions of the author. IndiaFacts does not assume any responsibility or liability for the accuracy, completeness, suitability, or validity of any information in this article.
The author is a researcher in the IT industry. | http://indiafacts.org/on-the-structure-of-certain-belief-systems-and-its-implications/ |
Speak No Evil (Christian Tafdrup, 2022) 3½ out of 4 stars.
There aren’t many horror movies where the main characters could, at any point, get in a car and drive away from whatever’s threatening them. Speak No Evil, which centers around a Danish family who are invited to stay at the home of a Dutch family they met while on a previous vacation, is certainly the first I’ve seen. Directed by Christian Tafdrup (A Horrible Woman), himself Danish, this film plays out like a comedy of manners, except without any comedy. Deconstructing societal norms within interpersonal relationships, Speak No Evil is a visually stunning allegory about the dangers of prioritizing politeness over personal boundaries.
The basis of Speak No Evil’s success is its intelligent, concise screenplay that was written by Tafdrup and his brother, Mads. The structure of how its questions unfold and how they are answered is executed with great patience. The writing trusts the viewer to pay attention to the dissonance between what the characters say, what they do, and what is happening on screen. We learn information and question information along with the characters. This makes them extremely sympathetic. Nevertheless, it does feel like the perspective switches back and forth between the two Danish parents to the point that it’s slightly unfocused.
However, the captivating characters and pointed dialogue are brought to life by an outstanding cast. Even when their character’s actions are frustrating, leads Morten Burian and Sidsel Siem Koch make their emotions and reactions identifiable. Fedja van Huêt as the Dutch patriarch maintains a casual friendliness and covert maliciousness that make any moment of violence feel extreme. Huêt is in total control of his tone, and his superficial cluelessness in regard to his character’s own actions is appropriately maddening.
While I often have issues with the concept of “elevated horror,” the strength of the screenplay disputes any accusations of pretentiousness that similar movies have faced. Speak No Evil is a horror film as much as it is a family-drama, and its main thrills feel more comparable to Austrian director Michael Haneke’s Funny Games films than anything else. The focus on the breakdown of the family structure, the construct of manners, and importance of communication draw obvious comparisons. The specific focus, likewise, makes it feel like a horror for the modern age.
The unique blend of genres within it makes Speak No Evil a highly meaningful and distinct work. Beyond the lush cinematography, effects, and production design, the story feels both relevant and timeless. Much like the dark forces within it, it has a lot to unpack beneath the surface. | https://filmfestivaltoday.com/film-reviews/sundance-review-speak-no-evil-is-horror-by-way-of-haneke |
Q:
Finding if intergral function is a constant function
Prove that if $f(x)$ is continuous in $[a,b]$ and that
$$\int_{a}^{b} f(x)dx = (b-a) * max \{f(x) : x \in [a,b]\}$$
than $f(x)$ is a constant function in $[a,b]$.
How can I prove this one?
if $f(x)$ is a constant function in $[a,b]$ than there is a $c \in \mathbb{R}$ which for every $x \in [a,b] \implies f(x) = c $.
Let's assume that there an $x \in [a,b]$ where $f(x) \neq c$.
How do I continue from here?
A:
Call $M=\max_{x\in[a,b]}f(x)$. Then your condition can be expressed as
$$
\int_a^bM-f(x)dx=0.
$$
It is well known (and have been asked here at MSE several times) that the only continuous nonegative function whose integral is $0$ is the zero function so it must be $M-f(x)=0$ for all $x$.
Edit: Let $g$ be a continuous nonnegative function on $[a,b]$. Suppose there exists $x_0\in[a,b]$ such that $g(x_0)>0$. As $g$ is continuous there exists an open interval $I$ containing $x_0$ such that $g(x)>0$ for $x\in I$. As we can restrict to a smaller interval still containing $x_0$ we can suppose that $I$ is closed. Every continuous function on a compact set (which $I$ is) attains its minimum so it exists $m=\min_{x\in I}g(x)>0$ and then
$$\int_a^bg(x)dx\geq\int_Ig(x)dx\geq\int_Imdx=m|I|>0.$$
| |
Courtesy: Howard University
Howard University has been the most important educational institution for African Americans since its founding in 1867. It has educated thousands of doctors, lawyers, and scholars, but its most lasting legacy has been of service and social activism. Whether it is the first female and African American Vice President of the US or the first African American Supreme Court Justice, Howard has produced some of the most influential change agents in American history.
“When we recruit players to Howard, we aren’t just recruiting them to represent Howard on the basketball court, but we are recruiting young men who will live up to the standard of excellence this university has set for itself,” says Head Coach Kenny Blakeney.
“If our players leave Howard without having made an impact on the world outside of Georgia Avenue, then I have failed as our head coach. In that vein, I issued a challenge to our team at the start of the season to come up with a social justice project that would honor the legacy of activism at our university. The challenge was intentionally broad, as I wanted our players to truly take ownership of the issue they wanted to focus on.”
After intense team-wide discussions, the players settled on the issue of Black maternal health and the implications of the Roe v Wade reversal on Black women, one of the most fraught issues in American society today.
“The team chose to organize around Black maternal health as its social justice project this season due to the amount of attention in the past year given to these issues, like the overturning of Roe v Wade,” said Team Captain Jelani Williams.
“Being at an HBCU, we also know that Black people, especially Black women, are generally more impacted by issues in American society than other groups. As a team with Black mothers, aunts, sisters, and friends across each of our lives, in addition to being on a campus that is predominately female, we felt like it would be helpful to organize around an issue that affects them, and one that is not talked about nearly enough.”
Since deciding to focus on this issue, the program has taken part in a series of educational workshops designed to give them the depth of knowledge needed to become informed advocates. They attended the world premiere of the documentary “Birthing Justice” during the Congressional Black Caucus Annual Legislative Conference as guests of Congresswoman Lauren Underwood, co-chair of the Black Maternal Health Caucus. Additionally, they hosted Fatima Goss-Graves, President of the National Women’s Law Center, for a wide-ranging discussion on the women’s rights movement, and the history of activism in this space. | https://hbcugameday.com/2023/01/02/howard-university-basketball-to-advocate-for-black-maternal-health/ |
In Linguistics you gain a better understanding of the function of language in society and develop the skills essential for exciting careers in language pathology/audiology, language teaching, speech recognition and artificial intelligence, forensics, translation, interpretation, publishing and many others.
You will learn how language functions in the lives of individuals, groups, and societies. You will study the basic nature of human language such as speech sounds, characteristics of word and sentence structure, geographical and historical variation of languages and dialects. You will learn about the cognitive aspects of language in child language development, language processing, language learning, writing, and reading.
An introduction to first and second language acquisition, language in society, world languages and animal communication. The human biological propensity to acquire language and language universals are considered.
Presents language in its social context, covering aspects of linguistic variation within and across speech communities. Topics include language and class, gender, age, speech context and ethnicity. Language standardization, code-switching, bilingualism and diglossia, rules of conversation and appropriate address, and societal features of language change will be discussed.
Linguistic structures and genetic relationships of indigenous languages of the Americas with focus on languages spoken in Canada. Language development is discussed comparing pre- and post-colonization contexts. A central theme of the course will be the causes and consequences of language and culture loss on the individual and the societal level. The course addresses the role of speakers, educators, and linguists in language education, research, and revitalization.
This course provides an overview of the field of first language acquisition. It examines issues of language development from the child's birth to high school graduation. The course materials address a variety of topics in applied linguistics, such as linguistic development in infancy, acquisition of linguistic ability in phonology, morphology, syntax, semantics, and speaking skills. Furthermore, it examines underlying factors that may lead to atypical language development and evaluates language-therapeutic approaches in addressing those factors. It also includes a practical component applying and evaluating research methodology in child language research.
Excellent study and work abroad opportunities are available to you and credits earned abroad may be applied to your degree.
Medium class sizes create a high-quality learning environment that maximizes interaction among students and professors, as well as between peers. | https://admissions.usask.ca/linguistics.php |
7 HR Software Solutions To Improve Employee Engagement
Average rating: 4 (from 115 votes)
Employee engagement is one of those perennial HR objectives that remains elusive to most organizations. The upside of engaged employees is clear — increased labor productivity and employee retention that flows right to the bottom line. However, the road to success is littered with unsuccessful attempts and on average, only about one-fourth of employees are engaged at any point in time.
This HR White Paper shares seven employee engagement strategies that organizations can use to enhance engagement through technology. But first, let's set the context with some frequently asked questions to make sure everyone begins with the same assumptions.
What is Employee Engagement?
Countless theories and definitions have been espoused over the years about what employee engagement is or should be. With no consensus definition, it may be most helpful to simply settle in on those criteria that are the most influential and agreed upon:
Engagement is about attitude – staff that are fully engaged truly want to be a part of, and are committed to, their employer
Engagement is about effort – staff that are fully engaged show initiative, put forth greater effort, and contribute to the organizational beyond their performance objectives
Engagement is about willingness – staff that are fully engaged willingly act as company advocates and actively promote the organization to current and potential customers and employees, and
Engagement can be influenced by a host of factors
Employee engagement directly impacts everything from company brand to business performance. In fact, a recent study conducted by Gallup, the leading research company for engagement studies, reported that employers that do not invest in employee engagement have only a 17 percent chance of financially performing above industry averages.
What is the Organizational Impact of Engagement?
Aside from the overarching financial statistic above, numerous research studies demonstrate that employee engagement is integral to the organization's bottom-line. Indeed, the Confederation for British Industry (CBI) recently found that employee engagement is "the biggest challenge facing employers"—highlighting that nearly 75% of all organizations have engagement as a top business priority. This is due in large part to the ratio of engaged; non-engaged; and disengaged employees—which in a recent Gallup study was 24%; 51%; 25% respectively.
Given that engaged employees out-pace and out-perform their peers by as much as 20% and are 87% less likely to voluntarily turnover than their non-engaged or disengaged counterparts (according to the Corporate Leadership Council), employers are starting earlier with on-boarding and other practices as a way to preemptively net as many engaged staff as possible. Unfortunately, it appears as though efforts aren't nearly as strident for existing employees. Given the research statistics, it's evident that far too many organizations are still not understanding the flip-side of the engagement — which is disengagement.
Staff that are disengaged are not just unhappy on the job; they are passionate about how much they don't like their work. If you take the points made earlier about engagement criteria, but put a negative instead of a positive descriptor on them, you get closer to the true nature and danger of a disengaged employee. For example:
Attitude – staff that are disengaged have bad attitudes and let those bad attitudes be known
Effort – staff that are disengaged put forth effort to undermine other employees and hinder organizational progress; and
Willingness – staff that are disengaged willingly act as company detractors and actively discredit the organization to current and potential customers and employees
If those descriptors are not bad enough, Gallup researchers (through a study of more than 40,000 employees) determined that those disengaged staff (which keep in mind only make up about 25% of your workforce) are costing U.S. businesses alone over $345B annually. Couple these statistics with the fact that disengaged staff are actively trying to influence the non-engaged, neutral employees (51% of your workforce), and the imminence of the threat should become evident.
All of this research and information adds up to an undeniable conclusion, staff engagement is tantamount to business success and organizations should be doing everything within their power to both engage employees from the onset and maintain or re-engage those that are already here. Fortunately, HR software technology is an incredible conduit, and as such, here are the 7 strategies that you can use to boost employee engagement.
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I do believe this is the first time I have cooked with or even tasted fresh mustard greens, and what a great culinary experience it turned out to be combined with chickpeas, spices and yogurt in this creamy curry. I was struck by the robust and piquant mustard taste of the greens, having to sample some raw before I put them in the dish of course. Somewhat bitter, they do add an underlying zesty flavor to this chickpea curry that is now a favorite in my kitchen. Mustard greens can often be found at an Asian or Indian grocer, and maybe even at your run-of-the-mill grocery store if you are lucky.
If you can't find mustard greens, a suitable substitute is kale, spinach or collard greens, though I am sure nothing can quite match the unique aroma and vibrant flavor that mustard greens add to your dishes and salads. Add some mustard powder to this creation if you have to miss out on the opportunity to enjoy mustard greens.
I have adapted this recipe from Raghavan Iyer's most excellent book, 660 Curries. If you want creative Indian dishes that can be made with ease and packed full of unique Indian flavors, this is a must have book. Certainly a staple in my household, it should be on your bookshelf too if you enjoy treasured Indian combinations. I've written about this book numerous times and. as noted in prior posts, it is not strictly vegetarian but with this many recipes, vegans and vegetarians, novice and experienced cooks alike with find much inspiration within the covers. If you do enjoy meat and seafood, you won't be disappointed either. A treasure chest indeed. Many traditional recipes and some innovative fusion-style dishes are presented to cooks.
This is a spicy dish, so as usual, my advice is to adjust the spices and number of chilies to suit your palate.
Note: If you are using fresh turmeric, take care. I thought beets were bad for staining nails, hands and surfaces, but goodness, my nails were yellow for days after chopping up just a small portion of this fresh root spice. Not quite as potent as ground turmeric, the fresh version rounds out your dishes with a complex flavor that spice lovers will appreciate.
|Chickpeas with Yogurt and Fresh Mustard Greens|
|Recipe by Lisa Turner|
Adapted from 660 Curries
Cuisine: Indian
Published on August 1, 2012
Creamy spiced chickpea and yogurt curry with fresh vibrant mustard greens
Ingredients:
More spicy chickpea dishes you are sure to enjoy from Lisa's Vegetarian Kitchen: | https://www.foodandspice.com/2012/08/chickpeas-with-yogurt-and-fresh-mustard.html?showComment=1531086866196 |
This is the second post of a two part series on the ongoing driving decline in the United States.
The recent decrease in driving is nearly unprecedented in American history, and has already lasted even longer than the decline experienced during World War II, when vehicle travel was limited by societal disruption and gasoline rationing.
The economic and demographic changes behind the current decline are only expected to become more pronounced in the future, so it’s time to start considering the impact this trend may have. How will the decline affect driving in the United States during the coming decades?
Gasoline for transportation makes up 45% of America’s total oil consumption, so changing transportation trends could have a significant impact on our international trade relationships and on the environment.
As a result of stagnant driving levels and improving fuel efficiency, gasoline consumption for transportation hit a 10-year low in 2011. This helped to bring total U.S. petroleum imports to their lowest level since 1995, and reduced carbon dioxide emissions to 1999 levels. Gasoline consumption is already expected to decline further as a result of continued improvements in fuel economy, and could be pushed even further down as miles driven decreases.
As the U.S. PIRG report suggests, decreased gasoline consumption presents an opportunity to reduce the national security challenges and economic issues associated with oil dependence on other nations, and to reduce air pollution, a major public health hazard.
Every state collects taxes and fees on gasoline, which are intended to cover the costs of highways and driving. However, revenues from the gasoline tax are already insufficient to cover these expenses. In 2010, the revenue brought in from gas taxes comprised only 62% of total highway spending by all levels of government, with the rest coming from general taxpayer dollars.
Reduced gasoline use will diminish this main source of transportation funds even further. Making up the gap between gas tax revenues and the costs of necessary maintenance would require increasing state and federal gas tax rates by 53 to 58 cents per gallon or a per-mile fee on driving of about 3 cents per mile. In the scenarios considered by the U.S. PIRG report, gas tax revenues could decline by 60% to 74% by 2040.
Per-mile taxes are the most prominent proposed alternative to the gas tax. While they would reduce the impact of fuel efficiency improvements on tax revenues, further decreases in miles driven would directly affect per-mile taxes.
U.S. PIRG researchers have suggested that a decrease in miles driven per person could lead to less traffic congestion, and so far this seems to be holding true. Americans spent 421 million fewer hours stuck in traffic in 2011 than they did in 2005, the year traffic congestion peaked.
It’s unclear how booming new car sales in August will affect the total number of cars on the road, which dipped in 2009 and 2010. The U.S. car and light truck fleet is currently more than 11 years old on average, so many of these purchases may be replacing older cars rather than adding cars to the fleet.
However, congestion levels do not necessarily follow total vehicle miles driven or the total number of cars on the road. If drivers shift their travel from rural to urban areas, or to more-congested highways or times of day, it’s possible for congestion to increase even as we drive fewer miles, and even if the number of cars on the road decreases or remains the same.
In 2011, metropolitan areas grew faster than suburban areas for the first time in decades. Public transit trips are up 10% from 2005 to 2011, and continued to rise in 2012 despite widespread service reductions and fare increases. Bicycle commuting increased 39% from 2005 to 2011, and commuting on foot increased 20% from 2005 to 2009.
But predictions made during the driving boom era, which assume a continued increase in driving, are still being used to form public policy aimed to promote car-oriented development. Taking action based on these outdated predictions can be costly.
A series of toll roads built in Southern California from 1993 to 2007 were intended to relieve traffic congestion, but have struggled to attract expected levels of traffic, resulting in raised tolls and serious financial difficulty for local government agencies and their private partner companies. The situation in Portugal, which experienced a severe recession over the past two years, is even more dire. Portugal now has four times more kilometers of roadway per person than Britain, but tolls raised to provide funds for a cash-strapped government mean that many of these roadways are now going unused.
We need to gather more information about changing travel trends to inform decision-making at all levels of government. The U.S. PIRG study recommends that the National Household Travel Survey, currently done once every 5-7 years, be conducted more often, ideally once per year.
Once we understand our new transportation reality, we’ll need to revisit our plans for the future. There is still a large backlog of maintenance projects that must be completed to keep our existing infrastructure usable. And since congestion may increase in some areas, we may still need to expand certain roads and highways.
But as we look to the future, we must make sure that new transportation investments will meet our needs. This means reviewing currently scheduled projects, and delaying or canceling those that are no longer relevant. Car-oriented zoning laws must also be revised to allow pedestrian, bike, and transit friendly mixed-use development.
Finally, with the potential for revenues from gas taxes and per-mile taxes to keep declining, we’ll need to seriously reconsider where our transportation funding should come from.
Have you changed your driving habits in the past few years? What prompted the change? Have you noticed any new transportation patterns in your area?
Share your experience in the comments below! | https://trafficschoolonline.com/blog/the-future-of-driving-in-america |
This research by Whydo is supported by our readers. We may earn a commission when you purchase through our links. Learn more
How Many Centimeters Are In a Meter?
Let's Do Some Math!
So, how many centimeters are in a meter? We often use two different length measuring systems: meters and centimeters. Continue reading if you want further information on the various units of measurement. For example, according to the most contemporary version of the meter, released in 2019, a meter is measured as the length that light traverses in a vacuum at a period that has a length of 1/299,792,458 of a second. One meter is proportional to 100 centimeters, which is comparable to 39.37 inches.
Let’s discuss this more in detail.
So let’s jump right to it!
How Many Centimeters Are in a Meter?
It may not seem easy to determine how many centimeters are in a meter. However, a straightforward formula may provide you with the answer in a short amount of time. One metre equals 100 centimetres, so one meter = 100 cm.
You can find the answer to how many centimeters are in a certain number of meters by carrying out a straightforward calculation of multiplying the number of meters by 100. The solution is to determine how many meters are equivalent to a certain amount of centimeters.
Multiplying 12 by 100 is the formula you use if you want to find out how many centimeters there are in 12 meters, for instance. The correct answer is 1200, which indicates that there are 1200 centimeters in a measurement that is 12 meters long.
You may use the reverse method to convert meters into centimeters if that is what you want. For instance, to translate the overall amount of centimeters to meters, divide that amount by 100. This will give you the meter equivalent. This is done rather than multiplying the number of meters by 100. So it would be best if you converted from centimeters to meters in this manner.
It is also possible to compute the number of whole meters inside a given number of centimeters by simply moving the decimal point back to two spaces. For instance, shift the decimal point to the left by two spaces to determine the number of whole meters included in 1000 centimeters. You will get the correct answer of 10 if you do this.
How Many Cubic Centimeters Are in a Cubic Meter?
Divide the volume by the conversion ratio to convert the amount of space measured in cubic centimeters to the amount measured in cubic meters. You can use the following straightforward method to convert between meters cubed and centimeters cubed, given that one meter cubed is equivalent to one million cubic centimeters:
Cubic metres = cubic centimetres ÷ 1,000,000.
You may calculate the volume expressed in cubic meters by dividing the cubic centimeters by one million. By illustration, you may use the above method to determine how many cubic meters are equivalent to 500 cubic centimeters.
500 cm³ = (500 ÷ 1,000,000) = 0.0005 m³
You can use both cubic centimeters and cubic meters for volume measurement.
Another name for the cubic centimeter is the cubic centimeter. The metric system uses the prefix “centi” before the numbers 10 and 2.
You can shorten the unit of measurement known as the cubic centimeter as cm3, which is also sometimes abbreviated as cu cm, cc, and ccm. One cubic centimeter, for instance, may also be represented as one cm3, one cu cm, one cc, or one ccm.
The volume of a cube with one meter-long side and one meter-long corner equals one cubic meter.
In the metric system, the unit for volume derived from the SI is the cubic meter (sometimes written as “cubic meter”). It’s possible to abbreviate cubic meters as m3, but you could also see them as cu m, CBM, cbm, or even MTQ. For instance, you may also represent one cubic meter as one m3, one cu m, one cbm, one CBM, and one MTQ.
How Many Square Centimeters Are in a Square Meter?
10,000 square centimeters.
Centimeters or meters are the measuring units that we most often use for describing lengths and distances. For example, square centimeters are helpful measurement units for discussing regions.
How Many Centimeters Are in a Square Meter?
There are 10,000 centimeters in a square centimeter.
Is 1000 CM the Same as 1 Meter?
No. 1000 cm = 10 M.
How Many Centimeters Are in 4 Meters?
4 meters is equivalent to 4 times 100, which is 400 centimeters.
How to Convert Meters to Centimeters
Multiply the length by the conversion factor to convert a meter to a centimeter measurement. Since one meter equals one hundred centimeters, you may convert using the following simple formula: meters x 100 centimeters The meters multiplied by 100 determines the length in centimeters.
Here is an example of the above approach to convert 5 meters to millimeters. 5 m = (5 × 100) = 500 cm
Final Words
The metric system is a standard scale of measurement that is used all around the globe. The metric system of measuring comprises a variety of different units of measurement, including meters and centimeters. A meter is the base unit in the international system. A centimeter is technically a decimal fraction of a conventional meter.
Calculating the differences between centimeters, meters, and other length measures, such as millimeters or kilometers, is very easy because the system employs decimals and whole numbers as units of measurement rise.
You can even use meters to centimeters conversion calculator or a CM converter. For example, a meter value, or 1 meter, equals 100 centimeters. There is also a conversion table that you can use to know a quick centimeter value and value of any length unit. | https://why.do/how-many-centimeters-are-in-a-meter/ |
Artist Paul Priestly came into school today to give Year 1 an insight into the world of impressionist art and to help them understand more about the artist Vincent Van Gogh's colourful life and work. They spent time with Paul to develop their skills in pencil with scale and shape and then practiced using Van Gogh's techniques with colour in paint. Each child worked on their own version of the famous artists work 'The Starry Night'.
Bailey Kent from Jupiter class said " Vincent Van Gogh used lots of different techniques with swirley lines on top of each other. He moved to Paris and painted his house which was actually grey but he painted it using lots of yellow."
Fiona Elliott added " I liked painting the trees, they were like clouds." | https://www.stgeorgesamersham.org.uk/news/detail/year-1-became-van-gogh-for-the-day/ |
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A
republic
is a
form of government
in which the head of state is not a
monarch
and the people (or at least a part of its people) have an impact on its government. The word 'republic' is derived from the Latin phrase
res publica
which can be translated as "a public affair".
Both modern and ancient republics vary widely in their ideology and composition. The most common definition of a republic is a state without a monarch.
In republics such as the
United States
and
France
the executive is legitimated both by a
constitution
and by popular
suffrage
.
In the United States,
Founding Fathers
like
James Madison
defined
republic
in terms of
representative democracy
as opposed to only having
direct democracy
, and this usage is still employed by many viewing themselves as "republicans". In modern
political science
, republicanism refers to a specific ideology that is based on
civic virtue
and is considered distinct from ideologies such as
liberalism
.
Most often a republic is a
sovereign
country, but there are also
subnational entities
that are referred to as republics. For instance,
Article IV
of the
Constitution of the United States
"guarantee[s] to every State in this Union a Republican form of Government."
The
Soviet Union
was a single nation composed of distinct and legally sovereign
Soviet Socialist Republics
.
Niccolò Machiavelli
described the governance and foundation of the ideal republic in his work
Discourses on Livy
. These writings, as well as those of his contemporaries such as
Leonardo Bruni
, are the foundation of the ideology political scientists call
republicanism
.
Origin of the term
The idea of a republic first appeared in the writings of Italian scholars of the
Renaissance
, most importantly
Niccolò Machiavelli
. Machiavelli divided governments into two types,
principalities
ruled by a monarch and republics ruled by the people.
In medieval Northern Italy a number of city states had
commune
or
signoria
based governments. In the late Middle Ages writers, such as
Giovanni Villani
, began thinking about the nature of these states and the differences from the more common monarchies. These early writers used terms such as
libertas populi
to describe the states. The terminology changed in the 15th century as the renewed interest in the writings of Ancient Greece and Rome caused writers to prefer using classical terminology. To describe non-monarchial states writers, most importantly
Leonardo Bruni
, adopted the Latin word
res publica
.
While Bruni and Machiavelli used the term to describe the non-monarchial states of Northern Italy,
res publica
has a set of interrelated meanings in the original Latin. The term can quite literally be translated as 'public matter.' It was most often used by Roman writers to refer to the state and government, even during the period of the
Roman Empire
. The English word
commonwealth
derives from a direct translation of
res publica,
and its use in English is closer to how the Romans used the term
res publica.
Niccolò Machiavelli
defined
republic
in
The Prince
by stating that "all states, all the dominions that have had or now have authority over men have been and now are either republics or princedoms." Today the term republic still most commonly means a system of government which derives its power from the people rather than from another basis, such as
heredity
or
divine right
. This remains the primary definition of republic in most contexts.
This bipartite division of government types differs from the classical sources, and also the earlier of Machiavelli's own works, which divided governments into three types,
monarchy
,
aristocracy
, and
democracy
. As Machiavelli wrote, the distinction between an aristocracy ruled by a select elite and a democracy ruled by a council appointed by the people became cumbersome. By the time Machiavelli began work on
The Prince
he had decided to refer to both aristocracy and democracies as republics.
A further set of meanings for the term comes from the Greek word
politeia
.
Cicero
, among other Latin writers, translated
politeia
as
res publica
and it was in turn translated by Renaissance scholars as
republic.
This is not a very accurate translation and the term
politeia
is today usually translated as
form of government
or
regime.
One continued use of this archaic translation is the title of
Plato
's major work on political science. In Greek it was titled
Politeia
and in English is thus known as
The Republic
. This naming is preserved for historic reasons, but is not considered accurate. Within the text of modern translations of
The Republic
alternative translations of
politeia
are used.
In English the word first came to prominence during
The Protectorate
era of
Oliver Cromwell
. While
commonwealth
was the most common term to call the new monarchless state,
republic
was also in common use.
History
Until modern times, the form of government for almost all states was monarchy.
During the classical period the
Mediterranean
region was home to several states that are now known as the
classical republics
.
Several republics also developed during the
Middle Ages
in the merchant dominated
city states
. Beginning in the 18th century larger states began becoming republics, and in the 21st century only a minority of countries are monarchies.
Classical republics
The concept of the "republic" itself was not a meaningful concept in the classical world. There are number of states of the
classical era
that are today by convention called republics.
These include the
city states
of
ancient Greece
such as
Athens
and
Sparta
and the
Roman Republic
.
The structure and governance of these states was very different from that of any modern republic. There is a debate about whether the classical, medieval, and modern republics form a historic continuum.
JGA Pocock
has played a central role, arguing that there is a distinct republican traditional that stretches from the classical world to the present. Other scholars disagree. Paul Rahe, for instance, argues that the classical republics had a form of government with few links to those in any modern country.
A map of the Roman Empire
The political philosophy of the classical republics has had a central influence on republican thought throughout the subsequent centuries. A number of classical writers discussed forms of government alternative to monarchies and later writers have treated these as foundational works on the nature of republics. Philosophers and politicians advocating for republics, such as
Machiavelli
,
Montesquieu
,
Adams
, and
Madison
, relied heavily on these sources.
Aristotle
's
Politics
discusses various forms of government. One form Aristotle named
politeia
consisted of a mixture of the other forms he argued this was one of the ideal forms of government.
Polybius
expanded on many of these ideas, again focusing on the idea of
mixed government
. The most important Roman work in this tradition is
Cicero
's
De re publica
.
Over time the classical republics were either conquered by empires or became one themselves. Most of the Greek republics were annexed to the
Macedonian Empire
of
Alexander
. The Roman Republic expanded dramatically conquering the other states of the Mediterranean that could be considered republics, such as
Carthaginian Republic
. The Roman Republic itself then became the
Roman Empire
.
Other ancient republics
In the pre-modern period republics are generally considered to have been a solely European phenomenon, and states in other parts of the world with similar governments are not generally referred to as republics. Some early states outside of Europe had governments that are sometimes today considered similar to republics. In the
ancient Near East
, a number of cities of the
Eastern Mediterranean
achieved collective rule.
Arwad
has been cited as one of the earliest known examples of a republic, in which the people, rather than a monarch, are described as sovereign.
The
Israelite
confederation of the era before the
United Monarchy
has also been considered a type of republic.
One part of the world where much attention has been paid ancient republics is
India
.
In the early 20th century a number of Indian scholars, most notably as KP Jayaswal, argued that a number of states of ancient India had republican forms of government. Unlike in Greece there are no surviving constitutions or works of political philosophy from this period in Indian history. The forms of government thus need to be deduced, mostly from the surviving religious texts. These texts do refer to a number of states having
Gaṇa sangha
, or council based, as opposed to monarchial governments.
A second form of evidence comes from Greeks writing about India during the period of contact following the conquests of Alexander. Greek writers about India such as
Megasthenes
and
Arrian
describe many of the states there to have republican governments akin to those of Greece.
Beginning around 700 BCE republics developed in a band running along the
Indus Valley
in the northwest and along the Ganges Plain in the northeast.
They were mainly small states, though some confederations of republics seem to have formed that covered large areas, such as
Vajji
, which had
Vaishali
as its capital around 600 BCE .
As in Greece, the republican era came to an end in the 4th century with the rise of a monarchial empire. The
Maurya Empire
conquered almost the entire subcontinent, ending the autonomy of the small republics. Some did remain republics under Mauryan suzerainty, or returned to being republics after the fall of the empire. Madra, for instance, survived as a republic until the 4th century CE. The final end of republics in India came with the rise of the
Gupta Empire
, and an associated philosophy of the divine nature of monarchy.
Mercantile republics
In Europe new republics appeared in the late
Middle Ages
when a number of small states embraced republican systems of government. These were generally small, but wealthy, trading states in which the merchant class had risen to prominence. Haakonssen notes that by the Renaissance Europe was divided with those states controlled by a landed elite being monarchies and those controlled by a commercial elite being republics.
Across Europe a wealthy merchant class developed in the important trading cities. Despite their wealth they had little power in the feudal system dominated by the rural land owners, and across Europe began to advocate for their own privileges and powers. The more centralized states, such as France and England, granted limited city charters.
In the more loosely governed
Holy Roman Empire
fifty-one of the largest towns became
free imperial cities
. While still under the dominion of the
Holy Roman Emperor
most power was held locally and many adopted republican forms of government.
The same rights to imperial immediacy were secured by the major trading cities of
Switzerland
.
The towns and villages of alpine Switzerland had, courtesy of geography, also been largely excluded from central control. Unlike Italy and Germany much of the rural area was thus not controlled by feudal barons, but instead by independent farmers who also used communal forms of government. When the
Habsburgs
tried to reassert control over the region both rural farmers and town merchants joined the rebellion. The Swiss were victorious, and the
Swiss Confederacy
was proclaimed, and Switzerland has retained a republican form of government to the present.
Italy was the most densely populated area of Europe, and also one with the weakest central government. Many of the towns thus gained considerable independence and adopted
commune
forms of government. Completely free of feudal control, the Italian city-states expanded, gaining control of the rural hinterland.
The two most powerful were the
Republic of Venice
and its rival the
Republic of Genoa
.
Each were large trading ports, and further expanded by using naval power to control large parts of the Mediterranean. It was in Italy that an ideology advocating for republics first developed. Writers such as
Bartholomew of Lucca
,
Brunetto Latini
,
Marsilius of Padua
, and
Leonardo Bruni
saw the medieval city-states as heirs to the legacy of Greece and Rome.
The dominant form of government for these early republics was control by a limited council of elite patricians. In those areas that held elections, property qualifications or guild membership limited both who could vote and who could run. In many states no direct elections were held and council members were hereditary or appointed by the existing council. This left the great majority of the population without political power, and riots and revolts by the lower classes were common. The late Middle Ages saw more than two hundred such risings in the towns of the Holy Roman Empire. Similar revolts occurred in Italy, notably the
Ciompi Revolt
in Florence.
Protestant republics
While the classical writers had been the primary ideological source for the republics of Italy, in Northern Europe the
Protestant Reformation
would be used as justification for a new set up republics. Most important was
Calvinist
theology, which developed in the Swiss Confederacy, one of the largest and most powerful of the medieval republics.
John Calvin
did not call for the abolition of monarchy, but he advanced the doctrine that the faithful had the right to overthrow irreligious monarchs. Calvinism also espoused a fierce egalitarianism and an opposition to hierarchy. Advocacy for republics appeared in the writings of the
Huguenots
during the
French Wars of Religion
Calvinism played an important role in the republican revolts in Britain and the Netherlands. Like the city-states of Italy and the Hanseatic League both were important trading centres, with a large merchant class prospering from the trade with the New World. Large parts of the population of both areas also embraced Calvinism. The
Dutch Revolt
, beginning in 1568, saw the
Dutch Republic
reject the rule of Hapsburg Spain in a long conflict that would last until 1648.
In 1641 the
English Civil War
began. Spearheaded by the
Puritans
and funded by the merchants of London the revolt was a success, and King
Charles I
was executed. In England
James Harrington
,
Algernon Sydney
, and
John Milton
became some of the first writers to argue for rejecting monarchy and embracing a republican form of government. The English Commonwealth was short lived, and the monarchy soon restored. The Dutch Republic continued in name until 1795, but by the mid 18th century the
stadholder
had become a de facto monarch. Calvinists were also some of the earliest settlers of the British and Dutch colonies of North America.
Liberal republics
An allegory of the Republic in Paris
As well these initial republican revolts
early modern Europe
also saw a great increase in monarchial power. The era of
absolute monarchy
replaced the limited and decentralized monarchies that had existed in most of the Middle Ages. It also saw a reaction against the total control of the monarch as a series of writers created the ideology known as
liberalism
.
Most of these
Enlightenment
thinkers were far more interested in ideas of
constitutional monarchy
than in republics. The Cromwell regime had discredited republicanism, and most thinkers felt that republics ended in either anarchy or tyranny. Thus philosophers like
Voltaire
opposed absolutism while at the same time being strongly pro-monarchy.
Septinsular Republic flag from the early 1800s
Jean-Jacques Rousseau
and
Montesquieu
did praise republics, and looked on the city-states of Greece as a model, but both also felt that a nation-state like France, with 20 million people, would be impossible to govern as a republic. Rousseau described his ideal political structure of small self governing communes. Montesquieu felt that a city-state should ideally be a republic, but maintained that a limited monarchy was better suited to a large nation.
The
American Revolution
thus began as a rejection only of the authority of the English parliament over the colonies. With the
Declaration of Independence
the leaders of the revolt firmly embraced republicanism. The leaders of the revolution were well versed in the writings of the French liberal thinkers, and also in history of the classical republics.
John Adams
had notably written a book on republics throughout history.
The
French Revolution
was also not republican at its outset. Only after the
Flight to Varennes
removed most of the remaining sympathy for the king was a republic declared and
Louis XVI
sent to the guillotine. The stunning success of France in the
French Revolutionary Wars
saw republics spread by force of arms across much of Europe as a series of
client republics
were set up across the continent. The rise of
Napoleon
saw the end of the
First French Republic
, and his eventual defeat allowed the victorious monarchies to put an end to many of the oldest republics on the continent, including Venice, Genoa, and the Dutch.
Outside of Europe another group of republics was created as the
Napoleonic Wars
allowed the states of Latin America to gain their independence. Liberal ideology had only a limited impact on these new republics. The main impetus was the local European descended
Creole
population in conflict with the
Peninsulares
governors sent from overseas. The majority of the population in most of Latin America was of either African or Amerindian decent, and the Creole elite had little interest in giving these groups power and broad based popular sovereignty.
Simón Bolívar
was both the main instigator of the revolts and one of its most important theorists was sympathetic to liberal ideals, but felt that Latin America lacked the social cohesion for such a system to function and advocated autocracy as necessary.
In Mexico this autocracy briefly took the form of a monarchy in the
First Mexican Empire
. Due to the
Peninsular War
, Portuguese court was relocated to
Barsil
in 1808.
Brazil gained independence as a monarchy in September 7, 1822, and the
Empire of Brazil
lasted until 1889.
In the other states various forms of autocratic republic existed until most were liberalized at the end of the 20th century.
19th century France would see the creation of the briefly lived
Second French Republic
in 1848 and
Third French Republic
in 1871. Spain saw the briefly lived
First Spanish Republic
, but the monarchy was soon restored. By the start of the 20th century France and Switzerland remained the only republics in Europe. Before the
First World War
, Portuguese Republic, established by the revolution of October, 5, 1910, was the first of the 20th Century. This would encourage new republics in the aftermath of the
First World War
when several of the largest European empires collapsed.
The
German Empire
,
Austro-Hungarian Empire
,
Russian Empire
, and
Ottoman Empire
were then replaced by republics.
New states gained independence during this turmoil, and many of these, such as
Ireland
,
Poland
,
Finland
and
Czechoslovakia
, chose republican forms of government.
In 1931, the
Second Spanish Republic
(1931-1939) turned into a
civil war
would be the prelude of the
Second World War
.
Republican ideas were spreading, importantly to Asia. The United States began to have considerable influence in
East Asia
in the later part of the 19th century, with Protestant missionaries playing a central role. The liberal and republican writers of the west also exerted influence. These combined with native
Confucian
inspired political philosophy that had long argued that the populace had the right to reject unjust government that had lost the
Mandate of Heaven
.
Two short lived republics were proclaimed in East Asia, the
Republic of Formosa
and the
First Philippine Republic
. China had seen considerable
anti-Qing sentiment
, and a number of protest movements developed calling for constitutional monarchy. The most important leader of these efforts was
Sun Yat-sen
whose
Three Principles of the People
combined American, European, and Chinese ideas.
The
Republic of China
was proclaimed on January 1, 1912.
Socialist republics
See also
Socialist state
Strictly speaking, any real or hypothetical state organized along the principles of socialism may be called a socialist state.The term socialist republic is used by those socialists who wish to emphasize that they favour a republican form of government. Furthermore, since
socialism
purports to represent the interests of the
working class
, many socialists refer to a state organized according to their principles as a workers' state.
Communist republics
See also
People's Republic
Communist states
such as Vietnam require that their leaders adhere to that ideology and to the line of the
Communist party
.
A poster that commemorates the permanent President of the Republic of China Yuan Shikai and the provisional President of the Republic
Decolonization
The years after the Second World War saw most of the remaining European colonies gain their independence, and most became republics. The two largest colonial powers were France and the United Kingdom. Republican France encouraged the establishment of republics in its former colonies. Great Britain attempted to follow the model it had for its earlier settler colonies of creating independent
commonwealth realms
still linked under the same monarchy.
While most of the settler colonies and the smaller states of the
Caribbean
retained this system, it was rejected by the newly independent countries in Africa and Asia who revised their constitutions and became republics.
In the Middle East Britain followed a different model. It installed local monarchies in several colonies and mandates including Iraq, Jordan, Kuwait, Oman, Yemen, and Libya. In subsequent decades revolutions and coups overthrew a number of monarchs and installed republics. Several monarchies remain, and the Middle East is the only part of the world where several large states are ruled by monarchs with almost complete political control.
A map of the Commonwealth republics
Islamic republics
Islamic political philosophy has a long history of opposition to absolute monarchy, notably in the work of
Al-Farabi
. The law,
sharia
, took precedence over the will of the ruler, and electing rulers by means of the
Shura
was an important doctrine. While the early
caliphate
maintained the principles of an elected ruler, later states became hereditary or military dictatorships though many maintained some pretense of a consultative shura.
None of these states are typically referred to as republics. The current usage of republic in Muslim countries is borrowed from the western meaning, adopted into the language in the late 19th century. The 20th century saw republicanism become an important idea in much of the Middle East as monarchies were removed in many states of the region.
Some such as
Iraq
and
Turkey
became secular republics.
In Iran the
Iranian Revolution
overthrew the monarchy and created an
Islamic Republic
based the ideas of
Islamic democracy
.
Head of state
Structure
With no monarch, most modern republics use the title
president
for the
head of state
. Originally used to refer to the presiding officer of a committee or governing body in Great Britain the usage was also applied to political leaders, including the leaders of some of the
Thirteen Colonies
(originally Virginia in 1608); in full, the "President of the Council."
The first republic to adopt the title was the
United States of America
.
Keeping its usage as the head of a committee the
President of the Continental Congress
was the leader of the original congress. When the new constitution was written the title of
President of the United States
was conferred on the head of the new executive branch. Today almost all republics use the title president for the head of state.
If the head of state of a republic is also the
head of government
, this is called a
presidential system
. There are a number of forms of presidential government. A full-presidential system has a president with substantial authority and a central political role.
The
United States
was the first example of such a system, and the basis for the model adopted elsewhere.
In other states the legislature is dominant and the president's role is almost purely ceremonial and apolitical, such as in
Germany
and
India
.
These states are
parliamentary republics
and operate similarly to
constitutional monarchies
with
parliamentary systems
where the power of the monarch is also greatly circumscribed. In parliamentary systems the
head of government
, most often titled
prime minister
, exercises the most real political power.
Semi-presidential systems
have a president as an active head of state, but also have a
head of government
with important powers.
The rules for appointing the president and the leader of the government, in some republics permit the appointment of a president and a prime minister who have opposing political convictions: in
France
, when the members of the ruling
cabinet
and the president come from opposing political factions, this situation is called
cohabitation
.
In some countries, like
Switzerland
and
San Marino
, the head of state is not a single person but a committee (council) of several persons holding that office.
The
Roman Republic
had two
consuls
, appointed for a year.
Election
In
liberal democracies
presidents are elected, either directly by the people or indirectly by a parliament or council. Typically in presidential and semi-presidential systems the president is directly elected by the people, or is indirectly elected as done in the United States. In that country the president is officially elected by an electoral college, chosen by the States, all of which do so by direct election of the electors. The indirect election of the president through the electoral college conforms to the concept of republic as one with a system of indirect election. In the opinion of some, direct election confers
legitimacy
upon the president and gives the office much of its political power. However, this concept of legitimacy differs from that expressed in the United States Constitution which established the legitimacy of the United States president as resulting from the signing of the Constitution by 9 states. The idea that direct election is required for legitimacy also contradicts the spirit of the
Great Compromise
, whose actual result was manifest in the clause that provides voters in smaller states with slightly more representation in presidential selection than those in large states.
In states with a parliamentary system the president is usually elected by the parliament. This indirect elections subordinates the president to the parliament, and also gives the president limited legitimacy and turns most presidential powers into
reserve powers
that can only be exercised under rare circumstance.
There are exceptions where elected presidents have only ceremonial powers, such as in the
Republic of Ireland
.
Ambiguities
The distinction between a republic and a monarchy are not always clear. The
constitutional monarchies
of the former British Empire and Western Europe today have almost all real political power vested in the elected representatives, with the monarchs only holding theoretical and rarely used
reserve powers
. Real legitimacy for political decisions comes from the elected representatives and is derived from the will of the people. While hereditary monarchies remain in place, political power is derived from the people as in a republic. These states are thus sometimes referred to as
crowned republics
.
Terms such as
liberal republic
are also used to describe all of the modern liberal democracies.
There are also self proclaimed republics that act similarly to monarchies with absolute power vested in the leader and passed down from father to son. North Korea and Syria are two notable examples where a son has inherited political control. Neither of these states are officially monarchies. There is no constitutional requirement that power be passed down within one family, but it has occurred in practice.
There are also
elective monarchy
where ultimate power is vested in a monarch, but the monarch is chosen by some manner of election.
A current example of such a state is
Malaysia
where the
Yang di-Pertuan Agong
is elected every five years by the
Conference of Rulers
composed of the nine hereditary rulers of the
Malay states
.
While rare today, elective monarchs were common in the past. The
Holy Roman Empire
is an important example, where each new emperor was chosen by a group of electors. Islamic states also rarely employed
primogeniture
instead relying on various forms of election to chose a monarchs successor.
The
Polish–Lithuanian Commonwealth
had an elective monarchy, with a wide suffrage of some 500,000 nobles. The system, known as the
Golden Liberty
, had developed as a method for powerful landowners to control the crown. The proponents of this system looked to classical examples, and the writings of the Italian Renaissance, and called their elective monarchy a
rzeczpospolita
, based on
res publica.
Types
[[File:Republicas mundiales.png|right|thumb|400px|Republics of the world as of 2006.
red
-
full presidential system
-
green
-
executive presidency
linked to a
parliament
-
olive
-
semi-presidential system
-
orange
-
parliamentary
republics-
brown
- republics whose constitutions grant only a
single party
the right to govern]]
In the early 21st century, most states that are not monarchies label themselves as republics either in their official names or their constitutions.
There are a few exceptions: the
Libyan
Arab
Jamahiriya
,
Israel
and the
Russian
Federation
.
Israel, Russia, and Libya would meet many definitions of the term
republic
, however.
Since the term
republic
is so vague by itself, many states felt it necessary to add additional qualifiers in order to clarify what kind of republics they claim to be. Here is a list of such qualifiers and variations on the term "republic":
Without
other qualifier than the term
Republic
— for example
France
and
Turkey
.
Parliamentary republic
— a republic, like
India
,
Bangladesh
, with an elected Head of state, but where the Head of state and Head of government are kept separate with the Head of government retaining most executive powers, or a Head of state akin to a Head of government, elected by a Parliament.
Federal republic
,
confederation
or
federation
— a federal union of states or provinces with a republican form of government.
Examples include
Argentina
,
Austria
,
Brazil
,
Germany
,
India
,
Russia
and
Switzerland
.
Islamic Republic
— Countries like
Afghanistan
,
Pakistan
,
Iran
are republics governed in accordance with Islamic law.
(Note:
Turkey
is a distinct exception and is
not
included in this list; while the population is predominantly Muslim, the state is a staunchly secular republic.)
Arab Republic — for example,
Syria
its name reflecting its theoretically pan-Arab
Ba'athist
government.
People's Republic
— Countries like
China
,
Vietnam
are meant to be governed for and by the people, but with indirect elections.
The term
People's Republic
is used to differential themselves from the earlier republic of their countries before the people's revolution, like Republic of China and Republic of Korea.
Democratic Republic
— Tends to be used by countries who have a particular desire to emphasize their claim to be democratic; these are typically Communist states and/or ex-
colonies
.
Examples include the
German Democratic Republic
(no longer in existence) and the
Democratic Republic of the Congo
.
Commonwealth
(
Rzeczpospolita
) — Both words (English and Polish) are derived from the Latin word
res publica
(literally "common affairs").
Used for both the current
Republic of Poland
, and the old Nobility Commonwealth.
Apart from the Polish term, it should be noted that some subnational entities with republican governments (e.g.
Virginia
and
Puerto Rico
), as well as some sovereign monarchies (e.g.
Australia
and
The Bahamas
), also style themselves "commonwealths."
Free state
— Sometimes used as a label to indicate implementation of, or transition from a
monarchical
to, a republican form of government. Used for the
Irish Free State
(1922–1937) under an
Irish Republican
government, while still remaining associated with the
British Empire
.
Venezuela
has been using, since the adoption of the 1999 constitution, the title of
Bolivarian
Republic of Venezuela.
Other modifiers are rooted in tradition and history and usually have no real political meaning.
San Marino
, for instance, is the "Most Serene Republic" while
Uruguay
is "República Oriental", which implies it lies on the eastern bank of the
Uruguay River
.
Sub-national republics
In general being a republic also implies
sovereignty
as for the state to be ruled by the people it cannot be controlled by a foreign power.
There are important exceptions to this, for example, Republics in the
Soviet Union
were member states which had to meet three criteria to be named republics:
be on the periphery of the Soviet Union so as to be able to take advantage of their theoretical right to secede;
be economically strong enough to be self-sufficient upon secession; and
be named after at least one million people of the ethnic group which should make up the majority population of said republic.
Republics were originally created by Stalin and continue to be created even today in Russia. Russia itself is not a republic but a federation.
It is sometimes argued that the former
Soviet Union
was also a supra-national republic, based on the claim that the member states were different
nations
.
States of the
United States
are required, like the federal government, to be republican in form, with final authority resting with the people.
This was required because the states were intended to create and enforce most domestic laws, with the exception of areas delegated to the federal government and prohibited to the states. The founding fathers of the country intended most domestic laws to be handled by the states, although, over time, the federal government has gained more and more influence over domestic law. Requiring the states to be a republic in form was seen as protecting the citizens' rights and preventing a state from becoming a dictatorship or monarchy, and reflected unwillingness on the part of the original 13 states (all independent republics) to unite with other states that were not republics. Additionally, this requirement ensured that only other republics could join the union.
In the example of the
United States
, the original 13 British
colonies
became
independent
states after the
American Revolution
, each having a republican form of
government
.
These independent states initially formed a loose
confederation
called the United States and then later formed the current United States by ratifying the current
U.S.
Constitution
, creating a
union
of
sovereign states
with the union or
federal
government also being a republic. Any state joining the union later was also required to be a republic.
Other meanings
Political philosophy
The term
republic
originated from the writers of the Renaissance as a descriptive term for states that were not monarchies. These writers, such as Machiavelli, also wrote important prescriptive works describing how such governments should function. These ideas of how a government and society should be structured is the basis for an ideology known as classical republicanism or
civic humanism
. This ideology is based on the Roman Republic and the city states of Ancient Greece and focuses on ideals such as
civic virtue
,
rule of law
, and
mixed government
.
This understanding of a republic as a distinct form of government from a
liberal democracy
is one of the main theses of the Cambridge School of historical analysis. This grew out of the work of
J.G.A.
Pocock
who in 1975 argued that a series of scholars had expressed a consistent set of republican ideals.
These writers included Machiavelli,
Milton
,
Montesquieu
, and the founders of the
United States of America
.
Pocock argued that this was an ideology with a history and principles distinct from
liberalism
. These ideas were embraced by a number of different writers
Quentin Skinner
,
Philip Pettit
and
Cass Sunstein
. These subsequent writers have further explored the history of the idea, and also outlined how a modern republic should function.
United States
A distinct set of definitions for the word
republic
evolved in the United States. In common parlance a republic is a state that does not practice
direct democracy
but rather has a government indirectly controlled by the people. In the rest of the world this is known as
representative democracy
. This understanding of the term was originally developed by
James Madison
, and notably employed in
Federalist Paper No.
10
. This meaning was widely adopted early in the history of the United States, including in
Noah Webster
's dictionary of 1828. It was a novel meaning to the term, representative democracy was not an idea mentioned by Machiavelli and did not exist in the classical republics.
The term
republic
does not appear in the
Declaration of Independence
, but does appear in Article IV of the Constitution which "guarantee[s] to every State in this Union a Republican form of Government." What exactly the writers of the constitution felt this should mean is uncertain.
The
Supreme Court
, in
Luther v.
Borden
(1849), declared that the definition of
republic
was a "political question" in which it would not intervene. In two later cases, it did establish a basic definition. In
United States v.
Cruikshank
(1875), the court ruled that the "equal rights of citizens" were inherent to the idea of republic. The opinion of the court from
In re Duncan
(1891) held that the "right of the people to choose their government" is also part of the definition. Due to the 1875 and 1891 court decisions establishing basic definition, in the first version (1892) of the
Pledge of Allegiance
, which included the word
republic
, and like
Article IV
which refers to a Republican form of government, the basic definition of
republic
is implied and continues to do so in all subsequent versions, including the present edition, by virtue of its consistent inclusion.
Beyond these basic definitions the word
republic
has a number of other connotations. W. Paul Adams observes that
republic
is most often used in the United States as a synonym for state or government, but with more positive connotations than either of those terms. Republicanism is often referred to as the founding ideology of the United States. Traditionally scholars believed this American republicanism was a derivation of the
liberal
ideologies of
John Locke
and others developed in Europe.
The political philosophy of republicanism initiated by Machiavelli was thought to have had little impact on the founders of the United States. In the 1960s and 1970s a revisionist school lead by the likes of Bernard Bailyn began to argue that republicanism was just as or even more important than liberalism in the creation of the United States. This issue is still much disputed and scholars like Kramnick completely reject this view.
See also
List of republics
Republicanism
Notes and references
.
Oligarchies
or
aristocracies
are not always indicated as republics, but for instance
Montesquieu
in his 1748
The Spirit of the Laws
(e.g. book II, 1: "a republican government is that in which the body, or only a part of the people, is possessed of the supreme power"), does
e.g.
Republic
article in
Encyclopædia Britannica
Some states, although not being led by a monarch, and having a democratic constitution, choose not to term themselves "republic".
"Republic." Merriam Webster Dictionary
"A republic, by which I mean a government in which the scheme of representation takes place, opens a different prospect, and promises the cure for which we are seeking. Let us examine the points in which it varies from pure democracy ...", from James Madison.
The Federalist, Number 10, The New York Packet, 23 Nov., 1787
William R. Everdell.
The End of Kings: A History of Republics and Republicans.
University of Chicago Press, 2000. pg. 3
"John W. Maynor."
Republicanism in the modern world.
Wiley-Blackwell, 2003.
Constitution of the United States.
Pocock, J.G.A. The Machiavellian Moment: Florentine Political Thought and the Atlantic Republican Tradition (1975; new ed. 2003)
Haakonssen, Knud. "Republicanism." A Companion to Contemporary Political Philosophy. Robert E. Goodin and Philip Pettit. eds. Cambridge: Blackwell, 1995.
William R. Everdell. The End of Kings: A History of Republics and Republicans. University of Chicago Press, 2000. pg. xxii - xxiii
Niccolò Machiavelli
, 1532,
The Prince
, Chapter 1.
"Republicanism."
Stanford Encyclopedia of Philosophy.
Mon Jun 19, 2006
Rubinstein, Nicolai. "Machiavelli and Florentine Republican Experience." in
Machiavelli and Republicanism
Cambridge University Press, 1993.
"Republic" New Dictionary of the History of Ideas. Ed. Maryanne Cline Horowitz. Vol. 5. Detroit: Charles Scribner's Sons, 2005. pg. 2099
Haakonssen, Knud. "Republicanism."
A Companion to Contemporary Political Philosophy.
Robert E. Goodin and Philip Pettit. eds. Cambridge: Blackwell, 1995.
William R. Everdell. The End of Kings: A History of Republics and Republicans. University of Chicago Press, 2000.
Bloom, Allan
.
The Republic.
Bsic Books, 1991. pg. 439-440
William R. Everdell. The End of Kings: A History of Republics and Republicans. University of Chicago Press, 2000. pg. xxiii
William R. Everdell.
The End of Kings: A History of Republics and Republicans.
University of Chicago Press, 2000. pg. xxiii
"Monarchy"
New Dictionary of the History of Ideas.
Ed. Maryanne Cline Horowitz. Vol. 5. Detroit: Charles Scribner's Sons, 2005.
Finer, Samuel
.
The History of Government from the Earliest Times.
Oxford University Press, 1999. pg. 950.
"Monarchy" New Dictionary of the History of Ideas. Ed. Maryanne Cline Horowitz. Vol. 5. Detroit: Charles Scribner's Sons, 2005.
Nippel, Wilfried. "Ancient and Modern Republicanism."
The Invention of the Modern Republic
ed. Biancamaria Fontana. Cambridge University Press, 1994 pg. 6
Paul A. Rahe, Republics, Ancient and Modern, three volumes, University of North Carolina Press, Chapel Hill, 1994
Reno, Jeffrey. "republic."
International Encyclopedia of the Social Sciences
pg. 184
Pocock, J.G.A.
The Machiavellian Moment: Florentine Political Thought and the Atlantic Republican Tradition
(1975; new ed. 2003)
Paul A. Rahe,
Republics, Ancient and Modern
, three volumes, University of North Carolina Press, Chapel Hill, 1994.
Martin Bernal,
Black Athena Writes Back
(Durham: Duke University Press, 2001), 359.
Sharma, RS.
Aspects of Political Ideas and Institutions in Ancient India.
Motilal Banarsidass Publ., 1999 pg. xxix
Radhey Shyam Chaurasia
History Of Ancient India Earliest Times To 1200 A.D.
Atlantic Publishers & Distributors, 2002 pg. 296
Alterkar, AS.
State and Government in Ancient India.
Motilal Banarsidass Publ., 2002
Haakonssen, Knud. "Republicanism." A Companion to Contemporary Political Philosophy. Robert E. Goodin and Philip Pettit. eds. Cambridge: Blackwell, 1995
Finer, Samuel
.
The History of Government from the Earliest Times.
Oxford University Press, 1999. pg. 950-955.
William R. Everdell. The End of Kings: A History of Republics and Republicans. University of Chicago Press, 2000
Finer, Samuel
.
The History of Government from the Earliest Times.
Oxford University Press, 1999. pg. 955-956.
Finer, Samuel
.
The History of Government from the Earliest Times.
Oxford University Press, 1999. pg. 1020.
"Republicanism."
Encyclopedia of the Enlightenment
pg. 435
"Introduction."
Republicanism: a Shared European Heritage.
By Martin van Gelderen and Quentin Skinner. Cambridge University Press, 2002 pg. 1
"Republicanism."
Encyclopedia of the Enlightenment
pg. 431
"Latin American Republicanism" New Dictionary of the History of Ideas. Ed. Maryanne Cline Horowitz. Vol. 5. Detroit: Charles Scribner's Sons, 2005.
Anderson, Lisa. "Absolutism and the Resilience of Monarchy in the Middle East."
Political Science Quarterly
, Vol. 106, No. 1 (Spring, 1991), pp. 1-15
Bernard Lewis
. "The Concept of an Islamic Republic"
Die Welt des Islams,
New Series, Vol. 4, Issue 1 (1955), pp. 1-9
OED
,
s. v.
"Presidential Systems"
Governments of the World: A Global Guide to Citizens' Rights and Responsibilities.
Ed. C. Neal Tate. Vol. 4. Detroit: Macmillan Reference USA, 2006. p7-11.
Article VII, Constitution of the United States
Article II, Para 2, Constitution of the United States
The novelist and essayist
H.G.Wells
regularly used the term crowned republic to describe the
United Kingdom
, for instance in his work
A Short History of the World.
Alfred, Lord Tennyson
in his poem
Idylls of the King
.
Dunn, John
. "The Identity of the Bourgeois Liberal Republic." The Invention of the Modern Republic. Cambridge: Cambridge University Press, 1994.
"
Republicanism
"
Stanford Encyclopedia of Philosophy.
Jun 19, 2006
McCormick, John P. "Machiavelli against Republicanism: On the Cambridge School's 'Guicciardinian Moments'"
Political Theory
, Vol. 31, No. 5 (Oct., 2003), pp. 615-643
Pocock, J.G.A
The Machiavellian Moment: Florentine Political Thought and the Atlantic Republican Tradition
Princeton: 1975;2003
Philip Pettit,
Republicanism: A Theory of Freedom and Government
, NY: Oxford U.P., 1997, ISBN 0-19-829083-7; Oxford: Clarendon Press, 1997.
William R. Everdell.
The End of Kings: A History of Republics and Republicans.
University of Chicago Press, 2000. pg. 6
139 U.S. 449, (1891)
W. Paul Adams "Republicanism in Political Rhetoric Before 1776."
Political Science Quarterly
, Vol. 85, No. 3 (Sep., 1970), pp. 397-421
Bailyn, Bernard.
The Ideological Origins of the American Revolution
. Cambridge: Belknap Press of Harvard University Press, 1967.
Kramnick, Isaac.
Republicanism and Bourgeois Radicalism: Political Ideology in Late Eighteenth-Century England and America.
Ithaca: Cornell University Press, 1990.
Further reading
Martin van Gelderen &
Quentin Skinner
, eds.,
Republicanism: A Shared European Heritage
, v1,
Republicanism and Constitutionalism in Early Modern Europe
, Cambridge: Cambridge U.P., 2002
Martin van Gelderen & Quentin Skinner, eds.,
Republicanism: A Shared European Heritage
, v2,
The Values of Republicanism in Early Modern Europe
, Cambridge: Cambridge U.P., 2002
Frédéric Monera,
L'idée de République et la jurisprudence du Conseil constitutionnel
— Paris: L.G.D.J., 2004
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My 12-year-old daughter recently asked me to help her prepare for a computer-science test for school. She produced a study sheet with several terms that she would have to define, including mouse, point, click and drag.
I suppressed a laugh. Like many kids today, my daughter started double-clicking before she could walk. "Don't you have some math homework?" I asked.
"You don't understand, Dad," she replied. "We have to memorize the definitions."
So we did. A "mouse," we noted, is "an input device that can be used to give commands to an operating system." To "click" means "to press and release a mouse button." And, just to be clear, to "point" means "to move the mouse pointer to a specific location on the screen by moving the mouse."
Got that? So did my daughter. And she got an "A" on the test, too.
Welcome to another day of learning in Ghana. Rote memorization dominates every part of the education system here, from the universities and elite private grade schools (like the one my daughter attends) to public secondary and elementary classrooms.
Wherever you look, the method is the same: Memorize and regurgitate, ad nauseam.
To be sure, all schooling requires a certain amount of rote. At the start of your education, you learned to recite the alphabet; a few years after that, you memorized your times-tables. But you did those tasks in order to expand your knowledge, not as ends in themselves. Memorizing the alphabet helps you learn to read; multiplication tables allow you to someday solve mathematical problems.
Here in Ghana, however, memorization and knowledge are often one and the same. Even in university examinations, some professors demand the word-for-word phrases that they used in class. If you rephrase in your own words, you get points taken off.
Why this reliance on rote? For nearly a century, Americans have been going overseas and asking that same question. To American teachers in the Philippines and Puerto Rico, which the U.S. acquired in the war of 1898, rote methods reflected the alleged mental inferiority of America's new colonial subjects. In their letters home, frustrated teachers described students who could memorize vast swaths of information but lacked the intellect to analyze. "They are quick to learn," wrote one, "but slow to think."
By the mid-20th century, American teachers overseas typically attributed the rote problem to culture rather than to race. The penchant for memorization reflected different cultural traditions rather than any inherent deficiency. And that was good, because culture - unlike race - could be changed.
But as rote learning became linked to culture, Americans became loath to criticize it. At its root, after all, the culture concept held that certain traits were neither better nor worse; they were simply different. So if other peoples preferred to educate themselves by rote learning, why should Americans interfere?
By the 1960s, some Peace Corps teachers were attacking the agency's own efforts to alter rote instruction. "We are skeptical of current attempts to impose Western educational methods upon a non-receptive culture," wrote two volunteers in Ethiopia. After all, they argued, Ethiopian students lived in a "pre-Biblical" culture, for which rote was perfectly appropriate. Trying to wean them off this method was worse than futile; it was ethnocentric.
In the early 1980s, when I served as a Peace Corps teacher in Nepal, this argument had become ubiquitous. Like Ghanaians, Nepalese teachers relied almost entirely upon rote. Some Americans tried to change that, but felt guilty about it. By the end of our terms, many of us were teaching much like the locals.
Only now, in Ghana, can I see how wrong we were. Talk to educated Ghanaians, and they'll gladly expound on the deficiencies of rote teaching. They even have their own slogan for it: Chew, pour, pass, and forget. Rote instruction isn't working, and the people here understand that better than we do.
So why does it persist? The problem lies less in the lofty abstractions of culture than in the hard realities of poverty. Ghanaians learn by rote because that's all they can afford. The University of Ghana's main campus near Accra has doubled its enrollment over the past decade - to about 28,000 - without a proportional addition of faculty. As many as 900 students crowd into a single class, sometimes gathering in the hallways because they can't find a seat in the lecture hall. Discussion and critical thinking? Think again.
Ditto for the secondary and elementary schools, where students sit in windowsills or on backless benches. Throw in paltry teacher salaries and inadequate training, and you're almost guaranteed poor instruction. The average schoolteacher here makes about $200 a month, which simply isn't enough to support a family; so teachers take other jobs, diminishing the time and energy they can devote to their profession. They teach like it was done to them: by rote.
But so do many Americans, no matter what they might tell you. The American critique of rote learning around the world suggests that we've somehow transcended this method back home, elevating critique and analysis over chalk and talk. If only!
In my own field, U.S. history, one-third of introductory college courses still use a single textbook as their sole assigned reading. On the average, these courses assign over two-thirds of the final grade to examinations. You know the drill: Read the textbook, write down what the professor says, and repeat it in the test.
In learning history, to be fair, you do have to memorize some names and dates. But you do so as a basis for raising questions, testing theories and drawing conclusions. And a course with a single textbook probably can't do that.
Here in Ghana, by contrast, virtually every course revolves around rote. That's one reason that many Ghanaians say they would like to study in America: they want to know how to think, not what to think. So they're often surprised to learn that students in the United States are also crowded into lecture halls, where they too must learn to memorize and regurgiate, ad nauseam.
Even as we assail other people's education, then, we might pause to examine our own. Instruction in America is not as poor as Ghana, that's for sure. But it's not nearly as rich as it should be either, given how wealthy we are. | http://hnn.us/roundup/entries/51120.html |
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Yirrkala 14 did not happen because the project was finished too close to the date of the travel. But we don’t give up the dream and we are already preparing the project for 2015!
Australia… Home of the didgeridoo, the aboriginal wind instrument that changed Rodrigo’s life 12 years ago.
We will spend time in aboriginal community at Yirrkala, learn as much as possible about aboriginal art and try to understand better both sides of the didgeridoo, from the origins to the modern age. We want to share some portuguese and lithuanian culture in return.
Studying the origins
We will drink directly from the source and stay with aboriginal people in Yirrkala, Arnhem Land, Northern Territory.
Terese will try to share her time taking care of M while the father works on a 12 year old dream and also learn more about aboriginal painting techniques and the traditional use of natural pigments for paintings.
Rodrigo will work as a volunteer at the Buku-Larrnggay Mulka Art Centre, spend time with the people that make and play this instrument and learn as much as possible with them. He’ll also want to learn and experience The Mulka Project for their great approach on rescuing traditional culture through multimedia. This is the center and main drive of our Arnhem Land visit. Without more expectations, without more plans, just be there for two weeks absorbing as much as possible.
M will have the opportunity to meet other aboriginal children and babies and have their talks about life.
Exploring the contemporary scene
After Arnhem Land we’ll visit Melbourne and Perth.
Terese will explore the aboriginal art from the south and the west regions.
Rodrigo will be learning more about contemporary didgeridoo making with the didgeridoo crafter Bruce Rogers, in Melbourne.
Then we will be heading to Perth, where we’ll have a Making Paper Didgeridoos workshop and our concert Takas at The Didgeridoo Breath shop.
Markus will be visiting some mates from lithuanian and portuguese people living in Australia. | http://www.thewalkaboutfamily.com/yirrkala14/ |
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Rampant alcohol and substance abuse is destroying aboriginal communities in Western Australia.
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At Al Jazeera English, we focus on people and events that affect people\'s lives. We bring topics to light that often go under-reported, listening to all sides of the story and giving a \'voice to the voiceless.\'
Reaching more than 270 million households in over 140 countries across the globe, our viewers trust Al Jazeera English to keep them informed, inspired, and entertained.
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Australian aborigines. Australian native music (didgeridoo). VIDEO MADE BY THE UPLOADER, R. ZAKHARII. Buy didgeridoo: https://rover.ebay.com/rover/1/711-53200-19255-0/1?icep_id=114&ipn=icep&toolid=20004&campid=5338452157&mpre=https%3A%2F%2Fwww.ebay.com%2Fitm%2FSHIPS-FREE-ABORIGINAL-DIDGERIDOO-Bag-REPTILE-ANIMAL-HANDCARVING-DOT-PAINTING%2F251269347618%3Fhash%3Ditem3a80d1f922%3Ag%3A34oAAOSw7hRWOdgT%3Ark%3A1%3Apf%3A0 The didgeridoo (also known as a didjeridu) is a wind instrument developed by Indigenous Australians of northern Australia around 1,500 years ago and still in widespread use today both in Australia and around the world. It is sometimes described as a natural wooden trumpet or \"drone pipe\".
Most Australian languages are commonly held to belong to the Pama--Nyungan family, containing perhaps 300 languages. The name \"Pama--Nyungan\" is derived from the names of the two most widely separated groups, the Pama languages of the northeast and the Nyungan languages of the southwest. The words pama and nyunga mean \"man\" in their respective languages.
Read more - http://en.wikipedia.org/wiki/Pama%E2%80%93Nyungan_languages
SUPPORT MY PROJECT THROUGH PATREON, BECOME A PATRON!: https://www.patreon.com/zakharii...
The aboriginal culture of Australia, includes a large number of tribes inhabiting the oceanic continent before the arrival of the white man. But all that rich culture is doomed to survive in stocks in which its people are destined to extinction.
In this episode one of the elders that preserve abori
An educational film about aborigines in Australia from the 1950s. To purchase a clean DVD of this film for personal home use or educational use contact us at [email protected]. To license footage from this film for commercial use visit: www.travelfilmarchive.com
Subscribe to our channel http://bit.ly/AJSubscribe
Rampant alcohol and substance abuse is destroying aboriginal communities in Western Australia.
Al Jazeera\'s Tony Birtley reports from the isolated town of Halls Creek.
At Al Jazeera English, we focus on people and events that affect people\'s li
It\'s no secret that billionaires have been known to sway politics. What do Republican and Democrat billionaires like the Koch Brothers and George Soros want? Where do they want their campaign donations to go in elections?
Learn More:
Differences Between Republicans and Democrats
http://www.svgop.co
Australian aborigines. Australian native music (didgeridoo). VIDEO MADE BY THE UPLOADER, R. ZAKHARII. Buy didgeridoo: https://rover.ebay.com/rover/1/711-53200-19255-0/1?icep_id=114&ipn=icep&toolid=20004&campid=5338452157&mpre=https%3A%2F%2Fwww.ebay.com%2Fitm%2FSHIPS-FREE-ABORIGINAL-DIDGERIDOO-Bag-RE
| |
Introduction
============
Cerebral palsy (CP) resulting from damage to non-mature brain that occurring before, during, or after birth and causes permanent disorder of movement and posture ([@B1]). The classification of CP is topographically (hemiplegia, diplegia, and quadriplegia) or based on motor function as spastic and non-spastic (including athetoid, ataxic and Dystonic). CP prevalence per 1000 live births is about 2 to 2.5 ([@B1], [@B2]). CP leads to spasticity, intensify reflexes, co-contraction, weakness or loss of movement control, muscle weakness, defects in sensory integration, lack of muscle coordination, balance and postural control limitation ([@B3], [@B4]).
Neurological lesion in CP is non-progressive, but musculoskeletal lesions is progressive ([@B5]). Secondary musculoskeletal effects like muscle weakness or muscle imbalance, pain, restriction of active and passive range of motion and poor functional use of limbs can be seen ([@B6]).
Muscle deficiency in CP can lead to limitations in range of motion, accurate timing, power and hand manipulation skills ([@B7]). One of the main challenges in children with CP is dysfunctional of hand which interference in use of hands and limits the child\'s ability in activities of daily living, communication and social contacts ([@B8], [@B9]). Neurologic deficits such as spasticity, co-contractions, muscle weakness and limited range of motion have negative effects on dexterity and functional use of hands ([@B10]).
The most common upper extremity posture in children with CP include internal rotation of the shoulder, elbow flexion, internal rotation of the forearm, wrist flexion, fingers flexion, and thumb in palm([@B11]). Wrist position can affect the grip and hands strength so that in wrist flexion (common hand problem in cerebral palsy) reduction in hand strength is significant.
The American Society of Hand Therapists noted that in 0 to 35 degrees of wrist extension, strength is greater than other positions ([@B12]-[@B14]). Grip, pinch, and dexterity are the main functions of hands and support the daily activities; if these performances are disrupted due to neuromuscular disorders such as CP, child's performance is reduced in activities such as homework, self-care and the interact with peers ([@B7]). Hand function is necessary to interact with the environment and discovering the world. Hands provide performance through contact with people and objects; and are a tool used many times for play, work and perform activities of daily living, ([@B15]).
International classification of functioning system (ICF) explains that CP affects the body structures (e.g. limbs), body function (e.g. intellectual function), activities (e.g. standing/walking) and participation (e.g. sport). "Psychomotor disorders in children with CP results in limitation in use of the limbs, more paralysis, difficulty in performing activities of daily living (ADL), more dependence and ultimately lower quality of life([@B16], [@B17]).
Many therapeutic methods are used to treating the sign of CP including botulinum toxin injection([@B18]), orthopedic surgery, constraint-induced movement therapy (CIMT), medications ([@B19]), occupational and physical therapy ([@B20]-[@B23]). Occupational and physical therapy use various dynamic approaches including Bobath ([@B24]), sensory integration (SI), proprioceptive neuromuscular facilitation (PNF) ([@B25]) and the Brunnstrom techniques (1, 24) to adjust the muscle tone**,**reduce contractures, improve the range of motion (ROM), improve the sensory and cognitive problems, improve muscles strength hand fostering children\'s independence level in ADL ([@B26]-[@B28]).
A new method recently used for reducing problems of hand and upper limb in children with cerebral palsy is Kinesio taping (KT). Although, KT initially was used in sport or orthopedic fields and then approved as an adjunctive treatment in other functional impairments such as neurological disorders ([@B6], [@B29]-[@B31]).
KT is latex-free with 100% cotton fibers that has no pharmaceutical effect ([@B32]), designed to mimic the elasticity properties of the muscle, skin, and fascia ([@B31]). Skin, lymphatic system, circulatory system, fascia, muscle, and joint can influence by KT ([@B33]). KT can cause enhancing proprioception ([@B34]), diminishing pain and edema, reducing muscle spasms, and strengthening the muscles ([@B35], [@B36]). KT can effect on muscle performance and support joint by improving proprioception, normalizing muscle tone, correct the inappropriate positions and stimulate skin receptors ([@B4], [@B37]-[@B39]). KT is used for strengthening weak muscles and improves joint stability and alignment to influence positively use of hand in task([@B6], [@B37], [@B38]).
Although, the use KT with pediatric populations is not well studied, but studies show KT when applied in adjunct with traditional therapy interventions such as stretching, neurodevelopmental therapy, practicing functional tasks can further improve recovery in children with CP ([@B40]). This study aimed to determine the effect of KT on handgrip and active range of motion (AROM) on hand in children with CP.
Materials& Methods
==================
***Subjects***
Based on inclusion criteria, thirty-two subjects with CP were randomly selected from the Occupational Therapy Clinic in Tehran, Iran. Subjects were divided into two equal groups (trial and control group). They were between 4 and 14 yr of age. Inclusion criteria including: 1- children with cerebral palsy, confirmed by pediatric neurologist, 2- Hand and/or wrist spasticity less than three according to Modified Ashworth Scale (MAS), 3- have thumb in palm and wrist flexion deformities without upper extremity passive range of motion limitation, 4- Sufficient cognitive level to follow the directions of the testing protocols and tape acceptance. Exclusion criterion was allergy to taping.
This study was approved by the human research Ethics Committees of the Baqiyatallah University of Medical Sciences, Tehran, Iran. An informed consent was obtained from all parents of subjects, including agreement of the children to participate as volunteers.
For evaluation of grip strength and AROM, we used Vigorimeter (A common tool in hand therapy, which measures the grip strength by pressing the rubber bulb). It has three rubber bulbs in different sizes that measure power in terms of kilopascal (kPa) ([@B41], [@B42]). We used these means to assess the power grip (a grasp with opposed thumb and flexed fingers ([@B43]) by pressing the large bulb with all fingers. Testing performs in standard posture suggested by the American Society of Hand Therapists for grip strength tests: sitting on a chair with no armrest, shoulder adducting and rotating to the neutral position, 90° elbow flexion, and forearm and the wrist joint in the neutral position ([@B44]). Children do it three times and finally, the average of these three attempts was recorded as the final number.
Goniometer: was used to evaluate AROM of wrist extension ([@B45]). To measure the range of motion, children sat on a chair with a standard height and standard desk in front. Then, for wrist extension, fisted hand with middle position of the forearm were placed on the table and asked child to fully extend him/her wrist and hold in the end of range. Axis of goniometer placed above the radial styloid process in the snuffbox, stationary arm placed parallel to radius bone and moveable arm parallel to metacarpal bone of index finger and then the number to be recorded ([@B46]). To examine thumb extension for measuring the thumb extension, palm of hand was placed on the table (full forearm pronation with the full adduction of all fingers). Then asked child's too far out the thumb from other fingers, fully ([@B47]-[@B49]).
**Procedure**
In this experimental study with pre-test and 3 post-tests (initially and 2 d after taping, 2 d after tape removal), 32 children who had the inclusion criteria, randomly were placed in experimental and control group (17 in experimental group and 15 in control group). This study was performed in *Tehran*, Iran from 2015 to 2016. In the beginning of the study and after taking pre-test, KT applied as follows: in intervention group, from origin of extensor digitrumcombines muscle to metacarpophalangeal (MP) joint of fingers; and from origin of extensor and abductor policieslongs to MP joint of thumb. Tension of tape in muscular zone was 30% and in joint area was 75% ([Figure1](#F1){ref-type="fig"}). Purpose of KT application in these manners was to improve the function of muscles and joint re-alignment (correction the wrist flexion and thumb in palm deformities). In control group, KT was used as placebo in similar method with another group but with no tension and as sham. Evaluations were taken immediately and two days after application of taping and then KT was removed from the hand. Two days after KT removal, testing was done again.
{#F1}
**Statistical analysis**
The normal distribution of variables was assessed with the Kolmogorov-Smirnov test. An independent sample *t*-test was used for comparison of age and gender between the two groups. Analysis of Variance (ANOVA) was used to identify between groups differences. Statistical analysis was performed with SPSS ver. 17.0 (Chicago, IL, USA), with *P-*values less than 0.05 as statistically significant.
Results
=======
Only two subjects in trial group didnot succeed to complete the protocol due to delay in referral for follow up assessment. Thirty children with CP participated in this study; 15 subjects in trial group (age range 5-14 yr, mean age 8.33 yr) and 15 subjects in control group (age range 4-13 yr, mean age 7.4 yr). Comparison of age and gender between two groups were done with independent sample *t*-test. There were no significant differences between groups with *P*=0.31 and *P*=0.072, respectively. [Table1](#T1){ref-type="table"} shows some descriptive information of groups. Descriptive and analytic statistics for grip strength and AROM (wrist extension and thumb extension/abduction) of two groups (Trial and Control) in pre-test, post-tests, and follow-up situations are shown in [Table 2](#T2){ref-type="table"} and [3](#T3){ref-type="table"}. In all variable, there wasno difference between groups but in post-tests (initially, 2 d) and follow-up (2 d after removed taping) were significantly differences ([Table 2](#T2){ref-type="table"} and [3](#T3){ref-type="table"}).
######
Descriptive statics in the trial and control groups
Mean age Gender Affected hand CP type
--------------- ---------- -------- --------------- --------- --- --- --- ---
Trial group 8.33 5 10 11 4 5 3 7
Control group 7.40 10 5 11 4 6 1 8
M; male, F; female, R; right, L; left
######
Comparison of AROM between groups
Wrist extension Thumb extension Thumb Abduction
---- ----------------- ----------------- ----------------- ------------- ------------- ------- ------------- ------------- -------
P0 28.87±7.51 23.07±11.7 0.1 26.53±10.56 20.93±11.68 0.18 28.33±11.83 21.07±11.62 0.1
P1 37.67±7.41 25±11.13 0.001 36.87±8.32 22.6±10.56 0.000 34.8±11.37 21.73±10.51 0.003
P2 37.47±6.08 24.27±10.91 0.000 37±8.12 22.87±10.27 0.000 36.73±8.16 21.87±10.53 0.000
P3 34.07±6.99 23.2±11.16 0.003 32.87±10.5 23.2±10.35 0.01 32.67±11.31 22.47±10.67 0.01
SD; standard deviation, P0; pre-test, P1; post-test 1, P2; post-test2, P3; post-test 3
######
Comparison of Grip strength between two groups
P0 P1 P2 P3
-------------- ---------- ------------ ------------ ------------- -----------
Mean±SD Trial 12.07±7.72 16.07±9.15 18.47±10.04 14.4±8.19
Control 8.8±5.82 8.8±5.77 8.4±5.66 8.47±5.69
*P* ~-value~ 0.201 0.015 0.002 0.029
SD; standard deviation, P0; pre-test, P1; post-test 1, P2; post-test2, P3; post-test 3
Discussion
==========
The ROM is one of the essential parts of the body function and structure essentially in hand ([@B50]). Secondary contracture and joints deformity can reduce ROM. Flexor carpi ulnaris in children with cerebral is twice more rigid than healthy children that cause stiffness, movement disorder, and hand mal-posture. Hand flexion in CP is dominant which makes problem for AROM of wrist extension ([@B51]).
Grip strength is the force generated by the thumb and other fingers required in different functional activities of daily living ([@B44]). An objective index assesses functional integrity of the upper extremity ([@B14]).
CP makes muscle weakness (or muscle imbalance) and restriction in active ROM, that could be a barrier to the functional use of hands ([@B6], [@B7], [@B9], [@B14]). In children with CP, wrist flexion reduces grip strength about 60%. Hand orthosis can significantly correct this deformity and promote wrist stability, but despite these benefits are unable to restore and enhance grip strength. Many children because of the appearance of device are not willing to accept hand orthosis ([@B52]).
In this study, we used KT to correct the wrist flexion deformity in children with CP. When the tape is applied properly, the flexibility of KT not only does not restrict ROM of soft tissue but also supports weak muscles and provides joint mobility ([@B53]).
We applied KT on dorsum aspect of wrist and forearm to support activation of extensor muscles of wrist and thumb and placed wrist in functional position. Our result showed that AROM in all testing joint (wrist extension, thumb extension/abduction) and in all post-tests has been affected by KT; and Child\'s ability significantly improved in active thumb extension/abduction and wrist extension. We had two post-tests with KT and one without KT (follow-up). Post-test was significantly different; therefore, KT effects remained after it was removed (post-test 3).
The result of our study in grip strength showed that similar to AROM, KT significantly improves handgrip of children with CP. Imbalance between wrist flexor muscles (spastic) and wrist extensor muscles (weak) in children with CP leading to abnormal posture of hand that affects the ability to grasp ([@B54]) and wrist position can affect the grip and hands strength ([@B12]-[@B14]). KT can correct the abnormal posture of hand, put it in functional position via improving range of motion and stimulation wrist extensors muscles, and inhibit wrist flexors muscles ([@B51]).
The purpose of the application of KT in rehabilitation of children with CP are muscular facilitation or inhabitation, the re-alignment the joints, improve proprioception and postural support ([@B55], [@B56]). Use of this technique provides a tactile-proprioceptive stimulation that facilitates muscle performance.
KT stimulates the skin mechanoreceptors through pressure and stretching that this stimulation may be due to physiological changes such as enough firing in muscle recruitment patterns. Increased use of muscle motor units is the result of proprioceptive stimulation that improves motor performance ([@B4], [@B57]). Moreover, dysfunctional muscle control (defect in neural control) in children with CP leads to tenodesis phenomena in extensor muscles (antagonist). Stability and control of wrist and proximal joints be affected by these phenomena, hence children use their fingers for mass grasp. Thus, if joint control of wrist and forearm is provided, functional control at thumb and fingers will become better, which may facilitate improved functional hand skills and grip strength ([@B58]).
The effect of KT on handgrip strength (KT was used on the anterior surface of the forearm) of 75 healthy women aged 18-30 yr old. The results showed a significant increase in grip strength in 30 min, 24 h and 48 h after the KT application ([@B59]).
In another study, KT was applied on the wrist extensor muscles of 15 children with CP to measure the wrist extension AROM. The results were in accordance with our results and AROM of wrist extension (with and without functional ball grasping) were significantly improved (*P*\<0.05) ([@B51]).
Immediate effect of correction KT was assessd on hand span in children with CP ([@B60]). In that study, KT was applied to help wrist extension. Goniometer was used to measure the wrist extension and a ruler to measure hand span (from index finger to thumb, with hand wide open) ([@B60]). All results of these studies were similar to our results and the mean of both variables was significantly increased ([@B51], [@B59], [@B60]).
Although in a study, the opposite results were reported, approximately. After using KT on extensor surface of forearm, the AROM of wrist extension was increased but statistically were not significant ([@B61]). The effect of KT was investigated on maximum grip strength in 22 healthy athletes' student. Evaluation was performed in three conditions (without KT, placebo KT, KT). In this study, no significant differences between three conditions were seen ([@B62]).
In Iran, the effects of KT on grip strength in three areas were measured. Participants were healthy students and KT application was done on the extensor, flexors and extensors/flexors to determine the best mode. In all three modes, KT could increase grip strength, but application in extension provides more grip strength than the other two modes (flexors, extensors/flexors) ([@B63]). When KT apply without tension (as placebo), not provide the necessary stimulation; and this stimulate is not comparable to KT with proper tension ([@B62]).
We used KT without tension in control group and there was no significant difference in results from these group and could not interfere with the result, so our results were in the same direction; KT without tension (as sham) is not effective.
**In conclusion**, KT in neurorehabilitation of children with CP can be a useful option to promote power or grip strength and AROM of wrist and thumb. Therefore, KT provides easy and effective way to improve function in children with CP and neuromotor impairments.
We thank Exercise Physiology Research Center, Baqiyatallah University of Medical Sciences for financial supporting.
Author's contribution
=====================
Alireza Shamsoddini, Zabih Allah Rasti and Sina Labaf: Study concept and design. Alireza Shamsoddini and Zabih Allah Rasti: Acquisition of data. Alireza Shamsoddini, Zabih Allah Rasti: Analysis and interpretation of data. Alireza Shamsoddini, Zabih Allah Rasti: Drafting of the manuscript. Hamid Dalvand: Editing of the manuscript.
All authors agreed to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.
Conflict of Interest
====================
The authors declare that there is no conflict of interest.
| |
When you think of a vesicle, think of a self-contained entity made up of fluid or gas that is encircled and confined by an exterior membrane called the lipid bilayer. Hydrophilic heads and hydrophobic tails that cluster together form the structure of this peptide.
What are the blue and green parts of a vesicle?
Specifically, the blue portions of their molecules are hydrophilic, whereas the green portions are hydrophobic. An intracellular vesicle is a tiny structure made up of fluid that is contained by a lipid bilayer. Vesicles are found in all cells. The membrane that surrounds the vesicle has a lamellar phase as well, which is analogous to the lamellar phase of the plasma membrane.
What is the function of vesicles in a cell membrane?
Secretory Vesicles are vesicles that secrete substances. In cells, vesicles are little sacs that are surrounded by a membrane. They are responsible for storing chemicals and transporting them from one region of a cell to another. Vexillary vesicles are tiny sphere-shaped compartments that are segregated from the rest of the cell’s cytoplasm by at least one lipid bilayer.
What is vesicle and its function?
Vesicles are tiny cellular containers that are capable of performing a wide range of tasks in the body. They can be used to transport molecules, secrete compounds, digest materials, or adjust the pressure within a cell, among other functions.
How does the structure of a vesicle affect its function?
Vesicles are organelles, and the little enclosed sacs that make up their structure are capable of transporting and storing chemicals within a cell and from one cell to another. vesicles are lined with a lipid bilayer, which serves to isolate their contents from the remainder of the cell, as well as from the cytoplasm and its contents.
What is the structure of vesicles and vacuoles?
Ventricles and vacuoles are membrane-enclosed organelles that hold a variety of different chemicals that are kept within them. Vacuoles are a form of vesicle that is primarily composed of water. Vesicles have a role in the temporary storage of food and enzymes, metabolism, the transfer of molecules, and the control of buoyancy in the body.
What are the major components of a vesicle?
In cell biology, a vesicle is a structure that may be found within or outside of a cell and is made up of liquid or cytoplasm that is contained by a lipid bilayer.Vesicles can be found both inside and outside of cells.Vesicles occur spontaneously as a result of the processes of secretion (exocytosis), uptake (endocytosis), and transport of materials across the plasma membrane, all of which take place within the plasma membrane.
What does vesicle look like?
A vesicle, also known as a blister, is a tiny sac with a thin wall that is filled with a transparent fluid that is generally small in size. Vesicle is an essential term that is used to describe the look of numerous rashes that are characterized by the presence of tiny-to-small fluid-filled blisters or the occurrence of such blisters.
How do vesicles form?
It is formed when the membrane bulges out and is pinched off that a vesicle is formed. The cargo is transported to its final destination, where it is combined with another membrane and released. Proteins and other big molecules can be delivered in this manner without ever having to pass through a cell membrane. Some vesicles are formed as a result of the presence of coat proteins.
Which cell structures can form vesicles?
A large number of vesicles are produced in the Golgi apparatus and the endoplasmic reticulum, or they are formed by endocytosis from portions of the cell membrane. Vesicles can also fuse with the cell membrane, allowing its contents to be released to the outside world as well. Exocytosis is the term used to describe this process.
What is the function of vesicles in the synthesis of proteins and the release of those proteins?
What role do vesicles play in the creation of proteins and the release of those proteins into the environment outside of the cell? In the Golgi apparatus, vesicles are responsible for transporting freshly produced proteins. Following modification of proteins by the Golgi apparatus, vesicles carry the changed proteins to the cell membrane, where they are released.
In which of the following does the membrane of a vesicle become part of the cell membrane?
As soon as a secretory vesicle fuses with the plasma membrane, the contents of the vesicle are expelled from the cell by exocytosis, and the membrane of the secretory vesicle becomes a component of the plasma membrane.
What structures are present in an animal cell?
- Physicochemical Characterization of Animal Cells Membrane of the cell. A thin semipermeable membrane layer of protein and lipids that surrounds and protects the cell.
- The Nuclear Membrane is a cellular membrane that surrounds the nucleus. It is a double-membrane structure that surrounds the nucleus.
How does the structure of the cell membrane support its function?
Due to the fact that it enables only chosen required molecules to pass through it while simultaneously preventing the entry of undesirable / superfluous substances, it serves as a physical barrier as well as an environmental barrier between the cell and the external environment. It also governs the movement of chemicals into and out of the cell through the cell membrane.
How is the structure of a lysosome related to its function?
Lysosomes have a certain shape. Lysosomes are similar in structure to a floating garbage bag, and they contain enzymes that are capable of digesting substances. The lysosome’s exterior membrane functions as a portal, enabling molecules to pass through but preventing digestive enzymes from escaping into the cell through the membrane.
What is a chloroplast structure?
Chloroplasts are made up of a number of different parts.Chloroplasts are oval-shaped organelles with two membranes: an outer membrane and an inner membrane.They are found in plants and algae.The intermembrane gap is a space between the outer and inner membranes that is roughly 10-20 nm broad.The stroma, or thick fluid within the chloroplast, is the gap between the inner membrane and the outer membrane.
How are the nucleus and a vesicle similar and different in structure and function?
What structural and functional similarities and differences exist between the nucleus and a vesicle?Both are membrane-bound compartments that may be used to hold and segregate different types of materials from one another.A vesicle is a transient organelle that is protected by a double membrane bilayer, whereas the nucleus is a nearly permanent structure protected by a double membrane bilayer.
What is the mitochondria structure?
It is a double-membraned, rod-shaped structure that may be found in both plant and animal cells and is responsible for energy production. This particle has a diameter that spans from 0.5 to 1.0 micrometre. The structure is made up of three layers: an exterior membrane, an inner membrane, and a gel-like substance known as the matrix. | http://virginialeenlaw.com/trends/what-is-the-structure-of-a-vesicle.html |
Introduction {#Sec1}
============
Today, many Western countries face two salient phenomena that profoundly change the way societies are organized: population ageing and the globalization of migration (Torres [@CR54]). Consequently, increasing numbers of people age in a foreign land. Due to an accumulation of risk factors, such as low socio-economic position (Reijneveld [@CR46]), poorer health conditions (Denktaş [@CR21]) and facing difficulties that are associated with international migration such as discrimination and social exclusion (Silveira and Allebeck [@CR51]), older migrants are considered socially vulnerable (Cela and Fokkema [@CR15]). Exemplary of this social vulnerability is the finding that older migrants are lonelier than their native peers (Fokkema and Naderi [@CR24]; Victor et al. [@CR61]). Regarding loneliness among this population, there is a specific need to not only study structural factors leading to loneliness, such as low socio-economic position, as has often been done (Victor et al. [@CR60]). Instead, more focus is desired on how belonging from a migrant's perspective, with all sociocultural precariousness that comes with migration, explains variation in loneliness among older migrants (De Jong Gierveld et al. [@CR20]).
Inspired by Berry's ([@CR6]) model for acculturation strategies, we distinguish between different forms of belonging from a migrant's perspective. Belonging can take place within the country of settlement, but can also be oriented towards the country of origin, i.e. a transnational belonging. An understanding of how older migrants give meaning to a sense of belonging in an increasingly transnational world is still largely unexplored (Torres [@CR54]). We aim to fill this knowledge gap and study how a sense of belonging functions as protection against loneliness. First, we explore profiles of belonging among older migrants. Second, we determine how these profiles are associated with loneliness. We study Turkish and Moroccan older migrants in the Netherlands, a receiving country for many labour migrants in the 1960s and 1970s. Turkish and Moroccan migrants now form the main migrant groups in the Netherlands, together with Surinamese and Antillean migrants.
Belonging and loneliness {#Sec2}
------------------------
Departing from loneliness and well-being literature, belonging centres around having social attachments to and interactions with other people (Baumeister and Leary [@CR4]). Elsewhere, belonging is posed as a vital mental health concept and defined in more generic terms: belonging requires a personal involvement in a "system" or "environment" (Hagerty et al. [@CR31]). This is where one can say: "We belong together" or: "I am one of them." For migrants, belonging is hardly self-evident. After migration ties to family, friends and community in the country of origin are put under pressure (Treas and Batlova [@CR55]). Insecurity about how to socialize and about social expectancies in the new country obstructs the development of a new social network (Watt and Badger [@CR63]). In migration studies as well as in human geography, belonging is brought in relation to a feeling of being "at home" (Yuval-Davis [@CR67]), in which "home" represents a "symbolic space of familiarity, comfort, security and emotional attachment" (Antonsich [@CR2], p. 650). The significance of home arguably becomes stronger in the context of migration: the sheer fact of being in a different place with different customs and social norms compromises the extent to which one feels a sense of belonging and might lead to uncertainties regarding identity (Lee et al. [@CR38]). Lynd ([@CR40], p. 210) simply put it this way: "Some kind of answer to the question: 'Where do I belong?' is necessary for an answer to the question: 'Who am I?'" A lack of belonging can result in loneliness, deprivation, feeling an outsider and valuing life as unfulfilled and shallow (Verkuyten [@CR59]). Loneliness is a situation experienced by an individual as one where there is a dissatisfying quality or quantity of personal relationships (De Jong Gierveld [@CR18]). This definition concerns the subjective evaluation of actual social relationships and interactions. The notions of belonging mentioned above, tapping into social embeddedness, belonging *somewhere* and being *someone* are combined when we bring "national" and "transnational" belonging in relationship with loneliness in this paper.
Although related, the concepts of belonging and loneliness are not the same (Hagerty et al. [@CR31]). Loneliness is the negative evaluation, or feelings of "missing," of a particular situation and results from a deficiency to effectuate certain standards regarding social relationships (De Jong Gierveld [@CR18]). Belonging is a description of the social world and not a subjective evaluation. For instance, a person may belong to a certain group ("I am one of them"), but this is not an evaluation in itself, and can thus still experience loneliness. We explain variations in loneliness by studying different forms of belonging (Hagerty and Patusky [@CR30]). We articulate belonging using two components: first, behavioural practice, like social interactions (Anthias [@CR1]) and second, imagined belonging, reflecting being part of a bigger whole, and being at home (Antonsich [@CR2]; Hagerty et al. [@CR31]).
Belonging to larger society and belonging to the "own group" {#Sec3}
------------------------------------------------------------
Migrants' sense of belonging can be multifaceted. We use Berry's work ([@CR6]) on acculturation to illustrate some options (although simplified). Acculturation is the process whereby groups with distinctive cultures engage in contact (Berry [@CR7]). Berry ([@CR6]) distinguishes four responses to this intercultural contact from a migrant's perspective, along lines of orientation towards one's own group and towards the mainstream population. These responses are integration, assimilation, separation and marginalization (Table [1](#Tab1){ref-type="table"}) and contain different implications for well-being (Berry [@CR7]; Sonn [@CR52]): migrants who maintain their own identity and preserve their own culture are generally better off than those who do not (LaFromboise et al. [@CR37]; Phinney et al. [@CR43]).Table 1Four acculturation strategies*Source*: Berry ([@CR7], p. 705); in italic: own addition
We added to this model our own focus of study: a sense of belonging. We draw a parallel on the rows in the model and show in Table [1](#Tab1){ref-type="table"} that having a strong (+) sense of belonging to the "own group" is corresponding to a relative preference (+) for "maintenance of heritage culture and identity" in Berry's ([@CR6]) model. In the columns, something similar happens. With "relationships sought among groups," Berry aims to capture an attitude that prefers to actively seek contact with, and participate in larger society, which also encompasses "other" (minority) ethno-cultural groups. Again, we draw a parallel: relative preference (+) for engagement in larger society is analogous to having a strong (+) sense of belonging to larger society. In our model, the outcomes shown in Table [1](#Tab1){ref-type="table"} do not refer to a position in society where one is (un)able to participate economically or socially, or where adaption of cultural norms and values takes place (Berry [@CR7]). They are, instead, an indication of an individual experience of being socially embedded (behaviour) and being at home (imagination), whatever the position in society. Thus, "integration" in Berry's terminology, i.e. participating in society, in our model means a feeling of belonging to the own group as well as to larger society.
A sense of belonging is associated with less loneliness (De Jong Gierveld et al. [@CR20]; Prieto-Flores et al. [@CR45]). Hence, we propose that marginalized older migrants (those belonging nowhere) are loneliest. Older migrants who have a separated and assimilated sense of belonging are expected to be less lonely than older migrants who face marginalized belonging, because both have a strong belonging towards either larger society or the own group. Least lonely, we argue, are those integrated, because of their strong belonging to larger society as well as to the own group. Hypothesis 1 is: older migrants with a marginalized belonging experience the most loneliness, followed by those with assimilated and separated belonging, whereas older migrants with an integrated belonging are least lonely.
Transnational belonging {#Sec4}
-----------------------
Berry ([@CR7]) focuses on acculturation *within* the country of settlement. In our model, a sense of belonging to one's own group could be directed to both the own group *in the country of settlement* (Table [1](#Tab1){ref-type="table"}; national belonging) and the own group *in the country of origin* (transnational belonging).
The complex whole of affiliations and connections that migrants employ during their lives, thereby linking their societies of origin and settlement, was termed "transnationalism" (Glick Schiller, Basch and Blanc-Szanton [@CR27]). In the field of transnationalism, behaviour is distinguished from imagination. There, other terminology is prevalent. "Ways of being" (behaviour) is referred to as actual border-crossing behaviour and social relations. "Ways of belonging" (imagination) signals an identity component: the transnational way of life is a central element of the self, through memory, imagination and nostalgia (Levitt and Glick Schiller [@CR39]). We do not follow this terminology, but differentiate between transnational belonging as behaviour and as imagination. Combining the two to indicate a transnational orientation is not new to the field of transnationalism (Boccagni [@CR10]; Levitt and Glick Schiller [@CR39]). We argue that (a lack of) belonging *within* country borders, as we have discussed using Berry's ([@CR6]) acculturation model, is complemented by another dimension: transnational belonging. Transnational belonging *crosses* borders between countries of origin and settlement, behaviourally or imaginary.
Transnational belonging acknowledges the importance of place and could therefore play a decisive role in explaining loneliness. Surely, being in the country of settlement and immersing in the own group within this country is not the same as travelling back and forth *between* both countries, keeping in touch with people *in* the country of origin and being involved in that *place* of origin. Place attachment has caught scientific interest and refers to peoples' attachment to physical locations (Gustafson [@CR29]; Rubinstein and Parmelee [@CR47]). Place attachment increases with old age and gains importance for its impact on well-being in older age (Buffel [@CR11]; Wiles et al. [@CR64]). Homesickness is a common reaction to geographical relocation and captures missing social bonds, but also missing places (Vingerhoets [@CR62]). Therefore, although people may have migrated together with their spouse and children and reside among other migrants from the same community, homesickness for childhood neighbourhoods or countries of birth still occurs (Baldassar [@CR3]). For first-generation older migrants, this "longing for a place" is significant. They were born and raised in a different place and vivid memories thereof leading to nostalgia for the old country in its social and physical sense (Baldassar [@CR3]). Many travel back and forth on a regular basis (Baykara-Krumme [@CR5]). Moreover, approaching retirement age, some consider returning to the country of origin permanently (De Haas and Fokkema [@CR17]), possibly reinforcing place attachment. A sense of belonging to the own group within the country of settlement will probably not obviate feelings of homesickness for a place. Visiting the country of origin, either behaviourally of imaginary, might be more able to fulfil this yearning for a locality or could prove to have a protective function against the psychological ill effects that acculturation poses.
To resume, we propose that next to belonging *within* the country of settlement, a transnational sense of belonging is a dimension of belonging, which does not blindly go along with the extent to which one feels to belong to the own group in the country of settlement or the larger society of settlement. As for other forms of belonging, we expect that transnational belonging protects against loneliness. This leads to Hypothesis 2: A transnational belonging has a protective effect on loneliness above belonging to larger society in the country of settlement and the own group in the country of settlement.
Methods {#Sec5}
=======
Sample {#Sec6}
------
Data were obtained from an older migrant sample of the Longitudinal Aging Study Amsterdam (LASA; Huisman et al. [@CR33]). The survey was held in 2013 and 2014 and is based on a sample of Turkish (*N* = 269) and Moroccan (*N* = 209) migrants born between 1948 and 1957. The majority of older migrants live in large cities, and therefore, municipal registers of 15 Dutch cities with population sizes ranging from 85 to 805 thousand inhabitants provided the sampling frame. Face-to-face interviews were conducted by trained interviewees who offered a Dutch and translated interview (in Turkish, Moroccan Arabic/Darija and Tarafit). The cooperation rate was 45%.
We exclude three respondents who were institutionalized, five who were not born in either Turkey or Morocco because we are interested in first-generation migrants from these countries, and nine respondents with a premature termination of the interview, leaving a sample of *N* = 461. On average, respondents had spent 36.8 years in the Netherlands and their age ranged from 55 to 66, with a mean of 60.9.
Measurements {#Sec7}
------------
*Loneliness* is measured by an 11-item scale (De Jong Gierveld and Van Tilburg [@CR19]). Exemplary items are: "I miss a really good friend" and "There are plenty of people I can lean on when I have problems." Scale values ranged from 0 to 11 (*M* = 5.19); reliability is .83.
For national belonging we measure a feeling of belonging to larger society by three variables indicating behaviour and two indicating imagination. We inquired about *Dutch language proficiency*, as this is a symbol of group belonging (Vedder and Virta [@CR58]). We use three items (Kleijn and Verboom [@CR36]), e.g. "I can understand spoken Dutch well." Response categories ranged from "strongly disagree" (1) to "strongly agree" (4). Scores are summed; reliability is .84. Participation in *social organizations* provides the context for a sense of belonging and meaningful social engagement (Sonn [@CR52]). We asked whether respondents were active in social organizations, such as interest groups. If so, we asked whether there were many Dutch members in the organization. We distinguished "not active, or only in organizations with few or no Dutch people" (0) and "active in one or more organizations with predominantly or many Dutch people" (1). The relationship between contact with people from the mainstream population and a sense of belonging to the country of settlement was postulated by De Jong Gierveld et al. ([@CR20]). *Contact frequency with Dutch nonkin* (De Graaf et al. [@CR16]) contains two items, e.g. "How often do you have contact with Dutch or "other" neighbours?" Answer categories ranged from "few times a year or less" (1) to "every day" (4). We use the mean score. *Cultural distance* inquired about the extent to which older migrants allow citizens of the society of settlement in their personal spheres and thus touches upon notions of belonging (Antonsich [@CR2]). Three items were presented, e.g. "I would like to speak to Dutch acquaintances about what worries me" (Kleijn and Verboom [@CR36]). Response categories ranged from "strongly agree" (1) to "strongly disagree" (4). Scores are summed; reliability is .73. *Self*-*identification* was asked as "To which ethnic group do you consider yourself to belong?" Responses were: "Dutch," "Turkish," "Kurdish," "Moroccan Arabic," "Moroccan Berber" and "other." In the last category 33 respondents identified themselves as "Turkish/Moroccan and Dutch." This response and the response "Dutch" are taken as an indication of belonging to larger society (Stronks et al. [@CR53]).
A second dimension of national belonging is to the own group; two variables indicate behaviour and two imagination. With regard to religious identities, Ehrkamp ([@CR23]) argues that communal places offer a sense of community, home and belonging to its members. We thus take into account frequency of *mosque attendance*. Response categories ranged from "never" (1) to "once per week or more often" (6). Having contact with neighbours from the same country of origin enhances national belonging (Buffel et al. [@CR12])*. Contact frequency with Turkish/Moroccan nonkin* (De Graaf et al. [@CR16]) is assessed similarly as described above. *Cultural identity* indicates a sense of belonging to a group or culture (Van Oudenhoven et al. [@CR57]) and consists of a four-item scale. It measures how often respondents participated in activities in conjunction with their own group or their own language, thereby expressing cultural identity, values, attitudes and abilities (Yamada et al. [@CR66]). The scale specifically focuses on activities in the Netherlands. An example is: "Talking to or discuss what's new with others from the Turkish/Moroccan group." Response categories were "never" (1) to "often" (4). Scores are summed; reliability is .67. Lastly, the *self*-*identification* variable, response categories are "Turkish, Kurdish, Moroccan or Berber." As the self-identification question did not specify a locality, but only asked for ethnic group, we did not take this response option as an indicator for transnational belonging.
Transnational belonging is grasped by four variables measuring behaviour and two measuring imagination. The country of origin plays a prominent role in ones' life when it hosts close family members (Burholt et al. [@CR14]). Hence, frequent contact with family members living in Turkey/Morocco indicates transnational belonging. *Frequent contact with children in Turkey/Morocco* combines contact frequency with children and residence of children. We distinguish between "weekly or daily contact with children in Turkey/Morocco" (1) versus "all other frequencies of contact and residence of children" (0). We follow the same procedure for *frequent contact with extended family in Turkey/Morocco*. Visiting the country of origin is an obvious indicator (Duval [@CR22]). Therefore, *visiting frequency Turkey/Morocco* assessed whether respondents had "not visited in the last 5 years" (1), "had visited in the last 5 years" (2) or "visited in the last year" (3). Actively seeking medical care in Turkey/Morocco, instead of making use of care provisions in the country of settlement, reveals attachment to the country of origin and a sense of "home" associated with it (Lee et al. [@CR38]). Hence, we assessed if respondents recently received dispensable *medical care* in Turkey/Morocco (1), versus not or receiving help because one got sick while being on holiday (0). *Considering return migration* asked whether respondents were considering going back to the country of origin permanently, an issue particularly relevant for older migrants (Hunter [@CR34]) and an indicator of belonging to the country of origin (Ganga [@CR26]). We distinguish between "no" or "I do not know" (0) and "yes" (1). We presented five statements related to *feelings of loss* with regard to the country of origin and hence disclosed attachment to it, e.g. "I belong here less than in Turkey/Morocco." Scores for not (0) or applicable (1) are summed; reliability is .70.
We take into account demographic characteristics associated with loneliness. Loneliness is higher among people that are older, which has often been explained by the loss of age peers and incapacity of older adults and their network members to participate in social activities (Pinquart and Sörensen [@CR44]). We thus control for *age*. Previous research also established that loneliness is higher among women, which has been linked to socialization processes and less opportunities for women to maintain nonkin ties due to care roles, leading us to control for gender; *female* (Pinquart and Sörensen [@CR44]). Loneliness was also found to be higher among those with low socio-economic status as people with higher socio-economic status tend to have more personal and social resources to maintain social relationships (Pinquart and Sörensen [@CR44]). Therefore, we control for *level of education* (low, middle and high level; values 1--3; *M* = 1.3) and employment status, indicated by *having a paid job* (24%) or not. We distinguish between *married* (78%) versus not married (primarily widowed), as those that are not married are less likely to have an intimate attachment (De Jong Gierveld [@CR18]). Poor health is also related to loneliness, since poor health can limit mobility and hence hinder maintaining social ties (e.g. De Jong Gierveld [@CR18]). *Physical functioning* reflects the ability to perform seven activities of daily living (ADL; Katz et al. [@CR35]); response options are "no, cannot" (0) to "yes, without help" (4). Sum scores are used (*M* = 23.4); reliability is .84. For *self*-*rated health* we asked: "How is your health in general?" with response options "poor" (0) to "excellent" (4) (*M* = 1.5). *Length of residence in the Netherlands* (*M* = 36.8 years) is accounted for, because those that lived in the country of settlement for a longer period of time experience less loneliness, since they have had more time to build up social networks there (Neto [@CR42]). Lastly, we controlled for being of Turkish (56%) or *Moroccan* descent.
Procedure {#Sec8}
---------
First, we employ latent class analysis in Mplus to group respondents who have a high similarity in scores on variables for national belonging, i.e. belonging to larger society and the own group. We expect to find clusters coined by Berry ([@CR7]) as marginalized, separated, assimilated and integrated. Comparing the mean score on every variable for each cluster determines the labelling. A second cluster analysis shows that transnational belonging variables do not converge into distinct clusters. The last step is regression analysis to determine which cluster is least lonely (Model 1) and if and how different indicators of transnational belonging impact loneliness (Model 2). The final Model 3 includes control variables.
Results {#Sec9}
=======
National belonging {#Sec10}
------------------
In the latent class analysis, five clusters are the best fitting solution, which are interpretable in terms of Berry's ([@CR6]) categorization; the fifth shows similarities with two strategies. Table [2](#Tab2){ref-type="table"} shows the cluster means for each variable, by acculturation category.Table 2Sample and cluster means per belonging variable, by acculturation strategyAll\
(*N* = 461)Marginalization\
(*N* = 76)Marginalization/separation\
(*N* = 97)Integration\
(*N* = 134)Assimilation\
(*N* = 78)Separation\
(*N* = 76)(*F*/*χ* ^2^)*MSDMMMMMNational belonging: to larger society*Behaviour Dutch proficiency (3--12)7.402.406.226.548.888.775.6653.4\*\*\* Social organizations (0--1)0.270.450.170.180.390.560.0023.7\*\*\* Contact frequency with Dutch nonkin (1--4)2.420.941.491.513.112.892.80160.9\*\*\*Imagination Cultural distance (3--12)7.592.508.918.796.155.579.3370.0\*\*\* Self-identification Turkish/Moroccan and Dutch (0--1)0.070.260.090.070.070.120.002.2 Self-identification Dutch (0--1)0.120.330.160.060.140.260.007.4\*\*\**National belonging: to own group*Behaviour Mosque attendance (1--6)4.481.961.865.735.761.925.84771.8\*\*\* Contact frequency with Turkish/Moroccan nonkin (1--4)2.770.862.142.353.132.533.5356.7\*\*\*Imagination Cultural identity (4--16)8.552.627.147.209.508.919.6724.4\*\*\* Self-identification Turkish, Kurdish, Moroccan or Berber (0--1)0.770.420.740.820.750.541.0013.4\*\*\**Transnational belonging*Behaviour Frequent contact with children in Turkey/Morocco (0--1)0.070.250.110.070.040.080.050.8 Frequent contact with extended family in Turkey/Morocco (0--1)0.210.410.170.180.260.230.171.1 Visiting frequency Turkey/Morocco (1--3)1.730.801.721.811.691.461.994.6\*\* Medical care in Turkey/Morocco (0--1)0.100.290.070.130.100.060.110.9Imagination Considering return migration (0--1)0.260.440.210.320.290.190.251.3 Feelings of loss (0--5)3.401.493.413.553.482.723.725.5\*\*\*Variables for national belonging were used to compose the five clusters\* *p* \< .05; \*\* *p* \< .01; \*\*\* *p* \< .001
In the marginalization cluster scores indicate low belonging to one's own group, but also low belonging to larger society. For instance, participation in activities in conjunction with the own language or cultural group is lowest and comprehension of Dutch is poor. In addition, frequency of contact with Turkish/Moroccan, as well as with Dutch nonkin, is lowest. One cluster, which we termed marginalization/separation, shows most similarity with the marginalized cluster, but with a little extra focus on the own group. Only mosque attendance differs substantially, with the marginalized/separated cluster indicating a higher score. Also, respondents in the last mentioned cluster identify themselves as Dutch to a lesser extent than the marginalized cluster.
The integration cluster contains average scores on many variables as well, but is characterized by a relatively strong sense of belonging to the own group (mosque attendance and cultural identity levels are high), as well as to larger society. Dutch proficiency is high, cultural distance to Dutch larger society is low, and there is frequent contact with Dutch nonkin, as well as with nonkin in the own group. Scores in the assimilation cluster are indicative of a sense of belonging to larger society. Scores are highest on the self-identification dummies that indicate belonging to Dutch larger society and mosque attendance is low. Further, cultural distance is lowest and participation in organizations with many Dutch members highest. The separation cluster conveys strong belonging to the own group. All respondents identify themselves as Turkish, Kurdish, Moroccan or Berber. They go to the mosque the most and participate frequently in activities in conjunction with the own language or cultural group. The separation cluster experiences great cultural distance and has most contact with Turkish/Moroccan nonkin, in comparison to the other clusters.
Transnational belonging {#Sec11}
-----------------------
Next, we employ analysis of variance on the indicators for transnational belonging (Table [2](#Tab2){ref-type="table"}). The five clusters differ in their visiting frequency to Turkey/Morocco and their feelings of loss. Those in the separation cluster have the highest frequency of visiting the country of origin, followed by those in the marginalization/separation, the marginalization, the integration and the assimilated cluster. For feelings of loss a similar pattern was observed. Thus, two of the six indicators are not independent from Berry's categorization, but four are. Consequently, the results are not unambiguous with respect to whether or not transnational belonging is a different dimension of belonging. Because correlations between the six aspects are low (\|r\| ranges between .01 and .12), we additionally suggest the indicators are not unequivocally measuring transnational belonging as one concept.
National and transnational belonging and loneliness {#Sec12}
---------------------------------------------------
In the regression of loneliness, the separation cluster functions as reference category for the clusters of belonging (Table [3](#Tab3){ref-type="table"}). Supporting Hypothesis 1, the results from this analysis and subsequent analyses with other categories of reference (results not shown) reveal that the marginalization and the marginalization/separation clusters are lonelier than the integration, assimilation and separation clusters; there are no differences among the two and three clusters, respectively.Table 3Regression of loneliness on national belonging clusters, transnational belonging and control variables (*N* = 461)Model 1Model 2Model 3*B*SE*B*SE*B*SEConstant4.540.36\*\*\*3.470.63\*\*\*12.643.27\*\*\*Marginalization (vs. separation)1.540.51\*\*1.630.51\*\*1.160.52\*Marginalization/separation (vs. separation)1.810.49\*\*\*1.820.48\*\*\*1.360.47\*\*Integration (vs. separation)−0.020.460.040.46−0.010.44Assimilation (vs. separation)0.130.510.460.530.420.53Frequent contact with children in Turkey/Morocco (0--1)−0.060.59−0.320.57Frequent contact with extended family in Turkey/Morocco (0--1)−0.420.37−0.260.35Visiting frequency Turkey/Morocco (1--3)−0.130.19−0.260.18Medical care in Turkey/Morocco (0--1)−0.010.50−0.110.48Considering return migration (0--1)0.430.340.330.33Feelings of loss (0--5)0.350.10\*\*\*0.240.10\*Age (55--66)−0.010.05Female (vs. male)−1.020.33\*\*Level of education (1--3)−0.600.25\*Having a paid job (vs. no paid job)−0.290.36Married (vs. not married)−1.130.36\*\*Physical functioning (0--28)−0.050.03Self-rated health (0--4)−0.570.15\*\*\*Moroccan (vs. Turkish)−0.870.31\*\*Length of residence in the Netherlands0.000.02*R* ^2^0.060.090.22*F* change7.6\*\*\*2.6\*7.8\*\*\*\* *p* \< .05; \*\* *p* \< .01; \*\*\* *p* \< .001
In Model 2, we add variables for transnational belonging. Associations for the clusters do not change substantially. Of the transnational variables, only feelings of loss are independently associated with loneliness. A higher level of transnational belonging (as it is embodied by feelings of loss) contributes to more loneliness, as we propose in Hypothesis 2. Visiting Turkey/Morocco, which significantly differed between the clusters (Table [2](#Tab2){ref-type="table"}), is not associated with loneliness.
Model 3 brings control variables to the fore. Still the marginalized marginalized/separated remain lonelier than the separated, although the difference is smaller compared to Models 1 and 2. Feelings of loss also continue to be associated with more loneliness. Being born in Morocco decreases the likelihood of reporting loneliness compared to being born in Turkey. The same goes for being female, being married, having a higher education and having better self-rated health.
Discussion {#Sec13}
==========
In this study, we investigated whether migrants' belonging impacts loneliness. We studied three dimensions of belonging: to larger society and to the "own group" in the country of settlement, and transnational belonging. Latent class analysis on the first two dimensions of belonging identified five clusters: marginalized, marginalized/separated, integrated, assimilated and separated migrants. We found evidence that transnational belonging is a separate dimension of belonging but results also indicate that it is partly an extension of belonging to the own group in the country of settlement. Hence, we conclude that we have not unravelled whether transnational belonging is a different dimension of belonging.
We found some support for Hypothesis 1: migrants in the marginalization and marginalization/separation cluster are lonelier than migrants in other clusters that have a stronger sense of belonging, i.e. integration, assimilation and separation. Yet, the integration cluster did not show less loneliness than the assimilation or separation clusters. This means that some form of belonging to a certain group is important as a protection against loneliness, but that this does not necessarily has to involve the larger society of settlement. A strong sense of belonging to the own group (separation) is just as effective against loneliness as is integration (or assimilation).
Hypothesis 2 proposed that transnational belonging also functions as a protective mechanism against loneliness. We did not find support for this hypothesis. Where visiting frequency of Turkey/Morocco played a role in distinguishing different levels of transnational belonging between the clusters, it did not decrease loneliness. Even more so, the only significant effect we found for indicators of transnational belonging pertains to feelings of loss and was directed oppositely: more transnational belonging increases loneliness. We further find that the additional effect of personal socio-demographic resources reduces the risk of loneliness, which has been found in studies among nonmigrants (De Jong Gierveld [@CR18]).
That transnational belonging does not decrease loneliness might be explained theoretically. Scholars have argued that being ingrained in two places makes for "betwixt and between" identities (Grillo [@CR28]), or "double absence" (Sayad [@CR49]). Where the relation between nearby social relationships and loneliness is rather obvious, the same apparently does not hold for distant ones. In previous research on ICT-based "co-presence" in transnational relationships, it was concluded that the golden standard remains to be face-to-face social contact (Baldassar [@CR3]). This could mean that a transnational lifestyle contributes to homesickness and loneliness, instead of alleviating it, and causes "uprootedness," i.e. a diminished sense of belonging.
There appears to be a second explanation for why feelings of loss result in more loneliness. Even though the variable feelings of loss captured an orientation towards the country of origin conceptually, the scale contained negatively presented items that were closely related to the concept of loneliness, such as "I miss people..." Feelings of loss were expected to be telling of transnational belonging in combination with the other variables (such as visiting the country of origin), but by itself it may have tapped into loneliness.
This brings up some methodological issues. Against the backdrop of a lack of large-scale survey data among older migrant populations (Fokkema and Naderi [@CR24]), the LASA data provided us with a unique opportunity to systematically study older migrants' loneliness. Nevertheless, innate to secondary data analysis as we have employed here, this has also brought some limitations regarding the relation between variables and concepts. For instance, perhaps our measurements of transnational belonging are not exhaustively grasping the concept. However, extensive research on this topic has not resulted in true consensus or clear articulation of what transnational belonging exactly entails, let alone offered unambiguous operationalization of the concept (Boccagni [@CR9]). Moreover, the data available did adhere to many of the elements that were mentioned in the literature in relation to transnational belonging, as described in the measurements section. Framed into the body of knowledge on explaining differences in loneliness, distinguishing an interlinked behavioural and imagined component in belonging (Hagerty and Patusky [@CR30]; Levitt and Glick Schiller [@CR39]) was helpful.
Further, we relied on cross-sectional data, which implies that the findings in this study are only a snapshot of reality. Belonging to a group of people, to a place and to a plethora of other social categories is not a stable feature over time (Yuval-Davis [@CR67]). This means that the dimensions of belonging are not "end states" or ultimate destinations, nor do they relate to each other steadily over time. It further means that we were not able to test causal mechanisms. We interpreted the results congruent with the theoretical foundation for belonging to lead to loneliness (Baumeister and Leary [@CR4]) instead of the reversed.
The acculturation model, gaining wide popularity in social science as well as in the public debate since Berry's ([@CR6]) use of it, has been widely critiqued (Rudmin [@CR48]). It was put forward as too simplistic (Schwartz and Zamboanga [@CR50]), as presenting an erroneously static and homogenous interpretation of culture with the fourfold categories opted by Berry as end states of a linear process (Hermans and Kempen [@CR32]), thereby leaving no room for the dynamics and complexity of human development, nor for its interaction with context (Bhatia and Ram [@CR8]). Despite valid critiques, the acculturation model succeeds to identify factors that are prominent in migrants' experiences (Burholt [@CR13]). Especially when explaining loneliness among older migrants, there have been repeated calls to not only study migrant's vulnerability for loneliness (as a group), but to look specifically at differences---among others, in sociocultural embeddedness---within this group and thus explain how loneliness varies among migrants (De Jong Gierveld et al. [@CR20]; Fokkema and Naderi [@CR24]; Wu and Penning [@CR65]). Moreover, we did not aim to present larger society and the own group as socially cohesive or homogenous. We approach the model from the viewpoint of individuals finding a sense of belonging and a "home" in society, rather than adapting to a specific set of cultural norms. The fact that we find groups interpretable of Berry's ([@CR7]) categorization also suggests that its merit in reflecting social reality is still tenable.
In the Netherlands, Turkish and Moroccan migrants have experienced conditions that are commonly found among migrant populations in Europe and beyond: on average they have a lower socio-economic position and worse health than the native population. Due to this dominant pattern of disadvantage and their similar migration backgrounds as guest workers and subsequent family reunifications, we did not study Turkish and Moroccan migrants separately (Denktaş [@CR21]). The focus on people with a migratory past for whom a sense of belonging is not obvious applies to both migrant groups. Moreover, both are known to have strong ties with their country of origin (Fokkema et al. [@CR25]). However, it might be the case that a sense of belonging to larger society and to the own group, as well as a transnational belonging differs between Turkish and Moroccan migrants, which would obscure our results. For example, we were left with the finding that Turkish migrants are lonelier than Moroccan migrants, which was similarly observed in a previous Dutch study (Uysal-Bozkir et al. [@CR56]).
Despite these limitations, this study has various innovations. We have connected a theory on loneliness provoking factors with theoretical insights on migrants' social integration. Therefore, it provides new insights on variations in loneliness among migrants, which has repeatedly been called for. Second, we added a transnational lens, which, until recently, has mostly been neglected in research on ageing (Torres [@CR54]). Third, we empirically added a transnational dimension to a two-dimensional acculturation model, something that was previously suggested by Van Oudenhoven et al. ([@CR57]). Although theorizations and qualitative research on transnational orientations are manifold, we find mixed evidence for transnational belonging as a separate dimension of belonging and that this was not vital for understanding differences in loneliness. Yet, transnational belonging is apparent for all forms of belonging distinguished in this paper. Consequently, more attention and prominence should be given to transnational belonging in empirical research among older migrants in general, and further understanding on how it relates to well-being specifically.
Responsible editor: C. Schweppe, V. Horn (guest editors) and H.-W. Wahl.
The Longitudinal Aging Study Amsterdam is supported by a Grant from the Netherlands Ministry of Health Welfare and Sports, Directorate of Long-Term Care. The data collection was financially supported by the Netherlands Organization for Scientific Research (NWO) in the framework of the project "New Cohorts of young old in the 21st century" (file number 480-10-014). Suanet's work was supported by a Veni Grant (NWO; file number 451-14-019). Fokkema's research is part of the "Families in Context" project, funded by an Advanced Investigator Grant of the European Research Council (ERC, 324211).
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The dissemination of genetically engineered (GE) crops, like the adoption process associated with other farm-level technologies, is a dynamic process that both affects and is affected by the social networks that farmers have with each other, with other actors in the commodity chain, and with the broader community in which farm households reside. As noted in Chapter 1, farmer decisions to adopt a technology are influenced not only by human-capital factors, such as the educational level of the adopter, but by social-capital factors, such as access to information provided by other farmers through social networks (Kaup, 2008). That necessarily implies that farmers receive information from others—for example, on the risks and benefits of a particular technology—and that they share their own knowledge and experience through the same networks. Such findings confirm the relevance of social factors in influencing how genetic-engineering technology is adopted, what the impacts of its adoption are, and the significance of farmers’ active participation in both formal and informal social networks with other actors in commodity chains and communities.
However, little research has been conducted on the social impacts of the adoption of genetic-engineering technology by farmers, even though there is substantial evidence that technological developments in agriculture affect social structures and relationships (Van Es et al., 1988; Buttel et al., 1990). Because further innovations through genetic engineering are anticipated, such research is needed to inform seed developers, policy makers, and farmers about potential favorable benefits for adopters and non-adopters and unwanted or potentially unforeseen social effects (Guehlstorf, 2008). With such information, the likelihood of maximizing social benefits while minimizing social costs is increased. To demonstrate the necessity for increasing commitments to the conducts of research on the social effects of GE-crop adoption, this chapter synthesizes what is known in the scientific literature about the social impacts of farm-technology adoption and the interactions between farmers’ social networks. The chapter also identifies future research needs.
SOCIAL IMPACTS OF ON-FARM TECHNOLOGY ADOPTION
The earliest academic research in the United States on the social impacts of technology adoption at the farm and community levels was focused on mechanical technologies. More than a century ago, the use of machines in U.S. agriculture not only displaced labor but widened socioeconomic discrepancies between skilled and unskilled laborers (Quaintance, 1984). Academic interest in the socioeconomic consequences of agricultural mechanization was particularly strong in the 1930s and 1940s in the southern United States (Buttel et al., 1990) and again in the 1970s throughout the country. Berardi (1981) summarized the findings of the literature and found that mechanization was associated with decreases in the agricultural labor force, particularly those among the least educated and least skilled workers and in minority groups; with better working conditions and less “drudgery” for the remaining work force; with a decrease in farm numbers and an increase in farm size; with increased capital costs for agricultural producers; and with a decline in the socioeconomic viability of agriculture-dependent rural communities. Data also suggested that the technological development of U.S. agriculture had contributed to declines in farm labor, in community dependence on agriculture, and in rural community viability although other on-farm and off-farm factors also contributed to these changes (Van Es et al., 1988).
In the 1980s, social scientists broadened their research on the impacts of technology adoption on farms and farm communities to include studies of the potential and actual impacts of biological (pre genetic engineering) technologies in agriculture. Many observers assumed that, unlike the earlier wave of mechanical agricultural technologies, genetic-engineering technology would not be biased towards large-scale farming operations. Such an assumption was supported by analyses of the production capabilities of agricultural biotechnology. For example, it was noted that no interaction effect was observed between genetic predisposition to produce milk and the use of the growth hormone bovine somatotropin (BST) to increase milk production in dairy cows (Nytes et al., 1990). However, other studies that directly examined farm-level social change revealed that, despite the presumption of scale-neutrality, it was difficult to isolate the impacts of biological innovations from those of other technological innovations in agriculture because biological innovations were often developed and disseminated in conjunction with other technologies that may not have been scale-neutral (Kloppenburg, 1984).
Additional research conducted on the social impacts of biotechnology in animal agriculture, specifically on the use of BST, noted that rates of adoption of BST were moderate and that, although adoption did not require large herds, scale effects were observed because BST use was more effective in high-producing cows, which were more likely to be found in large herds with complementary feeding technologies (Barham et al., 2004). Beck and Gong (1994) also observed the existence of a scale effect with adoption of BST, with adopters more likely to have larger herds, as well as being younger and having more formal education. Additionally, it was suggested that the quality of farm management had an impact on the benefits accruing to the adoption of BST (Bauman, 1992). The use of BST also was thought to lead to lower prices and thus to result in increased economic pressure on smaller producers (Marion and Wills, 1990). In other words, the body of research on the socioeconomic consequences of the use of biotechnologies, including Green Revolution technologies, indicated that “scale neutrality is not inevitable, but a possibility that depends on institutional context” (DuPuis and Geisler, 1988: 410). To put it another way, the social context of the adoption process and the impacts on that context are interconnected, from which it follows that the social impacts of genetic-engineering technology on farms and communities differ among cultures, commodities, and historical periods.
Thus, though seed varieties are generally conceptualized as being scale-neutral, the adoption of any technology may be biased toward large firms that can spread the fixed costs of learning over greater quantities of production (Caswell et al., 1994). In developing countries, the economics of genetic-engineering technology do not appear to vary with farm size (Thirtle et al., 2003). However, scale may affect accessibility to technology. Small farmers have less influence in input supply and marketing chains with which to secure access to desired technologies. Thus, there can be a scale bias in the development and dissemination processes associated with herbicide-resistance technology that puts small farmers at a disadvantage. In contrast, as noted in Chapter 3, insect-resistance technology can replace insecticide applications that require fixed capital investments, such as for tractors and sprayers. In this regard genetic-engineering technology has the potential to favor small farmers, who would benefit more from a technology that required less fixed capital investment. The scale effects of transgenic varieties may also depend on the pricing (such as quantity discounts) set by seed companies, which typically assess a technology-user fee.1
|1||Examples of empirical studies on the effect of farm size on GE-crop adoption are given in “An Early Portrait of Farmers Who Adopt Genetically Engineered Crops” in Chapter 1.|
An early empirical study was carried out by Fernandez-Cornejo et al. (2001) using 1998 U.S. farm data. They found that, as expected, the adoption of HR soybean was invariant to size, but adoption of HR corn was positively related to size. They explained this disparity as due to the different adoption rates: 34 percent of the farms had adopted HR soybean at the time, implying that adoption of HR soybean had progressed past innovator and early adopter stages into the realm where adopting farmers are much like the majority of farmers. On the other hand, adoption of HR corn was quite low at the time (5 percent of farms), implying that adoption was largely confined to innovators and other early adopters who in general tend to control substantial resources and who are willing to take the risks associated with trying new ideas. Thus, they claimed that the impact of farm size on adoption is highest at the very early stages of the diffusion of an innovation (HR corn), and becomes less important as diffusion increases. This result confirms Rogers’s (2003) observations that adoption is more responsive to farm size at the innovator stage, and the effect of farm size in adoption generally diminishes as diffusion progresses. Early adopters, by virtue of early adoption, also are able to capture a greater percentage of the economic benefits of the technology adoption process.
Clearly, one cannot extrapolate the social impacts of the adoption of GE crops based solely on an assumption that the productive capabilities of genetic-engineering technology, when isolated from the interaction with other factors, should be scale-neutral. In other words, previous research on the social impacts of agricultural technologies suggests the possibility that the early dissemination of genetic-engineering technology would be associated with farm size, and that the use of GE crops could have differential impacts across farm types, farm size, and region, despite the fact that GE crops are presumed to be scale-neutral.
In an article that attempted to predict some of the environmental, economic, and social effects of genetic engineering of crops, it was argued that the use of GE crops was “clearly capable of causing major ecological, economic, and social changes” (Pimentel et al., 1989: 611). Nonetheless, over the last decade, there has been virtually no empirical research conducted on the social impacts of the use of GE crops on farms and rural communities. The lack of research may have to do in part with the scarcity of funds available for such research as well as a relative lack of interest in social issues on the part of environmental groups (Chen and Buttel, 2000), and other groups and organizations that might be expected to support such research. Nonetheless, the results of research referred to above on the social repercussions of agricultural technologies, including non–genetic-engineering biotechnology in crops and biotechnology in animal agriculture, would suggest that there are impacts, that these impacts could be favorable or adverse, and that adverse impacts could be alleviated through the adoption of appropriate policies. For example, based on earlier research on the introduction of new technologies in agriculture, it might be hypothesized that certain categories of farmers (those with less access to credit, those with fewer social connections to university and private sector researchers, etc.) might be less able to access or benefit from existing GE crops. There is also the possibility that the types of genetic advances being marketed do not meet the needs of certain classes of farmers, and that the full spectrum of the potential of genetic-engineering technology is not being achieved. Furthermore, the possibility exists that communities where farmers play an important social, political, and economic role could be impacted as well. However, for the purpose of this report, no conclusion on the social impacts of the adoption of GE crops can be drawn on the basis of empirical evidence. Research on such impacts clearly should be accorded a high priority as genetic-engineering technology evolves. Without such research, the potential for genetic-engineering technology to contribute to the sustainable development of U.S. agriculture and rural communities cannot be adequately assessed. Thus, we recommend that such research be sponsored and pursued actively and immediately. | https://that.nu/party/policies/agriculture/no-genetic-engineering-and-no-gmo/ |
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Acids and Bases PS-3.8 Classify various solutions as acids or bases according to their physical properties, chemical properties (including neutralization and reaction with metals), generalized formulas, and pH (using pH meters, pH paper, and litmus paper).
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Acid ! Definition: A chemical that releases hydrogen ions (H + ) in a solution. When dissolved in water, H+ ions interact with water molecules and form the hydronium ion (H 3 O + ). http://www.canadaconnects.ca/_chemistry/photos/acids&bases.png
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Identifying Acids Hydrogen (H) will be the first element in the formula. –HCl Hydrochloric acid (stomach acid) –H 2 SO 4 Sulfuric Acid (common industrial acid) Exception: H 2 O
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Acid Properties 1.Conduct electricity 2.Taste sour 3.Turn blue litmus paper red 4.pH<7 5.React w/ metals such as zinc and magnesium. 6.Reacts with bases to produce water and salt.
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Bases! Definition: A chemical that releases hydroxide ions (OH-) in a solution.
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Identifying bases Formula will end in hydroxide –OH. –NaOH sodium hydroxide ( drain cleaner) –Ca(OH) 2 Calcium Hydroxide (fertilizer)
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Base Properties 1.Conduct electricity 2.Taste bitter 3.Turn red litmus paper blue 4.pH>7 5.Feel slippery 6.React with acids to produce water and salt.
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http://www.mhhe.com/physsci/chemistry/chang7/esp/folder_structure/cr/m3/s3/assets/images/crm3s3_1.jpg
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Neutralization A chemical reaction in which acid + base salt + water HCl (aq) + NaHCO 3 (s) NaCl (aq) + CO 2 (g) + H 2 O (l) acid + base salt + water
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Salt Definition: compound formed when the negative ions formed from an acid combine with the positive ions formed from a base. 2HCl (aq) + Ca(OH) 2 (aq) CaCl 2 (aq) + 2H 2 O (l) acid + base salt + water
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pH scale A way to measure the concentration of hydrogen ions in solution. It measures how acidic or how basic a solution is. 11131210345978610214 Acid Base Neutral
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Indicators What are some ways to measure the pH of a substance? 1.pH paper 2.litmus paper 3.pH meters 4.Phenolphthalein 5.Cabbage Juice http://life-enthusiast.com/usa/images/mel_ph_paper.jpg http://www.thesciencefair.com/Merchant2/graphics/00000 001/LitmusBlue100%204302-1_M.jpg http://www.covers4pools.co.uk/acatalog/hi98107.jpg http://www.elmhurst.edu/~chm/demos/images/magicpitch er.GIF
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Strength of acids Strong acid: acid that ionizes almost completely in a solution. Examples: HCl, HNO 3, H 2 SO 4 Weak acid: acid that only partly ionizes in solution Example: acetic acid, carbonic acid
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Strength of Bases Strong base: dissociates completely in solution. Ex: NaOH Weak base: one that does not ionize completely. Ex: NH 3
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“Learning is the most important thing, no matter how you do it, or where you do it, or who you do it with.”
How your child gets an education is the kind of decision that keeps a parent up at night.
Should they attend the local public school? Maybe homeschooling would be better? Can you afford a private school? What if you mess up? Will your child ever recover from a wrong schooling choice?
“No one cares more about your child’s welfare than you do…” Reading Rockets encourages parents. “Choosing your child’s school may also make you more confident that she will be taught effectively and treated fairly. Choosing your child’s school carefully is an important way you can help your child achieve all that he can be. This is a head and a heart decision. Don’t be afraid to heed your own informed and intuitive wisdom.”
Selecting a school doesn’t have to cause you permanent insomnia. Here’s how to do it right:
What to Consider
What considerations should rank at the top of your school choice checklist? Below is a summary from GreatSchools.org on where to start:
- Evaluate your child’s ability level and the subject matter.
- Understand the ins and outs of how your child learns, including learning style, motivation, and even things like behavioral, mental, and physical challenges.
- Make sure that you know your child’s social needs.
- Don’t forget to consider practical aspects like extracurricular activities that might be important to your kid.
Along with these ideas, decide how involved you want to be in your child’s education. For maximum involvement, an option such as homeschooling is best. Even if you don’t feel comfortable teaching your child at home, parental involvement is a key consideration when deciding what type of education your child will be getting.
Reading Rocket notes that a host of environmental factors can help you decide which school would best fit your child and your family. Do they thrive in a more structured or less structured environment? What about individualized attention? Do they work better on their own or do they require extra aid to understand and complete their work?
Other aspects to consider might be learning style and general talent. Some kids prefer a more social or a discussion-based approach, while other children are more prone to learning on their own, in their own space. A few more points to consider might be:
Needs
- “Does your child need more challenging work?
- Does your child have any special learning needs?
- Does your child need an environment that fosters creativity?
- Does your child need an English language acquisition program?”
Learning style
- “Does your child learn best by seeing how things work?
- Does your child learn best by reading about how something works?
- Does your child learn best by listening?
- Does your child like to learn through physical activity?
- Is your child logical or mathematical?
- Is your child musical or artistic?”
Reading Rockets also suggests considering the location of the school, including whether it’s within walking distance or driving distance. Will you have special transportation needs? These ideas can help you think through your school decision.
Types of Schools
With the recent surge of national interest in school choice, creative educators dream up a new kind of school every day, or so it seems. But six school types consistently rank most popular in the U.S.:
- Public
- Charter
- Magnet
- Language Immersion
- Homeschool
- Private
You might already have two or three “likely candidates” in mind and can automatically discard the rest. But, for the sake of a fully-informed choice, let’s take a quick look at each learning option.
Traditional Public School
Public schools are a convenient choice that you’re probably already familiar with. Perhaps you and your spouse attended public school, or maybe your child has been enrolled in public school before. No matter what your level of familiarity is with the public school option, it may be helpful to examine the pros again. According to BabyCenter, public schooling has some definite benefits on its side:
- Teachers are more qualified. The National Center for Education Statistics released a study indicating that public school teachers tend to be more qualified in education and experience when compared to their independent school counterparts.
- A greater emphasis on core subjects. The same study found that public school students study English, math, social studies, and science more hours per week than private school students typically do.
- Bigger = more activities. Due to their larger size, most public schools can participate in more extracurricular activities such as science fairs or computer clubs.
- Diversity. A public school is more likely to have a widely diverse student base.
Charter School
Charter schools are a unique form of public school. They are publicly funded, allowing students to attend without tuition fees. However, charters operate independently from the local school district.
Honest Pros and Cons notes some positive aspects of charter schools:
- Alternative educational approach – “Charter schools…focus more on certain subjects like math and science. They may use Montessori techniques or other alternative methods for education.”
- Innovative focus – “Charter schools can help children to learn without harsh discipline. Experiential and innovative learning is often seen in charter schools because there is a sort of independence.”
- Incentive to compete – “…charter schools encourage competitions which creates accountability.”
- “Private” feel – “Although charter schools are funded publicly, they are more independent than neighborhood public schools. This makes it more like private schools, minus the fees. They need to hire licensed teachers and administer state-mandated tests. They can even be closed for under-performance.”
- Relational structure – “Many charter schools tend to be smaller schools with smaller class sizes, and have closer-knit communities.”
Magnet School
Similar to the common breed of public schools most people are used to, magnet schools are publicly funded. However, magnet schools have some distinguishing characteristics that differentiate them from your typical neighborhood public school.
According to the Public School Review, three specific features define a magnet school. First, magnet schools offer a specialized curriculum or instruction style, focusing on a very specific area of interest. One magnet school might highlight music, drama, and languages, while another might emphasize science, technology, and math. The second feature of magnet schools is the diverse representation of socioeconomics and race within the student body. Third, magnet school diversity isn’t an accident. The schools are specifically designed to encourage this type of inclusion.
Public School Review goes on to suggest several questions for you to ask when looking at a magnet school. What are your goals? Do you want to:
- “Place your child in a more racially or ethnically diverse student population?
- Place your child in a school where academic progress should surpass what he or she would do at their assigned school?
- Place your child in a school environment with a specific type of curriculum or teaching methodology?”
If you answered, “yes,” then you may want to consider a magnet school!
Language Immersion School
Language immersion schools offer their students some unique benefits, as VeryWellFamily notes:
- The Bilingual Advantage Hypothesis is the idea that studying a second language can make you smarter in many other ways. Language immersion schools take this concept to heart.
- Learning about others can encourage an empathetic spirit. Language immersion schools may help students to learn about other people and cultures and realize that others relate to the world around them in a different way than they do.
- Learning and knowledge promote self-esteem. Having a second language under their belt can help to boost your child’s confidence.
- Some experts suggest that children with certain physical and learning challenges, such as speech and language impairment, do very well in a language immersion school. In fact, they succeed at the same level as their peers without similar challenges.
Homeschool
Homeschooling is a popular choice, with its popularity ever-growing. Study.com notes that homeschooling might be right for your child if:
- Your Child Has Mixed Academic Abilities – “…in a homeschooling situation, parents can personalize the curriculum to match their child’s aptitude in each subject.”
- Your Child Has Special Needs – “In the home classroom, everything from the class schedule to the curriculum materials to the physical setup of the work area can be custom designed to meet the needs of your child.”
- Your Child Prefers Hands-On Activities – “homeschooled children…can enjoy a more varied learning environment…you can enrich your child’s education with field trips and other hands-on learning experiences as often as you’d like. ”
- Your Child Has Social Anxiety – “Homeschooling can be the right educational solution for a child who suffers from severe social anxiety. In a safe family environment, your child can be free to learn without the distraction of unbearable social angst.”
- Your Family Relocates Frequently – “If your family moves around a lot.. your address may change frequently, [but] repeated moves won’t mean adjusting to a new school every few months or years.”
- Your Child’s Other School Choices Are Not Ideal
Traditional Private School
What are some reasons parents choose a private school for their kids?
While there are many motivations for parents to go this route, Our Kids offers a few common reasons why this might be a good choice for your family. For instance, students who attend private schools tend to test well in standardized tests and on college entrance exams. Notably, a high number of private school students go on to attend their school of choice for high education. Part of the success of private schools can be attributed to the small class sizes, another “pro” for parents to consider.
Since private schools prioritize parental involvement, this can have a direct effect on the success of students. With open communication and a community built around the cooperation between parents and administration, private schools typically provide an excellent environment for learning. Parents should also consider the fact that private schools often offer more learning opportunities than what’s legally mandated by the state. Another plus for students!
A Choice Worth Making
Many parents follow the proverbial crowd and happily supply their children with a public school education without a second thought. While there’s nothing necessarily wrong with this approach, a public school education might be a good choice for some students and their families—but not all of them.
When a parent decides to invest in their child’s education by carefully researching and selecting the type of education they want their child to receive, that parent has chosen to be an exceptional parent.
Parents face difficult education choices every day, but it doesn’t have to be the stressor it often is. Educating yourself about your options can be your ticket out of sleepless nights.
Armed with this article’s questions and prompts, you and your child are ready to benefit from the hand-picked education they need! | https://noahwebstereducationalfoundation.org/how-to-decide-what-type-of-school-is-right-for-your-kids/ |
Districts usually implement principal performance pay systems at the urging of state policymakers or as part of grant-funded efforts. This briefing summarizes research about the efficacy of district approaches, describes state laws in place and offers three considerations for state policymaking.
Baxter, A. (n.d.). Performance incentives for school administrators. Atlanta, GA: Southern Regional Education Board. Retrieved from https://www.ncleg.gov/documentsites/committees/BCCI-6680/Nov 28/2bb_sreb_performance_incentives_handout.pdf
This well-written book on assertiveness clearly describes the non assertive, assertive, and aggressive styles of supervision. Each chapter provides numerous examples, practice exercises, and self-tests. The author identifies feelings and beliefs that support aggressiveness, non aggressiveness, or non assertiveness which help the reader "look beyond the words themselves."
Black, M. K. (1991). Assertive Supervision-Building Involved Teamwork. The Journal of Continuing Education in Nursing, 22(5), 224-224.
This article outlines how far the community schools movement has come since the AFT made community schools a priority in 2008. It explains why the movement has grown, clarifies what exactly makes a community school different from other schools, lays out how community schools work, and shows the positive results that community schools are attaining.
Blank, M. J., & Villarreal, L. (2015). Where It All Comes Together: How Partnerships Connect Communities and Schools. American Educator, 39(3), 4.
The updated and expanded second edition of this classic text provides new research and insights into how principals can encourage the teacher development that enhances student learning.
Blasé, J., & Blase, J. (2003). Handbook of instructional leadership: How successful principals promote teaching and learning. Corwin Press.
This article explores the relationship between school contextual factors and teacher retention decisions in New York City and finds that school administration by far has the greatest influence on teacher retention.
Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303-333.
Using 4 years of panel data constructed from the North Carolina Teacher Working Condition Survey, this study uses value-added modeling approaches to explore the relationship between teachers’ perceptions of four measures of their working conditions and their principal.
Burkhauser, S. (2017). How much do school principals matter when it comes to teacher working conditions?. Educational Evaluation and Policy Analysis, 39(1), 126-145.
This paper examines how the hiring process is changing as a result of teacher evaluation reforms.
Cannata, M., Rubin, M., Goldring, E., Grissom, J. A., Neumerski, C. M., Drake, T. A., & Schuermann, P. (2017). Using teacher effectiveness data for information-rich hiring. Educational Administration Quarterly, 53(2), 180-222.
This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.
Celio, M. B., & Harvey, J. (2005). Buried Treasure: Developing A Management Guide From Mountains of School Data. Center on Reinventing Public Education.
A multilevel model of leadership, empowerment, and performance was tested using a sample of 62 teams, 445 individual members, 62 team leaders, and 31 external managers from 31 stores of a Fortune 500 company. Leader-member exchange and leadership climate-related differently to individual and team empowerment and interacted to influence individual empowerment.
Chen, G., Kirkman, B. L., Kanfer, R., Allen, D., & Rosen, B. (2007). A multilevel study of leadership, empowerment, and performance in teams. Journal of Applied Psychology, 92(2), 331–346.
This study hypothesizes the following: Trust and leadership dimensions that support empowerment and involvement will predict an educational organization’s ability to minimize a threat–rigid response and flexibly negotiate new demands.
Daly, A. J. (2009). Rigid response in an age of accountability: The potential of leadership and trust. Educational Administration Quarterly, 45(2), 168-216.
This book by organizational psychologist Aubrey C. Daniels is a guide for anyone who is required to supervise people and is particularly relevant to school principals. It is based on applying positive consequences to improve performance and offers strategies to reduce undesirable behavior so your school and employees can be successful.
Daniels, A. C., Tapscott, D., & Caston, A. (2000). Bringing out the best in people. Columbus, OH: McGraw-Hill.
Few studies have examined factors relating to ineffective school leadership. Such knowledge can help principals refine leadership behaviors and enhance job security. This study used experiences and perceptions from 99 California public school superintendents to examine the reasons why some principals lose their jobs.
Davis, S. H. (1998). Superintendents’ perspectives on the involuntary departure of public school principals: The most frequent reasons why principals lose their jobs. Educational Administration Quarterly, 34(1), 58–90.
This article illustrates how successful leaders combine the too often dichotomized practices of transformational and instructional leadership in different ways across different phases of their schools' development in order to progressively shape and “layer” the improvement culture in improving students' outcomes.
Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221-258.
This book examines the nature of successful school leadership: what it is, what it looks like in practice & what are the consequences for schools & pupils.
Day, C., Sammons, P., Leithwood, K., Harris, A., Hopkins, D., Gu, Q., … Ahtaridou, E. (2011). Successful school leadership: Linking with learning and achievement. London: Open University Press.
As school leaders, principals can influence student achievement in a number of ways, such as: hiring and firing of teachers, monitoring instruction, and maintaining student discipline, among many others. We measure the effect of individual principals on gains in math and reading achievement between grades 4 and 7 using a value-added framework
Dhuey, E., & Smith, J. (2014). How important are school principals in the production of student achievement? Canadian Journal of Economics, 47(2), 634–663.
This report highlights the key research literature that addresses the principal competencies important for positive student and school outcomes.
Donley, J., Detrich, R., States, J., & Keyworth, (2020). Principal Competencies. Oakland, CA: The Wing Institute. https://www.winginstitute.org/principal-competencies-research
The Institute of Education Sciences (IES) recently released a summary report of the impact of School Improvement Grants (SIG). The American Recovery and Reinvestment Act of 2009 provided states and school districts with $3 Billion for SIG. By accepting SIG grants states agreed to implement one of four interventions to improve the lowest performing schools: transformation, turnaround, restart, or closure. The goals of SIG were to improve practices in four main areas: (1) adopting comprehensive instructional reform strategies, (2) developing and increasing teacher and principal effectiveness, (3) increasing learning time and creating community-oriented schools, and (4) having operational flexibility and receiving support. The report finds minimal positive effects from the grants and no evidence that SIG had significant impacts on math and reading scores, graduation rates, or increased college enrollment.
Dragoset, L., Thomas, J., Herrmann, M., Deke, J., James-Burdumy, S., Graczewski, C., … & Giffin, J. (2017). School Improvement Grants: Implementation and Effectiveness (No. 76bce3f4bb0944f29a481fae0dbc7cdb). Mathematica Policy Research.
A meta-analysis of after-school programs that seek to enhance the personal and social skills of children and adolescents indicated that, compared to controls, participants demonstrated significant increases in their self-perceptions and bonding to school, positive social behaviors, school grades and levels of academic achievement, and significant reductions in problem behaviors.
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta‐analysis of after‐school programs that seek to promote personal and social skills in children and adolescents. American journal of community psychology, 45(3-4), 294-309.
When schools form partnerships with families and the community, the children benefit. These guidelines for building partnerships can make it happen.
Epstein, J. L. (2010). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 92(3), 81-96.
This paper explores the implementation of a professional development program (PDP) for school principals. Two methods for measuring fidelity of implementation of the PDP are examined
exploring the nature of implementatiion
This article describes an innovative approach, developed by North Carolina State University,
to prepare leaders specifically for work in rural schools in high poverty districts.
Fusarelli, B. C., & Militello, M. (2012). Racing to the Top with Leaders in Rural High Poverty Schools. Planning and Changing, 43, 46-56.
Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students’ own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
This paper highlights the limitations of district-level data on principals encountered during data collection for a study on principal preparation programs.
George W. Bush Institute & Education Reform Initiative. (2016). What Districts Know--and Need to Know--about Their Principals. Retrieved from https://eric.ed.gov/?id=ED570674
This chapter progresses four specific components of “a practical application of time management”.
George, D. (2012). A practical application of time management.Retrieved from https://www.researchgate.net/publication/221928054_A_Practical_Application_of_Time_Management
This paper provide a list of soft skills that are important for collaboration and teamwork, based on the authors own experience and from an opinion survey of team leaders. This paper also outline workable short courses for graduate schools to strengthen teamwork and collaboration skills among research students.
Gibert, A., Tozer, W. C., & Westoby, M. (2017). Teamwork, soft skills, and research training. Trends in ecology & evolution, 32(2), 81-84.
This book is written by Tom Gilbert who is one of the most influential theorists in building a science of performance management. Although not explicitly written for educators, it offers concrete examples principals can apply to improve the performance of teachers and other school personnel so student’s can ultimately be successful.
Gilbert, T. F. (1978). Human competence�engineering worthy performance. NSPI Journal, 17(9), 19-27.
This Story From the Field examines how Denver and five other school districts have constructed and are using these systems as they seek to better train, hire and support school principals.
Gill, J. (2016). Chock Full of Data: How School Districts Are Building Leader Tracking Systems to Support Principal Pipelines. Stories from the Field. Wallace Foundation.
The article presents an overview of these tenets drawn from opinion positions, practical experiences, and empirical research studies. There is clear evidence that additional empirical research would be beneficial.
Gillard, S. (2009). Soft skills and technical expertise of effective project managers. Issues in informing science & information technology, 6.
This book discuss how extrinsic incentives may come into conflict with other motivations and examine the research literature in which monetary incentives have been used in a nonemployment context to foster the desired behavior. The conclusion sums up some lessons on when extrinsic incentives are more or less likely to alter such behaviors in the desired directions.
Gneezy, U., Meier, S., & Rey-Biel, P. (2011). When and why incentives (don't) work to modify behavior. Journal of Economic Perspectives, 25(4), 191-210.
An analysis by The New York Times of the city’s signature report-card system shows that schools run by graduates of the celebrated New York City Leadership Academy — which the mayor created and helped raise more than $80 million for — have not done as well as those led by experienced principals or new principals who came through traditional routes.
Gootman, E., Gebeloff, R. (2009). Principals Younger and Freer, but Raise Doubts in the Schools. The New York Times. Retrieved from https://www.nytimes.com/2009/05/26/nyregion/26principals.html
This study hypothesizes that school working conditions help explain both teacher satisfaction and turnover. In particular, it focuses on the role of effective principals in retaining teachers, particularly in disadvantaged schools with the greatest staffing challenges.
Grissom, J. A. (2011). Can good principals keep teachers in disadvantaged schools? Linking principal effectiveness to teacher satisfaction and turnover in hard-to-staff environments. Teachers College Record, 113(11), 2552-2585.
Using multiple measures of teacher and principal effectiveness, the authors document that indeed more effective principals see lower rates of teacher turnover, on average
Grissom, J. A., & Bartanen, B. (2019). Strategic retention: Principal effectiveness and teacher turnover in multiple-measure teacher evaluation systems. American Educational Research Journal, 56(2), 514–555.
This study draws on data combining survey responses from principals, assistant principals, teachers and parents with administrative data to identify which principal skills matter most for school outcomes.
Grissom, J. A., & Loeb, S. (2011). Triangulating Principal Effectiveness How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills. American Educational Research Journal, 48(5), 1091-1123.
This study draws on in-person observations of principals collected over full school days over two different school years in a large, urban district to investigate how principals allocate their time across different instructional leadership tasks, and how instructional time use is associated with school effectiveness.
Grissom, J. A., Loeb, S., & Master, B. (2012, November). What is effective instructional leadership? Longitudinal evidence from observations of principals. In Association for Public Policy Analysis and Management annual meeting, November.
This principal's guide to implementing Response to Intervention (RTI) for elementary and middle school reading emphasizes the critical role administrators play in ensuring RTI success in their schools. The author makes recommendations for putting the RTI process in motion and helps school leaders:
Hall, S. L. (Ed.). (2007). Implementing response to intervention: A principal's guide. Thousand Oaks, CA: Corwin Press.
Examines trends in the evolution of the principalship in the United States from the 1960s to the present.
Hallinger, P. (1992). The evolving role of American principals: From managerial to instructional to transformational leaders. Journal of Educational Administration, 30(3).
This paper explores several types of school contexts (institutional, community, socio-cultural, political, economic, school improvement) and what we have learned about how they shape school leadership practice.
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5-24.
This longitudinal study examines the effects of collaborative leadership on school improvement and student reading achievement in 192 elementary schools in one state in the USA over a 4-year period
Hallinger, P., & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement?. Educational Management Administration & Leadership, 38(6), 654-678.
This article reviews the evolution of instructional leadership as a model for principal practice, examines barriers to its successful enactment, and proposes strategies
Hallinger, P., & Murphy, J. F. (2013). Running on empty? Finding the time and capacity to lead learning. NASSP Bulletin, 97(1), 5-21.
This chapter of Handbook of The Economics of Education reviews research on teacher labor markets, the importance of teacher quality in the determination of student achievement, and the extent to which specific observable characteristics often related to hiring decisions and salary explain the variation in the quality of instruction.
Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. In E. A. Hanushek & F. Welch (Eds.), Handbook of the economics of education, vol. 2 (pp. 1051–1078). Amsterdam, Netherlands: North Holland.
This Wallace paper summarizes a decade of the foundation’s research in school leadership to identify five critical roles for school principals to be effective.
Harvey, J., et al. (2013). The School Principal As Leader: Guiding Schools To Better Teaching And Learning. The Wallace Foundation.
Using findings generated from a large-scale survey of 1,400 Ontario principals, this paper reports on the influence of opportunities for school–community involvement on the work principals do on a daily basis and details how involvement in such activities influences and impacts their workloads.
Hauseman, D. C., Pollock, K., & Wang, F. (2017). Inconvenient, but Essential: Impact and Influence of School-Community Involvement on Principals' Work and Workload. School Community Journal, 27(1), 83-105.
This longitudinal study examines the effects of distributed leadership on school improvement and growth in student math achievement in 195 elementary schools in one state over a 4-year period.
Heck, R. H., & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American educational research journal, 46(3), 659-689.
Noting that the evidence of families' influence on their children's school achievement is consistent, positive, and convincing, this report examines research on parent and community involvement and its impact on student achievement.
Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002.
This updated and substantially expanded edition reveals how to build strong collaborative relationships and offers practical advice for improving interactions between parents and teachers, from insuring that PTA groups are constructive and inclusive to navigating the complex issues surrounding diversity in the classroom.
Henderson, A. T., Mapp, K. L., & Johnson, V. R. (2007). Beyond the bake sale: The essential guide to family-school partnerships. The New Press.
The authors outline some of the mechanisms through which parental school involvement affects achievement and identify how patterns and amounts of involvement vary across cultural, economic, and community contexts and across developmental levels. Then propose the next steps for research.
Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current directions in psychological science, 13(4), 161-164.
The specific purposes of this article are to identify and synthesize the empirical research on how leadership influences student achievement and to provide evidence on how school leaders should direct their efforts.
Hitt, D. H., & Tucker, P. D. (2016). Systematic review of key leader practices found to influence student achievement: A unified framework. Review of Educational Research, 86(2), 531-569.
The authors conducted correlational analyses to examine the strength of the relationship between each of the seven competencies and found that the model appears to reflect the internal states of principals who orchestrate school turnaround.
Hitt, D. H., Meyers, C. V., Woodruff, D., & Zhu, G. (2019). Investigating the Relationship Between Turnaround Principal Competencies and Student Achievement. NASSP Bulletin, 103(3), 189-208.
This paper examines the relationship between the time principals spent on different types of activities and school outcomes including student achievement, teacher and parent assessments of the school, and teacher satisfaction.
Horng, E. L., Klasik, D., & Loeb, S. (2010). Principal's time use and school effectiveness. American journal of education, 116(4), 491-523.
This brief examines the mean (average) percentage of time that principals reported spending on these activities in the 2011–12 school year, both overall and by selected school, staffing, and principal characteristics.
Hoyer, K. M., & Sparks, D. (2017). How Principals in Public and Private Schools Use Their Time: 2011-12. Stats in Brief. NCES 2018-054. National Center for Education Statistics.
This review critically examines 15 empirical studies, conducted since the mid1980s, on the effects of support, guidance, and orientation programs—collectively known as induction—for beginning teachers.
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of educational research, 81(2), 201-233.
the authors build on this body of work by further examining how working conditions predict both teachers‘ job satisfaction and their career plans.
Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1-39.
This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272-1311.
The study explored the following overarching question: What does it take for leaders to promote and support powerful, equitable learning in a school and in the district and state system that serves the school? The study pursued this question through a set of coordinated investigations,
Knapp, M. S., Copland, M. A., Honig, M. I., Plecki, M. L., & Portin, B. S. (2010). Learning-focused leadership and leadership support: Meaning and practice in urban systems. Seattle, WA: Center for the Study of Teaching and Policy–University of Washington.
This study is among the first to address the empirical limitations of prior studies on organizational contexts by leveraging one of the largest survey administration efforts ever conducted in the United States outside of the decennial population census.
Kraft, M. A., Marinell, W. H., & Shen-Wei Yee, D. (2016). School organizational contexts, teacher turnover, and student achievement: Evidence from panel data. American Educational Research Journal, 53(5), 1411-1449.
This quantitative study examines the relationship between teachers’ perceptions of their working conditions and their intended and actual departures from schools.
Ladd, H. F. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement?. Educational Evaluation and Policy Analysis, 33(2), 235-261.
Instead of looking at the principal alone for instructional leadership, we need to develop leadership capacity among all members of the school communities.
Lambert, L. (2002). A framework for shared leadership. Beyond Instructional Leadership, 59(8), 37–40. Retrieved from http://johnwgardnertestsite.pbworks.com/f/S4%20Readings%20-%20Lambert%20Article.doc
This study addressed teachers' and parents' perceptions of the meanings and functions of parent involvement.
Lawson, M. A. (2003). School-family relations in context: Parent and teacher perceptions of parent involvement. Urban education, 38(1), 77-133.
This study examines the relationship between two dominant measures of teacher quality, teacher qualification and teacher effectiveness (measured by value-added modeling), in terms of their influence on students’ short-term academic growth and long-term educational success (measured by bachelor’s degree attainment).
Lee, S. W. (2018). Pulling back the curtain: Revealing the cumulative importance of high-performing, highly qualified teachers on students’ educational outcome. Educational Evaluation and Policy Analysis, 40(3), 359–381.
This article describes a 4-year program of research about transformational forms of leadership in schools
responding to a variety of restructuring initiatives.
Leithwood, K. (1994). Leadership for school restructuring. Educational administration quarterly, 30(4), 498-518.
For aspiring leaders, this framework provides important insights about what they will need to learn to be successful.
Leithwood, K. (2012). Ontario Leadership Framework with a discussion of the leadership foundations. Ottawa, Ontario, Canada: Institute for Education Leadership, OISE. Retrieved from https://www.education-leadership-ontario.ca/application/files/2514/9452/5287/The_Ontario_Leadership_Framework_2012_-_with_a_Discussion_of_the_Research_Foundations.pdf
The purpose of this paper is to provide one perspective on this question, focusing in particular on findings that may be applicable in the Nordic context.
Leithwood, K., & Louis, K. S. (2012). Linking leadership to learning. San Francisco, CA: Jossey-Bass
This study aimed to estimate the impact of collective, or shared, leadership on key teacher variables and on student achievement.
Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational administration quarterly, 44(4), 529-561.
Using meta-analytic review techniques, this study synthesized the results of 79
unpublished studies about the nature of transformational school leadership (TSL) and its
impact on the school organization, teachers, and students.
Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387-423.
In 2008 the authors published an article in this journal entitled Seven Strong Claims about Successful School Leadership (Leithwood, Harris, and Hopkins 2008). This article revisits each of the seven claims, summarising what was said about each in the original publications, weighing each of the claims considering recent empirical evidence, and proposing revisions or refinements as warranted.
Leithwood, K., Harris, A., & Hopkins, D. (2019). Seven strong claims about successful school leadership revisited. School Leadership & Management, 1-18.
The authors begin with eight basic understandings, assumptions, or starting points for our subsequent account of how to lead the successful turnaround of underperforming school.
Leithwood, K., Harris, A., & Strauss, T. (2010). Leading school turnaround: How successful leaders transform low-performing schools. John Wiley & Sons.
This report by researchers from the Universities of Minnesota and Toronto examines the available evidence and offers educators, policymakers and all citizens interested in promoting successfulschools, some answers to these vitally important questions
Leithwood, K., Seashore, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning.
Guided by a synthesis of theory on human motivation and evidence about teachers’motivation to implement school reform, this study aimed to better understand the responses of teachers and school administrators to government accountability initiatives and to assess the extent to which leadership practices had a bearing on those responses
Leithwood, K., Steinbach, R., & Jantzi, D. (2002). School leadership and teachers’ motivation to implement accountability policies. Educational Administration Quarterly, 38(1), 94-119.
The purpose of this paper is to examine relationships between principal leadership, dimensions of school capacity, and teacher professional learning in 32 Hong Kong primary schools.
Li, L., Hallinger, P., & Ko, J. (2016). Principal leadership and school capacity effects on teacher learning in Hong Kong. International Journal of Educational Management, 30(1), 76-100.
This meta-analysis finds a positive relationship between school principals spending time on five commonly assigned roles and student achievement.
Liebowitz, D. D., & Porter, L. (2019). The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature. Review of Educational Research, 89(5), 785-827.
Recent studies concerned with goal choice and the factors that influence it, the function of learning goals, the effect of goal framing, goals and affect (well-being), group goal setting, goals and traits, macrolevel goal setting, and conscious versus subconscious goals are described.
Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current directions in psychological science, 15(5), 265-268.
The purpose of this study was to develop an understanding of the relationships among principal transformational leadership, school leadership-team transformational leadership, and school culture.
Lucas, S., & Valentine, J. (2002). Transformational leadership: Principals, leadership teams, and school culture.American Educational Research Association annual convention, New Orleans. Retrieved from http://files.eric.ed.gov/fulltext/ED468519.pd
This study investigates teacher empowerment in schools that have at least four years of experience with some form of decentralized or school-based management.
Marks, H. M., & Louis, K. S. (1997). Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance. Educational evaluation and policy analysis, 19(3), 245-275.
Focusing on school leadership relations between principals and teachers, this study examines the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance
Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational administration quarterly, 39(3), 370-397.
The authors show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops.
Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Ascd.
The present paper is an attempt to formulate a positive theory of motivation which will satisfy these theoretical demands and at the same time conform to the known facts, clinical and observational as well as experimental. It derives most directly, however, from clinical experience.
Maslow, A. H. (1943). A theory of human motivation. Psychological review, 50(4), 370.
This research suggests that the effectiveness of principals in managing the recruitment and advancement of teachers will contribute to improvements in student learning. One of the key ways these managers influence performance is through human capital management: the attraction, development and retention of the employee talent the organization needs.
Milanowski, A., & Kimball, S. (2010). The principal as human capital manager: Lessons from the private sector. Teaching talent: A visionary framework for human capital in education, 69-90.
This report examines the evidence about the emerging approach, Integrated student supports (ISS), from multiple perspectives.
Moore, K. (2014). Making the grade: Assessing the evidence for integrated student supports. Bethesda, MD: Child Trends. Retrieved from http://www.childtrends.org/wp-content/uploads/2014/02/2014-07ISSPaper2.pdf
This book introduces the foundations of the recently revised professional educational leadership standards and provides an in-depth explanation and application of each one.
Murphy, J. F. (2016). Professional standards for educational leaders: The empirical, moral, and experiential foundations. Corwin Press.
This paper presents the research base and conceptual framework for a new principal leadership assessment tool: the Vanderbilt Assessment of Leadership in Education (VAL-ED™).
Murphy, J. F., Goldring, E. B., Cravens, X. C., Elliott, S. N., & Porter, A. C. (2007). The Vanderbilt assessment of leadership in education: Measuring learning-centered leadership. Journal of East China Normal University, 29(1), 1-10.
This article presents findings from the authors' exploratory study of 12 instructionally effective
school districts (IESD) in California.
Murphy, J., & Hallinger, P. (1988). Characteristics of instructionally effective school districts. The Journal of educational research, 81(3), 175-181.
The purpose of this analysis is to describe the research base that undergirds the emerging
concept of learning-centered leadership.
Murphy, J., Elliott, S. N., Goldring, E., & Porter, A. C. (2006). Learning-Centered Leadership: A Conceptual Foundation. Learning Sciences Institute, Vanderbilt University (NJ1).
This document updates a set of voluntary school leadership standards first developed in 1996, then revised in 2008 and long known by the initials of the creator of the original document, ISLLC. The 2015 document differs from its predecessors by focusing more strongly and clearly on students and student learning.
National Policy Board for Educational Administration. (2015). Professional standards for educational leaders 2015.
This report uses findings from individual school across the country and principals to inform a new definition of principal effectiveness. It makes recommendations for school leadership policies geared toward dramatically increasing the number of successful principals.
New Leaders for New Schools. (2009). Principal Effectiveness: A New Principalship to Drive Student Achievement, Teacher Effectiveness and School Turnarounds with Key Insights from the Urban Excellence Framework [TM]. Executive Summary. ERIC Clearinghouse.
There are a number of vehicles federal policymakers can use to create or encourage effective leadership policies. Throughout this series we will describe an ideal policy and then suggest potential vehicles policymakers could use to pursue that policy.
New Leaders. (2014). Pre-Service Preparation: Building a Strong Supply of Effective Future Leaders. Retrieved from http://www.nysed.gov/common/nysed/files/file-8-pre-service-prep-2016.pdf
This book offers a comprehensive and strategic approach to address what has become labeled as "talent and human capital."
Odden, A. R. (2011). Strategic management of human capital in education: Improving instructional practice and student learning in schools. Routledge.
This report reviews studies that have investigated the relationships between principal characteristics (including precursors, behaviors, and leadership styles) and student achievement.
Osborne-Lampkin, L. T., Sidler Folsom, J., & Herrington, C. D. (2015). A systematic review of the relationships between principal characteristics and student achievement.
This book provides essential information to better understand and improve the nature and quality of school and family partnerships for the benefit of all children
Patrikakou, E. N., & Anderson, A. R. (Eds.). (2005). School-family partnerships for children's success. Teachers College Press.
Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue.
Redding, C., Booker, L. N., Smith, T. M., & Desimone, L. M. (2019). School administrators’ direct and indirect influences on middle school math teachers’ turnover. Journal of Educational Administration.
This booklet focuses on parents—the child’s first and most powerful teachers.
Redding, S. (2000). Parents and learning (Vol. 2). International Academy of Education.
This study examined the school-level effects on tested student achievement in 129 high poverty elementary schools that implemented a common set of comprehensive parent engagement strategies over a 2-year period.
Redding, S., Langdon, J., Meyer, J., & Sheley, P. (2004). The effects of comprehensive parent engagement on student learning outcomes. American Educational.
Drawing on normative, empirical, and critical literatures, this review explores the role of school administrators in responding to the needs of diverse students. Three administrative tasks are highlighted: fostering new meanings about diversity, promoting inclusive school cultures and instructional programs, and building relationships between schools and communities.
Riehl, C. J. (2000). The principal's role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of educational research, 70(1), 55-81.
This paper is a synthesis of the evidence-base on school leadership and its impact on student performance.
Robinson, V. M. (2007). School leadership and student outcomes: Identifying what works and why (Vol. 41). Winmalee, Victoria, Australia: Australian Council for Educational Leaders.
The purpose of this study was to examine the relative impact of different types of leadership on students' academic and nonacademic outcomes.
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on school outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674.
The purpose of this study is to examine the relative impact of different types of leadership on students’ academic and nonacademic outcomes.
Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational administration quarterly.
This brief describes: (1) The need for more and better principal professional development to improve principal effectiveness, decrease principal turnover, and more equitably distribute successful principals across all schools; (2) The research on the importance of principals and how professional development can improve principals' effectiveness; and (3) Options and examples for leveraging current policies to revisit and refocus efforts concerning principal professional development.
Rowland, C. (2017). Principal Professional Development: New Opportunities for a Renewed State Focus. Education Policy Center at American Institutes for Research.
This study examines the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacity, parent–community ties, and the school’s learning climate.
Sebastian, J., & Allensworth, E. (2012). The Influence of Principal Leadership on Classroom Instruction and.
This report sets forth a framework of essential supports and contextual resources for school improvement, examines empirical evidence on its key elements and how they link to improvements in student learning, and investigates how a school's essential supports interact with community context to affect student learning.
Sebring, P. B., Allensworth, E., Bryk, A. S., Easton, J. Q., & Luppescu, S. (2006). The Essential Supports for School Improvement. Research Report. Consortium on Chicago School Research.
The goal of this paper is to provide a general understanding for teachers and administrators of the concepts of validity and reliability; thereby, giving them the confidence to develop their own assessments with clarity of these terms.
Shillingburg. W. (2016). Understanding validity and reliability in classroom, school-wide, or district-wide assessments to be used in teacher/principal evaluations. Retrieved from https://cms.azed.gov/home/GetDocumentFile?id=57f6d9b3aadebf0a04b2691a
This paper reviews evidence from six recent studies, which collectively suggest that teachers who leave high-poverty schools are not fleeing their students, but rather the poor working conditions that make it difficult for them to teach and their students to learn. They include school leadership, collegial relationships, and elements of school culture.
Simon, N. S., & Johnson, S. M. (2013). Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record, 117, 1-36
The purpose of this paper is to integrate statistically the results of the literature on teacher expectations.
Smith, M. L. (1980). Teacher expectations. Evaluation in Education, 4, 53-55.
This articles describe details about principal's long work hour.
Sparks, S.D. (2016). Principals Work 60-Hours Weeks, Study finds. Education Week. Retrieved from https://www.edweek.org/ew/articles/2016/11/02/principals-work-60-hour-weeks-study-finds.html
The report examines the internal and external conditions that matter for students’ and teachers’ feelings of safety.
Steinberg, M. P., Allensworth, E., & Johnson, D. W. (2011). Student and Teacher Safety in Chicago Public Schools: The Roles of Community Context and School Social Organization. Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637.
Based on a synthesis of unpublished transformational school leadership (TSL) research completed during the last 14 years, this study inquired into the nature of TSL and its effects on student achievement using review methods including standard meta-analysis and vote-counting techniques.
Sun, J., & Leithwood, K. (2012). Transformational school leadership effects on student achievement. Leadership and Policy in Schools, 11(4), 418-451.
This study reviews evidence about the overall influence of direction-setting leadership practices (DSLPs), 1 of 4 major categories of practices included in a widely known conception of effective leadership (e.g., Leithwood & Louis, 2011) and a focus of many other such conceptions, as well.
Sun, J., & Leithwood, K. (2015). Direction-setting school leadership practices: A meta-analytical review of evidence about their influence. School Effectiveness and School Improvement, 26(4), 499-523.
The first-ever standards meant to clarify what principal supervisors should know and be able to do to help principals improve teaching and learning in schools were released on Monday.
Superville, D.R. (2015). First-Ever Professional Standards for Principal Supervisors Released. Eduaction Week. Retrieved from https://blogs.edweek.org/edweek/District_Dossier/2015/12/first-ever_professional_standa.html
New research has found essentially no positive correlation between how would-be principals perform on a widely used licensure exam and their success as school leaders.
Superville. D.S. (2017). Principals' Test Not Predictive of Success on the Job: Exam results show racial disparities. Education Week. Retrieved from https://www.edweek.org/ew/articles/2017/04/05/principals-test-not-predictive-of-success-on.html
This paper examines the effects of principal leadership and peer teacher influence on teachers' instructional practice and student learning.
Supovitz, J., Sirinides, P., & May, H. (2010). How principals and peers influence teaching and learning. Educational Administration Quarterly, 46(1), 31-56.
This article summarize changes and challenges that school personnel will face in order to implement The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA).
This empirical study of the practice of five elementary school principals whose student achievement gains were three times the expected rate of progress redefines some capabilities identified in the literature as central to leadership for learning.
Timperley, H. (2011). Knowledge and the leadership of learning. Leadership and policy in schools, 10(2), 145-170.
The hypothesis that guided this study was that the degree of teacher professionalism in a school would be related to (a) the professional orientation of principals in their exercise of administrative authority—especially, the extending of adaptive discretion to teachers in the conduct of their work—and (b) the trust evident among various actors in the school community.
Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217-247.
The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement.
Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: An essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66-92.
This is the fifth report from an evaluation of the Principal Pipeline Initiative (PPI), in which six large urban school districts have received support for strengthening novice principals' capabilities through specific strategies. The report details the implementation approaches, accomplishments, and challenges of participating districts; identifies factors that helped or impeded their progress; highlights lessons learned; and presents implications for policymakers and other districts.
Turnbull, B. J., Anderson, L. M., Riley, D. L., MacFarlane, J. R., & Aladjem, D. K. (2016). The Principal Pipeline Initiative in Action. Building a Stronger Principalship: Volume 5. Policy Studies Associates, Inc.
The purpose of this study was to examine various factors that are often present in principal–teacher interactions and teacher–teacher relationships to see how those may have an impact on teachers’ classroom instructional practices.
Wahlstrom, K. L., & Louis, K. S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational administration quarterly, 44(4), 458-495.
The purpose of this paper is to discuss findings from Learning from Leadership. This study was designed to identify and describe successful educational leadership and to explain how such leadership can yield improvements in student learning.
Wahlstrom, K. L., Louis, K. S., Leithwood, K., & Anderson, S. E. (2010). Learning from Leadership: Investigating the Links to Improved Student Learning. The Informed Educator Series. Educational Research Service.
The purpose of this Handbook on Restructuring and Substantial School Improvement is to provide principles for restructuring and substantially improving schools.
Walberg, H. J. (2007). Handbook on restructuring and substantial school improvement. IAP.
This article offers practical suggestions on how to build a data-based culture in schools.
Wayman, J. C., Midgley, S., & Stringfield, S. (2006). Leadership for data-based decision-making: Collaborative educator teams. Learner centered leadership: Research, policy, and practice, 189-206.
This study investigates: (1) how principals’ data-driven practices may vary by principals’ and school backgrounds and how that changes over time; (2) how principals’ data-driven practices influence teacher buy-in; and (3) how principals’ data-driven practices and teachers’ buy-in influence student outcomes.
Yoon, S. Y. (2016). Principals’ data-driven practice and its influences on teacher buy-in and student achievement in comprehensive school reform models. Leadership and Policy in Schools, 15(4), 500-523. | https://www.winginstitute.org/principal-competencies-research-all-research |
Studies in the Linguistic Sciences Volume 30, Number 2 (Fall 2000)
University of Illinois at Urbana-Champaign...
[page] 161
"Although lexical borrowing has always been a central topic in linguistic research, its study has suffered from three major limitations: (1) it has failed to consider social variations in patterns of borrowings;
(2) it has assumed a model of two languages in contact; (3) researchers collect data mostly from communities regardless of the social strata, the political and cultural motivations of the subjects, and conclusions
are generalized to the whole community (Deroy 1956, Haugen 1956, Calvet 1974, Benthahila & Davis 1983, etc.). Thus,these studies on lexical borrowing miss the fact that loanwords also reflect the unbalanced distribution of power and prestige in speech communities, especially in multilingual communities. This study challenges these assumptions by showing that lexical borrowing acts as social-group and class indices in Senegal, a socially diverse multilingual community in which lexical borrowings and phonological processes that accompany them are often socially conditioned. In so doing, this paper shows that linguistic patterns used to define social groups or classes generally referred to as sociolinguistic variables in the variationist framework (Labov 1978) are not exclusively limited to phonological patterns, but include larger segmental units, such as lexical units. This study is based on 145 loanwords collected from the Senegalese audiovisual website 'www.homeviewsenegal.com' over a period of three hours, of which 66 words were borrowed from French, 57 from Arabic, 17 from English into Wolof, and 5 from Wolof into French...
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Senegal occupied a central place in the colonization of West Africa, as the capital of Afnque Occidentale Francaise (A.O.F ) 'French West Africa' was established in Saint-Louis. Although some lexical units were coined in Wolof and other local languages to cover new concepts brought into the country by the French, many lexical items were borrowed from French to account for constructs that came along with the advent of French culture, political system, and religion in Senegal, or for purely prestige reasons. The Arabic influence in Senegal dates back to the Islami1zation of West Africa between the 11th and the 16th century. By the 14th century, Koranic schools (Islamic schools) were established in Senegal, and most Senegalese Muslims especially in the region of Saint-Louis) were already able to use classical Arabic scripts to write their own languages by the first half of the twentieth century, especially Wolof and Pulaar (Diop 1989). The English influ- ence is conveyed through American youth culture, the media, TV, and the Ameri- can movie industry. Lexical borrowings from Pulaar (the only local language in competition with Wolof) are mainly found among the youth. These lexical bor- rowings are due to the rising prestige of Pulaar in the 1990s. Pulaar lexical bor- rowings in Wolof are the result of the Haal-Pulaar (Pulaar speakers) cultural movement for the revitalization of Pulaar culture, language, and customs in Senegal (especially in the region of Saint-Louis, the hometown of most Pulaar speakers in the country). The Pulaar linguist Yero Sylla, Pulaar cultural associations (such
as Kawral and Gandal e Pinal), and the Pulaar musician Baaba Maal, helped spread the movement. The primary goal of this movement was to resist the Wolof expansion in Senegal and assert a Pulaar identity, language, and culture.
3. Borrowing as evidence of the unequal distribution of power and prestige
The unequal distribution of power and prestige in speech communities is generally reflected through the rate of loans that one language gives to the other. For instance, in former French colonies of West Africa, the high rate of lexical borrowings from French into local languages represents the surface trace of the French linguistic superstructure imposed in the local communities as the result of French glottophagia (Calvet 1974:92). In contrast, the relative statistical equilibrium of borrowings between English and French (despite the ongoing French lin guistic protectionism against American English) shows the extent to which the two languages (therefore the two communities) are 'equal', i.e., they do not entertain relationships of domination (Calvet 1974:91). In contrast, in the former. French colonies in Africa such as Senegal, French borrows almost nothing from the local languages, whereas those languages borrow extensively from French. This statistical disequilibrium is evidence of the domination of the local communities by France (Calvet 1974: 91). This is partly due to the fact that colonization did not introduce French in former colonies so that the colonized people speak French, but rather it created a minority French-speaking group to govern and im- pose the law on the non-Francophone majority (Calvet 1974:118).
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Thus, as the result of colonization, most African languages whose people were dominated borrowed quantum words from languages of the dominant Europeans, either to fill a lexical gap, or in an attempt to acquire the prestige associated with them, or both. For this reason, Wolof has borrowed copiously from French, while French has only borrowed a few words from Wolof. Similarly, due to the high number of Muslims in Senegal as the result of the early Islamization of the country, Wolof has borrowed many words from Arabic. In contrast, unlike what would be expected due to the role of the United States in the world today, the English influence in Senegal is minor. This is partly due to the fact that the American influence in Senegal is very recent. Figure 1, based on loanwords col- lected from the Senegalese audiovisual website, illustrates the unequal distribu- tion of power and prestige expressed through lexical borrowing, as it shows that all three languages (French, Arabic, English) lend more words to Wolof than they borrow from it...
borrowings from French into Wolof generally fall in the areas of politics, media, institutions, and culture while those from Arabic are mostly found in religious settings. The English influence is almost exclusively limited to youth exposed to American youth culture, music, TV, and movie industry, who dream of traveling to the United States. For this reason, English words used in this study were exclusively found among urban youth.
It is important to note that, although English has been introduced into the educational system, since the 1960s (as a result of the growing cooperation between Senegal, the United Kingdom, the United States, and other English speaking countries of the world), its influence is still minimal, compared to French and Arabic....
[page] 169
8. Lexical borrowings as markers of modernity and fashion among urban youth
Urban youth in Senegal have the most complex linguistic repertoire in the country. This is due to their exposure to French influence (through education), Arabic influence (through Koranic or Arabic language instruction), and English (through music, TV, and movies). In opposition to other social groups in the country, this social group is the only one that borrows words from Pulaar (the second major national language) and English. However, lexical borrowings from Pulaar are minimal in comparison to those borrowed from French, Arabic, and English respectively. The borrowings from Pulaar result from the growing prestige of Pulaar in Senegal promoted by Pulaar musicians, cultural organizations, and scholars in the 1990s. This group is characterized by particular lexical borrowings (from French, Arabic, and English) and linguistic patterns that act as markers of group membership. In other words, the use of such lexical borrowings and linguistic patterns mark one as ‘trendy, modern, and in-fashion’ and thus sets the speaker apart from the ‘hicks’ (i.e. the rural youngsters with little or no exposure to the urban youth culture. models, ideals, and way of life). The most common linguistic patterns of this group are the following (1) syllable truncation (deletion) of French loans (2) overuse of the French filler quoi at the end of syntactic units (3) phonological hypercorrection, and (4) semantic shifts and specifications...
It is important to note that, the French borrowed word guerrier ‘warrior’ and artiste ‘artist’ and the Arabic lexical borrowing saaba are interchangeably used to refer to someone trendy and admirable in this social group....
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Table 9 Marks of ‘trendiness’ among urban youth
French Loans
(a) [tons] from French [toto] ‘uncle’ truncation
(b) [Presi] from French [presida’] ‘president’ truncation
(c) [kwa] from French [kwa] called quoi ponctuant, a filler with no semantic meaning in French
(d) Biddiwudakar from calque from French l’etiole de Dakar ‘the star of Dakar
(e) Guerrier ‘cool guy’ from French Guerrier ‘warrior’ (semantic shift)
(f) Artiste ‘cool guy’ from French artiste ‘artist’ (semantic shift)
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"Abstract. Senegal is a West African French-speaking country. Officially, the country has 6 major national languages: Wolof, Pulaar, Mandinka, Joola, Seereer, and Soninke. Of these 6 languages, Wolof is the major lingua franca used by over 70% of the population.
As a former French colony, French remains the official language of the country used in the administration and in the public education system. Because over 90% of the Senegalese people are Muslim, the Arabic influence in the country is considerable. Furthermore, the global impact of American youth culture, mass media, the Internet, and the significant number of Senegalese immigrants living in the United States have resulted in the growing influence of American English in the country. The study of loanwords in Senegal (where language contact phenomena between African and non-African languages is the norm) shows that loanwords do not occur arbitrarily. In such a multilingual speech community, loanwords are often triggered and constrained by various cultural, political, religious and social forces that operate or have once operated in the speech community. Consequently,
[page] 104
the study of loanwords provides a unique opportunity for a better understanding of the past and current socio-cultural dynamics in the country. This paper provides an overview of French, Arabic and English loanwords in Wolof and examines their general linguistic traits and their sociolinguistic significance in the country.
1. Introduction
Loanwords reflect in many ways the impact of French colonization, Islamization, globalization (or Americanization) and the synchronic social structure of the Senegalese speech community. While some loanwords are understood and used by the entire speech community regardless of people’s social group, or religion, not all loanwords are used by all members of the speech community. In fact, some loanwords are restricted to particular social groups in the country due to the social value, prestige or stigma associated with them. Consequently, Wolof speakers are often selective in their use of loanwords.
Moreover, linguistic incorporation processes (phonological, morphological, and semantic) of loanwords into Wolof also reflect the social stratification of the Senegalese speech community. Because Senegal is a country where Arabic, European and African cultures, religions and ideologies regularly interact, some groups are
more exposed to certain foreign influences than others for particular social or religious reasons. For instance, Arabic words are equated with the knowledge of Islam and are used by some people to display their religious knowledge, which is highly respected in the country. In contrast, English words are considered to be features of the language of the ‘wanna-be American’ urban youth who use them to display their
so-called ‘modernity’.
The lexical repertoire of the urban youth is more complex than that of any other social group in the speech community due to young people’s exposure to many languages and cultures, including Wolof, French, Arabic, and English. The main reasons why young people are exposed to these languages are: 1) Wolof is the major lingua
franca in urban areas, 2) French is the language of instruction in public schools, 3) children generally attend Koranic school prior to public school, and 5) the growing influence of American youth culture (especially rap and hip-hop) and movie industry which have generated a ‘love’ for English words among younger people in urban areas across the country.
Loanwords shared by the entire speech community are usually those that are fully incorporated into the Wolof linguistic system. In other words, foreign words that are used by all social groups in the speech community are those that native Wolof speakers cannot distinguish from actual Wolof words, because they have been in Wolof for so long that they have lost their original foreign linguistic traits and prestige. While some
foreign words are borrowed primarily because Wolof speakers do not have equivalent words, others are borrowed despite the existence of Wolof synonyms, because of the social prestige associated with them.
Loanwords in the Senegalese Speech Community...
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The types of linguistic (phonological, morphological, or semantic) processes involved in borrowings are generally different from one social group or age group to another... Loanwords in Senegal generally fall in the following categories:
1) unintegrated, partially integrated, and fully integrated loans,
2) hybrid and monolingual lexicalized loans.
3). Unincorporated, partially incorporated and fully incorporated loans
Loanwords typically undergo three phases:
1) Initial borrowing of the new word,
2) partial integration of the loanword in the borrowing language, and
3) full integration in the borrowing language
...Loanwords and the linguistic incorporation processes that accompany them also reflect the social
stratification of the Senegalese speech community because of their particular historical, religious, social or cultural meanings. Thus, some social groups use new loanwords, while others use partially integrated loans or fully integrated loans for different reasons...
The long contact between French, Arabic and English and Wolof has created two major varieties of Wolof in Senegal: urban Wolof, especially used in cities and rural Wolof mostly used in the countryside. While both urban and rural Wolof have been
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influenced by Arabic (as the majority of the population are Muslim), urban Wolof significantly diverged from the more conservative rural variety by incorporating massive French loanwords (McLaughlin, 2001: 161). This is consistent with Swigart’s (1994) claim that urban Wolof refers to a wide range of linguistic forms that are commonly used in major urban areas in Senegal, and that it is primarily characterized by extensive borrowings from French. With respect to English loanwords, their presence is generally limited in Wolof, and they are primarily found in the speech of urban youngsters.
Unincorporated French and Arabic loanwords are typically used by people exposed to standard French and Arabic. These words are generally used by those who want to mark themselves as members of the educated elite. Consequently, Wolof speakers who use unincorporated French loanwords with the metropolitan French uvular fricative [ʁ] are often attempting to underscore their educated status and ‘modernism’, and thus to differentiate themselves from their so-called ‘less modern’ fellow countrymen. Because French is the official language of the country, it has always had a prestigious status because it is perceived as the language of socioeconomic mobility. Thus, some urban Wolof speakers and Senegalese expatriates from France often overuse
the French uvular fricative [ʁ] in their loanwords in order to highlight their so-called ‘modernity’ and to have access to the social prestige associated with standard French. Interestingly, members of other social groups generally consider such speakers to be victim of ‘French assimilation and acculturation’ and to have lost their traditional African cultural and moral values.
Wolof speakers who generally use unincorporated Arabic loanwords are people who have some formal education in standard Arabic or Islamic studies. Thus, the regular use of unincorporated Arabic loanwords often highlights the speaker’s special education in Arabic which is equated with the knowledge of Islam. Because Islam is
the religion of over 90% of the population of Senegal, using unincorporated Arabic loanwords is highly respected in the speech community. Consequently, the more one uses the standard Arabic phonological features, the more one acquires the respect and prestige granted to religious scholars.
Unincorporated English loanwords in Wolof are generally used by the ‘wanna-be American’ urban youngsters exposed to American youth culture, rap, movies and mass media. The limited formal education in English through the public education system that most urban youngsters have and the overwhelming presence of Internet cybercafés across the country have accelerated the diffusion of English loanwords among urban youngsters. The use of unincorporated English loans among urban youngsters has become a marker of being ‘in-fashioned, modern and sophisticated’. However, the use of such English loanwords is stigmatized outside the social
group of urban youngsters, particularly among older people. Older people consider the use of such English words to be evidence of the ongoing degradation of the traditional cultural values of urban youngsters. Thus, to many older people in Senegal, the regular use of such English loanwords may signal ‘untrustworthiness’ and loss of the long-established values such as the respect of elders, honoring and taking
[page] 107
care of one’s parents in their old ages etc. This is because, older people associate English loanwords used with ‘gangster and raper speech’ which they consider to be disrespectful and inconsistent with the expected linguistic and cultural behaviors of decent Senegalese youngsters. Consequently, the less a younger person uses English loanwords in his/her Wolof, the more s/he will be accepted in the social group of older people, and the more s/he uses English loanwords, the more likely s/he will be rejected from their group. Because of the religious prestige associated with Arabic loanwords, using Arabic loans is often the best way to gain trust and acceptance into the social group of the older people, particularly in rural areas.
The majority of Wolof speakers regularly use partially incorporated and incorporated French loans in their speech regularly. Those who use more partially incorporated loans (less influence of Wolof) are often more educated than those who only use fully incorporated loans which have completely lost their standard French features. Wolof does not accept consonant clusters (such as ‘gr’, ‘kr’, ‘pl’ etc.) at syllable onset
positions. Consequently, onsets with such clusters are typically simplified (broken) by uneducated speakers to respect Wolof preferred CV syllable structure. Similarly, all standard French vowels and consonants which do not exist in Wolof (such as [y], [ ], nasal vowels etc.) are generally replaced by their closest Wolof counterparts in the speech of people with limited or no education in French. Paradis & Lacharité (1997: 9) refer to these incorporation processes as repair strategies. Unlike unincorporated loans, fully incorporated French loanwords have generally no social prestige. This is because the initial critical standard French features in the loanwords are typically replaced by the phonological traits of Wolof as the words continue to be used by uneducated people.
Similarly, partially incorporated Arabic loans are used by people with limited education in Arabic and Islamic studies and fully incorporated loans are used by most Wolof speakers. While partly incorporated loans do carry some limited religious prestige because of the few standard Arabic features they contain, fully incorporated Arabic loans into Wolof do not exhibit such prestige. This is because they have lost all the noticeable standard Arabic features. In the long run, most French and Arabic loanwords become lehnwörter (fully incorporated loans) into Wolof to the extent that most monolingual Wolof speakers cannot tell whether they are French, Arabic or Wolof words. This is consistent with McLaughlin’s (2001: 162) claim that speakers of urban Wolof vary in their ability to recognize French influences in their language, and that speakers who are fluent in French recognize and even joke about French loans in Wolof, but those who know no French are frequently oblivious to its influences in their own speech. This is consonant with Sankoff’s (2001: 9) claim that the longer the loanword has been introduced into the borrowing language, the more likely the
pronunciation is to have been nativized.
With respect to English loanwords, it is important to note that they are mostly restricted to the social group of younger people. Partially incorporated English loans are used by younger people with some degree of exposure to the global American youth culture influence in the country though movies, television, music and the Internet.
[page] 108
In contrast, those who use fully incorporated English loans are generally the so-called ‘less modern rural youngsters’ who attempt to be ‘cool’ (in-fashioned and modern), but who clearly lack the exposure to American English typically found in urban areas. Because English loans are generally used by younger people, when older people purposely use them to sound younger, they trigger humor or being ridiculed. This is because such a usage violates the tacit sociolinguistic norms of loanwords in the speech community. It is particularly for this reason that many Senegalese comedians regularly use these linguistic variables to produce humor.
3. Monolingual and hybrid lexicalized loans
Hybrid and monolingual lexicalized forms typically consist of the fusion of several different lexical units to form one new lexical item. This process is common in Wolof. While some of these lexicalized forms result from the normal incorporation processes of foreign loans into the Wolof linguistic system, others are constructed by speakers for particular social reasons. Posner (1997: 193) indicated that such lexicalizations
represent efforts of a culture to give a name to a concept, which it deems necessary. The following items exemplify these types of lexicalized items commonly found in Wolof.
These monolingual lexicalized items are usually the oldest loanwords that have entered the Wolof language. As such, they are regarded as Wolof words by most monolingual Wolof speakers. Examples 1 through 6 are fusions of several normally used structures in French. The structures ‘il faut que’, ‘pot de chambre’, ‘en pagaille’,
‘grande place’, ‘de l’huile’ et ‘la craie’ in examples 1 through 6 are all grammatical structures in standard French. In contrast, examples 7 and 8 result from the merger of two elements that cannot be combined in French. The adverb ‘surtout’ and the noun ‘perte’ do not take the French adverbial suffix ‘-ment’ which is the equivalent of the Loanwords in the Senegalese Speech Community...
[page] 109
English morpheme ‘-ly’ in ‘nicely’ (normally pronounced as [mã] in standard French and [ma] by uneducated Wolof speakers). Similarly, the example 9 consists of the combination of two French elements ‘comme’ (as/like) and the relative pronoun ‘que’ (that). This combination is ungrammatical in standard French. While examples 1 through 9 are mostly used by Wolof speakers who are uneducated in French, they also occur in the speech of educated people. The lexicalized Arabic loans are all based on grammatical Arabic structures and are equally used by all Wolof speakers in the country. The diffusion of these monolingual lexicalized Arabic loans across social groups in Senegal is likely due to the combination of several factors: 1) These Arabic loans fall within the religious register, 2) they have been in Wolof long before the French loans
(because Islamization preceded colonization in the country), and 3) because of their frequency in Wolof. These monolingual lexicalized loans contrast with hybrid lexicalized loans.
These hybrid lexicalized structures are regularly used in Senegal. The hybrid structures in example 1, 2 and 3 are found in the speech of most Wolof speakers, regardless of their social group or education level. They represent some of the most common hybrid lexical constructions that French loans undergo in Senegal, which typically consist of the suffixation of a Wolof morpheme such as ‘-ando’ (to do something together), ‘-u’ (oneself), ‘-aat’ (to do something again) to a French verb stem.
Similarly, the use of the double hybrid relative pronoun ‘queni’ or ‘nique’ (which consist of the French relative pronoun ‘que’ + the Wolof relative pronoun ‘ni’ also pronounced as ‘ne’) is commonly found in the country, particularly in urban areas. In rural areas, the Wolof relative pronoun ‘ni’or ‘ne’ is normally used. This is because urban areas are naturally more influenced by French. As the examples show, some
hybrid structures are constructed by adding the English morphemes ‘-man’ to Wolof nouns, others are formed by adding the French adverbial suffix ‘-ment’ to English adjectives or by adding a Wolof suffix to a French or English word. It is worth
[page] 110
noting that all the lexicalized structures involving English are exclusively found in the speech of the ‘wanna-be American’ urban youngsters. In sum, despite their different sociolinguistic implications, lexicalization (monolingual and hybrid lexicalizations) is one way that Wolof accommodates foreign words, constructs, and artifacts so that they can function effectively in the language and the speech community."...
4. Semantic & grammatical changes, syllable truncations and calques
Loanwords in the Senegalese speech community undergo various transformations such as semantic and grammatical changes, deletion of syllables, calques etc. While some of these patterns are part of loanwords’ incorporation processes in Wolof, others are used as sociolinguistic tools to indicate group membership. The following examples illustrate these types of changes and their sociolinguistic implications in the Senegalese speech community.
3 comments:
Notice that these papers on loanwords in Wolof were written or published in 2000 and 2006.
I've not found any more up to date information or comments on this subject. Given the likely increase of internet use in Senegal, I suspect that there's also been an increase in the number of English language loan words in Senegal.
If that's so, I wonder if those who use English language loan words in that nation are still viewed the same way as noted in these articles.
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About Me
I'm an African American mother, grandmother, & retired human services administrator. For more than forty years I have shared adapted West African stories with audiences in the Pittsburgh, Pennsylvania area.
I have four blogspots: pancocojams, zumalayah, cocojams2, and .Civil Rights Songs. Much of the content of these blogs were previously found on my cocojams and jambalayah cultural websites. I curate all of these blogs on a voluntary basis.
Each of these blogs have the primary goal of raising awareness about cultural aspects of African American culture and of other Black cultures throughout the world, particularly in regards to music & dance traditions.
Viewer comments are welcome on my blogspots.
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Hobbledown is a multi-award winning adventure park and zoo, perfect for great family days out.
Hobbledown Adventure Park and Zoo
There you will find secret underground tunnels, mazes, role play areas, giant sandpits and much, much more. The zoo boasts more than 400 animals and for rainy days we have a 14,000sq ft indoor playbarn. Based on a mysterical story book of the same name, Hobbledown is just 30 minutes from central London, with easy access to the A3 and M25. | https://www.dayvisits.co.uk/attractions/hobbledown-adventure-park-and-zoo |
I’m an investigative reporter, editor, business intelligence analyst and web professional.
I can dig into public records to hold the government accountable, analyze data and use visualizations to tell its stories, make written copy clear, concise and informative, and build a website to engage users.
I ran the Washington Post’s homepage, working to quickly keep the page up-to-date and relevant, and assisting in catapulting the newspaper’s site ahead of other legacy media competitors with tens of millions of new users.
I have been a daily news reporter and editor, and have covered a wide range of beats. I reported on state-level government in the U.S. Virgin Islands and Maryland, and municipal and county-level government in Ohio. I also have covered all levels of courts.
I also can use web platforms, programming, and content management systems to connect people, news and technology. Through user input and feedback, as well as using principles of information architecture, I redesigned the website at MarylandReporter.com to improve its usability and interaction, increasing unique visitors by nearly a third.
Additionally, I am an experienced business intelligence analyst, and can use visualization software to analyze data to present it in a way that is clear and easy to understand.
Coursework included:
Graduated magna cum laude, with honors in journalism
Worked with association clients to analyze data in internal systems and website analytics.
Used Tableau to design and build data visualizations.
Developed and conducted training courses for clients in analysis and Tableau software.
Curated one of the nation’s highest-trafficked homepages to show users important and interesting content.
Was part of the team that increased traffic by more than 50 percent in a year and made washingtonpost.com the top U.S. newspaper media website.
Utilized headlines, blurbs and pictures to increase user engagement.
Changed page design, content and appearance based on up-to-the-minute analytics.
Sent e-mail, text and social media alerts for breaking news.
Supervised five reporters who covered local news.
Sharpened and improved stories by editing.
Ran social media accounts.
Taught introduction to newswriting and reporting to undergraduates. Curriculum included:
Reported and edited stories about Maryland state government, focusing on the legislature.
Increased traffic 300 percent by redesigning website based on UX testing.
Prepared and sent daily newsletter to more than 5,000 subscribers.
Reported about state-level and federal government, politics and policy.
Investigated government corruption, fraud and deception.
Won several national reporting awards.
Reported on politics, education, police and human interest items in the Ashtabula and Geneva areas. | http://meganpoinski.com/ |
National
ISLAMABAD: The Competition Commission of Pakistan (CCP) has issued a ‘Policy’ Note recommending that the Securities & Exchange Commission of Pakistan (SECP) should restore the requirement of cost audit of five sectors in particular, and all other sectors in general, for facilitating policy interventions and promoting competition.
The CCP’s specific recommendation is the immediate reinstatement of a regular cost audit of cement, sugar, vegetable ghee/cooking oil, fertilisers, and wheat flour industries as these sectors directly affect the lives of Pakistani consumers. The ‘Policy Note’ stated that the resumption of cost audit would ensure transparency and facilitate access to readily available and credible cost information in these sectors, thus enabling the pertinent government bodies to make informed and independent decisions in the larger public interest. These sectors in particular are subject to government interventions such as subsidies, support price and price controls.
The CCP noted that under the Companies Ordinance, 1984 the SECP was empowered to carry out the cost audit of companies. However, with the enactment of the Companies Act 2017, the requirement of yearly cost audit is linked with the recommendations made by the sector regulator. Since there is no sector regulator in the abovementioned sectors, a regular cost audit in these sectors will not be possible.
Any limitation placed on cost audits may promote anti-competitive practices. The government’s reliance on industry associations for cost information could inadvertently legitimise the exchange of commercially sensitive information at the association’s platform, thus potentially enabling associations to engage in anti-competitive practices, such as cartelisation and price fixing. The CCP through its orders and policy tools, has always discouraged the usage of an association’s platform to agree on matters of a commercially sensitive nature, and the legitimisation of the same, by any government body. The Policy Note has been issued under Section 29 of the Competition Act, 2010, which empowers CCP to review policy frameworks to foster competition in all spheres of economic and commercial activity and to recommend appropriate remedies to the federal and provincial governments. It can be downloaded from the CCP’s website. | |
The information package Transport Health Service (DZS) is aimed at a comprehensive solution for processing information for the needs of the Transport Health Service. The information system ensures data processing from input information at the level of the customer through the implementation of patient transport to the processing of output documents for insurance companies and statistical data.
Orders Acceptance
Transport and transportation of patients
Orders for transport and transport of patient to, from, and between hospitals/medical facilities.
Transportation of goods
Orders for the transport of goods between hospitals facilities.
Inspection
Orders for patient examination.
Dispatch
Optimal execution of orders.
GIS, AVL
Display of orders, vehicles, search for addresses on the map.
Management of resources, forces and means
Changes of operators, vehicles with crew, bill of exchange, log book, costs.
Checkout, Fees, Price lists
Maintain cash registers and cash registers.
Code book management
Medical facilities, doctors, diagnoses, addresses.
Reporting, Invoicing
The system provides a number of different print sets enabling optimal operation management.
System administration
Management of access and access rights. | https://en.plaut.sk/products-and-solutions/back-office-systems/logisys/logihealth/m41 |
"We feel it's critical that the scientific community consider the potential hazards of all off-target mutations caused by CRISPR, including single nucleotide mutations and mutations in non-coding regions of the genome," says co-author Stephen Tsang, MD, PhD, the Laszlo T. Bito Associate Professor of Ophthalmology and associate professor of pathology and cell biology at Columbia University Medical Center and in Columbia's Institute of Genomic Medicine and the Institute of Human Nutrition.
CRISPR-Cas9 editing technology—by virtue of its speed and unprecedented precision—has been a boon for scientists trying to understand the role of genes in disease. The technique has also raised hope for more powerful gene therapies that can delete or repair flawed genes, not just add new genes.
The first clinical trial to deploy CRISPR is now underway in China, and a U.S. trial is slated to start next year. But even though CRISPR can precisely target specific stretches of DNA, it sometimes hits other parts of the genome. Most studies that search for these off-target mutations use computer algorithms to identify areas most likely to be affected and then examine those areas for deletions and insertions.
"These predictive algorithms seem to do a good job when CRISPR is performed in cells or tissues in a dish, but whole genome sequencing has not been employed to look for all off-target effects in living animals," says co-author Alexander Bassuk, MD, PhD, professor of pediatrics at the University of Iowa.
In the new study, the researchers sequenced the entire genome of mice that had undergone CRISPR gene editing in the team's previous study and looked for all mutations, including those that only altered a single nucleotide.
The researchers determined that CRISPR had successfully corrected a gene that causes blindness, but Kellie Schaefer, a PhD student in the lab of Vinit Mahajan, MD, PhD, associate professor of ophthalmology at Stanford University, and co-author of the study, found that the genomes of two independent gene therapy recipients had sustained more than 1,500 single-nucleotide mutations and more than 100 larger deletions and insertions. None of these DNA mutations were predicted by computer algorithms that are widely used by researchers to look for off-target effects.
"Researchers who aren't using whole genome sequencing to find off-target effects may be missing potentially important mutations," Dr. Tsang says. "Even a single nucleotide change can have a huge impact."
Dr. Bassuk says the researchers didn't notice anything obviously wrong with their animals. "We're still upbeat about CRISPR," says Dr. Mahajan. "We're physicians, and we know that every new therapy has some potential side effects—but we need to be aware of what they are."
Researchers are currently working to improve the components of the CRISPR system—its gene-cutting enzyme and the RNA that guides the enzyme to the right gene—to increase the efficiency of editing.
"We hope our findings will encourage others to use whole-genome sequencing as a method to determine all the off-target effects of their CRISPR techniques and study different versions for the safest, most accurate editing," Dr. Tsang says.
The paper is titled, "Unexpected mutations after CRISPR-Cas9 editing in vivo." Additional authors are Kellie A. Schafer (Stanford University), Wen-Hsuan Wu (Columbia University Medical Center), and Diana G. Colgan (Iowa).
Comment: God's red pencil? CRISPR and the myths of precise genome editing
The concept of the precise editing of a genome leading to a precise biological outcome depends heavily on the conception that genes give rise to simple outputs. This is the genetic paradigm taught in schools. It is also the paradigm presented to the public and that even plays a large role in the thinking of molecular genetic researchers.
However, a defined, discrete or simple pathway from gene to trait probably never exists. Most gene function is mediated murkily through highly complex biochemical and other networks that depend on many conditional factors, such as the presence of other genes and their variants, on the environment, on the age of the organism, on chance, and so forth. Geneticists and molecular biologists, however, since the time of Gregor Mendel, have striven to find or create artificial experimental systems in which environmental or any other sources of variation are minimised so as not to distract from the more "important" business of genetic discovery.
But by discarding organisms or traits that do not follow their expectations, geneticists and molecular biologists have built themselves a circular argument in favour of a naive deterministic account of gene function. Their paradigm habitually downplays the enormous complexities by which information passes (in both directions) between organisms and their genomes. It has created an immense and mostly unexamined bias in the default public understanding of genes and DNA.
Why is this discussion of precision important? Because for the last seventy years all chemical and biological technologies, from genetic engineering to pesticides, have been built on a myth of precision and specificity. They have all been adopted under the pretense that they would function without side effects or unexpected complications. Yet the extraordinary disasters and repercussions of DDT, leaded paint, agent orange, atrazine, C8, asbestos, chlordane, PCBs, and so on, when all is said and done, have been stories of the steady unraveling of a founding myth of precision and specificity.
Reader Comments
But again, even no human on Earth is the same as the idealised combination of his parents genes would be. There are changes in every generation, and really even during life. Identical twins are not identical, and they are becoming less "identical" as they live, accumulating changes, part of which are random.
We live in a world where not all bodies are inhabited, and those that are virtually must engage in a society where the more psychopathic you are, the better off you do, generally speaking. But obviously that is "not enough"... | https://www.sott.net/article/352397-Unexpected-complications-CRISPR-gene-editing-can-introduce-hundreds-of-unintended-mutations-into-the-genome |
Educational Model for the Next Semester (or Two)
Notes: For U.S. colleges this fall, Inside Higher Education has described 15 possibilities for reopening – three main categories with variations (e.g., delayed starts, hybrid approaches, etc.).
- Resume normal teaching on campus (with enhanced sanitation requirements and social distancing).
- Teach online in the fall, then resume normal operations in January 2021. This approach requires more significant online engagement but extends the current tactic of temporary online programs until on-campus meetings can resume.
- Remain online for the 2020-2021 academic year and possibly longer.
Some schools have considered splitting the first term in half, with the first part of the term continuing online modes and the second part resuming face-to-face classes if conditions allow.
Some schools may consider the uncertainty of the next six months to be so high that planning for continued online engagement may be preferred. They may be wary of resuming face-to-face classes only to be forced once again into lockdown due to a second wave of infections on campus or in their community.
Regulatory guidance, health concerns, travel restrictions on faculty/staff/students, capacity to offer online education, and budget constraints may also influence decisions about the model of education adopted for the coming term. Timelines for decisions will impact recruitment of new students, retention of current students, faculty preparation, and institutional readiness.
Faculty Support
Notes: Faculty have had a stressful end to the term with the rapid shift to distance learning. They have had to adapt courses on the fly, often piecing together multiple learning platforms and communication structures to reach students. In addition, they have cared for their own families during the lockdown, worried about health concerns (particularly for those in vulnerable demographics), and faced financial stress. If courses remain online (either as the primary delivery mode or as hybrid), how can the institution support faculty? How can it help them as they continue to teach in what, for many, is a new environment that requires additional preparation? Faculty will likely require extra time for course preparation, development of new assessments and resources, and interaction with students for academic and spiritual mentoring.
Student Engagement
Notes: Like faculty, students made an unexpected shift to distance education during lockdowns. Some found success. Others struggled. Schools need to consider factors that will position students for successful learning and spiritual growth as they move into this next term. Further, to sustain fruitful education in online learning modes, schools may need to consider courses’ technological aspects. Can students access and interact with content and supplemental materials?
Institutional Preparedness for Sustained Online Learning
Notes: Moving from emergency survival to a more sustained and effective approach to online learning, even if temporary, may require additional institutional investments. Consolidating to a common set of video conferencing, messaging, and learning platforms will increase efficiency for faculty and students. The kinds of additional technical support (including internet bandwidth) needed may depend on whether faculty members can work from campus or must remain at home (for recording classes, leading video conferences, etc.).
Practical Planning
Notes: As the school prepares for the next term, considering the needs of two different groups of students may be helpful. Students continuing and completing degrees have a different set of needs than those just starting their programs. Some who dropped out or fell behind in the transition may require additional help. Budget, personnel, and technical limitations may require the school to consider whether it should offer the full array of courses for the next term. One approach may include consolidating courses around the curriculum’s primary components and core faculty strengths, with plans to resume the full spectrum of courses further in the future.
Financial Considerations
Notes: Almost every school will have to recast their budgets, as the crisis has impacted all sources of income (tuition, local and international donations, third-stream projects). Most schools will face difficult choices to make their budgets work over the next year. School leaders will need to plan for increasing revenue and controlling expenses.
Additional Thoughts Related to Mission and Long-Range Planning
Facing so many uncertainties, schools may need to make unique plans for the coming 1-2 semesters. Some courses, activities, and possibly even new enrollments may need to be delayed until January 2021 or later. The strengths of core faculty, needs of existing students, and ease of transition into online mode can guide decisions about whether and how to consolidate classes.
This period can actually benefit schools that plan to incorporate online learning into their permanent offerings. As they think about this possibility, schools should address some additional questions related to their mission and distinctive characteristics. Many schools see online courses as a way to reach more students. However, students can choose from an ever-increasing array of programs. Therefore, schools must also consider how their distinctive characteristics translate into the virtual environment. Course design, quality assurance, and faculty training will all warrant additional planning. | https://insightsjournal.org/a-basic-checklist-planning-for-the-coming-term/ |
Survival skills are general skills that an individual can employ in order to survive in any kind of hostile environment or natural setting. These skills are intended to give basic needs for human survival which comprise shelter, food, and water. A number of these skills have been around for ages and are a fundamental part of our way of life. Some survival skills have developed over the years, and some have been developed more recently, but no one has ever thought to include them in a comprehensive guide for survival skills. In this article I want to offer you a very broad view of some of the essential survival skills that are intended to help you to survive in different situations.
The first skill that we will discuss is fire. You need to have the right kind of tools in order to build, store, and utilize a fire in your backyard. You should have some kind of lighter fluid and matches to light your fire as well as a means to reach it. Another necessity for your backyard fire is a whistle or bell that can be used to alert people in case there is a fire. This is a particularly important skill to have in case of an emergency.
One of the most important survival skills for your backyard is how to hunt small game in the wilderness. The main reason for this is that most of the food you will find in the wild will be very small game. The main game you will likely find will be rabbits, squirrels, chipmunks, and other small game. If you have a gun then this is going to be a piece of cake, but if you don’t then a knife will do and it is always good to have some sort of small game knife as well.
Another thing that you should have in your possession is a set of basic survival skills for water and heat. These include having an outdoor sink, a large enough pot that you can boil water in, a small can opener, a compass, a flashlight, a fire starter, a mirror, a signaling device such as a white radio or a pink bb. Other tools that are also important to have when you are in the wilderness are a can opener, a compass, fire wood, a compass, and a signaling device. It is also wise to keep a hand radio with you because in many situations you will receive emergency messages on your walkie talkie.
Another skill that you need to have for your backyard is CPR (Cardio Pulmonary Resuscitation). A lot of people underestimate the power of this tip and they don’t really use it in their backyards. When you are outside and see somebody getting CPR by someone else then immediately turn around and try to help them out by either holding them or by calling out to them. This is a very useful tip to have in your kit. Remember to remove your clothes and put them in a plastic trash bag so you won’t have anything on your person that could make you look suspicious.
One other very important survival technique for your backyard is CPR. Even though it seems like it is more of a common sense survival skills you really need to learn it because in some situations you may not have much time to wait for emergency responders to arrive. You can learn CPR by watching a video or by doing hands on techniques. Remember these basic survival skills for your backyard and stay safe. | http://bluedogbeverages.com/basic-survival-skills-for-your-backyard/ |
Bay Resort located on the Eastern shore in Maryland.
Scholars who are interested in organizing a workshop on a specific
theme for the symposium may submit a proposal by September 10th, 2018.
Workshop Topics: Workshop proposals should focus on the study of
topics relevant to the understanding of individual choice behavior and
decision making, ideally spanning multiple academic disciplines.
Workshop Schedule: The symposium typically includes 2.5 days of
scheduled academic activities and one half day of leisure activities.
Typical schedules include time for participants to present their own
work and have ample time for integrative discussions. Sample proposals
from past symposiums are available on the symposium website.
Workshop Participants: Workshop organizers are responsible for
recruiting a roster of participants for their proposed session. Each
workshop proposal should include a minimum of 12 and a maximum of 15
participants – inclusive of the organizers. | http://www.decisionsciencenews.com/2018/05/23/the-11th-triennial-invitational-choice-symposium-may-29th-to-june-2nd-2019/ |
Wealth (in the form of money, other financial assets, real estate, business assets) helps individuals cope with unexpected economic shocks, finance – directly or as collateral – enrollment in education , acquiring new properties or starting new businesses. For a given level of income, greater wealth is also associated with greater subjective well-being (Hochman and Skopek 2013). Thus, regardless of the talent, ideas or efforts of citizens, inequalities in wealth can limit their ability to accumulate human capital, carry out business projects or be resilient during major economic crises.
Intergenerational transfers, i.e. inheritances and inter-vivos donations, are one of the usual suspects underlying wealth inequality. Alvaredo et al. (2017) and Piketty and Zucman (2015) estimated that the weight of intergenerational transfers in the total wealth of developed countries has increased in recent decades in parallel with the increase in wealth inequality, which could also reflect a relationship between both processes. However, there is no consensus in the literature analyzing this relationship. To enrich the debate and deepen this question, we present here some results of our research on wealth inequalities and intergenerational transfers (Palomino et al. 2021).
How do intergenerational transfers influence wealth inequality?
Broadly speaking, three types of analytical approaches to this question are employed. First, we have studies that measure the change in wealth after the receipt of inheritances (Boserup et al. 2016, Elinder et al. 2018) or those that compare the current distribution to a distribution in which the current value of inheritances and gifts received in the past is subtracted from current wealth (Crawford and Hood 2016, Karaggiannaki 2017). These papers mainly conclude that intergenerational transfers increase absolute inequality (monetary distance between individuals) but decrease relative inequality (the relative Gini index), although the effect may not last in the long run (Nekoei et al. Week 2018). The result in relative terms is equalizing because, among those who receive inheritances, the transfers received by individuals at the top of the wealth distribution are lower (relative to previous wealth) than those received by those at the bottom of this distribution.
However, a significant part of the population does not receive any significant inheritance or gift, the magnitude of intergenerational transfers received in the lower part of the wealth distribution is much lower than in the upper part (Nolan et al. 2021). Thus, Feiveson and Sabelhaus (2018) compare the distribution of wealth observed in the United States in 2016 with a hypothetical distribution in which all the wealth attributable to intergenerational transfers received is fairly evenly distributed within the population. They find that the richest 10% of the population then drop from 73% of the total wealth to only 57%. This clearly illustrates how the counterfactual distribution taken as a reference point significantly affects the conclusions reached.
The third approach analyzes the importance of inheritances in the degree of correlation between the wealth of the parents and that of the children. Thus, Adermon et al. (2018) find that at least half of the correlation between parents and children is explained by inheritances. Along the same lines, Fessler and Schürz (2018) conclude that having received an inheritance at some time in the past increases the position of the average household in the wealth distribution by 14 percentile points.
A new proposal to measure the contribution of inheritances and donations to wealth inequalities
In our analysis, after controlling for age, sex and household size, we condition the distribution of wealth on the level of transfers received by distinguishing between six groups: (1) non-beneficiaries not expecting to receive inheritance or gift in the future, (2) non-recipients who expect some future transfers, (3) recipients of small amounts only, (4) medium-low recipients, (5) recipients middle-high and (6) recipients of large intergenerational transfers. Additionally, because of its potential relationship with remittances and to measure the net relevance of each factor, we also categorize by socioeconomic status of family background (represented by parents’ education or occupation). The intuition of our method is that if intergenerational transfers (and family origin) were unimportant, the distribution of wealth by these sets would be very similar.
We assess this hypothesis for Spain (using the Household Finance and Consumption Survey, HFCS 2014), France (HFCS 2014), the United States (Survey of Consumer Finances, SCF 2016) and the Kingdom United Kingdom (Wealth and Assets Survey, WAS 2010-12). ). Although all are wealthy OECD countries, the distribution of wealth and the taxation of wealth and wealth transfers vary from country to country, so the robustness of our results is of particular interest.
Shown in Figure 1 for France (with a similar pattern in the UK, Spain and the US), we rank individuals from lowest to highest wealth within their receiving “group” of transfer, then we plot the ordered distribution of the wealth of each group. Note that we often refer to all legacies and gifts here as simply “legacies” for convenience. We see that, for each percentile, the wealth of the two groups that received the largest inheritances (in the third and even more so the fourth quartile of the distribution of inheritances) is greater than that of the other groups. Since these differences are important, there is a relevant association between inheritances received and wealth inequality. Similarly, there are also marked differences between wealth distributions by groups when considering inheritances and socio-economic status simultaneously.
Figure 1 Breakdown of wealth in France by intergenerational transmission groups
In short, our analysis attempts to elucidate how inequality would change if we eliminated the association between wealth and different levels of inheritance received, finding a smoothed distribution in which wealth at each percentile is the same regardless of the household inheritance group. By comparing this counterfactual to the observed distribution, we measure the contribution of inheritance and socio-economic status to wealth inequality in the four countries analyzed. Table 1 shows that the combined contribution of these two factors amounts to almost half of the wealth inequality measured in the United States, Spain and France (49%, 47%, 45%, respectively) and more than a third in the UK (36%). %).
It is also revealing to compare the marginal effects of each factor. After deducting the interaction with the family environment, inheritances and gifts still represent a significant share of wealth inequality: 31% for France, 27% for the United States, 26% for Spain and 22% for the United Kingdom. These contributions clearly exceed the marginal contributions of family origin (excluding interaction with inheritances), which are between 4% and 12%. The rest of the joint contribution would be explained by the interaction between inheritance and socio-economic status. When we apply alternative decomposition procedures, such as the Shapley value decomposition, the percentage contributions are similar.
Table 1 Contribution of inheritance and status to wealth inequality
Our results suggest that intergenerational transfers play an important role in sustaining wealth inequality. When inheritances and gifts exceed a certain threshold, the possibilities for accumulating more wealth are greatly expanded (see wealth distribution for beneficiaries of higher inheritances, Q4, in Figure 1). Although it remains difficult to accurately estimate the threshold above which inheritances contribute most to wealth inequality, our results suggest that not all inheritances are the same in this regard. The possible subsequent positive effects that an improvement in individual opportunities may have on economic growth are also worth investigating (Marrero and Rodríguez 2013).
The references
Adermon A, M Lindahl and D Waldenström (2018), “Intergenerational Wealth Mobility and the Role of Inheritance: Evidence from Multiple Generations”, The Economic Review 128(612): F482–F513.
Alvaredo F, B Garbinti and T Piketty (2017), “On the share of inheritance in global wealth: Europe and the United States, 1900-2010”, Economic 84: 239–60.
Boserup SH, W Kopczuk and CT Kreiner (2016), “Wealth Inequality: Evidence for the Role of Bequests in Shaping Wealth Inequality”, American Economic Review 106: 656–661.
Crawford R and A Hood (2016), “The lifetime receipt of inheritances and the distribution of wealth in England”, Tax studies 37: 55–75.
Elinder, M, O Erixson, D Waldenström (2018), “Inheritance and Wealth Inequality: Evidence from Population Registers”, Journal of Public Economics 165: 17–30.
Feiveson L and J Sabelhaus (2018), “How does the intergenerational transmission of wealth affect the concentration of wealth? », The Federal Reserve Notes.
Fessler, P and M Schürz (2018) “Private Wealth in European Countries: The Role of Income, Inheritance and the Welfare State”, Journal of Human Development and Abilities 19: 521–49.
Hochman O and N Skopek (2013), “The impact of wealth on subjective well-being: a comparison of three welfare state regimes”, Research in social stratification and mobility 34: 127–41.
Karagiannaki, E (2017), “The impact of inheritance on the distribution of wealth: evidence from Britain”, Income and Wealth Review 63: 394–408.
Marrero, GA and JG Rodríguez (2013), “Inequality of Opportunity and Growth”, Journal of Development Economics 104:107-122.
Nekoei A and D Seim (2021), “How do inheritances shape wealth inequality? Theory and evidence from Sweden”, CESifo Working Paper No. 9017.
Nolan B, JC Palomino, P Van Kerm and S Morelli (2020), “Family Wealth: The Intergenerational Transmission of Wealth in Britain in Comparative Perspective”, Technical Report, Nuffield Foundation, London.
Palomino, JC, GA Marrero, B Nolan and JG Rodríguez (2021), “Wealth inequality, intergenerational transfers and family context”, Oxford Economic Papers gpab052.
Piketty T and G Zucman (2015), “Wealth and Long-Term Legacy”, Income Distribution Manual 2: 1303–1368. | https://chateau-de-villesavin-41.com/intergenerational-transfers-and-wealth-inequalities/ |
Human Language Technologies refers to systems that understand, represent, analyze, and search archives and streams of written and spoken language. We now can talk to our phones to instantly search through billions of webpages and databases across multiple languages -- this was science fiction only 20 years ago. Looking forward, even more exciting developments are possible as we address fundamental research issues. At UMass, we have developed major research groups with international reputations in information retrieval (IR) and natural language processing (NLP).
Information Retrieval (IR) develops techniques for effective and efficient search of large archives of text. Search engines now provide near-instant access to billions of pieces of information in multiple languages to millions of simultaneous users, retrieving and connecting web pages, video, social media, news, products, answers, scholarly articles, and many other types of information. They provide user interfaces to simplify the information-seeking "conversation" between user and machine. IR research makes this possible and drives constant improvements for the future.
Natural Language Processing (NLP) strives to get computers to understand human language. NLP has seen enormous progress, but current systems have a very shallow understanding of the rich subtleties in language. Our research integrates machine learning and computational linguistics to better extract knowledge and insights from text corpora, such as analysis of social media, news, scholarly articles, and computational social science applications. NLP is inherently multidisciplinary, and NLP-related research at UMass also involves our colleagues in linguistics and the social sciences. For more information, see Computation+Language at UMass and the Five Colleges. | https://www.cics.umass.edu/research/area/human-language-technologies |
This research centred on “Instructional methods and pre-primary school pupils academic performance in Basic Science in Nsit Ubium Local Government Area”. Two research questions and two research hypotheses were formulated for the study. A quasi-experimental design was employed in carrying out the study. Four thousand six hundred (4,600) pre-primary two school pupils formed the population of the study. A simple random sampling technique was used in the selection of two (2) primary schools and one hundred (100) pre-primary school pupils used in the study. Basic Science Achievement Test (BSAT) was used to gather data for the study. The data generated from the instrument was analyzed using independent t-test statistics. The results showed that there is a significant difference in the academic performance of pre-primary school pupils when demonstration and lecture instructional methods are used in the teaching of Basic Science. It also revealed that there is a significant different between male and female pre-primary school pupils taught Basic Science with demonstration method in favour of the males. It was therefore recommended among all that teachers should use demonstration method in teaching sciences in order to achieve better academic performance in learning, and a pre-primary school teachers should motivate their female pupils to take active part in every demonstration activity that take place in class.
Instructional Methods And Pre-Primary School Pupils Academic Performance
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
The primary purpose of teaching at any level of education is to bring about a fundamental change in the learner (Tebabal and Kahassay, 2011). To facilitate the process of knowledge transmission, teachers should apply appropriate instructional methods of teaching that best suit specific objectives and level exit outcomes. In the traditional epoch many teaching practitioners widely applied teacher centred methods to impact knowledge to learners comparative to pupil-centred methods. Until today, questions about the effectiveness of instructional methods on pupils’ learning have consistently raised considerable interest in the thematic field of educational research.
However, research on teaching and learning constantly endeavour to examine the extent to which different instructional methods of teaching enhance growth in pre-primary school pupils.
Quite remarkably, regular poor academic performance by the majority of pupils in fundamentally linked to application of ineffective instructional methods by teachers to impact knowledge to learners. Substantial research on the effectiveness of instructional methods of teaching indicates that the quality of teaching or instruction is often reflected by the achievement of learners. According to Ayeni (2011), teaching is a process that involves bringing about desirable changes in learners so as to achieve specific outcomes in order for the method used for instruction or teaching to be effective; teachers need to be conversant with numerous instructional or teaching strategies that take recognition of the magnitude of complexity of the concepts to be covered. More so, instructional procedures must include appropriate methods and techniques. Often, teachers have misconceived the difference between methods and techniques. According to Aina (2008), a method is a way of doing something, it is an approach or a stand, which a teacher (instructor) adopts to explain a subject matter to a group of pupils or a pupil. On the one hand, methodology is the study and practice of various methods of teaching.
The Nigeria Certificate in Education /Distance learning system course book defines instructional method (teaching method) as a process of selecting, directing, controlling and evaluating the experiences of the child to achieve desirable outcomes. A teaching method may be also regarded as broad and consistent manner of teaching that is guided by certain basic beliefs. The strategies can be sued individually or collectively to achieve educational objectives.
According to Akinleye (2006), instructional methods have been grouped in many ways. All early instructional methods (teaching methods) are classified as traditional methods. The grouping are, traditional teaching methods such as the lecture, direct or other telling methods, heuristic teaching method, creativity teaching methods such as peer group tutoring methods, play-way method etc.
Instructional Methods And Pre-Primary School Pupils Academic Performance
Furthermore, teaching method comprises the principles and methods used for instruction to be implemented by teaches to achieve the desire of learning or memorization by pupils. these strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has to be in relation with the characteristic of the learner and the type of learning it is supposed to bring about. Davis (2007) suggested that the design and selection of instructional methods must take into account not only the nature of the subject matter but also show pupils learning.
In today’s school, the trend is that it encourages a lot of creativity. It is a known fact that human advancement comes through reasoning and this form the background of the study.
Peter Hezekiah Lawson (Sir Pee). The CEO of Sir Pee Integrated Services and www.libraryguru.com and www.projectvilla.com.ng. A reputable researcher, ICT Instructor and a publisher of many research works in Education. | https://librarygurus.com/project-materials/instructional-methods-and-pre-primary-school-pupils-academic-performance/ |
National Pool of Consultants: English Content Writer (Contract Work)
The Fund for Railway Accidents Involving Designated Goods (the Fund) is currently looking to create a pool of English content writers – contract work, on an ad hoc basis.
This requirement is to establish and maintain a national list of English content writers who would be contracted by the Fund to work on ad hoc projects and/or to complement in-house resources.
Types of Assignments
Reporting to the Director of the Fund and to the Communications and Stakeholder Engagement Officer (Corporate Services), the English content writer will work closely with subject matter experts to produce high-profile communications products.
As the English content writer, your responsibilities will be for drafting, writing, reviewing, editing scripts, PowerPoint presentations, website content and other communications materials for the team as needed—and providing thoughtful, relevant communications advice in the development of these materials. You will work closely with the Communications Officer to ensure the Fund’s messages are clear, consistent across all platforms, accessible (plain language) and timely.
You will also be asked to identify any issues, challenges, needs and potential problems to be resolved when writing and revising strategic documents that will have a significant impact on the Fund's image and brand to ensure the results meet expectations.
In addition, you may be asked to collaborate on the development of other external communications content for diverse audiences on the Fund’s digital platforms, such as plain language, website content, blog-style articles and educational pieces, and social media content.
Qualifications
- excellent communications skills—oral and written
- experience writing scripts, speeches and creating presentations
- excellent command and range of content creation tools, including PowerPoint
- extensive writing and content development experience
- proven ability to write for different audiences and different platforms
- master of English grammar and syntax
- experience translating complex concepts into concise and easy-to-understand articles
- ability to self-direct and effectively manage priorities, working under pressure and with tight deadlines
- ability to quickly understand and learn new information
- adaptable to change, seeking innovative solutions to problems
This position requires a bachelor’s degree in English, literature, journalism, publishing, communications, public relations, marketing or related subjects and a minimum of three years of experience in the communications field, or an equivalent combination of education and experience.
Samples of writing abilities will be requested.
Nice-to-have
- knowledge of, and experience communicating about transportation and railway issues
- sound knowledge of the media environment
Position
This is a project-based contract position.
This position is remote, and the desired candidate can be located anywhere within Canada.
Training/guidance
The Fund will provide necessary training, guidance and reference material to assist selected applicants in completing related tasks.
Compensation
Applying candidates are asked to include their salary rates, for consideration.
About the Office of the Administrator
In addition to the Fund for Railway Accidents Involving Designated Goods (Rail Fund), the Office of the Administrator also manages the Ship-source Oil Pollution Fund (Ship Fund). The Ship compensates victims of oil pollution from ships in Canadian waters. The Rail Fund compensates victims of rail accidents involving crude oil, in the event that damages exceed railway liability limits.
Each of the two Funds has its own dedicated staff and is managed as a separate entity. They are supported by a shared corporate services team. Approximately 20 employees, consultants and students occupy a single office location in downtown Ottawa. Employees come to the Funds with a wide variety of backgrounds and expertise, including finance, law, marine and rail expertise, communications, information management, and administration.
Additional information on the Funds can be found on the website:
- Fund for Railway Accidents Involving Designated Goods (fraidg.gc.ca)
- Ship-source Oil Pollution Fund (sopf-cidphn.gc.ca)
The National Pool of Consultants
When the need arises for a certain type and level of expertise for a given project, the Administrator’s Office will determine which consultants in the bank qualify for the project and will send a Request for Proposal to the most relevant ones (please note that Requests for Proposals could still be sent to potential resources that are not part of the pool). Hourly or per word rate should be included in the submission.
Each year, the consultants listed in the pool will be contacted to update their profile. Consultants who want to be removed from the pool can do so at any time.
Each assignment to a consultant will be set out in a separate contract. Depending on the assignment, language, security clearance, or potential conflicts of interest may be essential conditions of the contract.
How to Join the Pool of Consultants
If you are interested in joining the pool, please register, using the following form and attach your CV and any other relevant document. You will receive an acknowledgement that you have been added to the pool. Questions on the position should be directed, in writing, to [email protected]. | https://fraidg.gc.ca/en/national-pool-of-consultants-english-content-writer-contract-work/ |
Stanley Kubrick’s The Shining is a scary film. But not as scary as Room 237. In Rodney Ascher’s documentary, we are treated to some of the myriad theories surrounding the supposed true meaning of Kubrick’s masterpiece, and there are some humdingers. There are film obsessives, and there are people who have watched The Shining frame by frame in a bid to better understand Kubrick’s hidden essay on the Holocaust. Or the genocide of American natives. Or how Kubrick was instrumental in faking footage of the Apollo 11 moon landing, and used The Shining as a vehicle for his confession. You couldn’t make it up. Unnervingly if not predictably, the more Room 237 slows and stretches passages from The Overlook hotel’s most memorable winter, the more some of the ideas being discussed start to hold just a little bit of water.
Kubrick was a meticulous director, painstaking and deliberate in his filmmaking process. While it would perhaps be too generous to assert that there are no accidents in his films, his well-documented attention to detail defines our perception of what we see in them. The obsessives in Room 237 all use his craftsmanship as the foundation of their arguments, extracting some seriously grand assumptions from what 99% of the audience wouldn’t even notice. Taking most of their theories well away from the realm of academia, Room 237 is far more entertaining than a traditional look at The Shining‘s crumbling family unit or its place in the horror canon, and often much more interesting, too. Ascher and his interviewees are on a mission to decode The Shining‘s rabbit hole of patterns, objects and reference, all supposedly left by its cryptic director like an impish trail of breadcrumbs.
So, what emerges when every corner of a film is endlessly scrutinized? Not only that, but a film like The Shining. A film defined by its beguiling use of interior space, endless corridors and stream of visual signposts. Jack Torrance went mad trying to take care of The Overlook, and it’s not something lost on the contributing theorists. On the saner end of things, the hotel’s maze-like structure becomes literal when it’s revealed that the film is really ‘all about’ the Greek myth of Theseus and the Minotaur. Clues wrung from the scenery include a wildly interpreted ski poster glimpsed as Danny has an early encounter with the Grady girls, and even a playful visual aside noting the production company (Minotaur) behind early Kubrick film Killer’s Kiss.
Listening to crackpot theorists drone on and on has every right to be an utterly boring, even potentially damaging endeavour. Thankfully Ascher’s film raises as many chuckles as it does eyebrows during the course of its investigation. Beyond a couple of the more acceptable -though still enjoyably tenuous- threads of thought regarding wider themes of genocide, some truly hilarious readings surface. That Stanley Kubrick made 2001: A Space Odyssey as a dry-run for his eventual role as the chief architect of faked footage brought back from the Apollo 11 mission, is worthy of a dry chuckle. But his decision to make The Shining as an incredibly layered confession of his involvement, coding it with a smattering of lunar references for those willing to look? Thankfully, Room 237‘s interviewees are the best kind of conspiracy buffs: unhesitant, unrepentant, and utterly forthright in their convictions, all with a self-acknowledging hint of humour laced through the madness.
Room 237‘s structure works wonders with the interviewees. All of the theories discussed are audio interviews, and Ascher uses this freedom to weave different theories together, creating a heady labyrinth with multiple points of entry and no recognizable ways out. One theory focusing on The Shining‘s extensive use of fades gets cross-referenced with another about Kubrick’s opaque remembrance of the Holocaust, culminating in a moment of perfectly-edited cinematic verisimilitude when Jack Nicholson appears to sport a Hitler moustache. Elsewhere, Stephen King’s well-documented distaste for Kubrick’s adaptation is a moment of supreme levity. Ascher allows himself a great bit of fun as footage of Stephen King wigging out in Creepshow is overlaid with audio of an interviewee recounting the author’s frosty reception of Kubrick’s vision. Room 237 is an incredibly well-constructed essay about the malleability of art seen through the eyes of some very persevering film nuts, and the enthusiasm and humour displayed by both Ascher and his interviewees elevates it high above any pub splutterings.
There are threads to be pulled regarding the nature of artistic legacy and the legitimacy of audience interpretation versus author intent. Room 237 acknowledges this aspect of such intensely obsessive film watching, but knows better than to shift the focus away from the subject at hand. It’s about a very specific film made by a very specific man. Wider issues remain at the edges as each theory passes into the next and we find ourselves drawn further and further into the increasingly blurry centre of a puzzle with no solution. | http://bestforfilm.com/film-reviews/room-237/ |
In Asia, Cambodia has exhibited one of the highest rates of diminishing forest cover due to several drivers of degradation such as unsustainable and illegal logging. While consuming its forest resources not only for local use but for export to Vietnam, China and Laos, woods and timber extraction have been prevalent even in the protected areas. ASSIST together with Bureau Veritas and DEG launched PRO-FOREST – a project that aims to promote sustainable forest management and minimizing further socio-economic and environmental impact, through demonstration of FM concepts, principles and techniques.
The project carried out stakeholder awareness and capacity building events on sustainable FM systems and demonstrated compliance with regulatory requirements as well as preparation for Forest Stewardship Council (FSC)-FM Certification. Local consultants and auditors’ training and gap assessments were launched with learnings showcased during the best practices forum.
As a result of the project’s actions, collaboration with local communities and stakeholders was established. Knowledge transfer was effectively organized and representatives of local communities, experts, and local auditors were trained to implement the FSC certification schemes in Cambodia. In order to ensure project sustainability, forest owners and managers were trained in developing forest management plans while pilot communities were also oriented for the preparation of FSC certification. | https://assistasia.org/project/pro-forest-promoting-sustainable-forest-management-and-minimizing-further-socio-economic-and-environmental-impact/ |
Every single one of our days is filled with communication. We send thousands – if not millions, of verbal and non-verbal communication cues to those in our lives. How we speak and respond ultimately results in the outcomes that we see. Yet, it’s not hard to see that sometimes communication fails to be effective. Miscommunication often causes us frustration and conflict, and we feel powerless to do anything about it.
One place where communication seems to struggle is in the workplace. Whether you are a remote worker or sit at a cubicle among hundreds of coworkers, communication happens – and not all of it effectively.
Miscommunication between coworkers, clients, and executives can leave you feeling frustrated, disappointed at work and with deadlines looming.
How can we change this issue plaguing so many offices and teams? How can we learn to communicate more effectively at work to be happier, more productive, and meet our goals more efficiently?
Knowing the right method to ask for project or task updates can be tricky. In a recent poll on Twitter, we asked followers how they follow up with coworkers or employees and implement their assigned tasks at work.
Overwhelmingly, those surveyed said that they resorted to a “friendly nudge” when seeking updates on time-sensitive work.
Why does a friendly nudge outrank formal emails or action-driven messaging? Perhaps it’s due to relational unknowns that exist in the workplace. Or maybe a lack of productive communication tools makes it hard to communicate needs in a way that is effective yet still friendly and encouraging.
Nobody want’s to be that coworker who builds a reputation for nagging or being harsh. Yet, miscommunication and missed expectations continue to plague companies every day.
Perhaps the solution isn’t to be more communicative, but instead communicating more effectively. With the proper methods and tools at your disposal, you can enhance your workplace communication, avoid unexpected drama, and reach your goals together – faster.
Here are a few ways you can improve your workplace communication:
The best way you can start avoiding miscommunication in the workplace is with a strong culture.
This takes time and requires that you invest in some high-value actions. Begin every print, digital, or in-person communication with the goal of being direct, honest with your employees (colleagues) about any company goals or projects.
With this strategy, you can easily confirm new priorities and end-goals for business tasks – it helps to close gaps between management and employees quickly. Follow up regularly with regular updates so that employees can establish priorities for themselves and have a clear vision of the future.
Good communication is an art form.
The right way of communicating at work is to clearly and openly express your ideas, thoughts, wishes, or issues you are facing with a person who should help you out with it.
Avoid conflicts by finding the best solution for both sides. You can also ask an unbiased third party to help you with situations when you or somebody else cannot communicate effectively because of the emotions involved.
Don’t be afraid to hold frequent meetings – just keep them valuable.
Consistent meetings with your manager and team members can help you build trust and community. They are also critical for checking the progress of assigned tasks, goals, projects, and any problems that surfaced.
Together you can analyze and develop a list of priorities for upcoming periods.
Never underestimate the power of active listening. Listening is essential to improve communication at work and solve problems that might arise in any business.
Back up your words with actions. This way, you will gain respect from management, team members, or employees alike and be able to win trust in their eyes quickly.
There are many project management and task tracking solutions that you can choose from to help boost team communication and synergy.
Another Twitter poll our team ran found that technological solutions can help teams avoid miscommunication more than you might expect:
With the right communication tool, it becomes easier to create work schedules for your employees and see where they stand at any given time. This way, you can easily coordinate and discuss the strategic moves of your company.
Without feedback, you cannot improve your communication or reduce miscommunication. This can be accomplished by implementing a simple feedback system at your workplace.
Employees will know exactly what is expected of them in their daily tasks. It also helps keep team members up-to-date on the current working process and what is going on with assigned projects or assignments.
Giving space for feedback is a great way to build a trusting culture at the workplace. Trust and encouragement are a balm for almost any miscommunication – and perhaps the best preventative measure in your toolkit.
Manage projects & make sure your team is working efficiently. Firmbee mobile app will help you organize and accelerate remote work. | https://firmbee.com/how-to-communicate-at-work-in-order-to-be-more-effective-and-achieve-goals-faster |
Hearings begin in lawsuit to force El Salvador to start mining despite environmental and human rights concerns
Washington, DC—International relief and development organization Oxfam America called on mining company OceanaGold to drop a lawsuit against El Salvador as hearings in the case begin today. The company is suing El Salvador in a foreign tribunal for $301 million for not granting it a mining permit, as the country debates the environmental and human rights impacts of mining.
The International Centre for the Settlement of Investment Disputes (ICSID), part of the World Bank Group, will be hearing the case this week in Washington. Salvadoran government officials have said that the company failed to fulfill three out of five legal requirements for a gold mining project, and that the project posed a risk to the country’s water supply. OceanaGold recently acquired Pacific Rim, which spent millions of dollars in El Salvador lobbying for a new mining law that it wrote and that would eliminate regulatory requirements it couldn’t meet. Having failed to push the law through, OceanaGold bypassed El Salvador’s democratically-elected government and initiated international arbitration to pressure El Salvador to pay for lost exploration costs and future profits.
“OceanaGold is seeking to take decisions about mining regulations and environmental protection out of Salvadorans’ hands and into a foreign tribunal, undermining the sovereignty of El Salvador and their right to decide about how their resources are developed,” said Ivan Morales, Oxfam’s country director in El Salvador. “International mining companies should respect the human rights and the voices of the communities where they operate.”
El Salvador, which is the smallest and most densely populated country in Central America, is already experiencing a clean water crisis, according to the UNDP, with more than 90 percent of the surface water contaminated. Concerned about the risk to water supplies from mining, after a mining site run by another company contaminated the San Sebastian River with toxic levels of cyanide and iron, the democratically-elected government announced in 2012 it would continue the de facto ban on mining. Tensions over mining have resulted in threats, violence and even murders, with three anti-mining activists killed.
Pacific Rim filed a complaint against El Salvador in 2009. In 2012, the ICSID ruled that the case could proceed under El Salvador’s foreign investment laws—laws which have since been amended to prevent international companies from bypassing Salvadoran courts.
"The case threatens the sovereignty and self-determination of peoples,” says Hector Berrios, coordinator of MUFRAS-32, a local organization in Cabañas that is a member of the National Roundtable against Metallic Mining. “The majority of the population has spoken out against this project and gives priority to water. The water crisis will be aggravated even further if the mining company comes, because the operations will use our already scarce resources and pollute the water. For us it is essential to ensure life for present and future generations. The people have already expressed their rejection to the presence of this company in their community.”
Pacific Rim failed to meet three key legal requirements for a mining permit: It failed to get government approval for its Environmental Impact Study (EIS); It did not submit a required feasibility study; and it was not even close to meeting the requirement that it held titles to (or permission to mine in) all the land for which it requested a concession. The lack of land titles also demonstrates that, contrary to the company’s claims, the majority of the local population was not—and is not—supportive of their plans to mine in Cabañas. Pacific Rim had less than 13 percent of the required land holdings.
“The stakes for Salvadorans are high,” says the International Allies Against Mining in El Salvador, a network of organizations supporting communities affected by mining in El Salvador that includes Oxfam. “The legal costs and a potentially negative outcome of the suit could deteriorate the government's capacity to prevent further migrations, curb the chronic insecurity in the country and implement policies for sustainable economic growth. A democratically elected government should not be punished for standing up for the common good.”
The hearing will take place behind closed doors this week, but a decision is not expected until later this year. Today, Oxfam and other international organizations will join Salvadorans and supporters in a protest outside the World Bank. | https://www.oxfamamerica.org/press/mining-company-must-respect-the-people-of-el-salvadors-rights/ |
The Rainy City Roller Dolls are committed to advancing the sport of roller derby by encouraging the athletic development of its members. We envision women’s flat track roller derby as an opportunity to further generate a positive image of strong, independent, capable women in our communities. We are a skater owned and operated organization that offers a welcoming environment for women of all backgrounds to compete in a fun and rowdy sport. We are dedicated to assisting our local community through various volunteer driven projects.
Images of Rainy City Roller Dolls:
No images at this time. | https://wftda.com/wftda-leagues/rainy-city-roller-dolls/ |
The video work Moon (handheld) is inspired by the first human close-up observations of the moon through the optical device of the telescope.
In August 1609 Thomas Harriot observed the moon through a 6-powered telescope near London and created a number of drawings based on his observations. Throughout the same year Galileo Galilei used different powered telescope (3 to 20 powered) to make detailed observations of the moon and made the instrument famous.
In 2009, 400 years later the early discovery is replicated using a simple video camera, the digital image replacing the optical image. | http://thorstenknaub.com/moving-image/moon.html |
Photo credit: Adobe Stock
As we enter 2023, the Year of the Rabbit, according to the Chinese zodiac, I am so pleased that the world is returning to more in-person events, giving us the chance to experience the joy that being together can bring. As we revisit what it means to have meaningful, face-to-face interactions, I reflect on our work at Fund for Shared Insight promoting funder listening and meaningful connections among foundations, nonprofits, and the people and communities at the heart of their work. When philanthropy is responsive to the input and feedback of those most harmed by systemic racism and other structural inequities, we move toward our goal of sharing and shifting power to communities, so that people are better off in ways they define for themselves. While our sector has a long way to go, I am encouraged by the progress Shared Insight has made in the last 12 months, spreading this message, joining with more partners, and continuing to build both commitment and capacity around listening.
When Shared Insight began this work in 2014, we talked about how listening and asking for feedback from the people at the heart of our work is the right thing to do from a moral imperative. Also, how feedback is the smart thing to do – hypothesizing that gaining feedback from people experiencing the programs and services nonprofits deliver and foundations fund will result in better outcomes. And as a funder collaborative, we sought to make listening and feedback the feasible thing to do for both nonprofits and foundations.
“As we revisit what it means to have meaningful, face-to-face interactions, I reflect on our work at Fund for Shared Insight promoting funder listening and meaningful connections among foundations, nonprofits, and the people and communities at the heart of their work.”
The right thing
It is encouraging to see how the social sector is embracing the fact that listening to communities most harmed by the systems we seek to change is the right thing to do. We believe that people closest to the problems have not only the expertise to solve them, but also an inherent right to determine the path forward. The racial reckoning in our country has made this very clear and we can see this lived out in the values, practices, and growing efforts around trust-based philanthropy, community-driven philanthropy, and other participatory processes in philanthropy that are demonstrating that listening is also the smart thing to do.
The smart thing
When we launched Shared Insight, our holy grail questions were: Is there a connection between feedback and outcomes for the individuals who provide it? And, can feedback collected today be a predictor for future outcomes? Now, armed with definitive results from a portfolio of feedback grants, we can finally answer “Yes!” to these questions.
Findings show there is indeed a relationship between feedback and outcomes for individuals served by customer-facing, direct-service organizations. We have evidence that:
- Gathering and responding to high-quality perceptual feedback correlates with better outcomes for individuals; and
- The act of implementing high-quality perceptual feedback loops in and of itself can lead to better outcomes.
We also have a growing body of work from the organizations and consultants who produced these results about their research and experiences studying feedback.
The feasible thing
We know that for foundations and nonprofits to practice high-quality listening and feedback they need tools and resources to do this in equity-centered, non-extractive ways. Through our signature initiative, Listen4Good, we have worked with more than 700 nonprofits across the U.S. to implement high-quality feedback loops with the people they serve. And Listen4Good is about to engage with its largest cohort of participants ever — more than 100 nonprofits that are starting to listen for good this month. We have also partnered with more than 140 foundations in sponsoring those organizations to build their capacity to listen on an ongoing basis. We look forward to seeing Listen4Good continue to flourish as it spins off into an independent entity this year, providing affordable, sustainable capacity building to a growing number of nonprofits.
We also look forward to continuing to work with our Funder Listening Community of Practice, now composed of 12 philanthropy-serving partners that share our goal of challenging and supporting foundations to change practice, share decision-making power over resources, and contribute to lasting and meaningful change. This super group is collaborating to embed the principles and practices of high-quality listening centered in equity into their program offerings for funders in their networks. They are also creating and disseminating tools intended to make funders’ efforts to listen to people and communities more feasible and sustainable. In parallel and complementing efforts, Shared Insight will be sharing additional tools and resources for the field this year, too, including a participatory philanthropy toolkit and more examples of how funders are listening in our ever-evolving Funder Action Menu.
These projects and our work with the funder community of practice reflect Shared Insight’s expanding emphasis on baking into philanthropy the idea that listening and feedback are critical aspects of effective and equitable grantmaking. We know feedback is the right, smart, and feasible thing to do — and Listen4Good’s growing success is just one marker demonstrating that more and more nonprofits around the country agree. Now, we are giving extra attention to accelerating uptake among foundations, providing the case and the tools for grantmakers to adopt high-quality listening practices that ultimately shift and share power.
As we move into the new year, I look forward to hearing from you — maybe even in person — about how you are deepening your efforts to center equity and listen to the people and communities at the heart of your work. Happy 2023!
About the author: Melinda Tuan is managing director of Fund for Shared Insight. | https://fundforsharedinsight.org/viewpoint/listening-for-change-building-on-commitment-and-capacity-in-the-new-year/ |
The new sustainable architecture: The circular economy
For years, in the academic and professional circles of architecture, we have been hearing frequently the words “sustainable architecture”, “sustainability”, “energy efficiency”, etc. At first, they sounded a bit empty, as construction has always been a very traditional world and quite reluctant to changes, which are usually established by building regulations.
Over time, architects and users have become accustomed to these terms that coexist with us on a daily basis. In some cases by obligation, in some others, by specific dedication to integrate them into our projects, even at the risk of increasing the budget or getting a little less elegant designs.
But society is progressing rapidly, and what was recently presented as a leading concept now is a term worn out by its (occasionally) wrong use. The new way of being sustainable is to apply the concept of circular economy, a concept that other sectors are already applying and that we should start considering to build our future.
The circular economy is a new vision oriented towards the development of truly sustainable products and services, so as to optimize the use of resources, facilitate dismantling and reuse and minimize waste. And what does really sustainable mean? It is no longer worth simply recycling or using recycled materials. The basis is to reuse components during all the creation processes, and to redesign with special attention to the dismantling at the end of the products’ life cycle.
For instance, there are examples of easily removable toasters with reusable parts in case of failure, as well as light bulbs. But it is not that simple when we talk about architecture, and that is where the problem lies.
We design the buildings based on our needs today, so that they last until an indefinite day, which can vary between 50 years to a century from now. We design them to be beautiful and efficient in our current context, but in general, we do not think about what will happen to them during their life cycle, nor do we consider if the user will really inhabit them during all that time. We use materials with different life cycles: concrete, steel, wood, etc. In addition, we think that in the future the building can be renovated, but we do not design it expressly to facilitate this process, nor do we know if it will be able to adapt to future needs. And in the event of a demolition, do we consider from the early design how that demolition will be? Will the materials be reused (not recycled)? The general answer is no, and from the point of view of the circular economy, the question is: why not?
Little by little, we reuse more construction materials and we keep to make progress in the modular and prefabricated architecture. But mostly, we continue to design without considering the entire life cycle of the building, nor its adaptability in the future.
The new sustainable architecture goes through design with these guidelines, and get flexible buildings that adapt easily to the needs of their future residents. If the user adapts to the changes, why does not the architecture? | https://blogfundacion.arquia.es/en/2016/09/the-new-sustainable-architecture-the-circular-economy/ |
Does America Have a Capitalist Economic System?
America’s economic system meets the definition of capitalism, but not pure free market capitalism. America has a mixed-market economy. This means it is a hybrid of corporate, state, social, free-market, crony, neoliberal, neocon, mercantile, etc. capitalism. In historical terms, America is more Keynes (social liberal mixed-market) than Smith (classical liberal-libertarian free-market).
Although the underlying theme is most certainly one of capitalism, America’s economic system as a whole is no more free market than Walmart’s relationship with subsidization (see the corporatocracy argument). That said, the specifics of to what degree the US is capitlist or mixed market differ by industry, the current set of laws, the current government, and more.
So, in the same way, America is a hybrid Republic, America also employs a hybrid form of capitalism.
After the Reagan years, you might believe that America employs free-market capitalism, but this is incorrect (Reagan said free-market, but he was a protectionist who favored tariffs, deregulation, and less income taxes; a classically Republican position).
The proper term for America and most other Western Democracies is “a mixed-market economic system,” a form which draws from all the different types of capitalism. It is a form that typically employs theories by those like Smith and Keynes, but rarely overtly Marx.
Economic Schools of Thought: Crash Course Economics #14.
What Makes America’s Economy Capitalist?
America’s economic system is capitalist because it is based on the private ownership of the means of production, and their operation for profit. It is a hybrid form of this because it embraces regulations, taxation, and subsidization to varying degrees and for varying interests.
Any sub-system of the American economy can be discussed using a wide-array of economics terms related to capitalism types, and while this paints a clear picture, it goes beyond the scope of this page. (You can see one take on the types of Capitalism here).
With the above said, the basic concept, that America has a capitalist economic system, becomes obvious when you read the definitions of capitalism and socialism.
- Capitalism: An economic and political system in which a country’s trade and industry are controlled by private owners for profit, rather than by the state. The focus is on maximizing profits (even at the expense of the availability of goods and services).
- Socialism: A social system or theory in which the government owns, controls, and/or regulates the means of production (as factories) and distribution of goods. The focus is on maximizing the production and distribution of goods and services deemed necessary (even at the expense of profits).
NOTE: Just because capitalism focuses on profits and socialism focuses on production doesn’t mean the result of capitalism is more production and of socialism less production. In fact, as I’m sure you can imagine, there is an argument that the output of capitalism is often favorable.
Capitalism and Socialism: Crash Course World History #33. | http://factmyth.com/factoids/america-has-a-capitalist-economic-system/ |
Rare Disease Day 2019: Bridging Health and Social Care
Rare Disease Day is held on the last day of February each year. This year, the CPI joined the worldwide community to raise awareness of rare diseases by holding a public lecture at the John Curtin School of Medical Research.
A rare disease is a life-threatening or chronically debilitating disease or condition which is uncommon in the general population. It is estimated that 6 – 8% of Australians are affected by rare diseases. Worldwide, 6,000 to 8,000 rare diseases have so far been identified. Researchers at the Centre for Personalised immunology, we work on identifying new, rare immune diseases and continue research on diseases already described.
1 in 20 people will live with a rare disease at some point in their life. At the CPI, our researchers are investigating some of these rare diseases, including a range of Immune Deficiency, Autoimmune and Autoinflammatory diseases. Patient organisations in over 80 countries hold events in support of Rare Disease Day to raise awareness about rare diseases and their impact on patients' lives. Australia also recognises this important day with many events occurring in and around this date.
Last week, the CPI hosted a public lecture public lecture which brought together guest speakers from The John Curtin School of Medical Research, the ANU Medical School and the ANU Research School of Population Health, with diverse topics explored over the topic 2019 “bridging health and social care”. Professor Cook, A/Professor Phillips and Dr Bourke will share their work and discoveries focusing on the clinical, care and policy aspects of rare diseases. | https://cpi.org.au/?q=node/216 |
Want to play games all day long and get paid for it? Well, Ubisoft Philippines is looking for full time game testers to join their Testing and Quality Testing Team.
The company posted the job listing on their official Facebook page, saying that they are searching for individuals with keen eye for details, who will be tasked to monitor and report several bugs in their games.
The job isn’t as rosy as it sounds, as quality testers are tasked with hunting game-breaking bugs day in and day out, often repeating a certain part of a video game several hundred times to search for, and reproduce errors in the code.
As mind-numbing as that sounds, game testing is seen as a gateway to game development by many, especially in a company like Ubisoft.
Obviously intersted candidates will need to live and work in Laguna where the company is based at. | https://www.unbox.ph/editorials/ubisoft-philippines-looking-for-game-testers/ |
Juliet Kaarbo joined the Politics and International Relations department in June 2011 as a Senior Lecturer and was promoted to Professor with a Personal Chair in Foreign Policy in 2015. She served as Postgraduate Adviser for Politics & International Relations (2013-2016) and is the founding co-Director of CeSeR.
Julie previously held posts at the Graduate Institute of International Studies in Geneva and the University of Kansas where she served as Director of Faculty Programs in the Office of International Programs, and as Director of Graduate Studies in the Department of Political Science. In 2009, she was awarded a Visiting Scientist Fellowship by the Scientific and Technological Research Council of Turkey. She has received awards for conference papers and for post-graduate mentoring.
In 2018, Julie was named the Distinguished Scholar in Foreign Policy Analysis for the Foreign Policy Analysis section of the International Studies Association.
Julie’s research focuses on political psychology, leadership and decision making, group dynamics, foreign policy analysis, foreign policy roles, and parliamentary political systems. Areas of specialization include German, British, Israeli, Dutch, Japanese, Turkish, and U.S. foreign policy. Her research has appeared in various journals, including International Studies Quarterly, European Journal of International Relations, British Journal of Politics and International Relations, International Studies Review, Political Psychology, Cooperation and Conflict, Foreign Policy Analysis, and Leadership Quarterly. She has co-written multiple versions of two textbooks -- Global Politics and Foreign Policy in Comparative Perspective.
‘A Foreign Policy Perspective on After Victory’, commentary in forum on Ikenberry’s After Victory as Breakthrough research, British Journal of Politics and International Relations (2019).
'Party Politics at the Water’s Edge: Contestation of Military Operations in Europe', with Wolfgang Wagner, Anna Herranz-Surralles & Falk Ostermann European Political Science Review (2018).
‘Personality and International Politics: Insights from Existing Research and Directions for the Future,’ European Review of International Studies (2018).
'Casting for a Sovereign Role: Socialising an Aspirant State in the Scottish Independence Referendum,' with Ryan Beasley, European Journal of International Relations (2018).
'Domestic Role Contestation and Foreign Policy,' with Cristian Cantir, Encyclopedia of Foreign Policy Analysis, Oxford University Press (2018).
‘Prime Minister Leadership Style and the Role of Parliament in Security Policy,’ British Journal of Politics and International Relations (2018).
'Coalition Politics, International Norms, and Foreign Policy: Multiparty Decision-making Dynamics in Comparative Perspective,' International Politics (2017).
'Personality or Role? Comparisons of Turkish Leaders Across Different Institutional Positions,' with Esra Cuhadar, Baris Kesgin, & Binnur Ozkececi-Taner, Political Psychology (2017).
‘Introduction: Coalition Politics and Foreign Policy’ in with Kai Oppermann & Klaus Brummer, European Political Science (2017).
Domestic Role Contestation, Foreign Policy, and International Relations, Editor, with Cristian Cantir Routledge (2016).
'No, Prime Minister: Explaining the House of Commons Vote on Intervention in Syria,' with Daniel Kenealy, European Security (2016).
Personalities of Political World Leaders This project includes a number of research tracks, including research on Turkish leaders, previously funded by the Scientific and Technological Research Council of Turkey. I intend to extend this study to other world leaders, examining how leaders’ personalities change in office. Related to this research, I am co-editing the Oxford Handbook of Political Executives.
National Roles: Contestation & Socialisation This research builds on recent developments in role theory to examine how internal political actors define their state's role in the world and external socialisation. I am currently co-writing a paper on the sovereignty-role nexus in Brexit.
Coalition Cabinets, Political Parties, & Parliaments in Foreign Policy My research continues to examine coalition cabinets and political party disagreements in foreign policy. I am part of a research team doing comparative analyses on parties’ positions on military deployments (see http://deploymentvotewatch.eu). This extends my previous work on historical precedents in parliamentary influence in foreign policy, the role of parliament in Turkish and UK foreign policy, and the importance of prime ministers’ orientations toward parliament and party politics in foreign policy.
Foreign Policy Analysis: Contributions to International Relations Building on my 2015 article on how a foreign policy analysis perspective can inform the domestic and decision making turn in international relations theory, I have co-authored a paper applying this argument to international relations of the Middle East scholarship.
Written testimony submitted to the UK House of Commons Foreign Affairs Committee's Inquiry on Globa Britain, 17 July 2018.
Invited witness for the UK House of Commons Foreign Affairs Committee’s Inquiry on the Foreign Policy Implications of and for a Separate Scotland, London, 15 January 2013.
Invited witness for the Scottish Parliament European and External Relations Committee’s evidence session on ‘The Scottish Government’s Proposals for an Independent Scotland’, Edinburgh, 12 June 2014.
'Foreign Policy Considerations for an Independent Scotland,' Scottish Parliament Staff Development Seminar, 15 April 2014.
'An Independent Scottish Foreign Policy,' in “The Independence Debate with Kirsty Wark,” at the Edinburgh International Book Festival, 13 August 2013.
'As Others See Us: The Striking Similarities between Brexit and Scottish Independence Debates,’ Herald Scotland, 21 June 2016.
'Too small for the big leagues? Foreign policy in an independent Scotland,' on the University of Edinburgh’s Blog Scotland’s Referendum: Informing the Debate, 25 January 2013. | http://www.pol.ed.ac.uk/people/academic_staff/juliet_kaarbo |
Karen Baicker is the Executive Director of the Yale Child Study Center–Scholastic Collaborative for Child & Family Resilience, as well as Publisher for Family and Community Engagement (FACE) at Scholastic. In this blog post, she covers how parents and educators can utilize stories to help kids navigate their world.
Kids are incredibly observant. In a time of so much uncertainty and change, they are asking critical and important questions about their world. How can parents and educators help them address their curiosities, confusions, and concerns in ways that promote understanding and empathy? Stories are powerful resources for helping kids of all ages understand themselves as well as the world around them.
Finding the just-right story can provide more than age-appropriate information. It can help access emotions, prompt discussions, and provoke critical thinking. As seen in the Scholastic Kids & Family Reading Report™, 74% of children agree that reading fiction and nonfiction is a way to help them understand the world, and over half of kids (53%) agree that a book has helped them through a difficult time.
For 100 years, Scholastic has been helping kids, families, and educators navigate the world through story. Today, we are continuing our tradition of meeting parents and teachers where and when they are seeking guidance with @ScholasticBookshelf, a new, first-of-its-kind resource to inspire conversation and open dialogues with children, using stories that enrich their lives well beyond the page. @ScholasticBookshelf is free and accessible to all parents and teachers to help them answer kids’ most pressing life questions through carefully chosen stories.
The Scholastic Bookshelf leverages the power of story to help children broaden their minds, challenge their imaginations, and define their own path. Parents and educators now have access to over 60 beloved Scholastic story excerpts from books and Classroom Magazine articles that can help them navigate a wide range of questions from their children. You will find stories selected to address questions about anxiety, bullying, empathy, teamwork, civil rights, government, and the current, pressing challenges of racism and illness.
By putting high-quality, relevant texts in a child’s hands, you’re taking a big step in helping them address today’s key issues. What you do next is also critical in helping a child use literacy to build resilience. Here are five tips for facilitating conversation and growth through stories, whether with your own children at home, or with students:
- Share the story. No matter how old children are, sharing the experience of the story is always appropriate. You can read the story together, or separately and then discuss.
- Ask open-ended questions that invite children into freewheeling discussion. The point in this context is not to assess recall or reading skills, but to let them access and express emotions. Make sure to encourage them to ask you questions in return.
- The shortest path is not always a straight line. In fact, the power of story often comes precisely from its side-step of an issue that’s otherwise too raw for children to discuss directly. Talking about characters who’ve experienced similar emotions under different circumstances is frequently the best way to get to the heart of a matter.
- Read on. Reading is the ultimate rabbit hole! Ask children, what’s next? The Scholastic Bookshelf provides opportunities to keep reading and learning through more magazine articles and stories.
- Stories are just a starting point. For social emotional and mental health topics, you may also want to tap professional resources such as mental health professionals, community organizations, and counseling groups for support.
Stories are a powerful way to help kids learn about the world and themselves, and the conversations that follow are key in helping kids foster the resilience needed to succeed in learning and in life. Especially in a time when we are all facing uncertainty, inviting stories into our lives can help us find meaning, comfort, and understanding. | https://edublog.scholastic.com/post/5-steps-using-stories-help-kids-navigate-their-world |
Can You Stay Or Can You Go? Considerations In New Jersey Related To Relocating With Children
The decision of a custodial parent to relocate implicates several important legal issues. This article is a general overview of some of those issues. The effect of a proposed move on the life of the child, as well as his or her relationship with the non-custodial parent are compelling concerns. In turn, the personal autonomy of the custodial parent, and his or her ability to pursue opportunities risks being subordinated to the proposed relocation. In general, the factors weighed by New Jersey Courts in reconciling contested relocations include:
• The good faith reasons given for the relocation;
• The underlying reasons given for opposing the relocation;
• The specific circumstances of the case and the extent to which they speak to the motivation of each parent in requesting or opposing the relocation;
• The potential benefits to the child resulting from the relocation (educational, social, psychological, health, etc.);
• Unique requirements of the child that would be accommodated by the relocation;
• The ability to maintain a meaningful relationship between the child and non-custodial parent either through the development of a parenting time schedule or alternate means of communication (telephone contact, email, etc.);
• The willingness of the custodial parent to support the relationship between the child and non-custodial parent after relocating;
• The extent to which the relocation will inhibit or enhance the relationship between the child and extended family;
• The ability of the non-custodial parent to relocate and/or maintain the parenting time he or she enjoyed with the child prior to the proposed relocation;
• The current/immediately ensuing grade of the child in school (if the child is a senior of close to graduation then relocation is not preferable);
• The preference of the child if he or she is of appropriate age to warrant consideration; and
• Any other factors relevant to the best interests of the child.
An ultimate determination under these factors is based on the court’s weighing of the factors against the totality of the circumstances of a given case.
Relocation contests are typically resolved by a plenary hearing. However, the holding of a plenary hearing is not an absolute rule. Some applications and may be decided without a trial when the proposed move supported by the evidence already on record, such as in court pleadings where there are no contested issues of material fact. Regardless of the means by which a court decides on a proposed relocation, due consideration is given to each of the above factors. In cases involving plenary hearings, experts (either appointed by the court or privately hired by the parties) likely will interview both the child and parents. They will consider the impact of the proposed relocation on the child. If necessary, a court will appoint additional professionals to safeguard the rights of the child, whether in the form of a Guardian Ad Litem or law guardian.
An exception to the application of the above factors occurs when the timing of a proposed relocation comes simultaneously with an initial a custody determination, or, in some cases, proximate thereto. When a proposed relocation outside of New Jersey is made with an initial determination of custody (e.g., at the time of divorce), then the court weighs the proposed relocation as a part of its decision in awarding which parent has primary physical custody of the child or children. When an application to relocate is made shortly after the initial custody determination, the court has the ability to revisit the issue of custody if it deems appropriate to do so. The end result being that a higher burden is imposed on the parent seeking the relocation either upon the initial custody determination or, potentially, soon thereafter.
It is important to note that this applies to proposed relocations outside of New Jersey. Accordingly, a custodial parent generally has the ability to relocate within the state even if the move is opposed by the non-custodial parent. For example, a custodial parent may wish to relocate with children from Northern New Jersey to Long Island. This proposed relocation would trigger the balancing test and consideration of the above factors. However, should the proposed relocation be to Southern New Jersey (or a destination within the state significantly farther than the latter to New York), there is no such inquiry to be conducted when the crossing of state lines is involved.
The same issues can impact a family when a custodial parent wishes to relocate either within New Jersey or to another state. A proactive way to address this issue is to include provisions in agreements between parents regarding each parent’s expectations as to where the child or children will reside. The inclusion of issues related to relocation benefits all parties by defining their rights prior to problems that may arise.
Relocating with a child can be a complex undertaking, and this article offers only a general review of some related issues. Consulting with an experienced family law attorney with knowledge of relocation issues should be done to gain an understanding of the specific issues related to a particular case. | http://riker.com/publications/considerations-in-new-jersey-related-to-relocating-with-children |
The UK’s highest court has issued judgement in the long-awaited patent infringement case between Regeneron Pharmaceuticals Inc and Kymab Ltd, finding Regeneron’s patents to be invalid on grounds of insufficiency.
The majority decision was passed on 24th June 2020 and comes after a seven-year-long litigation between the biotechnology companies, which began when Regeneron alleged patent infringement against Kymab back in 2013.
Powell Gilbert LLP acted for the appellant (Kymab) and Kirkland & Ellis for the respondent (Regeneron).
In 2001, Regeneron filed two patents (EP(UK) 1 360 287 and EP(UK) 2 264 163) to protect an invention relating to genetically-modified mice. The mice were the product of a groundbreaking technique used to grow human antibodies within mice that could aid in treating human disease.
Kymab, a UK-based company, subsequently began creating mice with a similar genetic structure to Regeneron’s mice. When Regeneron brought proceedings against Kymab for patent infringement in 2013, Kymab counter-sued, arguing Regeneron’s patents failed on grounds of sufficiency.
In patent law, sufficiency is a prerequisite that must be satisfied for a patent to be valid. Under the Patent Act 1977, the patent claims will be sufficient if they explain how the invention works in enough detail to enable ‘a person skilled in the art’ to perform the invention. A patent can be revoked if the patentee fails to do this.
The matter was first heard in the High Court in February 2016, where Mr Justice Heney Carr agreed with Kymab that the claims were insufficient. His reasoning was that someone would not have been able to make Regeneron’s current mouse from the example given in the patent specification. This was because the specification only explained the process for inserting SOME human material into a mouse, whereas the invention in question required the FULL human genetic material to be inserted, a process which had not been invented until 2011.
Regeneron then appealed to Court of Appeal, who overturned the decision of the High Court. Whilst the Court of Appeal agreed with the High Court (that the current invention would not have worked if someone had tried to make it based on what was disclosed in the specification), they said the patents were valid as the invention related to a ‘principle of general application’. This meant that because the general idea behind the invention could be used to make other variations of the mice, it was not necessary to explain exactly how each future variant would be made. The Court also said it would not be fair to limit the monopoly only to the types of mice that could be made at the filing date.
Kymab then appealed to the Supreme Court. In a majority judgement, the Court upheld the appeal. They agreed with the original decision of the High Court and held the patents to be invalid. They also found the Court of Appeal’s approach to be inconsistent with UK and European Patent (EPO) law. The Court gave several reasons for their verdict:
Lady Black was the only dissenting judge. She first stated the question of sufficiency will depend on the nature of the invention in question and the facts of the case.
She also agreed with the Court of Appeal’s application that the claim related to a ‘principle of general application’ as every mouse will ‘use the invention’, irrespective of the amount of human material incorporated.
This judgement reiterates the importance of ensuring every product in a range of products is described in enough detail on the patent specification. Making broad claims for inventions that cannot be described in sufficient detail (for example, if the science behind them is not fully developed yet) run the risk of being revoked due to invalidity. | https://thestudentlawyer.com/2020/07/09/regeneron-pharmaceuticals-inc-respondent-v-kymab-ltd-appellant/ |
The Ryan Budget: Voodoo Economics Redux
On Tuesday morning, Republican Representative Paul Ryan released a budget plan that would slash spending over the next few decades with no increase in taxes and very limited cuts to defense programs. It’s like a stool with only one leg. It will not stand.
On Tuesday morning, Republican Representative Paul Ryan released a budget plan that would slash spending over the next few decades with no increase in taxes and very limited cuts to defense programs. It’s like a stool with only one leg. It will not stand.
Although it’s a wobbly stool—in both political and in policy terms—it will have a big impact on the debate. David Brooks calls it “a moment of truth,” noting that despite a presidential commission that has issued a bold plan for getting our fiscal house in order, the President failed to endorse its work.
How should the President and other progressives respond? For starters, progressives should be unabashed in labeling the Ryan plan for what it is: an ideological manifesto for a Tea-Party-dominated Republican Party.
Here’s what the progressive rebuttal should be in a nutshell: 1) point out that voodoo economics is back in full gear; 2) start talking about tax reform and its potential to produce a fairer, simpler, and more pro-growth system that has the added advantage of plugging a big hole in the budget; 3) instead of worrying about protections for the elderly, many of whom are quite affluent, remind people that, whether young or old, wealthy Americans have made out like bandits in recent decades and that it’s time to do something for working families of modest means; 4) rethink America’s defense posture and whether we can continue to be the world’s policeman, and 5) be open to some reforms to Medicare and Medicaid but only if they’re combined with additional revenues and a more streamlined military.
Voodoo Economics. The economic projections in the plan are straight out of Alice in Wonderland. Big cuts in spending produce an unemployment rate of 2.8 percent. Wow. The Mad Hatter has joined the Tea Party. No mainstream economist can do anything other than laugh at the audacity of the claims.
Tax Reform. Tax reform is badly needed, and Ryan’s plan recognizes its productivity-enhancing effects, but devotes all of the proceeds from eliminating a host of deductions to reducing tax rates to 25 percent on both individuals and businesses. If we kept tax rates at current levels, or even reduced them a bit, we would be able to plug a big chunk of the deficit hole. A liberal competitor to Ryan’s plan would eliminate half of current deductions, producing about $5 trillion in new revenues over the next ten years. It would also allow the Bush tax cuts for all but the lowest-income households to expire, producing another $4 trillion or so. The two combined could, by themselves, solve the near-term problem. But this stool would also be a bit wobbly and unbalanced. It would affect the middle class, not just the rich, and thus would face a storm of protests from a wide swath of the public.
Fairness. What Ryan has done is politically risky and some Democrats are undoubtedly salivating over the prospects of defending Medicare and Medicaid from the kind of deep cuts that Ryan’s plan entails. And while Ryan ducked getting specific about Social Security, he insisted that it’s broke and called on the President to come up with a plan to make it solvent. Given the overwhelming political popularity of Medicare and Social Security, one option is to simply play this for everything it’s worth in political terms. Even supporters of the Tea Party have been known to complain that a government takeover of health care would be unwise because it would involve “messing with” their Medicare.
My own view is that these programs are a big part of the problem and that they can be reformed in ways that protect vulnerable groups and make them fiscally sustainable over the long run. As I have argued elsewhere, if they aren’t reformed, it is working-age families and their children who will be hurt. So rather than focus just on protecting Medicare and Social Security, progressives should instead keep emphasizing the distributional implications of the entire Republican package, including cuts in Food Stamps and other safety net programs. According to a new analysis from the Center for Budget and Policy Priorities, two-thirds of the cuts in Chairman Ryan’s plan would fall on lower-income families, while the wealthy would clearly benefit from lower taxes. Yet 90 percent of the gains in income since the 1970s have gone to the top 10 percent of the population.
The Military. Another option is to cut defense. The Ryan proposal endorses Defense Secretary Gates’s effort to cut $178 billion over 10 years and reinvest $100 billion in new capabilities. That makes for a savings of $78 billion over 10 years, which is not a lot of belt tightening. Terminating operations in Iraq and Afghanistan and making a 10 percent cut in the Pentagon’s core budget would, by contrast, save something like a $1 trillion over a decade. Given that our defense budget is more than four times that of China’s and represents 40 percent of all military spending in today’s world, how can we ask taxpayers to tighten their own belts when the defense establishment gets a virtual pass? We need an adequate defense, but all parts of government need to contribute to fiscal restraint.
Medicare and Medicaid. In the end, we are going to have to limit the growth of spending on public health-care programs, although not as drastically as Ryan proposes. Rapidly rising health-care costs along with the aging of the population are the root cause of an exploding level of debt over the next few decades. The Ryan plan attempts to solve the problem in two ways: First, by subsidizing the purchase of health insurance instead of paying directly for care in the open-ended, fee-for service Medicare system; and second, by block-granting Medicaid to the states.
Together these two provisions would sharply reduce spending on Medicare and Medicaid. Critics of the proposal complain that it will leave some low-income and elderly Americans without affordable health care. That’s clearly a risk. However, if premium subsidies are structured in a way to provide adequate health insurance to vulnerable groups, they need not be adversely affected. To be sure, more affluent seniors would have to pay more out of pocket. We should keep in mind that the Affordable Care Act already calls for a slower rate of growth in Medicare after 2015 and empowers an independent advisory group to recommend changes that would accomplish a rate of growth similar to what Ryan is proposing. Everyone realizes that slower growth in health-care costs is essential to sustain the system over the longer run, and all the evidence points to our getting very poor value for our health-care dollar. Spending on health care does not necessarily lead to better health as dozens of other advanced countries have shown. Finally, by capping the growth rates for these programs, the system would be forced to find more efficient ways of delivering care, and some resources would be freed up for investments in education, research, and infrastructure, and for helping lower-income families and their children join the middle class.
Unfortunately any hope that Ryan would rise above party politics and seek compromise with Democrats or even the moderates in his own party has been dashed by this proposal. At bottom, his plan is an ideological platform for the 2012 campaign—a Tea Party manifesto clothed in some nice rhetoric and sprinkled with a few good ideas.
Isabel Sawhill is the director of the Budgeting for National Priorities project at the Brookings Institution, where she also co-directs the Center on Children and Families.
Isabel Sawhillis the director of the Budgeting for National Priorities project at the Brookings Institution, where she also co-directs the Center on Children and Families.
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ISA offers course level recommendations in an effort to facilitate the determination of course levels by credential evaluators.We advice each institution to have their own credentials evaluator make the final decision regrading course levels.
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Credit Points18
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Recommended U.S. Semester Credits3 - 4
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Recommended U.S. Quarter Units4 - 6
Hours & Credits
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Overview
Programming in Java to solve real-world problems; abstract data types; lists, stacks, and trees; algorithm design.
This paper builds on and extends the knowledge students gained of programming and the Java language in COMP 160. More advanced programming ideas, such as recursion and abstract data type design, are introduced, as well as their implementations in Java. A variety of different data structures are discussed together with the algorithms to query and modify them. Theoretical and practical analyses of efficiency are used throughout the paper.
Teaching Arrangements
There are two labs and two lectures per week.
Course Structure
This paper follows on from COMP 160. Its major aims are:
- To reinforce the abstract data type concept introduced in COMP 160 and to explain some of the most useful abstract data types
- To explain some important data structures with which to implement these abstract data types
- To introduce design and analysis techniques for algorithms
- To give practice in writing medium-scale Java programs (testing, de-bugging, run-time and storage analysis from both a theoretical and a practical viewpoint)
- To encourage good practice in all aspects of programming
Assessment:
- Assignment 10%
- Practical Tests 5% and 10%
- Assessed Labs 15%
- Final Exam 60%
Learning Outcomes
Students will:
- Understand the nature of algorithms and how to analyse their efficiency
- Understand random number generators and how to make use of them
- Have an appreciation for abstract data types (ADTs) and a knowledge of the ADTs most commonly used in software development (eg stacks, queues, lists, sets, priority queues and equivalence relations)
- Have an understanding of the most common data structures used to represent ADTs (eg arrays, linked lists, binary search trees) and the algorithms that operate on them
- Understand the structure of graphs and networks and some of the algorithms that apply to them
- Have an increased proficiency in Java programming
Textbooks
Java Foundations: Introduction to program design & data structures, second edition, by Lewis, DePasquale and Chase.
Course Disclaimer
Courses and course hours of instruction are subject to change.
Eligibility for courses may be subject to a placement exam and/or pre-requisites.
Some courses may require additional fees.
Credits earned vary according to the policies of the students' home institutions. According to ISA policy and possible visa requirements, students must maintain full-time enrollment status, as determined by their home institutions, for the duration of the program.
Please reference fall and spring course lists as not all courses are taught during both semesters.
Availability of courses is based on enrollment numbers. All students should seek pre-approval for alternate courses in the event of last minute class cancellations
Please note that some courses with locals have recommended prerequisite courses. It is the student's responsibility to consult any recommended prerequisites prior to enrolling in their course. | https://studiesabroad.com/destinations/pacific/new-zealand/dunedin/natural-sciences-exercise-science-social-sciences--liberal-arts/idns3120/programming-and-problem-solving-423836 |
The Spine is used throughout the NHS and supported 24 hours a day, days a year While there has been no definitive analysis of the failings of the Programme, consensus opinion supports the following conclusions 6, 7, 8, 9: From the outset, the Programme lacked clinical engagement. The focus was placed upon technology and not service change, and minimal attention was given to the adaptive elements of massive IT installations.
A primer for surgeons Blockchain technology in health care: A primer for surgeons By Alexander W. Peters, MDBrian M.
TillJohn G. What is blockchain technology? In the wake of the financial crisis, an anonymous individual or group of individuals, using the pseudonym Satoshi Nakamoto, published a white paper proposing a peer-to-peer electronic payment system.
By stringing together each of these receipts in a chain—a blockchain—a user could create a comprehensive history of every transaction involving a given unit of digital currency, something that is impossible with paper- and coin-based currencies. Nakamoto proposed that these blockchains, rather than being stored in a single, central repository, should be Technology and health care paper to multiple locations, thus making blockchain theft or alteration impossible.
Each node, or computer system involved in supporting the blockchain network, holds its own identical copy of the blockchain, in what is known as a shared ledger.
This distributed ledger offers a number of advantages over centralized banking systems: Centralized financial ledgers are subject to fraud and misuse, as evidenced by a range of recent financial scandals.
In the current paradigm, centralized ledgers offer rich targets for hackers, who regularly attack such IT systems, costing the global economy hundreds of billions of dollars each year. Because each member of the network, or node, holds an identical copy of the shared ledger, efforts to hack or change the ledger will be rejected by the broader network.
As a result of this cumulative process, the historical record contained on a blockchain is immutable, meaning it cannot be changed. The data that exist in the blockchain are anonymous and encrypted, making the information of little value for coercion, extortion, or corporate espionage.
While Bitcoin is among the most widely known examples of blockchain technology, there is an increased focus on the use of this platform beyond secure financial transactions, and investment in blockchain technology is rising.
EHRs lack interoperability and are exceedingly costly. Because EHRs are unable to effectively communicate with each other, physicians and surgeons often treat acutely ill patients without access to medical histories, current medications, and prior imaging studies that could influence patient care.
A health care data supply chain could revolutionize the next generation of scientific research. Surgical and medical research today is encumbered by the difficulty of building large datasets across existing silos of patient data. Moreover, the power of these data will be amplified in coming years if the troves of genetic data from public online sources and phenotypic data from wearable devices can be effectively incorporated into the EHC.
Blockchain technology also stands to improve the security of health care delivery. Establishing such a system would also increase the safety of drug and device supply chains.
Counterfeit drugs are understood to pose both a public health threat and a significant cost to the pharmaceutical industry, costing the Eurozone 10 billion Euros per year. More than one-third of the U. Health care providers would need encrypted keys to request information from patients, and patients could, in turn, select who has access to their medical records and when.
Patients could potentially preauthorize information sharing with legitimate providers in unforeseen emergencies without actually pre-sharing that data, and choose to which, if any, research entities to lend their data. Patients could choose when and to whom to authorize access to their medical records Similarly, institutions see Figure 3 could choose to share de-identified institutional-level data with the following: Preventative Services Task Force, to improve public health outcomes; research collaborators, to drive innovation and discovery; and with other organizations that seek to drive quality improvement.
Patients control their own data, while institutions control institutional-level data.
Each party involved could give encrypted access keys to providers, researchers, or any other parties they choose, providing a range of access—from minimal amounts of de-identified data to individual-level full-chain access—that can be revoked at any time see Figure 4.
The EHC could be patient-controlled data and institutional-level data, each with encrypted access keys for selected sharing and access levels—from minimal level de-identified data to individual full chain access. Every interaction is time-stamped and immutably appended to the chain, adding to its intrinsic security.
What needs to be done to build the health care blockchain? Significant challenges and limitations to implementing health care blockchains remain. These challenges are most pronounced with regard to EHR.
To achieve a universal EHR blockchain, the following must occur: To achieve interoperability, it is imperative that health data generation and storage become standardized. Only then will the health care industry achieve meaningful interoperability, allowing for industry-wide development and scalability.View Essay - HCS Week 3 Individual Assignment Technology and Health Care Paper from HCS at University of Phoenix.
HCA/ Read Me First Read Me First HCA/ Weeks One and. 1 Technology, Health and Health Care Introduction Technology is a crucial ingredient of health care. Indeed, all health care consists of either human interaction, the.
Technology Plays Key Role in Health Care Reform. But will technology cause us to sacrifice our privacy? An electronic medical record is a digital and portable version of the current paper file.
Health & Personal Care at srmvision.com At the srmvision.com Health and Personal Care store, we've got nutrition and wellness covered with vitamins, supplements, herbal remedies and more to help you manage and lose weight, gain muscle, or just keep your body healthy.
Bulletin of the World Health Organization | November , 82 (11) Abstract This paper explores the debate and initiatives concerning the use of information technology (IT) in primary health care in. End-of-life health care spending. In the United States, one-quarter of Medicare spending occurs in the last 12 months of life, which is commonly seen as evidence of waste. | https://luvadorifawogeco.srmvision.com/technology-and-health-care-paper-6413ud.html |
Quebec Bridge Size report
The Quebec Bridge is one of the most famous bridges in Canada. Due to its tragic fate, the Canadian and American Society of Civil Engineers declared Quebec Bridge a Historic Monument in 1987. It was awarded the title of National Historic Site of Canada in 1996.
The Quebec Bridge was once the longest cantilever bridge in the world. However, what made the Quebec Bridge famous in the world was not its size but its construction history. The project failed twice during construction in 1907 and 1916, killing more than 100 people and injuring many more. It took more than 30 years to build and finally opened in 1919.
Before the bridge, the St. Lawrence River was Quebec's main traffic route in summer, but in winter, the river was completely frozen before it could reopen; therefore, as early as the 1850s, residents showed a high desire to build the bridge.
Description of the Quebec Bridge Size
The Quebec Bridge is a road, rail, and pedestrian bridge spanning the lower St. Lawrence River between Sainte-Foy and Lévis in Quebec, Canada. The current Quebec bridge is new, but it is so historical that it looks like some work is still going on. Take Highway 20 from Montreal to Quebec City; you can see the rusted Quebec Bridge when you close the city, which spans the turbulent St. Lawrence River and stands next to the new bridge Pierre Laporte. Many people know the story of the construction of the Quebec Bridge, and more people wonder if it will collapse for the third time like the legendary curse of the Indians. The bridge shares three highway lanes, two rail tracks, and a pedestrian walkway.
Dimensions of the Current Quebec Bridge
The current Quebec Bridge is a riveted steel truss structure, measuring 987 meters (3,238 feet) long, 29 meters (95 feet) wide, and 104 meters (341 feet) high. Its 177 meters (581 feet) cantilever supports the 195 meters (640 feet) long middle section to form the main span of 549 meters (1,801 feet); the bridge still holds the world's first cantilever bridge span record.
|Quick Facts||Size|
|Total Length||987 m (3,238 ft)|
|Width||29 m (95 ft)|
|Height||104 m (341 ft)|
|Longest Span||549 m (1,801 ft)|
|Clearance Below||46 m (151 ft)|
History of the Quebec Bridge
In 1904, the Quebec government decided to build a bridge and hired Teodoro Cooper, one of the most famous American bridge designers. The bridge's original design was 760 meters long and 82 meters high. Still, for the "reputation" and "creativity" of his achievements, he deliberately extended the length and height of the bridge but did not make corresponding adjustments for these changes in size. Cooper also accelerated the construction progress and finally completed it in only three years. However, on February 12, 1908, the bridge collapsed suddenly; nearly 20,000 tons of steel bars crushed the bridge, 86 people, and the crisscrossing steel crashed into the St. Lawrence River.
The Second Collapse
After the first accident, the government restarted the construction of the bridge in 1913; but unfortunately, the tragedy happened again. In September 1916, the middle section of the bridge fell again into the St. Lawrence River when one of the anchoring support members broke while the cantilever was being installed, killing 13 workers. In 1917, after two tragic tragedies, the Quebec Bridge was finally completed and opened to traffic.
Final Words
In 1922, shortly after the completion of the Quebec Bridge, Canada's seven engineering colleges (later "The Corporation of the Seven Wardens") paid for all the wreckage that collapsed during the construction of the bridge and decided to make these steel into a Rings, given to students graduating from the engineering department each year. However, the steel could not be made into rings due to the limitations of technology. So these colleges had to use other steel instead. The rings are designed in the shape of twisted steel bars to commemorate both tragedies. It became known as the Iron Ring in the engineering world. | https://knowsize.com/quebec-bridge-size/article |
Apologetics Press - Was Jesus Misquoted?
Jesus is under attack like never before. While criticism of the Faith is nothing new, there is an increase in the public exposure of Christianity’s detractors. From documentaries on the small screen to blockbuster movies on the silver screen, critics are pursuing all media venues to preach a message of distrust—and even hate. The members of the new atheism have lambasted the Christian Faith in bestselling books, describing the faithful as simple-minded, anti-scientific, and even dangerous. For Christianity’s critics, the spiritual forecast looks bright for a brisk trade in fear.
Not all of the enemies of the Faith come from a secularist perspective. While plenty come from a scientific background, one of the newest cast members is a former minister and purported biblical scholar. Bart Ehrman, professor of religion at the University of North Carolina at Chapel Hill, is one of the foremost scholars in the country in the area of textual criticism, the art and science of evaluating ancient manuscripts. Trained at Princeton Theological Seminary under Bruce Metzger, a theological conservative and one of the greatest text critics of the 20th century, Ehrman abandoned his former fundamentalist roots and has penned several books questioning the Bible.
Not only do we not have the originals, we don’t have the first copies of the originals, we don’t even have the copies of the copies of the originals, or copies of the copies of the copies of the originals. What we have are copies made later—much later.... And these copies all differ from one another, in many thousands of places.... These copies differ from one another in so many places that we don’t even know how many differences there are (2005, p. 10).
It is amazing that a book about textual criticism made it onto the New York Times bestseller list, but there is one major difference that makes its popularity unsurprising. The very fact that it attempts to discredit the Bible is a major selling point. Members of the modern militant variety of atheism have used Ehrman’s book as a rallying point. Christopher Hitchens lists Misquoting Jesus as essential reading in the book God is Not Great: How Religion Poisons Everything (2007). Sam Harris, another of the new atheists, lists Ehrman’s work on his Web site as recommended reading.
Ehrman’s basic approach is one of despair. He asserts the original text is irrecoverable and virtually unknowable. According to Ehrman, the text was written long after the events they purport to record, by “orthodox” scribes who intentionally altered the text itself. He describes this secretive alteration of the text as something akin to a conspiracy. These alterations changed the face of Christianity as we know it. He says, “It would be wrong...to say—as people sometimes do—that the changes in our text have no real bearing on what the texts mean or on the theological conclusions that one draws from them.... In some instances, the very meaning of the text is at stake, depending upon how one resolves a textual problem” (p. 208).
In short, the Christian Faith practiced by millions today is unlike that practiced in the first century. Not only is it different, it is inaccessible because agenda-driven scribes have corrupted the very documents that serve as a window to the early church. Short of the invention of time travel, no one can know precisely how early Christianity was practiced—according to Ehrman.
According to scholars and critics like Ehrman, the New Testament documents were transmitted in poor fashion. In one of the greatest hoaxes in textual criticism, liberal scholars like Ehrman perpetuate the misconception that the transmission of the biblical text is like a game of “broken telephone” or “Chinese whispers.” According to the rules of the game, a line of people take turns whispering a phrase into the ear of the next person in line. They must whisper it so softly that the person on the other side of their neighbor cannot hear it, and they are not allowed to repeat themselves. When the message gets to the end of the line, it is usually nonsensical and garbled beyond recognition, much to the delight of the participants.
The “broken telephone” analogy is a popular one, but woefully incorrect. Distorting the message to the point of incomprehensibility is the point of the game. That was not the point of the biblical scribes who copied what they believed to be the very Word of God. It is a well-known fact that Old Testament scribes copied the text with a level of fidelity nearly inconceivable by moderns. Scribes developed a highly sophisticated method of counting words, letters, the middle word of a book along with its middle letter, and everything else imaginable to ensure that the copy of the text was a perfect reproduction of the original manuscript. For that reason, the vast number of copyist errors in the Old Testament manuscripts consists of nothing more than a single letter, usually one that looks similar to another in the Hebrew alphabet. Using rules of textual criticism, scholars are able to classify and correct the error quite easily.
While the Old Testament scribes were quite sophisticated in their efforts, what about the scribes who copied the New Testament documents? Unfortunately, New Testament scribes were not always as faithful as their Jewish counterparts. But this hardly means that their work is suspect. Let us return to the broken telephone analogy. Scribes copying the documents were not copying for an audience of one. Their work could be checked and verified by many others who read the copies, or heard them read aloud in the first churches. Furthermore, they were under no rules that limited their ability to communicate their message or forbade them from correcting anyone else. The sheer gravity of copying the words of the apostolic writers, not to mention those of Christ Himself, would have involved the entire Christian community.
To his discredit, Ehrman uses the broken telephone argument when he surely knows better. Trained at Princeton Seminary, a premiere school for New Testament studies, Ehrman knows that scribes did not transmit the biblical documents in this manner. While scribes in the New Testament world did not have the same checks and balances used by Jewish scribes, it does not mean that their efforts were slack or their standards lax. Copying the biblical documents was not for an audience of one, but for the entire Christian community. Others would have been able to check the documents and note any errors that the scribes might have made.
Come now, you who would indulge a better curiosity, if you would apply it to the business of your salvation, run over to the apostolic churches, in which the very thrones of the apostles are still pre-eminent in their places, in which their own authentic writings are read, uttering the voice and representing the face of each of them severally (De Praescriptione Haereticorum 36.1).
As New Testament scholars Darrell Bock and Daniel Wallace point out, “What is at issue here is the meaning of ‘authentic’ writings. If this refers to the original documents, as the word in Latin (authenticae) normally does, then Tertullian is saying that several of the original New Testament books still existed in his day, well over a century after the time of their writing” (2007, p. 45, italics in orig.). Tertullian specifically references Paul’s letters to the churches at Corinth, Philippi, Thessalonica, Ephesus, and Rome. Although this point is not entirely certain, it is an interesting thought. Tertullian’s statement provides evidence of a concern for preserving the manuscripts accurately. Given human fascination with historical relics and our interest in preserving them, it is possible that the early churches would have mirrored Tertullian’s concerns, preserving the letters written by the apostles themselves.
have an exceptionally strong agreement. And they are among the most accurate manuscripts that exist today. P75 is about 125 years older than B, yet it is not an ancestor of B. Instead, B was copied from an earlier ancestor of P75.... The combination of these two manuscripts in a particular reading must surely go back to the very beginning of the second century (2007, p. 47).
The state of the New Testament text is much better than the situation of despair found in Misquoting Jesus. As a world-class text critic, Ehrman must be fully aware of this material, yet chooses not to cite any of it in his work. In fact, he rarely cites scholars who disagree with him, leaving the inaccurate impression that he represents a vast majority of scholars who hold the same viewpoint. This borders on academic dishonesty.
That Ehrman knows the ancient scribes were conscientious about serving as custodians of the textual tradition is revealed in admissions throughout the text of Misquoting Jesus. He says, “Far and away, the most changes are the result of mistakes, pure and simple—slips of the pen, accidental omissions, inadvertent additions, misspelled words, blunders of one sort or another” (p. 55). The truth finally comes out that the massive majority of errors in the New Testament manuscripts are the result of a copyist’s error, not a deliberate alteration. What Ehrman downplays is that textual critics are well-schooled in how to detect and qualify copyists’ mistakes. By referring to the 400,000 errors in the manuscripts, Ehrman is leaving a false impression with his readership. Some of the errors are easily correctable, and others are downright absurd. As Bock and Wallace explain, “What exactly constitutes a textual variant? Any place among the manuscripts in which there is variation in wording, including word order, omission or addition of words, and even spelling differences is a textual variant. Thus, the most trivial alterations count as variants” (p. 54).
The scribes—whether non-professional scribes in the early centuries or professional scribes of the Middle Ages—were intent on conserving the textual tradition they were passing on. Their ultimate concern was not to modify the tradition, but to preserve it for themselves and for those who would follow them. Most scribes, no doubt, tried to do a faithful job in making sure that the text they reproduced was the same text they inherited (p. 177).
Indeed, scribes in the ancient world were expected to copy texts faithfully, despite Ehrman’s assertions that they deliberately altered the New Testament documents. His understanding of ancient scribal custom is made clear by his inclusion of a humorous story about a scribe who deliberately modified the wording of a passage in a copy of the Bible (Codex Vaticanus). A later scribe came along and changed the word back to its original reading, adding the marginal note: “Fool and knave! Leave the old reading, don’t change it!” (p. 56).
A weakness of Ehrman’s argument is that, while he argues that scribes deliberately altered the text, one must ask how he knows it was altered; the charge presupposes that the original reading is still accessible in some way. One cannot argue that the words of Jesus or the teaching of Paul has been changed if one does not know what they actually said, which Ehrman repeatedly confesses. Rather, the very fact that scholars know that the text was altered on occasion means that they have a good idea of what the original reading was. This makes Ehrman’s arguments relatively inconsequential, since he depends upon later examples of change to make his points.
The criticism of Misquoting Jesus has come fast and furious. In the age of the Internet, substantial criticisms of the work have appeared en masse. Not only do Ehrman’s ideas fail to convince those who have studied the issue, New Testament scholars have posted devastating critiques of his work on-line in venues ranging from academic blogs to seminary Web sites. Academic heavyweights such as Darrell Bock, Craig Blomberg, and Craig Evans have all provided measured criticism of Ehrman’s work, although he appears to have paid little attention. Indeed, Ehrman fuels the controversy when interviewed, choosing to rehash the same arguments each time when they have been answered by other scholars in a variety of media venues. In interviews, Ehrman generally tends to overplay the nature of the manuscript errors and attributes much more importance to them than is warranted.
Ehrman’s book Orthodox Corruption is a scholarly version of the popular-level Misquoting Jesus. Of this book, New Testament scholar Gordon Fee writes, “Unfortunately, Ehrman too often turns mere possibility into probability, and probability into certainty, where other equally viable reasons for corruption exist” (1995, 8:204). Some critics of Christianity are notorious for failing to incorporate the criticisms of their peers in their own work and making adjustments where necessary. In this Ehrman is no exception, as Orthodox Corruption generally states a similar case as the one found later in Misquoting Jesus, even after fellow scholars offered criticism that appears to have gone largely unheeded.
Ehrman’s work resonates in a post-Christian culture where Christianity is viewed as secretive and even deceptive. His description of the state of the text is bleak, but it is just as inaccurate. Scholars have great confidence in the Greek text that lies beneath modern English translations, and for good reason. Ancient scribes believed they were copying the very words of God, and treated their duties with a commensurate level of care. They knew that God, and His Word, deserved no less.
Bart Ehrman has made something of a career out of selling the idea that the New Testament is not only full of inconsistencies, inaccuracies, and outright contradictions, but that some of those discrepancies were deliberately inserted into the text. He is something of a theological celebrity, enjoying airtime in a number of different radio and television interviews. As one of the foremost New Testament textual scholars in America, Ehrman should be taken seriously. At the same time, his criticism of the Faith is questionable, and, at times, laughable.
Ehrman excels at selling a packaged version of Christianity that is supposedly authentic but falls short. He matter-of-factly describes the supposed difficulties with Christianity almost as if they are trade secrets of the Faith. On the popular level, it is likely that many of his readers have never heard of these criticisms of the New Testament from a scholar writing for a lay audience. At the same time, scholarly treatments of these issues are readily available. Many fine works written by both the scholar and non-scholar alike have answered all of the objections Ehrman raises. From that standpoint, Ehrman’s exploration of these issues gives an appearance of disingenuousness.
Unlike less scholarly, more popular authors such as Dan Brown (The Da Vinci Code), Peter Baigent (The Jesus Papers), and Simcha Jacobovici (The Jesus Family Tomb), Ehrman must be taken seriously. He is a widely respected scholar who has produced a number of contributions to the field of New Testament studies. At the same time, he also appears to have little interest in resolving the problems he raises. An honest seeker will try to resolve difficulties he uncovers, if for no other reason than to explore the mystery itself. Ehrman seems to have little interest in finding solutions, preferring instead to emphasize what he considers to be problems in the text. The Christian must be aware that the overwhelming majority of those difficulties often have rather simple solutions, offered by scholars bearing the same level of credentials as Ehrman himself.
Bock, Darrell and Daniel Wallace (2007), Dethroning Jesus: Exposing Popular Culture’s Quest to Unseat the Biblical Christ (Nashville, TN: Thomas Nelson).
Ehrman, Bart (2005), Misquoting Jesus: The Story Behind Who Changed the Bible and Why (San Francisco, CA: Harper).
Fee, Gordon (1995), “Review of The Orthodox Corruption of Scripture, by Bart D. Ehrman” in Critical Review of Books in Religion, 8:203-206.
Harris, Sam “Recommended Reading (A-Z),” [On-line], URL: http://www.sam harris.org/site/book_reading_list/.
Hitchens, Christopher (2007), God is Not Great: How Religion Poisons Everything (New York: Twelve Books). | http://www.apologeticspress.org/apPubPage.aspx?pub=1&issue=619 |
Clinic at Alexandria
This is the first of three articles on the National Capital Band’s “Bravo Brass!” ministry weekend in the Washington, DC metro area, 10 – 11 April 2010.
Ninety “budding musicians”, representing eight corps – Arlington, Alexandria, Fairfax, Fredericksburg, Montgomery County, Prince George’s and Solomon G. Brown (Southeast) – were treated to classes and a performance session with the National Capital Band on Saturday, 10 April 2010.
The event kicked off at 10:00 am in the sanctuary, with a devotional thought from the NCB’s executive officer, Major James Allison. This was followed by a fascinating and informative session on proper breathing techniques conducted by Dr. Steve Kellner. The the participants were assigned to a number of masterclasses, each with at last one member of the NCB. In fact, every room in the building that could be used for a class was used, and some had to be conducted in the corps’ social services offices next door.
Following the masterclasses, the corps groups that would be performing in the grand finale concert of the clinic were given time to rehearse. During the rehearsals, a pizza lunch was set up in the corps parking lot, as the weather was fine, although a bit windy. Then everyone headed back into the building for the grand finale of the clinic, a mini-concert featuring the NCB and several groups from individual corps music programs.
The only space large enough to hold all of the musicians and their instruments was the gymnasium. The sound of 120 brass musicians (90 clinic participants and 30 members of the NCB) all warming up at the same time was, quite simply, enormous. In the absence of Bandmaster James Anderson, who was unable to be with the band on this weekend because of medical treatment, conducting duties were split between deputy bandmaster Matt Sims and principal euphonium Steve Kellner. The NCB got the finale off to a fine start with Cornerstone (Andrew Mackereth) with Steve conducting, followed by words of welcome from Deputy Bandmaster Matt Sims and an invocation from Major Allison.
The first group to perform was the youth band from the host corps, Alexandria Citadel, under the direction of Dave Downing. They presented the old classic Jesus Shall Reign (Vernon Post), a piece which many of the members of the NCB remembered as having been used when they were members of a corps youth band.
Next, all of the musicians joined together for a rousing rendition of William Himes’ Muffins Rhapsody, with Matt Sims conducting the NCB and David Delaney leading the assembled participants. The youth band from the Fairfax Corps then performed Duke Street (William Himes), led by Scott Bedio.
The NCB continued the program with Jesus Loves Me, using the well-known arrangement by Bandmaster Anderson. The next group to perform was a combination of players from the two Maryland corps represented, Montgomery County and Prince George’s. Under the direction of David Delaney (bandmaster at Montgomery County), they presented When the Spirit Says Sing.
Over the last three years, under the inspired direction of Bandmaster Matt Sims, the Richmond Area Command has developed the School for the Performing Arts, which now has about 120 students with instruction at three locations. Many of the members of the Richmond Citadel youth band are beneficiaries of this excellent program. With Matt conducting, the youth band presented Down the Street (Erik Silfverberg). Then, 10-year-old Angela Li presented the cornet solo Whiter than Snow with David Carter accompanying on piano.
The final item from the NCB during the mini-concert was I Will Follow Him, featuring the trombone section. As a grand finale to the clinic sessions, all of the assembled musicians again gathered, this time playing another special item by William Himes, Classics in Brass. Major Allison closed the proceedings with a benediction. | http://nationalcapitalband.com/2010/04/clinic-at-alexandria/ |
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Purpose and Scope of Position:
The Quality Control Compliance and System Support team is responsible for laboratory and related investigations, CAPA, change controls and supporting cGMP record management of through the electronic quality management system at the Jump location in Bothell, WA. The Sr. Specialist on the QC Compliance team is responsible for operating within Quality Control and cross-functionally, driving improvements, collecting data and information, and working collaboratively with stakeholders in Quality, Manufacturing, or other functional areas, and project teams while ensuring compliance to company quality requirements.
Job Responsibilities
- Responsible for Quality Control change control and change records at Jump.
- Oversee or perform impact assessments and change actions to ensure completion in a timely and efficient manner.
- Provide consistent support to QC to ensure records are managed through document and/or quality management systems.
- Complete assigned change controls, deviations, CAPAs, change controls and laboratory investigations in a timely and efficient manner.
- Responsible to support laboratory investigations for non-conforming (OOS) results and deviation investigations and CAPA at Jump.
- Own and lead Change Controls, CAPA and Deviation, or Laboratory Investigations.
- Collaborate cross-functionally and within QC to support implementation of new processes, equipment, or continuous improvement projects that promote effective and efficient operations and comply with cGMP requirements.
- Develop a solid understanding of the Quality Control release testing processes, environmental monitoring process and the associated risk management controls.
- Collaborate with other stakeholders across the organization and assist in the continuous improvement of Change Control, Investigations, CAPA and management within QC.
- Champion and foster a positive and successful collaborative quality culture, aligned with existing culture.
- Act as subject matter expert for QC GMP change controls, or associated activities during regulatory inspections.
- Other responsibilities as assigned.
Qualifications and Education Requirements
- Bachelor's Degree and 8+ of relevant cGMP experience, or equivalent combination of education and experience.
- Experience in Quality Control function in a cGMP manufacturing operation.
- Experience in FDA/EMA or similar regulation in biotechnology or cellular therapy field is preferred.
- Demonstrated proficiency and excellence in written and verbal communication.
Demonstrated ability to work cross-functionally and to develop and maintain strong business partner relationships.
Around the world, we are passionate about making an impact on the lives of patients with serious diseases. Empowered to apply our individual talents and diverse perspectives in an inclusive culture, our shared values of passion, innovation, urgency, accountability, inclusion and integrity bring out the highest potential of each of our colleagues.
Bristol Myers Squibb recognizes the importance of balance and flexibility in our work environment. We offer a wide variety of competitive benefits, services and programs that provide our employees with the resources to pursue their goals, both at work and in their personal lives.
Physical presence at the BMS worksite or physical presence in the field is an essential job function of this role which the Company deems critical to collaboration, innovation, productivity, employee well-being and engagement, and enhances the Company culture.
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Catastrophic Leadership on Abuse
The resignation of an abuse survivor from the Pontifical Commission for the Protection of Minors is an indictment of the Vatican’s commitment to responding appropriately to a festering scandal.
It is deplorable that 15 years after the abuse scandal broke in Boston, the Church at the highest levels is still failing in doing so.
Marie Collins, an Irish abuse survivor of unimpeachable integrity, resigned because of obstruction by some in the Roman curia to papally-approved recommendations by the commission.
While she praised Pope Francis and her fellow commission members for trying to implement best practice, she indirectly blamed the Congregation for the Doctrine of the Faith (CDF) for failing to cooperate with the commission.
The final straw seems to have been a blanket refusal by CDF officials, in direct disobedience to the pope, to implement a recommendation that all correspondence from abuse survivors be responded to.
It is difficult to understand how this was not a standard practice even before the Commission for the Protection of Minors made their recommendation. The refusal to implement this very simple recommendation not only disrespected the commission but also showed contempt towards abuse survivors.
The commission clearly had an uphill battle from its inception in 2014, even to the point of not being allocated an office. These failings, and others detailed by Ms Collins, suggest that the Vatican is not united in safeguarding minors.
The CDF is in charge of handling cases of priests accused of sexual abuse as well as of reviewing and approving the policies developed by bishops’ conferences in safeguarding minors from abuse.
Ms Collins alleges that the CDF simply did not circulate the commission’s template of safeguarding guidelines to the world’s bishops’ conferences, and refused to cooperate in streamlining that template with its own.
It may well be that power struggles and turf-protection are at the root of the obviously hostile relationship between the CDF and the commission. If so, then the scandal is magnified by the incongruity that the safety of children should serve as a political football.
Ms Collins’ resignation comes at a time when the abuse scandal has returned into the spotlight through Australia’s Royal Commission of Inquiry into Institutional Responses to Child Sexual Abuse, which held excruciating hearings for three weeks.
The five archbishops of the country had to agree that the abuse crisis was caused by “a catastrophic failure” in Church leadership.
Archbishop Timothy Costelloe of Perth told the hearings that the Church “was a law unto itself, that it was somehow or other so special and so unique and, in a sense, so important that it stood aside from the normal things” that would exist in society.
It seems that in some quarters in the Vatican, these attitudes persist. In these circumstances, how can the faithful be asked to invest their trust in the Church?
Ms Collins’ resignation also coincided with — but was not cited by her as a reason — Pope Francis’ decision to reduce sanctions against a handful of abuser priests whom the CDF wanted to laicise, citing his vision of a merciful Church. Instead the priests were sentenced to penalties including a lifetime of penance and prayer, and removal from public ministry.
At best, the pope’s decision was tone-deaf, and it will come back to haunt him. It certainly failed to conform to his repeated call for “zero tolerance” for abusers.
We must remember that the heart of the scandal is not the incidence of abuse among priests, distressing though this is, but the “catastrophic failure” in leadership within the Catholic hierarchy.
Pope Francis knows this and rightly approved the recommendation by the Pontifical Commission for the Protection of Minors that a judicial section be established by the CDF to hold accountable bishops and superiors of religious orders who failed to deal with abuse cases.
Such a tribunal should have been established a decade ago. The CDF, it seems, has not implemented it, despite being mandated to do so by the pope.
In a statement, Ms Collins characterised the way the Church has handled the abuse crisis in devastating terms: “with fine words in public and contrary actions behind closed doors”.
| |
This article is an excerpt from the Shortform book guide to "The Tao of Pooh" by Benjamin Hoff. Shortform has the world's best summaries and analyses of books you should be reading.
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What is The Tao of Pooh by Benjamin Hoff? How does The Tao of Pooh book use the children’s characters to represent Taoism?
The Tao of Pooh by Benjamin Hoff is a book that uses Winnie-the-Pooh to explain Taoism. The Tao of Pooh book walks through the six principles of Taoism.
Read on for a summary of The Tao of Pooh by Benjamin Hoff.
The Tao of Pooh by Benjamin Hoff
The Tao of Pooh book uses the characters from the stories of Winnie the Pooh to exemplify the teachings of Taoism. Taoism is an ancient Chinese philosophy that focuses on the natural order of the universe as a guide for living, known as The Way. In Taoism, there are no preconceived notions about how life should be and no manipulation of the world to force it into what you want to happen. In the everyday world, people often use knowledge and cleverness to explain and justify behavior, rather than paying attention to the ebb and flow of the power that lives within everything. By giving your mind over to the power held within you and nature, you can find contentment and joy in simply living.
Six principles guide a Taoist life, and many elements from the stories of Pooh articulate the concepts held within them in The Tao of Pooh by Benjamin Hoff.
P’u—The Uncarved Block
The Taoist principle of P’u is translated into the image of the Uncarved Block, meaning that things in their original state carry their own natural power. When you manipulate that thing, or carve the block, you ruin its power.
Pooh is the embodiment of the Uncarved Block because he is simple-minded and doesn’t think too much about what life means or how to change the world to suit his desires. He simply exists in the world and takes life for what it is. The fact that Pooh is the hero of every story, not the other characters who do a great deal of thinking, such as Owl, Rabbit, and Eeyore, legitimizes his behavior.
The Cottleston Pie Principle in The Tao of Pooh by Benjamin Hoff
Cottleston Pie is a song sung by Pooh that expresses the principle of Inner Nature in Taoism. Inner Nature is the thing existing inside everything that makes it unique. The Cottleston Pie Principle has the following three doctrines:
1. Allow things to be what they are.
Everything and everyone has a purpose, and when that purpose is recognized and celebrated, things will happen as they are meant to happen. Ignoring Inner Nature is like trying to fit a square peg in a round hole. Life will be full of struggle and never turn out as it should.
For example, a gnarled tree will be difficult to turn into lumber. If you only see the value of the tree as a means for building something else, you will be disappointed. If you acknowledge that the unique shape of the tree makes it beautiful and the wide branches are good for shade, you will find value in the tree.
2. Everyone has limitations.
Limitations are only weaknesses if you want them to be. Everyone has things they are not traditionally made for or that they don’t like about themselves. But if you acknowledge them, you can understand how to use them to work for you. In contrast, ignoring your limitations puts your life and those around you in jeopardy.
For example, Tigger wanted to prove that tiggers can do anything, even climb trees better than bears. He climbed to the highest branch, but he was unable to come down. Pooh and the other characters had to risk their own safety to help Tigger get down from the tree.
3. Some things cannot be known.
People, especially scholars, have a hard time accepting that certain aspects of life or behavior have no explanations. When you seek to place a label or explanation on one of these things, you overshadow the Inner Nature at their core. If you can accept that certain things are just what they are, you will understand them better and find the proper use for them in the world.
The Way of Pooh
The Way of Pooh, or the Pooh Way, is the translation of the Taoist Wu Wei, which means following your Inner Nature and the rhythm of life. Wu Wei is akin to a lack of action, meaning you do not attempt to struggle or work against the natural flow of the universe.
Wu Wei is similar to water flowing down a stream. The water moves over or around the obstacles without resistance. When you live with Wu Wei, you are placing the round peg in the round hole. There are no mistakes because nature does not make mistakes.
For example, Pooh wanted to give Eeyore a pot of honey for his birthday, but on his way to Eeyore’s house, he ate the honey. Rather than panic, Pooh turned the empty pot into a present. Eeyore found the jar to be useful for storing things in and was delighted, even more than he would have been with a pot of honey.
The Antithesis of Wu Wei in The Tao of Pooh Book
In the world of Pooh, the Bisy Backson is someone who is always on the go, always searching for something better, and always trying to achieve more. They put forth these efforts to earn Big Rewards and Save Time. Science, business, and religion say that hard work leads to great rewards. But in their attempts to be the best, brightest, or righteous, the Bisy Backson never finds contentment because there will always be more just out of reach.
The problem with this type of life is that happiness and growth are sought through knowledge and cleverness. The Backson assumes happiness and growth will come from the outer world, instead of realizing they start inside. Additionally, all the efforts to save time simply waste time. There is joy to be found in the process of living. You need only to slow down and enjoy the power of life to find it.
The Tiddely Pom Principle
Everyone has something special about them, as does everything. When you approach yourself and others with caring and compassion, you are living with Tz’u, the Taoist expression that prioritizes the “heart” over the “mind.” The Tiddely Pom Principle is the act of taking the first step toward using our gifts effectively to be happy.
In layman’s terms, this idea is called the Snowball Effect—the first step you take toward opening your heart to your gifts and all the gifts in the world triggers the accumulation of more steps. Those steps lead to your ability to find wisdom, joy, and bravery in yourself simply by acknowledging their existence inside of you and being grateful for who you are and what you have.
The Empty Mind
When the mind is full of knowledge and cleverness, there is no room to simply see what is in front of you. The brain is diverted to focus on superfluous aspects of life. A full mind, therefore, leads you away from truth. An empty mind means seeking nothing and attempting to go nowhere. When the mind is clear, you can see things for what they are, marvel at them, and find the true spirit of their usefulness.
Your brain is capable of more than simply intaking, sorting, and regurgitating data. When the mind is clear, the avenues that lead to the brain’s higher powers are revealed. Creating a clear mind means going back to a childlike state, before our curiosity and openness to learning were diminished by knowledge and social conditioning. A childlike mind has been drained of the particulars of acquired knowledge and is free to follow the Way of the universe.
Taoism and Modern Society Using The Tao of Pooh by Benjamin Hoff
Humans have become separated from the reality of the natural world by knowledge and cleverness. Great minds have learned too much and thought their way into tunnels in which compassion does not reside. We seek happiness and stability through our clever thoughts and actions, but how happy or stable do any of us feel?
Those who will successfully find wisdom and happiness will be the ones capable of listening to their Inner Natures, being sensitive to the circumstances around them, and following the natural order of life using The Tao of Pooh by Benjamin Hoff. If you want to truly be wise and content, you must see the world through the inquisitive and objective mind of a child to find the right path to follow.
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Questions tagged [infinity-stones]
The Infinity Gems (called Stones in the Marvel Cinematic Universe) are a set of powerful artifacts in the Marvel Universe. Use this tag for questions about these objects in any Marvel universe, along with the [marvel] tag and the relevant work tags.
68 questions
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Who are the current owners of the Infinity Stones in the MCU before the beginning of Infinity War?
Who owns the Infinity Stones in the MCU currently, i.e. before the beginning of the events of Avengers: Infinity War. Who has owned these Infinity Stones up until now?
34
votes
5answers
77k views
Which Infinity Stones have we seen so far in the Marvel Cinematic Universe?
Currently, the Marvel Cinematic Universe is setting up Thanos for later films, a mad Titan who is supremely powerful thanks to the Infinity Gauntlet, a device worn on the hand that is powered by 6 ...
29
votes
2answers
6k views
From which individuals did Thanos confiscate Infinity Gems?
In Infinity Gauntlet (1991) comics, it was hinted in this page: Who are they?
29
votes
1answer
2k views
In the MCU, who created the technology surrounding the Infinity Stones?
In the MCU, each of the Infinity Stones encountered so far has been "wrapped" in a technology that seems to tap into one or more abilities of the stone, or dampen them. But who exactly created the ...
28
votes
2answers
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How did HYDRA get hold of Loki's scepter?
The last time saw Loki's scepter (before it was shown in the post-credits scene of Winter Soldier), all the Avengers were standing around a defeated Loki and Black Widow was holding it. Is it implied ...
27
votes
4answers
13k views
Why was this item left relatively unguarded on a barren planet?
In Guardians of the Galaxy, I couldn't help but notice that was inside a force field, inside some kind of containment unit. Star-Lord easily extracts the containment orb using some high powered ...
25
votes
4answers
7k views
Infinity Stones in the Marvel Cinematic Universe
In the mid-credits scene of Thor: The Dark World, They comment on the Tesseract as though it is an Infinity Stone as well. Since they didn't just get the Tesseract, but did have the opportunity to ...
24
votes
7answers
15k views
Is the gem in Loki's staff an Infinity Stone?
During Avengers, Here, 'yourself' refers to the Tesseract and Loki's staff, as they have matching energy signatures. However, in Captain America: The Winter Soldier, This makes me think the gem in ...
20
votes
7answers
9k views
Has Marvel commented on the extra Infinity Gauntlet?
Way back in Thor, there was an Easter Egg Infinity Gauntlet in Odin's vault. They even brought that prop to Comic Con that year to show it off. Presently in the Marvel Cinematic Universe, they're ...
19
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2answers
5k views
Who owns the Infinity Stones?
Given that the Infinity Stones are just lying around before they have been found and kept away, who originally created and owns them? Is there any MCU or comics answer?
18
votes
5answers
35k views
What is required to wield an infinity gem?
In the Guardians of the Galaxy movie it is stressed that a mortal human cannot wield the Infinity Stones. In the comics, however, several humans appear to have wielded one or more Infinity Gems ...
17
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3answers
7k views
How did Thor in Infinity War know that the Time Stone was with the Avengers?
In Infinity War, Thor tells the Guardians of the Galaxy that the Time and Mind Stones are safe on earth, they’re with the Avengers. The Mind Stone is OK (it’s part of Vision, after the events of ...
16
votes
3answers
2k views
How did Thanos (or anyone) know the Infinity Stones would give him this power?
In Avengers: Infinity War, Thanos wants the Infinity Gems because At least a few other characters know about this, and also that his plan is to do exactly that. Although having all six gems ...
16
votes
1answer
6k views
Does the Infinity Gauntlet itself have any special attributes?
This one is pretty simple and straight-forward: does the Infinity Gauntlet have any special powers or attributes, when it does not contain any Infinity Stones? Is it merely decorative, a fashionable ...
14
votes
5answers
26k views
Is Aether really an Infinity Stone?
Everyone (media, fans) calls Aether an Infinity Stone. It has became common now. But, look at these: In Thor: The Dark World, Odin said: Their leader, Malekith, made a weapon out of that darkness ...
14
votes
5answers
27k views
Is “Infinity Stones making the name of Thanos” true?
I am listening to rumors (or, facts?) these days that Infinity Stones discovered in the MCU are making the name Thanos: T: Tesseract (Captain America, Avengers) H: ? A: Aether (Thor 2) N: ? O:...
13
votes
2answers
2k views
Why did Thanos choose the mechanism that he did?
Thanos' stated motivation in Avengers: Infinity War is to solve the problems of scarcity and overpopulation, by which he needs all of the Infinity Stones to do. However, the Reality Gem allows him to ...
11
votes
3answers
4k views
How does Thanos know what size slot is needed to hold each Infinity Stone?
As we see in Avengers: Infinity War, not only does Thanos have the gauntlet but However... how did he know what was needed to house the stones? I am not too bothered by "a mystical item forged by ...
11
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2answers
3k views
If the Infinity Gems are so powerful, why can't anyone find them?
I have often marveled (pardon the pun) about how objects that have such amazing powers like the Infinity Gems individually and collectively manage to evade being found by people with cosmic awareness, ...
10
votes
3answers
8k views
Why does Nick Fury say that Loki's staff is powered by the Tesseract?
In The Avengers, when the whole team is discussing Loki on the helicarrier, this quote comes up: Steve Rogers: Let's start with that stick of his. It may be magical, but it works an awful lot like ...
10
votes
1answer
6k views
If the Tesseract is the space stone, does that mean that any weapon using that power transports people through space?
I had this idea after looking around and seeing that the Tesseract is one of the infinity stones, specifically the space stone. That is how they are able to create the portal in The Avengers. In ...
10
votes
1answer
3k views
Why didn't Thanos make an attempt to steal the Aether?
Thus far in the Marvel Cinematic Universe, we've seen three items that are supposedly Infinity Gems (Stones?): The Tesseract, as seen in several Phase 1 movies, but notably The Avengers, The Aether, ...
10
votes
1answer
793 views
The test to aquire the Infinity Stone
In Avengers: Infinity War we see the requires a test be completed. The other stones are already claimed by various parties, but were they originally hidden behind similar tests? If not, do we know ...
10
votes
1answer
3k views
Why didn't Asgard participate in the events of Guardians of the Galaxy?
Asgard is in charge of maintaining order throughout the realms. When Loki tried to destroy Jotunheim, both Thor and Odin were upset with his actions. So why didn't Ronan destroying a well-populated ...
9
votes
2answers
4k views
How does Gamora know the location of this object?
How does Gamora know the location of the Did I miss something or is this never explained? How does Gamora know the trial needed to acquire it?
9
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1answer
3k views
What powers does each Infinity Stone impart?
In Infinity War, we see Thanos wielding the Infinity Stones with the Infinity Gauntlet. His powers seem to expand as he obtains more Stones Furthermore there are examples of other characters using ...
9
votes
2answers
1k views
What powers does the Soul Gem have?
The Soul Gem has been an enigma for almost all of the history of the MCU. It's barely even been mentioned, much less seen, until it finally made an appearance in Infinity War. However, since it was ...
9
votes
3answers
2k views
What makes Earth special in the MCU?
Especially in light of the events in and leading up to Avengers: Infinity War, and the fact that all the main good guys are from Earth or have a ties to Earth (Thor, and the Guardians of the Galaxy ...
8
votes
2answers
2k views
Wouldn't reality have been destroyed at the beginning of “Endgame”?
In Avengers: Endgame, when Hulk/Banner met the Ancient One in order to get the Time Stone, she refused, saying that if one Infinity Stone is removed from a time period, it would cause problems. I ...
8
votes
2answers
1k views
Is there an in-universe explanation for the convergence of the Infinity Stones in time and space?
It is well-known that the MCU is tied together by the infinity-stones, most of which have already appeared; and they will play a central role in the upcoming Avengers: Infinity War. They have all ...
8
votes
1answer
5k views
Why were the Asgardians willing to entrust the Aether to its new owner?
At the end of Thor: Dark World (post-credit scene), Why? Who is this guy? Why would Asgard, a powerhouse of the nine realms and a fairly self-righteous "nation", leave one of the most dangerous items ...
8
votes
2answers
1k views
Are all Infinity Gems of the same size?
The Infinity Gauntlet was designed to hold the six Infinity Gems (or the six soul gems as they are known in some universes). It's sole purpose was to act as a holder to unify the Infinity Gems. There ...
8
votes
1answer
4k views
How is the Vision able to fly?
In Age of Ultron, the individuals who are capable of flight can easily be explained: The Iron Man platforms as well as Ultron use repulsor technology, there is visible combustion creating thrust and ...
7
votes
1answer
1k views
What happens to Red Skull after Thanos gets the Soul Stone?
Presumably, the massive sacrificial altar and a guide like the Red Skull is no longer needed once someone obtains the Soul Stone. So what happens to the Red Skull?
7
votes
1answer
2k views
Has anyone wielded both Infinity Gauntlets at the same time?
In the mid-credits scene of Age of Ultron, we see Previously in Odin’s chamber, in Thor, we see a right-handed Infinity Gauntlet. My question is,
7
votes
1answer
553 views
Does it matter in which space the Stones are placed?
In Avengers: Infinity War I realize the MCU and comics are different but in the comics is it important which Stone goes in which slot and the order they are placed there?
6
votes
1answer
2k views
Who forged the Tesseract?
In Thor: The Dark World, it's implied that long ago, the Dark Elves turned an Infinity Stone into the Aether. In Guardians of the Galaxy, we see an The Tesseract seems to not be a plain Infinity ...
6
votes
1answer
647 views
In Marvel Comics, what material is the Infinity Gauntlet itself made out of?
The Infinity Gauntlet is the way that Thanos and others have wielded the six Infinity Stones. In comics, it looks like this: In the comics universe (not the Marvel Cinematic Universe), what material ...
5
votes
2answers
6k views
Why did Dr. Strange give the Time Stone to Thanos?
In Infinity War, Dr. Strange flat out says to Tony Stark and Peter Parker: Yet, when it comes down to it: Why did Dr. Strange so willingly give up the Time Stone he very explicitly stated he had ...
5
votes
4answers
2k views
Who is guarding the Infinity Gauntlet in Odin's chamber?
In Thor, Odin’s Trophy Room (which includes an Infinity Gauntlet) is guarded by the Destroyer, which is later destroyed by Thor. Considering the importance of the Gauntlet and other relics in this ...
5
votes
2answers
1k views
Why do you need to be powerful to wield an infinity stone? [duplicate]
On the Guardians of the Galaxy movie it is stated that, in order to use and control an infinity stone, one must be a powerful being (without defining exactly what that means) or else be destroyed by ...
4
votes
2answers
7k views
How can Scarlet Witch hold off Thanos?
In Avengers: Infinity War, Scarlet Witch is forced to While she is in the process of doing that, Thanos attacks her, wielding a gauntlet with five of the six Infinity Stones. Somehow, she is able to ...
4
votes
1answer
966 views
About the Soul Stone [closed]
Does anyone know who else is in the soul stone? And if anyone has used its power before?
4
votes
1answer
568 views
Can it be safely assumed that the MCU sorcerers in Doctor Strange could, with enough time and practice, master each of the six infinity stones? [closed]
I heard someone claim that it was definitely possible for (MCU) sorcerers to master individual use of each of the stones, but gave nothing to back that up other than the fact that sorcerers were able ...
3
votes
4answers
768 views
What material are Infinity Stones made of?
As for the MCU, the story goes (explained in full in an exposition-heavy scene in Guardians of the Galaxy) that six entities existed before the universe even came into being (try getting your head ...
3
votes
1answer
260 views
Does MCU Infinity Gauntlet with Stones/Gems operate differently than the comic book version?
With respect to the MCU Infinity Gauntlet (IG) coupled with all 6 Infinity Stones, imagine if there was an operations guide or tutorial on how to use it, both the IG and Stones together. Based on my ...
3
votes
1answer
24k views
Would Starlord be able to hold an Infinity Stone as long as he did after the events of GotG2? [duplicate]
In Guardians of the Galaxy My question comes from the fact that in the second movie Would he still be able to hold on to an infinity stone?
3
votes
1answer
321 views
How does Vision control the distance of the beam from the mind stone?
Superman can control his heat vision, most likely by converging the beams such that they destructively interfere at the intended point of contact. But what about Vision, how does he control the beam ...
3
votes
1answer
1k views
Do the inifinity stones have unlimited power?
The infinity stones are extremely powerful in each of their respective specialties, but is there a limit to the amount of power contained within? Assuming a stone isn't destroyed (if that itself is ...
3
votes
1answer
2k views
What is the list of comics series about Thanos (Marvel Comics) and the Infinity Gauntlet?
I just remembered about my childhood comics and remembered The Infinity series involving Thanos in the 90's. After a quick search I found out that the series continued well after I stopped collecting ... | https://scifi.stackexchange.com/questions/tagged/infinity-stones?sort=votes&pageSize=50 |
(September 2012) The branch needs to emphasize the singularly distinguishing factor of recyclability of natural stone, as expounded in a previous publication. True, this is easier said than done since architects and landlords alike often strive for a homogenous appearance of façades. Reclaimed material, albeit, is not suited for this aim.
An example of creative implementation of remnants now comes from the USA where Vermont’s Bennington College erected a Tucker-Design-Award-winning new building complex.
The façade of the Center for the Advancement of Public Action (CAPA) was clad exclusively in reclaimed or recycled marble won from abandoned quarries, material storage and production offal.
A look at the concept behind the CAPA-Institute explains the motif: as the institute’s name implies, its raison d’être is all about how the public can help solve today’s global challenges. In short: new ideas are the central theme.
So it was easy for New York-architects Tod Williams and Billie Tsien to convince the contractor of the need to use recycled material. Also the use of local marble fit into the concept, as Vermont marble production wrote part of the state’s history: Vermont’s stone industry in the North of the USA supplied many an important building along the East Coast with building material. Also the material is known for its resilience to the elements.
In an unprecedented co-operation between a number of stone producers, some 14,000 square feet (around 1,300 m²) were collected. The palate ranged from raw blocks complete with evidence of the quarrying process to slabs long forgotten in some industrial yard, all the way to fragments of all sorts and sizes.
One of the main challenges was breaking the heterogeneous seminal material down to a standard size at an affordable price.
In a second step the 3”-thick (~ 7,60 cm) pieces had to be sorted according to structure and color. To this end the pieces were laid out in a warehouse near the building site to facilitate sorting and combining. Each piece was then given a number.
Three particularities in design are worth special mention. „Picture stones“ originating from blocks complete with quarry tool marks were incorporated in each of the three buildings.
Each building has its own „picture stones“.
Receding stones were used to break the monotony.
And finally, breaking with the homogeneity of polished façades, weathering was incorporated in the buildings’ design. The stone’s appearance changes when wet, and its reflection is different in winter as compared to the summer-look when surrounded by green meadows.
Surfaces are rough-honed only helping to keep costs down and documenting for all to see the CAPA-Institute’s dedication to change.
Three months were needed to sort the stone and four more to install the façade in a joint venture of Walker Zanger, Gawet Marble & Granite and Champlain Masonry.
The project won one of this year’s Tucker Design Awards. The awards are distributed biannually by the US-American Building Stone Institute. For a detailed report on all the prizes see the Institute’s online magazine.
Michael Reis addresses an interesting question in his article on CAPA in the US trade magazine Stone World: What, exactly, is high-quality stone? Can appearance alone be the decisive criterion?
Here are two of this year’s twelve award-winning projects.
One of the Tucker Design Awards was given for the restoration of Philadelphia’s City Hall. We show photos before…
… and after the restoration.
One of the awards was given for the Courthouse in Texas city of Alpine and its integration into the local climate. | https://www.stone-ideas.com/20906/architecture-weather-and-time-help-fashion-facade/ |
Rosemary compound may help postpartum dairy cows
Rosemary and dairy cows could be a winning combination.
Rosemary and dairy cows could be a winning combination.
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Organoid technologies have become a powerful emerging tool to model liver diseases, for drug screening, and for personalized treatments. Assoc. Prof. Tamer Önder of Koç University and his team generated and characterized ...
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Biomedical engineers at Duke University have devised a pouch designed to create temporary chimeras—mixed species—to treat diseases. In a proof-of-concept study, the device protected transplanted human liver cells from ...
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A study published in the journal Cell Reports describes a new pathway related to the activity of receptors that are associated with several metabolic or cardiovascular diseases such as diabetes, obesity and hypertension. ...
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Researchers from Skoltech and their colleagues from Germany and the U.S. have discovered structures responsible for the shape of bile canaliculi, a network of canals in the liver. Published in the Journal of Cell Biology, ...
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Hokkaido University researchers in Japan created and tested a library of lipid-based compounds to find a way to safely and effectively deliver RNA drugs to the lungs. Their analyses, published in the journal Materials Horizons, ...
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Scientists from the European Molecular Biology Laboratory (EMBL) and the German Cancer Research Center (DKFZ) have presented a new method for generating metabolic profiles of individual cells. The method, which combines fluorescence ...
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Scientists know that developing cells in a healthy embryo will transform into a variety of cell types that will make up the different organ systems in the human body, a process known as cell differentiation. But they don't ...
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The 30,000 or so genes making up the human genome contain the instructions vital to life. Yet each of our cells expresses only a subset of these genes in their daily functioning. The difference between a heart cell and a ...
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The liver is a vital organ present in vertebrates and some other animals; it has a wide range of functions, a few of which are detoxification, protein synthesis, and production of biochemicals necessary for digestion. The liver is necessary for survival; there is currently no way to compensate for the absence of liver function.
This organ plays a major role in metabolism and has a number of functions in the body, including glycogen storage, decomposition of red blood cells, plasma protein synthesis, hormone production, and detoxification. It lies below the diaphragm in the thoracic region of the abdomen. It produces bile, an alkaline compound which aids in digestion, via the emulsification of lipids. It also performs and regulates a wide variety of high-volume biochemical reactions requiring highly specialized tissues, including the synthesis and breakdown of small and complex molecules, many of which are necessary for normal vital functions.
Medical terms related to the liver often start in hepato- or hepatic from the Greek word for liver, hēpar (ήπαρ). | https://phys.org/tags/liver/sort/liverank/all/ |
In the history of civilization we have never experienced such horrific and deadly natural disasters as the earth seems to be unleashing recently. The violent devastation through earthquakes, tsunamis, tornadoes, floods, drought, wildfires and horrific massive storms is greater than ever recorded in mankind’s history.
According to Oxford University’s “Our World in Data”, the years 2013 through 2016 had 1,441 natural disasters that killed more than 77,000 people.
George Washington Carver, a distinguished 20th century scientist wrote, “I love to think of nature as an unlimited broadcasting station through which God speaks to us every hour, if we will only tune in.” Yes, scientists and intellectuals in the past used the weather as God’s thermometer on man’s morality. However, if a person would insinuate that notion today, they would be severely ridiculed and chastised.
Many theologians have even mocked the notion that God has, in any way, allowed or been responsible for the calamities resulting from the worst recorded weather in history. They discount the notion by stating, “How could a loving God allow these types of disasters?” Some even go further suggesting that God is dead. They say things like, “How could a just God not prevent a disaster that kills thousands of people such as happened in the 2010 Haiti earthquake where 220,000 were killed?” The problem with many theologians and others today is that they have made a God in their own image; in their own imagination; what they think God should be. This discounts the Biblical description of the real God that has already clearly defined his moral laws of sowing and reaping.
Yes, the Bible teaches explicitly that the weather is a vital form of God communicating to humans. The story of Adam and Eve is more than a story of choosing from which tree to eat. It is a story of choosing from two ways of life. They could choose to follow God and eat from the tree of life giving them God’s protection and eternal life (Romans 8:10; 6:23) or to follow themselves (selfishness) and choose the forbidden tree of the knowledge of good and evil, which represented Satan’s stance of rebellion, sin and death.
This present world is not God’s world, but it is led by Satan as “the god of this world” (2 Corinthians 4:4). In Galatians 1:4, the Apostle Paul described earth as, “this present evil world.”
Man is a free moral agent. Originally, God made man in his own image; free so mankind could choose his own destiny. Our choices determine our future and our character is developed through our decisions. Consequently, godly decisions determine whether we grow into the image of God with eternal life led by the Holy Spirit or whether we grow into the image of fallen Adam who reaped Cain, a murderer.
Genesis 3:16-24 explains the ramifications of Adam and Eve’s decision of rebellion and selfishness. Instead of God’s protection and provision, walking with and being led by God receiving eternal life, man was driven from the garden. Instead of eating from the tree of life, man chose his own path led by his vanity and pride. He made his own laws, ideologies, philosophies and gods whereas God pronounced curses on man.
Man rejected God’s knowledge and government. Consequently, for about 6,000 years, he has made a mess out of civilization. God allowed man to make his own decisions of good and evil with his own educational system influenced by Satan himself. As America has been taking God’s laws and morality out of the United States and allowing atheists, agnostics, communists and socialists to rule, America is filled with anarchy, rebellion, fighting stealing, raping and killing the innocent. Since they are so far away from the true teaching of the Bible which used to be taught in our schools, people are now left in a chaotic state of not understanding what is going on with society and the weather, which is totally out of control.
The answer is so very simple and clear to understand. Satan is in charge of the world, not God. Adam chose to follow Satan instead of the ways of God and now the world is in chaos. The more a nation follows the laws and teaching of God through Jesus Christ, as America once did, the more that nation is blessed. The nation is not perfect as many still reject Christ, but if the majority would follow God’s standards of morality, the law of sowing and reaping would take over and that nation is more blessed than cursed.
Only when Jesus returns at the battle of Armageddon and removes Satan and evil leaders leading their governments, will peace come to the earth again with prosperity and justice for all. Yes, even though he doesn’t recognize it, the problems today are solely the fault of mankind who continues to eat from the wrong tree, thus following Satan. The weather is totally out of control and it’s only going to get worse, causing more devastation and death because of man’s sin. The Bible declares, “The wages of sin is death; but the gift of God is eternal life through Jesus Christ our Lord” (Romans 6:23).
Please read the following scriptures which prove humans who are in a constant form of rebellion, depravity and various forms of sin are responsible for the terrible deadly weather. It is not because of fossil fuels as those humanists who don’t believe in the infallible word of God would try to explain. The evolutionist excuse of carbon emissions causing these storms is the antithesis of what God says! Nahum 1:3-4, “...will not at all acquit the wicked: the Lord hath his way in the whirlwind and in the storm, and the clouds are the dust of his feet...He rebuketh the sea, and maketh it dry, and drieth up all the rivers...” Job 37:11-13, tells us that God sends the storms and uses the weather to correct mankind for their sins.
2 Chronicles 6:26-27, “When the heaven is shut up, and there is no rain, because they have sinned against thee, yet if they pray toward this place and confess thy name, and turn from their sin, when thou doest afflict them; Then hear thou from heaven, and forgive the sin of thy servants.” Daniel 9:11-14, “...because we have sinned...” Leviticus 13 is the chapter dealing with blessings and curses. Believe the Bible or man! There are hundreds of scriptures where God takes responsibility for the weather and other calamities where He could protect man if man was under the blood, meaning living in a righteous relationship of obedience to His moral standards. Amos 5:1-12, “...that calleth for the waters of the sea, and poureth them out upon the face of the earth...for I know your manifold transgressions and your mighty sins.” Sin caused Katrina, Harvey, Irma, Maria and other hurricanes, as well as other natural disasters that are unique, as they are the worst ever recorded and according to my book, “The Science of Judgment” will only escalate!
Jonathan H. | https://worldministries.org/reading.aspx?post=6554&title=What%E2%80%99s-Wrong-With-the-Weather? |
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Groups and Groupings allow instructors to divide participants into smaller subsets. For example, these can be section groups, project groups, or groups for a collective assignment. As an instructor, you can use Groups and Groupings to allow some students to work together or to restrict Activities and Resources to specific groups of participants in your course.
Groups
Groups are collections of participants within a course. A group can include any subset of participants, from zero to all participants. Functionally, Groups allow you to segregate your participants within an Activity. That is, within the same Activity, participants can work with other members of their Group, but not with people outside their Group. Contributions to the Activity from members of other Groups will be invisible or read-only, depending on your settings.
Groups are either A) created by the instructor, B) created by GOLD and assigned to a Teaching Assistant, or C) created automatically when two course rosters are merged. For TA section groups, GauchoSpace will automatically add an assigned TA's name and the date/time/location to a section group based on information in STAR. If a TA is added after the course has been created, they will be assigned to their section and their name will be added to that group. For grading purposes, the TAs can sort submitted assignments by sections/groups. If a TA's name is not listed with the group, you can edit the group name to make that change.
Create a group
1. Log in to GauchoSpace and enter your course site.
2. In the Administration block, click Users, then click Groups.
3. Click Create Group.
4. Give the group a name.
5. Click Save Changes.
6. Repeat steps 3-5 until you have created all desired groups.
Add users to a group
1. In the Groups area, find the group into which you would like to add users, and single-click on that group to highlight it.
2. Click Add/remove users button.
3. In the next window, you will see all of the course participants (students, TAs and instructors) in the Potential members list. Click on a name to highlight it.
Tip: To select multiple users from the Potential Members list press the CTRL (PC) or the Command (Mac) button on your keyboard as you click each person's name.
If a user is already in a group, it will show that in the Selected user's membership section, to the right of the Potential members box.
4. Click the Add button to add selected users to the group.
5. Repeat for all groups until you have put every student into a group.
Auto-create a group
Using the Auto-create group option can be useful for grading purposes and group projects. This will let GauchoSpace randomly sort your students into groups either based off of number of students in each group or number of groups you want to be created.
To get started:
- Log in to GauchoSpace and enter your course site.
- In the Administration block, click Users, then click Groups.
- Click Auto-create groups.
- On the new page, you will be able to change settings. Follow along with the markings in the screenshot below to adjust appropriate settings.
Auto-create settings:
- Using option "1," you can define the naming scheme of the group to be named as a letter series or a number series. If "@" is used then groups will be named with the letter suffixes (A,B,C, etc). If "#" is used then groups will with number suffixes (1,2,3...etc).
- Using Option "2," you can specify whether you want to create a specific number of groups or whether you want to create groups with specific number of people in it.
- Option "3" lets you specify the actual number of groups or number of people in the group based on what you have selected in Option "2."
- Option "4" lets you specify if you want only students in the group. In most cases, you should leave this setting as is.
- You can specify if you want members to be selected from a specific grouping only in Option "5" or selected from a specific group (such as a section group) only in Option "6." In many cases, TAs might want to create groups within their sections. In such cases, make sure to specify that section group in Option "6."
- By checking Option "7," groups will be created in such a way that members are evenly distributed. For example, with 14 students in a class, you specify you want groups of 4. If this option is unchecked, it will create 3 groups of 4 and one group of 2 students (thus creating uneven-sized groups). But if that option is checked, it will create 2 groups of 5 students and one group of 4, thus creating more even-sized groups.
- Click Submit.
- On the next screen you will see your new groups and the members of the groups on the right.
Change a group name
This includes groups automatically created for TA sections and merged rosters.
- Log in to GauchoSpace and enter your course site.
- In the Administration block, click Users, then click Groups.
- Highlight the group whose name you wish to change.
- Click Edit group settings.
- Change the group name as desired. Note: You can change this name to whatever you would like, but make sure you remove the brackets around the TA's name or the group name will revert back to what it was.
- At the bottom of the page, click Save changes.
Groupings
Groupings are collections of Groups ("groups of groups"). Functionally, the Groupings setting allows you to segregate participants between Activities or Resources. That is, you may allocate an entire Activity or Resource to an individual Grouping (e.g. Groups A & C), making it invisible or read-only to other Groupings. In certain cases, an Instructor or Teaching Assistant may wish to make certain resources only accessible to particular students in the course (e.g. their discussion sections). By using Groupings you can make a resource only visible to those in that particular Grouping.
Once your groups are in Groupings, you can restrict resources to a particular Grouping and prevent those not in that Grouping from seeing it. All resources and activities can be restricted to particular Groupings in the settings menu of that resource by clicking in the Common module settings section, then choosing a particular Grouping. If you select the check-box that says Available for group members only, this will mean only those in this Grouping can even see the resource or activity. If this is unchecked, others will see the resource or activity exists but will not be able to access it.
Create a grouping
- Log in to GauchoSpace and enter your course site.
- In the Administration block, click on Users, then click Groups.
- Click on the Groupings tab.
- Click on Create Grouping.
- Name the grouping (e.g. "Joe's Discussion Sections").
- Click Save changes.
- Edit the Grouping by clicking the shirted people icon on the right side under edit.
- Highlight any Group you want to add to the grouping and then click Add.
- Click Back to Groupings
Repeat these steps to create as many Groupings as you would like. | https://help.lsit.ucsb.edu/hc/en-us/articles/204413654-Gauchospace-Groups-and-Groupings |
Civil rights extended to disabled.
The Purpose of ADA
For most Americans, the Civil Rights Act of 1964 rightfully restructured the attitudes of business, government, and society and expanded opportunities for all Americans. However, for basic privileges of access and employment, persons with disabilities were left outside the law. To correct these real and perceived oversights, ADA gives civil rights protection to individuals with disabilities that are like those provided to other individuals on the basis of race, sex, national origin, and religion. Specifically, it guarantees equal opportunity for individuals in dealings with public and private sector employment, accommodations, transportation, telecommunications, and state and local government services.
Disabilities Defined
The term "disability" covers a wider array of conditions than an easily spotted physical limitation. People who are considered "disabled" under the Act are individuals with physical or mental impairments that substantially limit one or more of the major activities of life, such as walking or talking. The term also applies to people with a record of an impairment, such as someone recovering from cancer, as well as people who are regarded as having a disability, such as a person with a disfiguring injury.
Covered Organizations
For the first two years after July 26, 1992 (when the employment provisions of ADA go into effect), only organizations or businesses (such as a mdical practice) with 25 or more employees are covered, that is, may not discriminate against qualified individuals with disabilities. Two years afterward, businesses with 15 or more employees may not discriminate against qualified individuals with disabilities.
Employment Discrimination Issues
ADA prohibits discrimination against qualified disabled individuals and contains specific requirements related to reasonable accommodation, qualifications standards, and other labor management issues such as:
* Discrimination against an individual with a disability in hiring or firing is disallowed if the person is qualified for the job.
* Employers cannot inquire whether an applicant has a disability but may ask about the applicant's ability to perform a job.
* Employers cannot limit advancement opportunities or job classifications for individuals with disabilities, or use tests or job requirements that tend to screen out the disabled.
* Employers cannot deny opportunity to anyone who has a relationship with a disabled person (such as a working mother with a disabled child).
Employers must make "reasonable accommodation" to disabled workers, which might include efforts to:
* Make existing facilities accessible.
* Provide special equipment and training.
* Arrange part-time and modified work schedules.
* Provide readers for the blind.
Employers are not required to provide accommodations that impose an "undue hardship" on business operations. While the specific wording of the law is vague, the interpretation of the costs or efforts have would result in hardship to small business operations is expected to be reasonable and to be judged on an individual basis.
The ADA guarantees the disabled the opportunity to participate in the "full and equal enjoyment of the goods, services, facilities, privileges, and advantages of any public place." Regardless of staff size, private practices, groups, clinics, and other health providers fall into this "coverage." Other private establishments considered "public accommodations" are restaurants, hotels, retail establishments, shopping centers or malls, office buildings, pharmacies, theaters, museums, libraries, parks, private schools, and day care centers. These establishments may not refuse to serve people with disabilities. Private businesses must remove barriers at existing facilities, if possible without "undue burden," and must make any new or renovated facilities accessible to the disabled. ADA also affects public services, such as the telecommunications industry and public transportation provided by state and local government (although commercial airlines are exempted from this law). The effective date for compliance with the new law is 18 to 30 months for most establishments.
ADA Enforcement
The physician executive will be wise to heed the provisions of ADA for both economic and altruistic reasons. Running afoul of these government regulations can result in fines and even the closing of a business. Employment discrimination complaints may be filed with the Equal Employment Opportunity Commission. Available remedies include back pay and court orders to stop discrimination, and there is the possibility of embarrassing negative publicity.
In public accommodations issues (such as physical accessibility of the premises from which medical services are rendered), individuals may bring private lawsuits to obtain court orders to stop discrimination, but the law contains no provision for awarding damages. However, individuals can also file complaints with the U.S. Attorney General, who may file lawsuits to stop discrimination and who may obtain damages and penalties. The key to compliance is knowing "the new rules," most of which involve common sense methods resulting from past civil rights enactments, such as Title VII. A summary of these previous regulations can be obtained from the Civil rights Division of the U.S. Department of Justice.
To deal most effectively in health care facilities with physical access and care delivery issues for the disabled, a new and wider mindset is required. Facilities should be thought of as "a retail establishment," such as a bank or even a supermarket. This mental projection can readjust perceptions and undercover problems that might be encountered by disabled staff members and patients.
Recognize the Differences
It's important that staff members realize that all disabilities are not created equal. People with disabilities are extremely diverse. The deaf, the blind, and the mobility-limited have different needs and require different methods of attention during medical services delivery. Disabilities fall into major groupings:
* Mobility impaired.
* Sight impaired.
* Hearing impaired.
* Speech impaired.
Planning for Improvement
To create your own "disabilities friendly" environment:
* Instruct the appointments staff to ask, during the initial telephone call, about the patient's ability to visit the office unaided; note discovered disabilities in the patient's chart for staff awareness in future visits.
* Think through a patient's journey to visit your office; the receptionist can verbally "walk" a mobility-impaired patient from the parking area to office door, warning of possible obstacles (escalators, slippery fountain areas, unlevel surfaces, and so forth).
* Pretend you're entering your office for the first time. Is the door easy or hard to pull open? Does it close fast or slowly behind you? Survey the waiting area furniture. Do you have at least one chair with arms for a patient's use to "push up" when rising? Is there a wide unobstructed path from the door to the sign-in area?
* Be sure the call system button or sign-in sheet is within reach of the wheelchair user.
* Be sure the examination room closest to the lobby door is easily accessed, with room for wheelchairmaneuvering. Can the patient be examined from his or her chair without transfer?
* Make the staff aware that extra time must be allowed for slow undressing and dressing when there are hand impairments related to arthritis or neurological ailments.
Sensory Impairments
While mobility impairments account for many physical limitations, thought should also be given to serving patients with sight, hearing, or speech disabilities. Again, the exercise of mentally adopting the limitation helps the manager focus on possible shortcomings of physical facilities or of staff attitudes:
* The receptionist should have a good view of the waiting area so that a sightless person entering the office can be seen, greeted, and seated easily. Have a staff member come forward to identify her-or himself and reconfirm the appointment time and doctor.
* Advise the staff to be sensitive about "surprising" sightless patients and about taking extra time to give explanations, information on instruments, or warnings on "what to expect" during the procedure.
* If the vision-impaired person remains in the office for several hours, it's wise to give directions in and out of the office building in case of emergency.
* In dealing with the hearing-impaired, make certain you face the patient directly; remember to keep your face well lit, particularly to make your mouth clearly visible for lip reading.
* Remind the staff not to speak with their backs turned to listeners or to speak from another room or the hallway; likewise, the intercom should not be used to address the hearing-impaired.
* Speak moderately, taking care not to shout. Shouting contorts the facial features, making lip reading more difficult.
A Leadership Attitude
The attitudes and actions of physician executives can set the tone and attention given to ptients with disabilities. Moreover, the Americans with Disabilities Act requires attention to both employment procedures and physician access issues that can affect the physician-staff-patient reltionship. Physician executives should recognize the opportunity to embrace the needs of disabled patients and serve them beyond the letter of the law. This process includes reevaluating facility accessibility and encouraging staff sensitivity training. Such compassion and service will lead directly to satisfying government requirements for public accommodations and to higher levels of patient satisfaction with the physician executive's health care organization.
Further Reading
The following additional sources of information on the Americans with Disabilities Act were obtained through a computerized search of databases. Copies of the articles cited are available from the College for a nominal charge. For further information on citations, contact Gwen Zins, Director of Information Services, at College headquarters, 813/287-2000.
Fishman, B., and others. "Disabilities Act to Influence Hiring Practices of Providers." Provider 16(12):11-2, Dec. 1990.
Mandelman, J. "Disabilities Act Could Spell Big Changes for Providers." Provider 16(2):24-5, Feb. 1990.
Morrissette, P. "The Americans with Disabilities Act of 1990: Health Care Aspects. Healthspan 7(10):8-12, Nov. 1990.
Tokarski, C. "Overcoming to Help Others." Modern Healthcare 20(49):38, Dec. 10, 1990.
Verville, R. "The Americans with Disabilities Act: An Analysis." Archives of Physical Medicine and Rehabilitation 71(12):1010-3, Nov. 1990.
Joel Reedy, MBA, has spent the past 20 years studying communications management. He works with a Tampa, Fla., advertising agency and is developing an independent practice in disability marketing. He is an adjunct instructor of marketing at the University of South Florida, Tampa, and is a volunteer with several health organizations. | https://www.thefreelibrary.com/Civil+rights+extended+to+disabled-a011099063 |
Recently there was widespread opposition by trade unions and campaigns for workers’ rights when the government announced a highly inadequate and weak draft law for social security of unorganised sector workers. These workers had been waiting for a social security legislation for decades, but after a long wait what the government announced was merely an intention of preparing and implementing some schemes rather than a definite plan of action with firm resource commitments to make social security a reality for 369 million unorganised sector workers.
Due to the widespread opposition to this weak and highly inadequate draft law, the government has agreed to reconsider it. If this reassessment is to result in a fair deal to workers without causing avoidable delay, then the government can gain a lot by consulting the Second Labour Commission Report which had been given the responsibility of suggesting suitable legislation about a decade back.
Enacting protective umbrella legislation which can apply to all sections of unorganised workers is not easy as a very wide range of works and occupations have to be covered. Some of these leading occupations are—agricultural workers, forest workers, rickshaw pullers, vendors, domestic workers, home based workers, construction workers, scavengers and rag pickers, wholesale/retail trade workers and numerous others. Nevertheless, it is important to have a comprehensive law that provides at least some protection for all unorganised workers as the alternative is to have separate laws for too many categories of workers—a task which is even more complicated and time-consuming.
As welfare and social security laws will lose all credibility and utility if the overwhelming majority of workers do not derive any benefits from them, various reports of the Labour Ministry have been emphasising the need for comprehensive protective legislation for urorganised sector workers, but still this work of crucial significance was delayed for too long. Finally, the Second National Commission on Labour (NCL) was asked, as perhaps its most significant task, to propose an umbrella type legislation for workers in the unorganised sector.
This legislation and the system that is to be built around it, the Commission was told, should assure at least a minimum protection and welfare to workers in the unorganised sector.
The NCL Report explained why it is important to have new legislation to cover various categories of unorganised workers, and the scope and aims of this legislation, “Most of the Labour Laws that we have today, are relevant only to the organised sector. Furthermore, the laws in the statute book that relate to some sectors of the unorganised sector are too inadequate to give protection or welfare for the vast majority of workers in the unorganised sector. The schemes of Welfare Funds and Welfare Boards are also confined to a few states and specific categories of workers in the unorganized sector. It is in this context that we have to look at the need for new legislation that will have general applicability and will provide essential protection.
“The way to extend legal protection to the employments and vocations in the unorganised sector is not by legislating separately for each employment or vocation. This will only multiply the number of laws when one of our goals is to simplify and reduce the number of existing laws. It is, therefore, logical and wise to enact an umbrella type of law for the unorganised sector which would guarantee a minimum of protection and welfare to all workers in the unorganised sector, and would leave it open to the Government to bring in special laws for different employments or sub-sectors if experience indicates the need for it, provided that the sub-sectoral laws do not take away any of the basic rights or the access to social security that the umbrella legislation provides. Such an arrangement will give full respect to the federal nature of our Constitution as well as the different needs of diverse groups of workers. It will also be open to Governments to repeal existing sub-sector laws or merge existing (welfare) Boards with the Boards or Funds that we are suggesting in the Umbrella Legislation.
“The unorganised sector accounts for over 90 per cent of our work force. Their percentage is likely to increase. They are as entitled to protection and welfare/security as workers in the organised sector, who are often described today as the privileged sector of the work force. The laws that exist today hardly touch the work force in the Unorganised Sector. It is therefore necessary to enact new legislation to cover workers in this sector. There is a wide variety of employments in this sector. Conditions vary, levels of organisation very. The nature of the relations with employers vary. There is an expanding sector of those who are self-employed, or are on contract, and work from homes. It is difficult to have separate laws for each employment. This will only result in endless multiplication of laws. Hence the need for one umbrella legislation that covers whatever is basic and common, and leaves room for supplementary legislation that covers whatever is basic and common, and leaves room for supplementary legislation or rules where specific areas demand special attention. But we cannot overlook the fact that all such legislation is enacted with the twin purposes of extending protection, and welfare/security. Protection includes security of employment, identification of minimum ages or fair wages, making the minimum known to workers, ensuring the full payment of these wages without unauthorised deductions, and a machinery at the threshold of his/her work place to enforce the law on minimum wages and working conditions. Welfare/security has to include medical services, compensation for injury, insurance, provident fund and pensionary benefit etc. We have also tried to keep in view the need to ensure that the machinery proposed for enforcement of benefits is not vitiated by distance, centralisation, top heavy structure, inaccessibility, multiplication of administrative set-ups etc.”
THE NLC Report says that in specific terms, the objectives of the legislation will have to be:
a) To obtain recognition for all workers in the unorganised sector.
b) To ensure a minimum level of economic security to these workers.
c) To ensure a minimum level of social security to these workers.
d) To facilitate the removal of the poverty of these workers.
e) To ensure future opportunities for children by eliminating child labour.
f) To encourage formation of membership based orgnisations of workers including Trade Unions.
g) To ensure representation of workers through their organizations in local and national economic decision making.
According to the NLC, The Social Security measures for the Unorganised Workes should include:
a. Health Care
b. Maternity and early Child Care
c. Provident Fund Benefits
d. Family Benefits
e. Amenities/Benefits including Housing, Drinking Water, Sanitation, etc.
f. Compensation of employment Injury benefits (including invalidity benefits and survivor’s or dependent’s benefits)
g. Retirement and post-retirement benefits (Gratuity, Pension and Family Pension)
h. Some cover in cases of loss of earning or the capacity to earn.
i. Besides these, there should be schemes, either independent or in association with the Government, Welfare Bodies, NGOs and Social Organisations, for the upgradation of skills and the education of workers, and for the elimination of child labour, forced labour, and unfair labour relations and practices.
After holding discussions with a large number of concerned persons and considering the recommendations of a Study Group on this issue, the National Commission in Labour suggested a draft of this legislation in which apex boards for unorganised sector workers will be created in all states by the respective State governments. This apex board in consultation with the state government will create State Welfare Boards for various categories of workers. The State Board in consultation with district panchayats will also constitute district boards.
In this draft Worker Facilitation Centres (FCs) are local centres of activities of the Board co-ordinated by respective District Boards. The District Board in consultation with local panchayats will constitute them, WFCs will work in panchayats and areas of workers’ concentration. Workers will be enrolled by the WFC and welfare benefits to them will also be provided by WFCs.
The Central and State Boards will raise funds by way of contribution, cess, assistance, grant from Government through budget allocation or donations from employment providers, private sector, workers and other legally permitted sources.
The Board will encourage the growth and formation of organisations of workers. A legal minimum wage will be fixed without any gender discrimination. Non-payment of minimum wage shall be punishable. Women workers will be given due representation at all levels.
The Central and State governments shall order dearness allowance on minimum wage linked to All India Consumer Price Index Number at least once in every six months and where the dearness allowance is ordered on the above lines the minimum wages shall be revised once in five years and in other cases once in two years.
Workers will be covered by social protection measures as maybe prescribed by the Central or State government. The worker shall be eligible to social security protection, namely, old age, invalidity, group insurance, sickness, medical and employment injury benefits. The woman workers shall be eligible for maternity benefits and chidcare/daycare facility while on work. The local authorities will create and invest their resources to develop better living conditions for the workers by providing amenities like housing, safe drinking water, sanitation etc. The State board shall encourage alternate insurance for employment injury to cover employer’s liability under Workmen’s Compensation Act.
Work shall be permitted only in safe and healthy environment and working places, The State Government may frame appropriate rules in this regard. Workers shall have sufficient rest, leisure, holidays, leave and optimal working hours. Workers shall be given one holiday in each week.
FOLLOWING the submission of the report of the National Labour Commission, the Ministry of Labour organised a National Seminar on Unorganised Sector Labour in November 2002. This seminar set up a technical group on legislative aspective aspects. According to the recommendations of the Technical Group on Umbrella Legislation for Unorganised Sector.
“The approach of the legislation both for the Unorganised Sector and the Agricultural workers should not merely be welfare oriented but also provide for regulation of employment, provision of minimum employment earnings guarantee wherever practicable, as well as a role of the workers for proper enforcement of the law and the schemes. Attempt must be made to ensure workers participation in formulation and implementation of the scheme.
“The role of the Central Government should be generally to provide leadership and coordination. The scheme should be generally operated at the State and at the Union Territory levels. The Central Government has to play an important role in the collection of funds and the disbursement, auditing of the funds through various state boards.
“Provision must be made in the law for payment of minimum wages. There should be a National Minimum Wage below which no state level Minimum Wage can go.
“The proposed law shall be in addition to other laws which are in the statute books such as Trade Unions Act, Workmen’s Compensation Act, Equal Remuneration Act and so on. Therefore, there is no need for this law to reproduce those provisions.
“Without prejudice to the conclusions of the other group dealing with social security, it was fell that minimum levels of social security particularly in the areas of health, maternity benefits, disability and old age benefits must be provided, if necessary through public assistance also. The existing schemes of ESI and Provident Fund may also be extended to this sector. Different provisions maybe necessary for the self-employed and appropriate scale of contribution of benefits will have to be worked out.
“Considering that this sector represents 92 per cent of the work force, it will require that an adequate percentage of the revenue of the Central and State governments be set apart for providing social security to this category of workers and their families. A system of levy of cess coupled with contributions both from the employers and the workers would also be an additional sources of funding.
“The burden of proof of making payment to the workers wherever there are dues must be on the employers. This will also ensure proper maintenance of record. At the same time care must be taken to see that employers are not over-burdened with multiplicity of forms and registers. A single register and single annual return will suffice for the purposes of law enforcement and of statistics.
“Representation of both the employers and the trade unions must be equal in number on all bodies. Representation of NGOs, experts, academics and other interest groups should also be given in adequate numbers.”
All these suggestions will be extremely useful to the government in preparing a fair deal for unorganised workers. | https://www.mainstreamweekly.net/article310.html |
The invention provides a protection method for Hadoop cluster data based on an ApacheRanger. The method comprises the steps that an ApacheRanger security framework is utilized to perform user service access request control and security auditing through a preset security policy; and a big data analysis support platform performs unified management on the ApacheRanger security policy and the audit condition through a preset unified calling port. The method has the advantages that compared with fragment protection in a traditional database, the security framework provided by the ApacheRanger can provide more effective and overall security protection, a user can create and update the security policy stored in a policy database through the functions of integration and optimization of the big data support platform, and meanwhile the security framework of the ApacheRanger is responsible for performing access control and collection of auditing data through the security policy; and through the big data support platform plus the security framework, the user can unify security management policies of different components of a Hadoop cluster and also can perform unified collection, management and checking on the auditing data. | |
Jennifer Kroeker-Hall is the President and CEO of Sirius Strategic Solutions; a management consulting firm focusing on public sector governance, government relations, organizational development, policy and planning. She has built Sirius into a collaborative venture focusing on road safety, justice and health policy. Over more than 20 years, she has held senior management and executive positions with the Province of B.C. and ICBC. In her most recent positions, Jennifer worked both nationally and internationally, being recognized by the Canadian Council of Motor Transport Administrators for her outstanding contributions; receiving the Jennie Howie Government Member Award in 2006. Jennifer has extensive public sector governance, policy and planning experience having been elected to, and chaired, the Board of the Institute of Public Administration of Canada (IPAC, Victoria Regional Group), the Alumni Board of the School of Public Administration, University of Victoria, and the Greater Victoria Police Victims Services Board. She has also served on the IPAC National Board and the Greater Victoria Public Library Board. Her skills and volunteer commitment are evidenced by her most recent role as the Vice-President of the Canadian Association of Road Safety Professionals. Jennifer holds both a MA (Criminology) from Simon Fraser University, a MPA from the University of Victoria and is currently working on her doctorate in public administration at the University of Victoria pursuing interests in public sector governance, policy and planning.
It has often been argued that preferences and work motivations of public sector employees differ from those of private sector employees.1 Historically, there has been a general perception that public servants are “risk-avoiders”. This article provides a high-level overview of the questions and current public sector context for risk-taking compared to the private sector. Arguably, the concept of risk in the public sector has evolved through a number of different streams, which have accompanied the shift from a traditional public service model to an emphasis on the infusion of private sector principles and values to the public sector. Where is this discussion now?
Empirical research on risk-taking has grown in the past three decades or so but few of the best studies systematically differentiate between public and private sector organisations.2 The definition of risk has evolved from private sector research to mean the exposure to the chance of loss from one’s actions or decisions. There has been much research looking at the appropriateness and value of private sector principles in the public sector, but less so on the concept of risk-taking. Some research has taken the view that people gravitate towards public service because they are risk averse.3 Studies from the 1980’s through to today appear to support this view often because employers in the public sector are seen to offer higher job security and less volatile wage compensation than employers in the private sector. Bloch and Smith (1979) demonstrated that the probability of becoming unemployed is considerably less for workers in the public sector than for those in the private sector.4 Although documentation is more limited, it appears that working conditions are also regarded as more favourable in public than in private jobs. However, the challenge for most research is in identifying data that determines how much risk people face.
So what motivates public sector workers and where does risk-taking fit? Generally we think of concepts such as service, good public policy, social good, personal commitment to a cause, and serving the public interest. Employees have not been seen as externally motivated by profit but internally by altruism or serving the public good. The NPM framework has been based on the premise that efficiency and effectiveness of public sector organisations could be improved through private sector management techniques and hence the reinventing of government.6 It has refocused the discourse on employee motivation and managerial values such as risk-taking and innovation within the context of organisational change.
The processes of organisational change have been accompanied by an increased emphasis on flexibility, adaptability and performance management7 - but not by an empirical understanding of organisational culture. The literature suggests that public organisations have traditionally under-emphasized aspects of organisational culture because they have lacked an orientation towards adaptability, change and risk-taking – and the arguments become somewhat circular. Regardless, managing change and developing strategies requires an understanding of organisational culture. In the context of our increasingly complex and internationally inter-connected world, this has meant a shift from a traditional bureaucratic model with its emphasis on rules, procedures and stability, to a greater orientation towards change, flexibility, entrepreneurialism, outcomes, efficiency and productivity (Parker & Bradley, 2000).
What is lacking in the general discussion on implications of NPM – is a focus on risk-taking within organisational culture. “Risk- taking” or managing risk has been studied in a few narrow contexts such as public-private partnerships, outsourcing and financial policy, but less often with respect to general managerial approaches and organisational culture. Bozeman & Kingsley (1998) attempted to identify and explain differences between public and private organisations by focusing on the concept of risk culture. They describe risk culture as pertaining to managers’ perceptions that their peers and superiors take risks and promote risk-taking. Some of the factors they examined as possible determinants of risk culture include political control, nature of reward systems, levels of formalization and red tape, bureaucratic structures and goal ambiguity.
What Bozeman & Kingsley found was that a riskier culture is positively related to the willingness of top managers to trust employees and to the clarity of the organisation’s mission. Organisations with more red tape, weak links between promotion and performance and high involvement with elected officials, tend to have a less risky culture.
However, old assumptions of the public sector resurface in the debate and research about whether it is less innovative than the private sector. In the private sector, innovation is driven by profit, which provides incentive to innovate, to cut costs, improve market share and create new products and services. A key question is how transferable understandings, insights and approaches are between the two sectors. Research has looked at elements of management, structure, rewards and culture to explore the differences between public and private sector innovation. Some of the most consistently innovative organisations focus on clear outcomes, supported by the right rewards, tools and organisational culture. Barriers to public sector innovation include a culture of risk aversion and a focus on short- term delivery pressures, both of which can hinder organisational development and progress. Other reasons for stymied innovation suggest a lack of competition and incentives; bureaucratic conservatism; and a workforce that is unresponsive to and unwilling to change. What is clear, then, is that in the absence of a profit motive, and in the face of fast-paced change, other incentives must be provided for public sector individual and organisations.
Entrepreneurship has been conceptualized as a means of creating value by bringing together a unique combination of resources to exploit an opportunity.11 Research has shown that while many similarities exist between private and public sector entrepreneurship, there are important differences related to key dimensions such as innovation, risk-taking, proactivity, political environment and complexity, among other things (Kearney et.al., 2009). Despite these differences there is a belief and some evidence that entrepreneurship within the public sector produces superior organisational performance.12 The challenge is to recognize the key similarities and differences; identify the entrepreneurial process that lead to beneficial public sector outcomes.
Following these evolutionary threads, then, I would argue that risk-taking in the public sector is not a dead concept. It has quietly subsumed a role within the larger framework of public entrepreneurship. However, its conceptual uniqueness should not be lost but be further explored in association with innovation. The limited research to date has shown some promise in understanding how these private sector concepts can be shaped in today’s public sector environment of increasing social economic and financial complexity fed by rapid technological change and global inter-connectedness. As go the problems, so go the solutions.
1 Bozeman, Barry & Kinglsely, Gordon. (1998). Risk Culture in Public and Private Organizations. Public Administration Review, 58(2), 109-118.
3 Buurman, Margaretha; Delfgaauw, Josse; Dur, Robert; & Van den Bossche, Seth. (2012). Public Sector Employees: Risk Averse and Altruistic? CESIFO WORKING PAPER NO. 3851. Found at http://www.CESifo-group.org/wp.
4 Bloch, Farrell & Smith, Sharon. (1979). Human Capital and Labor Market Employment. Journal of Human Resources, 14(2), 550- 60.
5 Buurman et al., 2012.
6 Osborne, D. & Gaebler, T. (1992). Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector. Addison-Wesley, MA.
7 Parker, Rachel & Bradley, Lisa. (2000). Organisational culture in the public sector: evidence from six organisations. The International Journal of Public Sector Management, 13(2), 125-141.
10 Kearney, Claudine, Hisrich, Robert D., and Roche, Frank. (2009). Public and private sector entrepreneurship: similarities, differences or a combination? Journal of Small Business and Enterprise Development, 16(1), 26-46.
11 Stevenson, H.H. and Jarillo, J.C. (1990). A paradigm of entrepreneurship: entrepreneurial management”, Strategic Management Journal, 11,17-27.
12 Kearney, et al., 2009. | https://www.capam.org/knowledge/articles/2015/evolution_risk_debate_public_v_private_sector.html |
Nursing publications frequently reference groups (e.g. the group nurses). The nature and capabilities of group agents or collective subjects, and the relationship between nursing as a group and nurses as individuals is, however, rarely made explicit in these publications. Following Alvin Goldman, questions pertaining to groups can be classified as metaphysical or epistemic. Metaphysical questions take two forms. First, we might ask about the ontological status of group agents. For example, to what extent, if at all, do group agents exist and act independently of their constituent members? Second, we can ask whether group agents have psychological states or properties that can, for example, be formulated as propositional attitudes and, if they can, in what ways are group attitudes correlated with or tied to those of individual group members? In this presentation, having recognised the potential reality of group ontological and psychological being, I examine an under researched element of social epistemology. Specifically, the potential of non-individualist reliabilism (social process reliabilism) to justify doxastic group beliefs (i.e. statements such as “nurses believe that”) are considered. It is suggested that this issue has concrete implications for how we think about nursing.
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The full-text cannot be supplied for this item. | https://eprints.worc.ac.uk/4509/ |
Where l is the change in linear dimension relative to the starting dimension l under the applied load and F is the load acting on the solid in area A.
Modulus of elasticity Y = stress/strain
- The deformation of the body per unit of its dimension in the direction of the applied force is referred to as the strain.
- The ratio of two similar values is the strain. It won't have any dimensions as a result.
- Therefore, the elasticity modulus will have the same unit as the stress.
- As a result, stress and the modulus of elasticity are similar in dimensions.
Summary:-
The Modulus of Elasticity is Dimensionally Equivalent to 1. Strain 2. Stress 3. Surface Tension 4. Poisson’s Ratio
Stress is dimensionally equivalent to the modulus of elasticity. It is the measure of elastic deformation experienced by a solid
Related Questions:-
- Comprehension Directions: In each of the following series determine the order of the letters/numbers. Then from the given options select the one which will complete the given series. 0, 6, 24, 60, 120, 210, ? | https://byjusexamprep.com/the-modulus-of-elasticity-is-dimensionally-equivalent-to-i |
Like all university essays, the English paper requires essential thought and strong argumentation, but its give attention to language and close textual analysis makes it unique. The purpose of a literary evaluation is to analyze a selected theme or aspect of the ebook or poem you’ve got read. The following steps one should take to organize an excellent literary evaluation essay. Please Maeve could give the precise definition of composition” (for essays we already have it). Your point of view is so revolutionary that probably the concept may be seen in a different way. Thanks.
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Perhaps the most popular essay that you’ll have to write in high school is, the literary analysis essay. And this is one where you will look specifically at how and why literature was written. So I want to discuss among the widespread matters and then provide you with some pointers to bear in mind as you might be writing. So actually the important factor to concentrate on is that, you are not simply retelling a narrative here, you are really enthusiastic theme of the outsiders about author intentions. So why did the writer choose certain issues to happen or put things in a sure order or use certain units in his or her writing. Among the common topics that you simply might be asked to take a look at in literary analysis, are trying on the characters and how they develop or why sure ones are spherical and sure ones are flat, issues like that. Sure sound gadgets especially in poetry, you will be trying maybe alliteration, onomatopoeias and how that changes a poem.
As touched upon earlier, a literary analysis is, in essence, an essay that delves deeper into a work of literature; examining and evaluating the various plot twists, character traits, events and setting in hopes of gaining a greater perception into the message the author meant to deliver.
The very first thing you should do is select a subject of your interest. Needless to say selecting a subject that’s attention-grabbing to you personally ensures a properly-written paper. The student mustn’t solely be capable of analyze earlier work achieved by students within the chosen discipline of research but additionally base their conclusions on it. Start by jotting down your ideas, then discover some sources (books or websites), and after that, proceed with conducting research.
After you get their consideration and you feel fairly assured that they are going to be listening by now, it’s time to wrap-up the introductory half with a particular and clear thesis statement. This bit may have a job much like a highway map of the entire paper and lets the reader in on some focus subjects of the paper. A thesis statement ought to provide readers with focus, both if you’re going for symbolism or the theme of the ebook you are reviewing. When you’re accomplished and a hundred% content along with your thesis statement, it also gives you a road map on how you’ll go on with the rest of the essay. It is now time to maneuver on to the actual evaluation of the book or novel you might be writing about.
The abstract of those factors will work literary for the character analysis essays conclusion; within the body, a writer also needs to add proof like in-text citations. Recall some episodes from the movie or comics to assist your view.
Descriptive Essay – Because it sounds, one of these essay gives an outline a few particular matter, or describes the traits and characteristics of something or an individual intimately. It permits artistic freedom, and creates photos within the minds of readers through using the five senses.
The creator hints to the readers about what they can count on from the characters or the plot of the story. Impress your trainer by presenting your perspective and evaluation of such an incident. A literary essay is normally a effective balance between linguistic evaluation and semantic interpretations: between constructions and the best way those structures make meaning.
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Earlier than writing the literary essay, brainstorm your ideas on a piece of paper. It might take time so that you can do the brainstorming but after you have all the concepts listed out evaluate which one of many ideas is suited best to your subject. Throw away the ideas that aren’t working and take into consideration a sequence in your shortlisted ideas. Giving the concepts a number will enable you to to resolve the order in which these concepts will probably be developed in your essay. Once your movement chart is prepared you can start arranging the lines making it a paragraph. Organize the paragraphs in such a means that there ought to be a circulate for the essay.
When presenting evidence from the literature piece to support some extent, start with the proof that best strengthens your level, and add the remaining in decreasing order of relevance. Word that secondary sources could also be used as a foundation for supporting your argument further. However, it’s vital that such sources stay secondary and not the principle evidence behind any argument you current in the paper. | https://trouvaille.id/the-facts-on-painless-literary-essay-topics-secrets/ |
The electronic information industry has the characteristics of high technology content, high added value, and low pollution. With the accelerating development of hotspot products represented by flat-screen TVs, smart phones, integrated circuits, new displays, 5G, and artificial intelligence, the development of electronic, the information industry has an increasing influence on social changes, and has been regarded as a strategic development industry by major countries around the world, and has become an important driving force for the world's economic and social development.
Graphene is the hardest material known in the world. It is almost completely transparent. It has a thermal conductivity of up to 5300W/m·K and an electron mobility of up to 2×105cm2/V·s. It has excellent mechanical strength and is abnormal at room temperature. The quantum Hall effect and these excellent properties make it a hot spot in the research of high-speed electronic devices, optoelectronic devices, and sensors.
The forum will focus on the application of graphene in high-frequency electronic devices and circuits, logic switches, microwave optoelectronic flexible displays, sensors, chips, integrated circuits, home appliances, 5G and optical communications, and research on the application of graphene in electronic information, discuss the application research progress, technical problems and industrialization status and challenges, and provide solutions for future wireless communications, data processing, 5G, Internet of Things, and low-energy electronic sensing systems.
Schedule
CGIA supports members to focus on application and industry chain, to keep pace with market development, to guarantee industry interests by involving in policy making and establishing standards, and to build long-term cooperation with up-down stream enterprises all over the world. | http://www.grapchina.com/index.php/Fhzt/view/id/353.html |
Clinically MAOIs have been used to alleviate symptoms of various subtypes of depressive disorders. Formerly identified as the first anti-depressive agent, the use of MAOIs in the treatment of depression has mostly fallen to third or fourth line agents for treatment-resistant depression, this is largely due to the dietary restrictions, side effects, and safety concerns.22 However, in the treatment of atypical depression randomized controlled trails have shown MAOIs to be superior to other commonly used agents such as tricyclic antidepressants. Atypical depressive features include mood reactivity with two or more of the following including weight gain, hypersomnolence, leaden paralysis, and hyperphagia.13,23 Controlled studies have also shown efficacy in the use of monoamine oxidase inhibitors, both irreversible and reversible, in the treatment of social anxiety disorders (social phobias). Social phobias are a common psychiatric disorder, associated with considerable functional impairment and are often comorbid with depression, substance use, and anxiety disorders. Patient characteristically experience fear of being observed or evaluated by others.24–27 Phenelzine has largely been studied in patients with social anxiety disorder and has demonstrated superior efficacy when compared with placebo.28 Despite substantial evidence of the efficacy of MAOIs in social anxiety disorder, they are mostly second-line agents due to their side effect profile and interactions with other agents.
Selective monoamine oxidase B inhibitors such as selegiline are frequently used to treat Parkinson’s disease. The diagnosis of Parkinson’s disease is typically characterized by movement disorders including tremor, rigidity, and bradykinesia. As the disease progresses patients experience neuropsychiatric disturbances including depression, anxiety, and cognitive changes. Signature neuropathological lesions such as degeneration of dopaminergic neurons in the substantia nigra pars compacta have been identified in Parkinson’s disease. Therefore, activity of MAO has often been identified as a contributing factor in the neurodegeneration of Parkinson’s disease. This is mostly due to the degradation of dopamine caused by MAO. Inhibition of MAO-B through agents such as selegiline cause an increase in dopaminergic endogenous amines levels, lessening symptoms and slowing progression of the disease.6,29,30
Adverse Effects
With the continual increase in the number of available antidepressants, the use of MAOIs, relative to other antidepressants, has declined since their emergence in the early 1950s.31–35 Monoamine oxidase inhibitors (MAOIs) are effective antidepressants; however, many are reluctant to prescribe this class of antidepressants due to the dietary and drug restrictions that accompany MAOIs, which if not strictly followed can lead to an array of adverse effects. Despite the common misconception that MAOIs have serious side effects, the adverse effects most commonly associated with the use of oral MAOIs include weight gain, sexual dysfunction, and more general central nervous system effects such as dizziness, insomnia, or headache.36 Despite the known efficacy of MAOIs in the treatment of major depressive disorder, many clinicians don’t utilize this class of antidepressants. A clearer understanding of the pharmacodynamic interactions and potential adverse effects of MAOIs may help clinicians to better utilize this class of antidepressants, especially in cases of treatment-resistant and atypical depression.37
Serotonin Syndrome
A possible complication of monoamine oxidase inhibitors (MAOIs), although rare and largely avoidable, is the development of serotonin syndrome. Serotonin syndrome, also known as serotonin toxicity, is a potentially fatal condition believed to be caused by an excess stimulation of serotonin receptors.38–40 Serotonin syndrome is commonly described as a clinical triad of changes in mental status, autonomic hyperactivity, and neuromuscular abnormalities. However, it is important to note that not all of these findings are consistently present in all patients experiencing the disorder.41,42 Serotonin toxicity covers a broad spectrum of adverse effects ranging from mild to severe depending on the extent of excess serotonin.39,43 Cases commonly involve an MAOI and at least one other medication. Severe toxicity usually occurs when drugs with two different mechanisms of action on serotonin are present. MAOIs have a higher risk of inducing severe serotonin syndrome when compared to other antidepressants. Therefore, MAOIs should never be taken in combination with a selective serotonin reuptake inhibitor (SSRI), serotonin-norepinephrine reuptake inhibitor (SNRI), or other MAOIs as this significantly increases the likelihood of developing serotonin syndrome.44 Moderate toxicity is also possible and has been reported to occur in overdoses with a single MAOI or from an increase in the therapeutic dose of an MAOI.
Insomnia
MAOIs have been reported to cause or exacerbate insomnia, leading some individuals to cease taking the medication despite adequate therapeutic response. It is important that when determining if the occurrence of insomnia is associated with the prescribed MAOI that it be clearly distinguished from insomnia which results from the depression itself.45–49 If a patient is experiencing insomnia from MAOIs, it is suggested to first try making adjustments in the time of dosing, before resorting to discontinuing the MAOI completely.48
Irreversible MAOIs reported to cause insomnia include isocarboxazid, tranylcypromine, and phenelzine.50 Additionally, tranylcypromine and phenelzine have been associated with significant REM sleep suppression, which is alleviated following withdrawal of the antidepressant.51 Reversible MAOIs are less likely to cause insomnia. Moclobemide, a reversible MAOI, has been shown to exhibit less REM sleep suppression compared to traditional MAOIs.
Weight Gain
Weight gain can be a common problem experienced by individuals placed on an antidepressant. However, the link between the two is complex and can be caused by a multitude of factors and interpreted differently based on the depressive symptoms that is each patient’s presentation. Weight gain associated with an antidepressant treatment can be a positive sign of improvement in patients who experience weight loss as a symptom of depression or, in contrast, it can be a residual symptom in patients who overeat when depressed.52 Therefore, determining the potential for weight gain when undergoing antidepressant therapy can be challenging due to the dynamic interaction between weight changes and the underlying psychiatric disorder.
Although weight gain is often considered to be a typical side effect of irreversible MAOIs, few studies have examined this issue in-depth. Early studies suggested that MAOIs were comparable to tricyclic antidepressants (TCAs) in terms of risk for weight gain during short-term treatment.52,53 A review of the literature suggests that the incidence of weight gain may differ depending on which MAOI is prescribed. A retrospective study compared the two classes of antidepressants and found that patients treated with either phenelzine (i.e. MAOI) or tranylcypromine (i.e. TCA) both noted weight gain during treatment, although more frequently in the phenelzine treatment group.54 Furthermore, it has been suggested that phenelzine has a higher likelihood of causing weight gain compared to other irreversible MAOIs such as isocarboxazid and tranylcypromine, but there is a lack of sufficient evidence to support this claim.52
Hypertensive Crisis
Hypertensive reactions are a potential risk associated with the use of MAOIs. A hypertensive crisis occurs when there is a severe and abrupt elevation in blood pressure, usually defined by systolic blood pressure values greater than 180 mmHg or diastolic blood pressure values greater than 120 mmHg.55 This potentially fatal condition is characterized by the following: headache (occipital, may radiate to frontal region), sweating (+/- fever), palpitation, tachycardia or bradycardia (may be associated with chest pain), nausea, vomiting, dilated pupils, and stiff/sore neck.56 Due to the risk of such adverse reactions, many clinicians have been apprehensive to utilize this class of antidepressants despite their known efficacy in the treatment of major depressive disorder.
Shortly after the introduction of MAOIs in the early 1950s, patients taking the antidepressant began to report experiencing acute episodes of throbbing headaches accompanied by elevations in blood pressure. Subsequent investigations revealed the primary cause to be what is commonly referred to now as the “cheese reaction”, a catecholamine-induced hypertensive crisis that occurs when MAOIs are combined with foods high in tyramine (i.e., cheese).57 This adverse reaction was discovered through the observation that such acute episodes would ensue following ingestion of cheese containing high concentrations of tyramine.58,59
Tyramine is a potent releaser of norepinephrine (NE) and is found in high concentrations in foods such as aged cheeses and meats. Under normal conditions, NE is unable to accumulate to toxic levels due to the presence of MAO-A, an enzyme that degrades neurotransmitters, including NE. The average person can tolerate roughly 400 mg of ingested tyramine before postsynaptic adrenergic receptors undergo excessive stimulation which then results in elevated blood pressure.60 Generally, meals considered to be high in tyramine contain about 40 mg of this catecholamine, therefore a tyramine reaction is unlikely to occur in a normal, unmedicated person with a standard diet.61
Those on an MAOI have a heightened sensitivity to tyramine because MAOIs inhibit MAO-A. When MAO-A is inhibited, the capacity to handle tyramine intake from the diet is significantly reduced causing the brain to be vulnerable to overstimulation of postsynaptic adrenergic receptors with as little as 8-10 mg of tyramine ingested and can result in life-threatening blood pressure elevations.62 Such blood pressure elevations, when sudden and dramatic, can cause a hypertensive crisis requiring immediate medical intervention. This risk is largely avoidable through implementing dietary restrictions. Thus, patients taking MAOIs should be mindful of the tyramine content of foods in their diet. However, contrary to the numerous myths surroundings MAOIs, it is not necessary to restrict yourself from all cheese, wine, and beer. Aged cheeses should in general be avoided, but processed cheeses and those used by the food industry (i.e., restaurants, pizza chains) do not usually contain high levels of tyramine and are safe to consume.63,64 In regards to wine and beer, generally only draft and unpasteurized beer need to be avoided.60,63,64 Canned and bottled beer is low in tyramine, and many wines, including white wines and chianti, contain low levels of tyramine.63,64
As an aside, MAOI could also precipitate an increase in histamine with certain foods. Certain fish, called Scombroid fish which include skipjack and tuna, are rich in histamine.65 MAO is involved in the breakdown of histamine as well. If MAO is inhibited, it can lead to the accumulation of histamine.65 In contrast to the accumulation of tyramine, the increase of histamine can actually lead to a decrease in blood pressure.
In addition to tyramine, hypertensive reactions can also be associated with over-the-counter sympathomimetic drugs such as ephedrine, pseudoephedrine, and phenylpropanolamine, which are found in many decongestants and cough medications. Hypertension can also arise when MAOIs are taken in combination with L-dopa, methylphenidate, dextroamphetamine, reserpine, guanethidine, or tetrabenazine.57
The standard recommendations given to patients experiencing a hypertensive crisis while on an MAOI have changed over the years. Nifedipine, a dihydropyridine calcium antagonist that acts to lower arterial pressure via peripheral vasodilation, was widely used in cases of severe hypertension related to the use of MAOIs.66,67 However, concerns began to arise over reports of nifedipine causing serious adverse effects including cerebrovascular ischemia, stroke, severe hypotension, and acute myocardial infarction. Systematic studies challenged the safety and efficacy of this practice for treating hypertensive crises, which then led many experts to instead advise patients to measure their blood pressure (BP) if a severe headache transpires. Today, routine monitoring of BP remains the main recommendation for patients on an MAOI and helps to ensure the rapid detection and treatment of hypertensive reactions.9 In cases of hypertensive crisis, patients should seek immediate medical intervention for blood pressure control with short-acting, titratable antihypertensive agents while steadily monitoring vital signs.55,58
Drug-Drug Interactions
Drug interactions can occur with all MAOIs. Despite the fact that MAOIs have been used for decades, the pharmacokinetic interactions for this class of antidepressants still remain poorly understood.68,69 In addition to adverse reactions with certain foods, both older and newer MAOIs can negatively interact with both sympathomimetic and serotonergic drugs.45,70–73 The most serious, although rare, adverse drug reactions that can result from the combination of MAOIs with sympathomimetic and serotonergic agents are serotonin syndrome and hypertensive crisis. The following information discusses known drug-drug interactions for MAOIs, and the potential adverse effects associated with the specific combinations.
MAOI + SSRIs/SNRIs
The general guidelines for MAOIs are to avoid combining this class of antidepressants with selective serotonin reuptake inhibitors (SSRIs) or selective norepinephrine inhibitors. Combination of an MAOI with either is dangerous due to the increased risk for serotonin syndrome.74–76 Furthermore, combination use specifically involving an SSRI has been associated with fatalities in patients receiving both therapeutic and overdose amounts.77,78 To avoid the potential for adverse effects, it is recommended that SSRIs or SNRIs be discontinued for a minimum of two weeks (referred to as a washout period) before starting on a MAOI, with the exception of fluoxetine, which has a longer half-life and requires a 5-week washout period.79,80
MAOI + TCAs
General guidelines state MAOIs should not be combined with tricyclic antidepressants (TCAs), due to the concern for possible serotonin toxicity.81–83 MAOIs prevent the breakdown of serotonin in the presynaptic nerve terminal and TCAs block the reuptake of serotonin in the synaptic cleft. Thus, combining the two medications is thought to lead to an increase in serotonin levels in the brain and, if such levels become toxic, precipitate serotonin syndrome. However, the literature on MAOI and TCA combination therapy is mixed, and some believe the risk of a patient developing serotonin syndrome from the combination is overestimated.84 Interest in the use of a MAOI and TCA combination therapy has grown in recent years for its potential use as a therapy for treatment-resistant depression (TRD) where MAOIs or TCAs alone are not effective. Recent studies have also supported the use of MAOI and TCA combination therapies reporting sustained tolerability and efficacy in patients who received both medications.12 It is important to note that if a MAOI and TCA combination therapy is used, the TCA should be introduced first or at the same time as the MAOI.85 Studies found the risk for adverse effects increases when the MAOI is introduced first and, therefore, should always be given second to, or at the same time as, the TCA.12,86 Clinicians should also be aware that the TCA clomipramine displays potent inhibition of serotonin and, thus, should never be used in combination with an MAOI.87
Switching Antidepressants
Irreversible MAOIs, such as phenelzine, isocarboxazid, and tranylcypromine, have a rapid absorption and clearance rate, with pharmacokinetic half-lives ranging from 1.5 - 4 hours.49,88 However, clinicians need to be aware that the pharmacodynamic half-life is greater than the pharmacokinetic half-life. This is due to the fact that these drugs irreversibly inhibit MAO and as a result, their physiological effects persist for up to 2-3 weeks (i.e., until new MAOs are produced). This is especially important to consider when discontinuing an irreversible MAOI and transitioning to another type of antidepressant. A 14-day drug-free washout period is necessary before starting another antidepressant to ensure the MAOI is sufficiently cleared from the system preventing any possible serious pharmacodynamic interactions.69,89 While it is considered safe to begin a new antidepressant after the 14-day drug-free washout period, it is recommended that patients still be monitored since cases of adverse interactions have been reported in the past.90 When switching from one MAOI to another, similar protocols should be followed, although when both the previous and new antidepressants have the same mechanism of action, shorter drug-free washout periods have been safely performed (1-8 days). Patients switching to an MAOI from a different class of antidepressant should undergo a cleanse period of at least five half-lives specific to the antidepressant being discontinued.80,89 Fluoxetine, a selective serotonin reuptake inhibitor, is a particular challenge due to its long half-life and requires a 5-to-6-week drug-free washout period before cautiously starting a low-dose MAOI.
MAOI + Cold Medications
Individuals taking a MAOI should avoid taking cold and cough medications that contain certain ingredients. These include drugs that increase adrenergic stimulation by a mechanism other than MAO inhibition. If such medications are added to an MAOI, a potentially dangerous hypertensive crisis can occur. Decongestant medications taken orally have the ability to increase blood pressure by themselves, especially in patients with preexisting hypertension or those whose hypertension is poorly controlled. Therefore, when such medications are combined with MAOIs the likelihood of elevated blood pressure significantly increases as well as the potential for a hypertensive crisis.60 Decongestants to be avoided mainly include the over-the-counter α1-adrenoceptor agonists, phenylephrine and oxymetazoline. Ephedrine, phenylpropanolamine, and pseudoephedrine are also contraindicated with MAOI use; however, these medications have been either withdrawn from the United States or only available upon signing for them at a pharmacy. These decongestants have adverse drug interactions with MAOIs because they add to the pro-noradrenergic actions of MAO inhibition to promote overstimulation of alpha 1 postsynaptic vascular receptors.72 These receptors determine both the arteriole resistance and venous capacitance. Thus, excessive stimulation of these receptors leads to a direct increase in blood pressure and, in severe cases, a hypertensive crisis.91 Dextromethorphan is an additional ingredient found in cold medicines. This opiate derivate is a cough suppressant and should not be combined with MAOIs. Dextromethorphan is a weak 5-HT reuptake inhibitor, making it a much more dangerous medication than adrenergic stimulants for those on an MAOI. When a 5-HT reuptake inhibitor is combined with an MAOI, postsynaptic 5-HT receptors become overstimulated and can lead to serotonin syndrome.
It is important for clinicians, as well as patients, to be aware that not all cough or cold medications must be avoided when taking an MAOI. In general, patients on a MAOI want to avoid two types of medications: those that can elevate blood pressure via sympathomimetic actions (e.g., phenylephrine and oxymetazoline) and those that can increase serotonin levels via 5-HT reuptake inhibition (e.g., dextromethorphan, chlorpheniramine, and brompheniramine). Other cough and cold medications not included in either of these categories are, in general, suitable to use with MAOIs. Antihistamines (excluding chlorpheniramine and brompheniramine) and cough medicines with expectorants or codeine (excluding dextromethorphan) are safe to use with MAOIs.14,56
MAOI + Synthetic Analgesics
Analgesics with serotonergic activity should not be combined with MAOIs. The properties of the two when combined can produce life-threatening serotonin toxicity. Knowledge of these drugs’ properties can help to prevent such adverse reactions from occurring as well as ensure appropriate treatment is administered if such adverse events do occur. Analgesics that are known to be weak serotonin reuptake inhibitors (SRIs) and should therefore be avoided by patients on an MAOI include phenylpiperidine opioids, meperidine (pethidine, Demerol), tramadol, methadone, and dextromethorphan. Another opioid medication that can cause buprenorphine. This is important to consider if you have a patient that needs treatment with an antidepressant medication and is on opioid replacement treatment. Innocuous analgesics available to patients on an MAOI include morphine, codeine, oxycodone, and buprenorphine. These analgesics are not known to be SRIs and therefore would not produce serotonin toxicity.
In the instance where an MAOI is co-ingested with an SRI, it is critical that the appropriate intervention be promptly initiated to prevent rapid deterioration and death.92–94 Many reports suggest 5-HT2A antagonists (e.g., chlorpromazine via i.v. administration) are the most effective treatment for severe cases of serotonin toxicity.92,95,96 It is also important to note that reports have shown the cessation of the drugs and supportive care are not enough to treat these patients, as some will die before the effects of the ingested medications wear off.92–94 More proactive interventions, such as cooling and 5-HT2A antagonists, need to be implemented to treat for serotonin toxicity caused by MAOI + SRI co-ingestion.92,95
MAOI + Antibiotics
Patients taking MAOIs or other serotonergic psychiatric medications should avoid taking the antibacterial drug linezolid. Clinicians, as well as patients, may not realize that linezolid possesses MAOI properties. Linezolid belongs to the class of oxazolidinone antibiotics which are antibacterial agents that selectively prevent bacterial protein synthesis through the inhibition of monoamine oxidase. Although the exact mechanism of the drug interaction between linezolid and MAOIs is unclear, linezolid is understood to be a reversible MAOI that selectively inhibits human MAO-A and thus prevents the breakdown of serotonin in the brain.72,97 It is suggested that when linezolid is combined with a MAOI antidepressant (or other serotonergic psychiatric medications), toxic levels of serotonin accumulate in the brain causing serotonin syndrome. Therefore, general guidelines suggest linezolid should be not be prescribed to patients on an MAOI (or other serotonergic psychiatric medications). However, the exception being life-threatening conditions that require immediate treatment with linezolid such as vancomycin-resistant Enterococcus faecium (VRE) infections and infections caused by methicillin-resistant Staphylococcus aureus (MRSA).98
MAOI + Illicit Drugs
Illicit drugs that stimulate the central nervous system (CNS) such as ecstasy (MDMA, 3,4-methylenedioxymethamphetamine) act as serotonin releasers. Combining serotonin releasers with MAOIs can cause a severe and potentially fatal degree of serotonin toxicity.99,100 Growth in the antidepressant market and the widespread use of illicit drugs, stresses the need to emphasize the potential harms associated with the concomitant use of MAOIs (and other serotonergic drugs) with serotonin releasers (i.e., ecstasy). Ecstasy alone can induce severe serotonin syndrome, therefore combining this illicit drug with an MAOI significantly increases the likelihood of provoking serotonin syndrome. Furthermore, MAOIs are noted to be the most likely of all the serotonergic drugs to lead to toxic increases in serotonin when used with ecstasy.100 It is also important for patients to be aware of the long half-life of some MAOIs (e.g., phenelzine, tranylcypromine) meaning an individual could still be susceptible to adverse interactions with ecstasy up to two weeks after cessation of the antidepressant.101,102
MAOI + Methylene Blue
Methylene blue (methylthioninium chloride) is a synthetic, basic dye that has several notable uses in clinical medicine. Examples include use as a tissue dye in diagnostic procedures for the selective staining of certain body tissues during surgery.103,104 It also serves as a medication to treat various medical conditions including methemoglobinemia, vasoplegic syndrome, and ifosfamide-induced encephalopathy. The dye has been clinically used for many years with few reports of toxicity. Early experiments found oral administration of methylene blue to be innocuous.105 However, more recent studies have confirmed that methylene blue is, in fact, not an innocuous substance and acts on a larger array of enzymes and proteins than previously believed.
In the interest of MAOIs, the FDA now labels methylene blue as “a potent, reversible monoamine oxidase inhibitor” that has the potential to cause serotonin syndrome when combined with a serotonergic psychiatric medication. This discovery emerged after several reports of serotonin toxicity following administration of methylene blue exclusively in patients on a serotonergic psychiatric medication (e.g., MAOI or SSRI), indicating methylene blue must have an influence on the 5-hydroxytryptamine (5-HT, serotonin) system.106 Studies examined the effects of methylene blue on the two monoamine oxidase isoforms, MAO-A and MAO-B, and found methylene blue to be a very potent inhibitor of MAO-A with a Ki of 27 nM and binds to the active site of MAO-A. In contrast, MAO B did not appear to be a target of action for methylene blue and no significant inhibition of the enzyme was observed.105,107
For clinical use of methylene blue, clinicians should be aware of its properties as a potent MAOI and avoid administering the dye to patients on a MAOI antidepressant or any other type of serotonergic medication. Combining methylene blue with a MAOI increases MAO inhibition which in turn directly increases levels of serotonin at the synaptic cleft. High levels of serotonin can become toxic to the body and induce serotonin syndrome.
MAOI + Other
Phenothiazine antipsychotics, such as fluphenazine, are known to increase concentrations of tranylcypromine (a nonselective, irreversible MAOI). Tranylcypromine is also an inhibitor of CYP2C19, which metabolizes proton pump inhibitors such as omeprazole, a medication used to treat stomach and esophagus problems.69,108 In addition, cimetidine, a medication also used for gastroesophageal issues, has been shown to reduce the clearance of moclobemide (a reversible MAOI). Therefore, when using the two medications in combination it is recommended the dose of moclobemide be cut in half.109 Table one summarizes drugs that are contraindicated with MAOIs.
Conclusion
MAOIs are an old yet evolving drug class that were initially developed for the treatment of depression but have since expanded to neurocognitive disorders, stroke management, and even neuroprotection. Despite the efficacy in various atypical and treatment-resistant depression, these therapeutics remain underutilized due to significant associated adverse effects, specifically hypertensive crisis and serotonin syndrome. This concern is further exacerbated due to the robust list of drugs and foods that must be avoided or consumed with caution in order to minimize the potential for adverse reactions. Therefore, it is critical that the oversight of a trained psychiatrist is an integral part of prescribing MAOI. Patient involvement is also crucial to ensure any interaction within the healthcare setting includes making other providers aware of a MAOI prescription as well as avoiding certain OTC medications that can interact adversely with MAOIs. However, advancements in isoenzyme target specificity, reversibility of action and mode of drug delivery have provided alternatives to the original irreversible, non-selective MAOIs that function to minimize the risk for adverse events. | https://healthpsychologyresearch.openmedicalpublishing.org/article/39576 |
BACKGROUND OF THE INVENTION
1. Field of the Invention
The present invention relates generally to materials which exhibit nonlinear optical (NLO) properties. More particularly, the present invention relates to materials which have high first molecular electronic hyperpolarizability (&bgr;) and therefor display high second order nonlinear optical properties.
2. Description of Related Art
Organic materials that show second-order nonlinear optical responses are of interest for a variety of photonic and optoelectronic applications. See Marder, S. R., Sohn, J. E. & Stucky, G. D. eds. Materials for Nonlinear Optics: Chemical Perspectives, ACS Symposium Series, Vol. 455(American Chemical Society, Washington, 1991); Chemla, D. S. & Zyss, J. eds Nonlinear optical properties of Organic Molecules and Crystals, Vol. 1 and 2 (Academic Press, San Diego, 1987); and Williams, D. J. Agnew. Chem. Int. Ed. Engl. 23, 690-703 (1984).
Exemplary nonlinear optical materials and devices which utilize such materials are described in U.S. Pat. Nos. 5,062,693; 5,011,907; and 5,016, 063. Nonlinear optical materials are also described in Japanese Patent Appln. No. 63-270834 fried Oct. 28, 1988, and published on May 2, 1990.
Compositions which have been investigated for second order nonlinear properties include barbituric acid derivatives and cyanine dyes. Investigations with respect to barbituric acid derivatives are set forth in a number of literature references. These references include: Chapter 12 of Materials for Nonlinear Optics: Chemical Perspectives (supra, pp. 200-213); Kondo, K. et al., Nonlinear Optical Properties of p- Substituted Benzalbarbituric Acids,--Appl. Phys. Lett. 56, 718 (1990); Ikeda H., et al., Second Order Hyperpolarizabilities of Barbituric Acid Derivatives, Chemistry Letters, pp. 1803-1806(1989); and Kondo K., et al. , Crystal Structure of Thermally Stable Non-Linear Benzalbarbituric Acid Derivatives, Chemical Physics Letters, Vol. 188, No. 3.4, (1992). Investigations with respect to cyanine dyes are set forth in Ikeda, H., et al., Nonlinear Optical Properties of Cyanine Dyes, Chemical Physics Letters, Vol. 179, No. 5.6(1991).
Nonlinear optical compositions are also disclosed in U.S. Pat. No. 5, 256,784 which issued on Oct. 26, 1994. The disclosed double functional group compositions include a variety of donor groups which are connected together by linkages composed of from 1 to 2 carbon double bonds.
There is a continuing need to develop new materials which have sufficiently high second-order nonlinear optical properties when used in thin films and crystals to make them useful for applications such as telecommunications, optical data storage and optical information processing.
SUMMARY OF THE INVENTION
The present invention provides compositions of matter that have bond length alternations which are selected to provide a high degree of first molecular electronic hyperpolarizability (&bgr;). The compositions of the present invention are useful for incorporation into polymers, Langmuir-Blodgett thin films, self-assembled monolayers or poled polymers. It was discovered in accordance with the present invention that molecules that have degenerate or more nearly degenerate . pi.(pi)- electron bridges and do not lose aromaticity upon charge transfer. This diminishes the bond length alternation for given donor- acceptor end groups and provides optimization of &bgr;. Applicants' invention is further based upon the discovery that there is an optimal combination of donors and acceptors which leads to an optimal degree of bond length alternation and therefore optimized &bgr;. In addition, it was discovered that when the number of carbon double bonds linking certain donor group is increased above 2, then an unexpected increase in second- order nonlinear optical properties is observed.
Compositions in accordance with the present invention have the formula ##STR1##
wherein A is ##STR2## R is H, alkyl, aryl, (CH.sub.2).sub.x OH where x=1 to 8, or (CH.sub.2).sub.x SH where x=1 to 8;
R' is H, alkyl, aryl, (CH.sub.2).sub.y OH where y'=1 to 8, or (CH. sub. 2).sub.y' SH where y'=1 to 8; ML.sub.n is a lewis acid;
wherein B is ##STR3## D is OR", NR" R"' or SR"; where R" is H, alkyl, aryl or (CH.sub.2).sub.w OH where w=1 to 8;
R"' is H, alkyl, aryl or (CH.sub.2).sub.z OH where z=1 to 8;
or where NR" R"' is derived from a cyclic amine of the form N(CH. sub. 2).sub.1 where 1=3-10, and
wherein m is 0 to 15 except, if B is (11), and A is (3), (4), (5), (6), (7), (8), (9) or (10) then, m is 2 to 15;
or if B is (11) and A is (1) or (2), then m=3 to 15
where the asterisk indicates the point of attachment on the acceptor and donor.
As a feature of the present invention, nonlinear optical devices are provided which include compositions of matter which exhibit a high second- order nonlinear optical response. The compositions used in the optical devices are those set forth above and also include compositions having the formula ##STR4## wherein Z is CH═CH, O, N, S or Se;
A is ##STR5## R is H, alkyl, aryl, (CH.sub.2).sub.x OH where x=1 to 8, or (CH.sub.2).sub.x SH where x=1 to 8;
R' is H, alkyl, aryl, (CH.sub.2).sub.y OH where y'=1 to 8, or (CH. sub. 2).sub.y SH where y'=1 to 8; ML.sub.n is a lewis acid;
wherein B is ##STR6## Y is CH═CH, O, N, S or Se; D is OR", NR" R" or SR" where
R" is H, alkyl, aryl or (CH.sub.2).sub.w OH where w=1 to 8;
R"' is H, alkyl, aryl or (CH.sub.2).sub.z OH where z=1 to 8;
or where NR" R"' is derived from a cyclic amine of the form N(CH. sub. 2).sub.1 where 1=3-10, and
wherein m is 0 to 15, n=0 to 15 and p=1 to 15; except when A is (2) then Y is S, and B is (13) or (14), M=0 to 10, n=0 to 15 and p=1 to 15,
where the asterisk indicates the point of attachment on the acceptor and donor.
Further compositions in accordance with the present invention include those having the formula ##STR7##
wherein C is ##STR8##
wherein A is ##STR9## R is H, alkyl, aryl, (CH.sub.2).sub.x OH where x=1 to 8, or (CH.sub.2).sub.x SH where x=1 to 8;
R' is H, alkyl, aryl, (CH.sub.2).sub.y' OH where y'=1 to 8, or (CH.sub. 2).sub.y' SH where y'=1 to 8; ML.sub.n is a lewis acid;
wherein B is ##STR10## Y is CH═CH, O, NH, S or Se; D is OR", NR" R"' or SR" where
R" is H, alkyl, aryl or (CH.sub.2).sub.w OH where w=1 to 8;
R"' is H, alkyl, aryl or (CH.sub.2).sub.x OH where z=1 to 8;
or where R" R"' is derived from a cyclic amine of the form N(CH. sub.2) .sub.1 where 1=3-10; and
wherein m is 0 to 15.
where the asterisk indicates the point of attachment on the acceptor and donor.
Applicants' invention focuses on the importance of the conjugated &pgr; (pi)-electron bridge in determining second-order non- linear optical responses. As a feature of the present invention, it was discovered that the aromaticity of the bridge in the ground state is an important aspect in determining the degree of bond length alternation and resultant second- order nonlinear optical responses. This is in contrast to previous teachings which typically focused on the aromaticity of molecules on either side of the &pgr;(pi) electron bridge. The previous teachings focused on optimizing &bgr; by changing the strength of the donor and acceptor moieties (i.e. A and B) with the philosophy being that large 11 is obtained by using the strongest donors and acceptors.
The above-discussed and many other features and attendant advantages will become better understood by reference to the following detailed description when taken in conjunction with the accompanying drawings.
BRIEF DESCRIPTION OF THE DRAWINGS
FIG. 1 is a schematic representation of the synthesis of an exemplary composition in accordance with the present invention wherein B is dimethylaminophenyl (11).
FIG. 2 is a schematic representation of the synthesis of an exemplary composition wherein B is julolidinyl (12).
DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENT
The compositions of the present invention are organic materials that show second-order non-linear optical responses. The compositions are incorporated into thin films and crystals in the same manner as other materials which exhibit non-linear optical properties. The compositions, themselves, may exist as crystals, liquids or gases. The compositions may be used alone or in combination with other materials which are conventionally used in non-linear optical devices.
The optical element in accordance with the invention may in some cases consist of a macroscopic crystal of the compound chosen, providing the compound can be made to form crystals in which the polar molecules are in noncentrosymmetric alignment. Such crystals may be grown at a slow rate under equilibrium with their mother liquor by a variety of methods practiced in the art. However, this procedure will not work for many polar molecules due in large part to dipole interactions. Another method of producing a useful optical element involves dissolving the compound in a solvent, which can be placed in a container having the desired shape. The solution can then be subjected to an electrical field which causes the dissolved dipoles to align themselves in the field. Electromagnetic radiation can then be passed through the solution and nonlinear optical effects, such as second harmonic generation, can be produced. Both the presence of an electric field and the need to utilize the compound in liquid solution form may be inconvenient or undesirable in some applications.
A particularly convenient and effective form of the optical element in accordance with the invention involves dispersing the polar molecules in a polymeric binder. The polar molecules can be mixed into the polymeric binder or grated onto the polymer. The mixture can be heated to a temperature at which the polymer becomes sufficiently soft so that upon application of an electrical field the polar molecules line up on the direction of the field. When the mixture cools, the polar molecules are locked into their aligned positions after which the electrode field can be removed. Suitable binders include polymethacrylate, poly(methyl methacrylate), poly(vinyl alcohol), copolymers of methyl methacrylate and methacrylic acid, copolymers of styrene and maleic anhydride and half ester-acids of the latter, as well as many others. It is preferred that the polymeric binder of choice be highly transparent so that the transparency of the compounds utilized in the practice of this invention can be advantageously employed.
The poled polymer of this invention are considered particularly useful because of their high concentration of nonlinear optically active molecules, their capability of being formed into large area thin films, and their high orientational stability. Preferred film thickness can vary according to use. Typically film thickness is within the range of 0. 5 . mu.m-2 &mgr;m.
The poled polymer can also be provided in forms other than films (e.g., a solid block of polymer could be formed into an electrooptic modulator or a frequency converter using conventional techniques known in the art for single crystals) and poled polymer in various forms are included within this invention.
The poled polymers of this invention are preferably shaped to function as nonlinear optical elements for transforming electromagnetic radiation (e.g., by changing the frequency and/or polarization of the radiation). Generally, the nonlinear optical element of a poled polymer is used for transforming electromagnetic radiation by including it within an optical device. A device for transforming electromagnetic radiation using a nonlinear optical element is described in U.S. Pat. No. 4,909,964. The compounds of the present invention may be used in such a device.
A conventional nonlinear optical device disclosed in U.S. Pat. No. 4, 909,964 comprises means to direct at least one incident beam of electromagnetic radiation into an element. The element has nonlinear optical properties whereby electromagnetic radiation emerging from the element contains at least one frequency different from the frequency of any incident beam of radiation. The different frequency is an even multiple of the frequency of one incident beam of electromagnetic radiation.
Preferably, the emerging radiation of a different frequency is doubled (second-order) (SHG). Preferably, the electromagnetic radiation is radiation from one of a number of common lasers, such as Nd-YAG, Raman- shifted Nd-YAG, Nd-YLF or Nd-glass, semiconductor diode, Er-Glass, Ti- Sapphire, dye, and Ar or Kr ion, or radiation shifted to other frequencies by nonlinear processes. For example, polarized light of wavelength 1.06 &mgr;m from an Nd-YAG laser is incident on the optical element along the optical path. A lens focuses the light into the optical element. Light emerging from the optical element is collimated by a similar lens and passed through a filter adapted to remove light of wavelength 1.06 &mgr;m while passing light of wavelength 0.53 &mgr;m.
As disclosed in U.S. Pat. No. 4,909,964 (incorporated herein by reference), one conventional electro-optic modulator comprises means to direct a coherent beam into an optical element, and means to apply an electric field ot the element in a direction to modify the transmission property of the beam. For example, in an electro-optic modulator comprising an optical element, a pair of electrodes is attached to the upper and lower surfaces of the element, across which a modulating electric field is applied from a conventional voltage source. The optical element is placed between two polarizers. A light beam (such as that from a Nd-YAG laser) is polarized by a polarizer, focused on the optical element and propagated therethrough, and subjected to modulation by the electric field. The modulate light beam is led out through an analyzer polarizer. Linearly polarized light traversing the optical element is rendered elliptically polarized by action of the applied modulating voltage. The analyzer polarizer renders the polarization linear again. Application of the modulating voltage alters the birefringence of the optical element and consequently the ellipticity impressed on the beam. The analyzer polarizer then passes a greater or lesser fraction of the light beam as more or less of the elliptically polarized light projects onto its nonblocking polarization direction.
It will be further apparent to those skilled in the art that the optical elements formed by the poled polymers of the present invention are useful in this and other devices utilizing their nonlinear properties, such as devices utilizing the electro-optic effect.
One common form the optical element can take is that of a Langmuir- Blodgett (LB) film. A small amount of a compound useful in the practice of this invention spread on the surface of a liquid forms a surface film of monomolecular thickness at the air/liquid interface. If the supporting liquid is a polar liquid, such as water, the hydrophilic moieties of the compound are drawn into the liquid, while the hydrophobic moieties of the compound are attracted to the non-polar, air side of the interface to hold the polar molecules at the surface of the supporting liquid body, resulting in polar alignment of the polar molecules on the surface of the supporting liquid. When the supporting substrate is slowly immersed in the film bearing liquid body or slowly withdrawn from it, an oriented monomolecular film is formed on the substrate.
The nonlinear optical device according to the invention comprises a means to direct at least one incident of electromagnetic radiation onto an optical element having nonlinear optical properties whereby electromagnetic radiation emerging from the element contains at least one frequency different from the frequency of any incident beam of radiation, the different frequency being an even multiple of the frequency of one incident beam of electromagnetic radiation. The optical element is selected from one of the forms described above. Preferably, the emerging radiation of a different frequency is doubled, i.e. SHG.
The optical element of the invention can also be utilized in an electro-optic modulator, wherein an electric field is applied to the optical element in a direction to modify the transmission properties of the element.
Compositions of matter which are covered by the present invention have the formula: ##STR11##
wherein A is ##STR12## R is H, alkyl, aryl, (CH.sub.2).sub.x OH where x=1 to 8, or (CH.sub.2).sub.x SH where x=1 to 8;
R' is H, alkyl, aryl, (CH.sub.2).sub.y' OH where y'=1 to 8, or (CH.sub. 2).sub.y' SH where y'=1 to 8; n is 0 to 10 and ML.sub.n is a lewis acid;
wherein B is ##STR13## D is OR", NR" R"' or SR" where R" is H, alkyl, aryl or (CH.sub.2).sub.w OH where w=1 to 8;
R"' is H, alkyl, aryl or (CH.sub.2).sub.z OH where z=1 to 8;
or where NR" R"' is derived from a cyclic amine of the form N(CH. sub. 2).sub.1 where 1=3-10, and
wherein m is 0 to 15 except, if B is (11) and A is (3), (4), (5) (6), (7), (8), (9) and (10), then m is 2 to 15;
or if B is (12) and A is (1), then m is 1 to 15;
or if B is (11) and A is (1) or (2), then m=3 to 15;
where the asterisk indicates the point of attachment on the acceptor and donor.
The present invention is also directed to non-linear optical devices which incorporate compositions of matter having the formula: ##STR14## wherein Z is CH═CH, O, N, S or Se;
A is ##STR15## R is H, alkyl, aryl, (CH.sub.2).sub.x OH where x=1 to 8, or (CH.sub.2).sub.x SH where x=1 to 8;
R' is H, alkyl, aryl, (CH.sub.2).sub.y' OH where y'=1 to 8, or (CH.sub. 2).sub.y' SH where y'=1 to 8; ML.sub.n is a lewis acid;
where the asterisk indicates the point of attachment on the acceptor and donor.
wherein B is ##STR16## Y is CH═CH, O, N, S or Se; D is OR", NR" R"' or SR" where
R" is H, alkyl, aryl or (CH.sub.2).sub.w OH where w=1 to 8;
R"' is H, alkyl, aryl or (CH.sub.2).sub.x OH where z=1 to 8;
or where NR" R"' is derived from a cyclic amine of the form N(CH. sub. 2).sub.1 where 1=3-10, and
wherein m is 0 to 15, n =0 to 15 and p=1 to 15; except when A is (2) then Y is S, and B is (13) or (14), m=0 to 10, n=0 to 15 and p=15 to 15,
where the asterisk indicates the point of attachment on the acceptor and donor.
The present invention is also directed to non-linear optical devices which include compositions of matter having the formula: ##STR17##
wherein C is ##STR18##
wherein A is ##STR19## R is H, alkyl, aryl, (CH.sub.2).sub.x OH where x=1 to 8, or (CH.sub.2).sub.x SH where x=1 to 8;
R' is H, alkyl, aryl, (CH.sub.2).sub.y' OH where y'=1 to 8, or (CH.sub. 2).sub.y' SH where y'=1 to 8; ML.sub.n is a lewis acid;
wherein B is ##STR20## Y is CH═CH, O, N, S or Se; D is OR", NR" R"' or SR" where
R" is H, alkyl, aryl or (CH.sub.2).sub.w OH where w=1 to 8;
R"' is H, alkyl, aryl or (CH.sub.2).sub.z OH where z=1 to 8;
or where R" R"' is derived from a cyclic amine of the form N(CH. sub.2) .sub.1 where 1=3-10, and
wherein m is 0 to 15.
where the asterisk indicates the point of attachment on the acceptor and donor.
Alkyl groups set forth in the above formulas include those groups having up to 10 carbon atoms and includes both branched and straight chain alkyl groups. Exemplary alkyl groups include methyl, ethyl, propyl, butyl, pentyl, hexyl, heptyl, octyl, nonyl, in the normal, secondary, iso and neo attachment isomers. Aryl groups referred to in the preceding formulas include aromatic hydrocarbons having up to 10 carbon atoms. Exemplary aryl groups include phenyl, naphthyl, furanyl, thiophenyl, pyrrolyl, selenophenyl, tellurophenyl. The abbreviation ML. sub.n refer to Lewis acids. Exemplary Lewis acids include (CH.sub.3).sub. 2 Zn, (CH. sub.3).sub.3 Al, (CH.sub.3).sub.3 Ga, (CH.sub.3).sub.3 B Cl. sub.3 Al, Cl. sub.3 Ga, and Cl.sub.3 B.
The compositions of the present invention are prepared by reacting an appropriate acceptor (A) with B--(CH═CH).sub.n CHO under standard Knoevenagel conditions. As schematically shown in FIG. 1 for the exemplary case where B is dimethylaminophenyl (11). FIG. 2 is a schematic representation of the is julolidinyl (12).
A compound in accordance with the present invention was prepared where A was diethylthiobarbituric acid (2) and B was dimethylaminophenyl (11). The procedure which was used to prepare this composition was as follows:
Preparation of the product is carried out by a conventional Knoevenagel reaction wherein (7-4-dimethylamino-phenyl)-hepta-2, 4, 6- triene-1-al (1.41 mmol) is completely dissolved in approximately 100 mls of ethanol. 10 mls of a warm ethanol solution of 1, 3-diethyl thiobarbituric acid (1.11 mmol is added to the dissolved (7-4- dimethylamino-phenyl)-hepta-2, 4, 6-triene-1-al. This causes a gradual darkening of color. The mixture is then set in an oil bath at 90° C. and 0.5 mls of piperidine is added with stirring. The color of the solution immediately darkens. The solution is then refluxed generally for one hour or until thin layer chromatography (TLC) indicates the reaction is complete. The mixture is cooled and diluted with petroleum ether and the product is filtered and washed with ethanol/petroleum ether and then with petroleum ether. The yield is 0.435 gram (1.06 mmol, 95%) of dark green fluffy powder. The powder may be recrystallized from mixtures of dichloromethane/petroleum ether or from ethanol/petroleum ether. In an alternate procedure, the (7-4-dimethylamino-phenyl)-hepta-2, 4, 6-triene- 1-al is combined in 10 mls of ethanol and 30 mls of chloroform with 1.0 gram of isophorone-thiobarbituric acid derivative C, where A=(2) and R. dbd.R'═ethyl (3.12 mmol and 1 g ammonium acetate) in a Schlenk flask. The flask is filled with argon twice and sealed. The mixture is then evacuated and left to sit one day at room temperature in the dark. The resulting dark blue solution is washed with water (2× 30 mls) followed by drying with magnesium sulfate. Solvent is removed from the solution under vacuum. The remaining residue is chromatographed on silica gel using 3% ethyl acetate/97% hexane as an eluant. The first blue band gave after evaporation of solvent a materials corresponding to a composition having the formula of the present invention where A is 2 R. dbd.R' is ethyl, C is 16 and m is 4 and B is (14), where Y is CH═CH and D is (CH.sub.3).sub.2 N.
A number of exemplary compositions in accordance with the present invention were prepared following the above-described procedure. The results of spectroscopic and elemental analysis for the various compositions are as follows:
EXAMPLE 1
General Formula I
A=diethyl barbituric acid (1)
B=dimethylaminophenyl (11)
m=3
.sup.1 H NMR (CD.sub.3 COCD.sub.3) &dgr; 7.98 (m, 2H), 7.43 (dm, J=8. 8 Hz, 2H), 7.39 (m, 1H), 7.04 (dd, J=14.3, 10.5 Hz, 1H), 6.93 (m, 2H), 6 dd, J=14.2, 11.8 Hz, 1H), 3.93, 3.92 (each q, J=7.0 Hz, 2H), 3.01 (s, 6H), 1.16, 1.15 (each t, J=7.0 Hz, 3H). Anal. Calcd. for C.sub. 23 H. sub.27 N.sub.3 O.sub.3 : C, 70.21; H, 6.92; N, 10.68. Found: C, 70. 26; H, 6.95; N, 10.67. &lgr;.sub.max (solvent, nanometers): cyclohexane, toluene, 546; chloroform, 572; methylene chloride, 562; acetone, 542; methanol, 560; N-methyl-2-pyrrolidone, 569.
EXAMPLE 2
General Formula I
A=diethyl barbituric acid (1)
B=julolidinyl (12)
m=1
.sup.1 H NMR (CD.sub.3 COCD.sub.3) &dgr; 8.36 (dd, J=14.8, 12. 4 Hz, 1H), 8.05 (dd, J=12.5, 0.6 Hz, 1H), 7.44 (d, J=14.8 Hz, 1H), 7.20 (s, 2H), 3.94, 3.92 (each q, J=7.0 Hz, 2H), 3.37 (apparent t, J=5.8 Hz, 4H), 2.76 (apparent t, J=6.3 Hz, 4H), 1.95 (m, 4H), 1.17, 1.15 (each t, J=7. 0 Hz, 3H). .sup.13 C NMR &dgr; 162.77, 162.24, 158.30, 157.87, 151. 04, 147.13, 130.05, 122.55, 121.25, 119.58, 108.62, 50.19, 36.87, 36. 28, 27. 48, 21. 20, 13.48, 13.43. &lgr;.sub.max (solvent, nanometers): cyclohexane, 529; chloroform, 574. Anal. Calcd. for C.sub.23 H.sub.27 N. sub.3 O.sub.3 : N, 10.68. Found: N, 10.64.
EXAMPLE 3
General Formula I
A=diethyl barbituric acid (1)
B=julolidinyl (12)
m=2
.sup.1 H NMR (CD.sub.2 Cl.sub.2) &dgr; 8.04 (d, J=12.5 Hz, 1H) 7.94 (dd, J=13.9, 12.6 Hz, 1H), 7.28 (apparent ddd, J=13.9, 7.9, 2.9 Hz, 1H), 6.99 (s, 2H), 6.92 (m, H), 3.96, 3.96 (each q, J=7.0 Hz, 2H), 3.27 (apparent t, J=5.8 Hz, 4H), 2.73 (apparent t, J=6.3 Hz, 4H), 1.94 (m, 4H), 1.19 (m, 6H). &lgr;.sub.max (solvent, nanometers): cyclohexane, 540; chloroform, 616.
EXAMPLE 4
General Formula I
A=diethylthio barbituric acid (2)
B=dimethylaminophenyl (11)
m=3
.sup.1 H NMR &dgr; 8.09 (d, J=12.6 Hz, 1H), 8.00 (apparent t, J=13.3 Hz, 1H), 7.39 (d, J=9.0 Hz, 2H), 7.25 (dd, J=14.0, 11.7 Hz, 1H), 6. 96 (dd, J=14.4, 10.2 Hz, 1H), 6.85 (d, J=15.1 Hz, 1H), 6.81 (d, J=15.1, 10.2 Hz, 1H), 6.67 (d, J=9.0 Hz, 2H), 6.59 (dd, J=14.3, 11.7 Hz, 1H), 4. 55, 4.54 (each q, J=7.0 Hz, 2H), 3.04 (s, 6H), 1.30 (m, 6H). .sup.13 C NMR &dgr; 178.75, 160.87, 159.87, 157.99, 157.27, 151.19, 147.82, 142. 07, 130.07, 129.28, 128.31, 124.30, 123.92, 112.10, 112.00, 43.58, 43.05, 40. 15, 12. 42 (coincident). Anal. Calcd. for C.sub.23 H.sub.27 N.sub.3 O. sub.2 S: C, 67.45; H, 6.65; N, 10.26. Found: C, 67.48; H, 6.71; N, 10. 18. &lgr;. sub.max (solvent, nanometers): cyclohexane, 556; toluene, 588; chloroform, 624; methylene chloride, 612; acetone, 592; methanol, 608; N- methyl-2- pyrrolidone, 634.
EXAMPLE 5
General Formula I
A=diethylthio barbituric acid (2)
B=julolidinyl (12)
m=1
.sup.1 H NMR (CD.sub.3 COCD.sub.3) &dgr; 8.40 (dd, J=14.5, 12. 7 Hz, 1H), 8.10 (dd, J=12.6, 0.5 Hz, 1H), 7.56 (d, J=14.5 Hz, 1H), 7.27 (br s, 2H), 4.52, 4.50 (each q, J=6.9 Hz, 2H), 3.43 (apparent t, J=5.8 Hz, 4H), 2.78 (apparent t, J=6.5 Hz, 4H), 1.96 (m, 4H), 1.25, 1.22 (each t, J=6.9 Hz, 3H). .sup.13 C NMR &dgr; 178.60, 161.37, 160.46, 159.38, 159.18, 147.99, 130.78, 122.74, 121.46, 120.11, 108.46, 50.33, 43.41, 42. 86, 27. 40, 21.04, 12.49, 12.41. Anal. Calcd. for C.sub.23 H.sub.27 N. sub. 3 O. sub.2 S: C, 67.45; H, 6.65; N, 10.26; S, 7.83. Found: C, 67.18; H, 6. 67; N, 10.24; S, 7.77. &lgr;.sub.max (solvent, nanometers): cyclohexane, 563; chloroform, 614 (log &egr;, 5.08).
EXAMPLE 6
General Formula I
A=diethylthio barbituric acid (2)
B=julolidinyl (12)
m=2
.sup.1 H NMR &dgr; (CD.sub.2 Cl.sub.2) 8.07 (d, J=12.8 Hz, 1H, 7.98 (apparent t, J=13.2 Hz, 1H, 7.37 (dd, J=14, 11.0 Hz, 1H, 7.03 (br s, 2H, 6.98 (m, 2H), 4.54 (m, 4H, 3.30 (apparent t, J=5.8 Hz, 4H), 2.73 (apparent t, J=6.3 Hz, 4H, 1.95 (m, 4H), 1.27, 1.25 (each t, J=7.0 Hz, 3H) . Anal. Calcd. for C.sub.25 H.sub.29 N.sub.3 O.sub.2 S: C, 68.94; H, 6. 71; N, 9.65; S, 7.36. Found: C, 69.03; H, 6.76; N, 9.63; S, 7.42. . lambda.. sub.max (solvent, nanometers): cyclohexane, 580; chloroform, 684.
EXAMPLE 7
General Formula I
A=diethylthio barbituric acid (2)
B=julolidinyl (12)
m=3
.sup.1 H NMR &dgr; 8.08 (d, J-12.7 Hz, 1H), 7.98 (apparent t, J=13.3 Hz, 1H), 7.25 (dd, J=13.8, J=11.9 Hz, 1H), 6.96, (bs, 2H), 6.95 (m, 1H), 6.55 (dd, J=14.1, J=11.8 Hz, 1H), 4.55, 4.54 (each q, J=6.9 Hz, 2H), 3.25 (apparent t, J=5.7 Hz, 4H), 2.74 (apparent t, J=6.3 Hz, 4H), 1. 96 (m, 4H) , 1.31, 1.29 (each t, J=7.3 Hz, 3H). .sup.13 C NMR &dgr; 178. 05, 161. 05, 160.04, 157.97, 157.91, 148.80, 144.72, 143.22, 129.39, 127. 81, 127. 30, 123.39, 123.09, 121.28, 111.35, 50.02, 43.58, 43.04, 27. 67, 21. 53, 12.48, 12.44; EIMS, m/z 461(M, 2), 327(47), 199(54), 186(100), 170(32) , 97(24), 69(34); EI HRMS m/z (calcd for C.sub.27 H.sub.31 N.sub. 3 O.sub. 2 S:461.2150), 461.2137. Anal. Calcd. for C.sub.27 H.sub.31 N. sub.3 O. sub. 2 S: C, 70.25; H, 6.77; N, 9.10; S, 6.95. Found: C, 70.03; H, 6.80; N, 9. 00; S, 6.83.
EXAMPLE 8
General Formula I
A=indandione (3)
B=dimethylaminophenyl (11)
m=2
&lgr;.sub.max (solvent, nanometers): toluene, 536; chloroform, 556; methylene chloride, 552; acetone, 542; methanol, 560; N-methyl-2- pyrrolidone, 570.
EXAMPLE 9
General Formula I
A=indandione (3)
B=dimethylaminophenyl (11)
m=3
.sup.1 H NMR &dgr; 7.91 (m, 2H), 7.83 (dd, J=14.3, 12.5 Hz, 1H), 7. 73 (m, 2H), 7.53 (d, J=8.9 Hz, 2H), 7.37 (dm, J=8.9 Hz, 2H), 7.10 (dd, J=14.5, 11.5 Hz, 1H), 6.80 (m, 3H), 6.67 (dm, J=8.9 Hz, 2H), 6.60 (dd, J. sub.1 +J.sub.2 =25.17 Hz, 1H), 3.02 (s, 6H). &lgr;.sub.max (solvent, nanometers): cyclohexane, 524; toluene, 550; chloroform, 572; methylene chloride, 570; acetone, 552; methanol, 568; N-methyl-2- pyrrolidone, 580.
EXAMPLE 10
General Formula I
A=indandione (3)
B=julolidinyl (12)
m=1
.sup.1 H NMR &dgr; 8.21 (dd, J=14.8, 12.4 Hz, 1H), 7.88, 7.70 (each m, 2H), 7.62 (d, J=12.3 Hz, 1H), 7.21 (d, J=14.9 Hz, 1I-I), 7.17 (br. s, 2H), 3.30 (apparent t, J=5.7 Hz, 4H), 2.76 (apparent t, J=6.2 Hz, 4H), 1. 97 (m, 4H). &lgr;.sub.max (solvent, nanometers): cyclohexane, 541.
EXAMPLE 11
General Formula I
A=indandione (3)
B=julolidinyl (12)
m=2
.sup.1 H NMR &dgr; 7.89 (m, 2H), 7.82 (dd, J.sub.1 +J.sub.2 =26. 75 Hz, 1H), 7.70 (m, 2H), 7.54 (d, J=12.6 Hz, 1H), 7.17 (dd, J=14.3, 10. 8 Hz, 1H), 6.99 (br. s, 2H), 6.92 (dd, J=15.0, 10.7 Hz, 1H), 6.85 (d, J=15. 1 Hz, 1H), 3.25 (apparent t, J=5.7 Hz, 4H), 2.74 (apparent t, J=6.3 Hz, 4H), 1.97 (m, 4H).
EXAMPLE 12
General Formula I
A=3-phenyl-5-isoxazolone (5)
B=dimethylaminophenyl (11)
m=2
.sup.1 H NMR &dgr; (CD.sub.2 Cl.sub.2) 7.81 (dd, J=14.1, 12.3 Hz, 114), 7.57 (m, 5H,), 7.43 (d m, J=9.0 Hz, 2H), 7.40 (dd, J=12.6, 0.5 Hz, 1H), 7.18 (apparent dddd, J=14.3, 7.4, 3.3, 0.4 Hz, 1H), 7.00 (m, 2H), 6. 69 (d m, J=9.0 Hz, 2H), 3.04 (s, 6H); .sup.13 C NMR (125.8 MHz) . delta. 170.21, 162.40, 154.61,151.92, 149.73, 145.57, 130.53, 130.02, 129. 06, 128.31, 128.24, 124.72, 123.93, 123.72, 112.70, 112.09, 40.08; Anal. Calcd. for C.sub.22 H.sub.20 N.sub.2 O.sub.2 : C, 76.72; H, 5.85; N, 8.13. Found: C, 76.67; H, 5.90; N, 8.08. &lgr;.sub.max (solvent, nanometers) : cyclohexane, 508; toluene, 538; chloroform, 562; methylene chloride, 564; acetone, 553; methanol, 570; N-methyl-2-pyrrolidone, 580.
EXAMPLE 13
General Formula I
A=3-phenyl-5-isoxazolone (5)
B=dimethylaminophenyl (11)
m=3
.sup.1 H NMR &dgr; (CD.sub.2 Cl.sub.2) 7.78 (dd, J=14.3, 12.3 Hz, 1H) , 7.58 (m, 5H), 7.37 (m, 3H), 7.09 (dd, J=14.4, 11.6Hz, 1H), 6.90 (apparent ddd, J=14.1, 7.0, 3.8 Hz, 1H), 6.82 (m, 2H), 6.67 (d m, J=9.0 Hz, 2H), 6.62 (dd, J=13.6, 11.6 Hz, 1H), 3.01 (s, 6H, ); .sup.13 C NMR (125.8 MHz) &dgr; 170.01, 162.37, 153.50, 151.22, 149.35, 146.27, 141. 14, 130.59, 129.81, 129.09, 129.07, 128.22, 128.17, 125.64, 124.48, 123. 97, 113.40, 112.12, 40.15. Anal. Calcd. for C.sub.24 H.sub.22 N.sub.2 O. sub. 2 : C, 77.81; H, 5.99; N, 7.56. Found: C, 77.89; H, 6.02; N, 7.53. . lambda..sub.max solvent, nanometers): cyclohexane, 534; toluene, 558; chloroform, 582; methylene chloride, 578; acetone, 566; methanol, 576; N- methyl-2-pyrrolidone, 592.
EXAMPLE 14
General Formula I
A=3-phenyl-5-isoxazolone (5)
B=julolidinyl (12)
m=0
.sup.1 H NMR (CD.sub.3 COCD.sub.3) &dgr; 8.08 (v br s, 2H), 7. 58 (m, 5H), 7.31 (s, 1H), 3.46 (apparent t, J=5.8 Hz, 4H), 2.73 (apparent t, J=6.2 Hz, 4H), 1.95 (m, 4H); .sup.13 C NMR &dgr; 164.85, 150.89, 149. 27, 135.55, 135.49, 129.96, 128.97, 128.79, 128.73, 121.05, 120.85, 107. 03, 50.43, 27.32, 20.82; Anal. Cald. for C.sub.22 H.sub.20 N. sub.2 O.sub. 2 : C, 76.72; H, 5.85; N, 8.13. Found: C, 76.82; H, 5.87; N, 8.09. &lgr;. sub.max (solvent, nanometers): cyclohexane, 476; chloroform, 504.
EXAMPLE 15
General Formula I
A=3-phenyl-5-isoxazolone (5)
B=julolidinyl (12)
m=1
.sup.1 H NMR (CD.sub.3 COCD.sub.3) &dgr; 8.12 (dd J=14.7, 12. 2Hz, 1H), 7.66 (m, 2H), 7.61 (dd, J=12.2, 0.6 Hz, 1H), 7.56 (m, 3H), 7. 42 (d, J=14.6 Hz, 1H), 7.17 (s, 2H), 3.38 (apparent t, J=5.8 Hz, 4H), 2. 75 (apparent t, J=6.2 Hz, 4H), 1.94 (m, 4H). .sup.13 C NMR (125.8 MHz) . delta. 171.10, 162.47, 155.21, 150.82, 147.26, 130.16, 129.85, 128.86, 128.72, 128.13, 122.34, 121.37, 117.40, 108.89, 50.16, 27.42, 21.10; Anal. Calcd. for C.sub.24 H.sub.22 N.sub.2 O.sub.2 : C, 77.81; H, 5.99; N, 7. 56. Found: C, 77.79; H, 6.00; N, 7.49. &lgr;.sub.max (solvent, nanometers) : cyclohexane, 517; chloroform, 586.
EXAMPLE 16
General Formula I
A=3-phenyl-5-isoxazolone (5)
B=julolidinyl (12)
m=2
.sup.1 H NMR (CD.sub.3 COCD.sub.3) &dgr; 7.75 (dd J=14.1, 12.6 Hz, 1H), 7.66 (m, 2H), 7.58 (dd, J=12.6, 0.6 Hz, 1H), 7.57 (m, 3H), 7.42 (dd, J=14.2, J=11.1 Hz, 1H), 7.11 (s, 2H), 7.09 (dd J=13.9, 11.0 Hz, 1H), 7.01 (d, J=14.0 Hz, 1H), 3.30 (apparent t, J=5.7 Hz, 4H), 2.72 (apparent t, I=6.2 Hz, 4H), 1.92 (m, 4H). Anal. Calcd. for C.sub.26 H. sub.24 N.sub. 2 O.sub.2 : C, 78.76; H, 6.10; N, 7.07. Found: C, 78.64; H, 6.16; N, 7.05. . lambda..sub.max (solvent, nanometers): cyclohexane, 554; chloroform, 620.
EXAMPLE 17
General Formula I
A=3-phenyl-5-isoxazolone (5)
B=julolidinyl (12)
m=3
.sup.1 H NMR &dgr; 7.79 (dd J=14.1, 12.4 Hz, 1H), 7.59 (m, 2H), 7.52 (m, 3H), 7.32 (d, J=12.4 Hz, 1H), 7.04 (dd, J=14.3, J=11.7 Hz, 1H), 6.94 (s, 2H), 6.84 (apparent dd J=14.1, 9.8 Hz, 1H), 6.73 (m, 2H), 6.55 (dd J=14.0, 11.7 Hz, 1H), 3.24 (apparent t, J=5.7 Hz, 4H), 2.73 (apparent t, J=6.2 Hz, 4H), 1.96 (m, 4H). .sup.13 C NMR &dgr; 21.51, 27.62, 49.91, 112.12, 121.19, 122.91, 123.25, 124.98, 126.97, 128.99, 130.45, 142.20, 144.46, 147.24, 149.44, 154.14, 163.06; Anal. Calcd. for C.sub.28 H.sub. 26 N.sub.2 O.sub.2 : C, 79.59; H, 6.20; N, 6.63. Found: C, 79.51; H, 6.15; N, 6.61.
EXAMPLE 18
General Formula III
A=diethylthio barbituric acid (2)
B=dimethylaminophenyl (11)
C=isophorone (16)
m=1
.sup.1 H NMR (CD.sub.3 COCD.sub.3) &dgr; 8.38 (s, 1H), 7.59 (dm, J=8. 8 Hz, 2H), 7.27 (d, J=15.9 Hz, 1H), 7.06 (dd, J=15.9, 0.5 Hz, 1H), 6.76 (dm, J=9.0 Hz, 2H), 4.48 (br, 4H), 3.09 (s, 2H), 3.04 (s, 6H), 2.54 (s, 2H) 1.23 (br m, 6H), 1.04 (s, 6H).
EXAMPLE 19
General Formula III
A=diethylthio barbituric acid (2)
B=dimethylaminophenyl (11)
C=isophorone (16)
m=2
.sup.1 H NMR &dgr; 8.32 (s, 1H), 7.37 (dm, J=8.7 Hz, 2H), 6.98 (m, 1H), 6.79 (m, 2H), 6.70 (br, 2H), 6.60 (d, J=15.1 Hz, 1H), 4.54, 4. 51 (each q, J=6.8 Hz, 2H), 3.08 (s, 2H), 3.03 (s, 6H), 2.40 (s, 2H) 1.31, 1. 29 (each t, J=6.9 Hz, H), 1.04 (s, 6H).
EXAMPLE 20
General Formula III
A=diethylthio barbituric acid (2)
B=dimethylaminophenyl (11)
C=isophorone (16)
m=3
.sup.1 H NMR &dgr; 8.31 (s, 1H), 7.35 (dm, J=8.6 Hz, 2H), 6.90 (dd, J=15.0, J=11.2, 1H), 6.77 (dd, J=15.2, 10.6 Hz, 1H), 6.70 (br, 2H), 6.68 (dd, J=14.2, 10.7 Hz, 1H), 6.66 (d, J=15.2 Hz, 1H), 6.56 (d, J=15.1 Hz, 1H), 6.43 (dd, J=14.1, 11.2 Hz, 1H), 4.55, 4.51 (each q, J=7.0 Hz, 2H) , 3. 07 (s, 2H), 3.01 (s, 6H), 2.38 (s, 2H) 1.31, 1.29 (each t, J=7.0 Hz, 3H), 1.04 (s, 6H).
EXAMPLE 21
General Formula III
A=diethylthio barbituric acid (2)
B=dimethylaminophenyl (11)
C=isophorone (16)
m=4
.sup.1 H NMR &dgr; 8.30 (s, 1H), 7.32 (dm, J=8.6 Hz, 2H), 6.87 (dd, J=15.0, J=11.1, 1H, 6.72 (dd, J=15.2, 10.9 Hz, 1H), 6.67 (br d, J=8. 0 Hz, 2H, 6.61 (dd, J=14.5, 11.3 Hz, 1H, 6.60 (d, J=15.6 Hz, 1H, 6.56 (dd, J=14.4, 10.7 Hz, 1H), 6.56 (d, J=15.2 Hz, 1H), 6.39 (dd, J=14.2, 11. 5 Hz, 1H, 6.39 (dd, J=14.5, 11.2 Hz, 1H, 4.54, 4.51 (each q, J=6.9 Hz, 2H), 3. 07 (s, 2H), 3.00 (s, 6H), 2.36 (s, 2H) 1.31, 1.29 (each t, I=7.0 Hz, 3H, 1.04 (s, 6H).
EXAMPLE 22
General Formula II
A=diethylthiobarbituric acid, (2)
B=(14) with Y=S, D=piperidinyl
m=n=p=0
Anal. Calcd. for C.sub.18 H.sub.23 N.sub.3 O.sub.2 S.sub.2 : C, 57.27; H, 6.14; N, 11.13; S, 16.99. Found: C, 57.10; H 6.20; N, 11.22; S, 16.82. High resolution MS calcd. for C.sub.18 H.sub.23 N.sub.3 O.sub.2 S. sub.2 : 377.1225. Found: 377.1232.
EXAMPLE 23
General Formula II
A=5-phenyl-3-isoxazolone, (5)
B=(14) with Y=S, D=piperidinyl,
m=1,
n=1, Z=S,
p=0
.sup.1 H NMR (CD.sub.2 Cl.sub.2) &dgr; 7.78 (s, 1H), 7.60 (m, 6H), 7. 38 (d, J=15.3 Hz, 1H), 7.08 (d, J=4.2 Hz, 1H), 6.98 (d, J=4.2 Hz, 1H), 6. 65 (d, J=15.4 Hz, 1H), 5.98 (d, J=4.0 Hz, 1H), 3.27 (t, J=5.6 Hz, 4H), 1. 71 (m, 4H), 1.62 (m, 21H). Anal. Calcd. for C.sub.25 H.sub.22 N. sub.2 O. sub.2 S.sub.2 : C, 67.24; H, 4.97; N, 6.27; S, 14.36. Found: C, 67.26; H, 4.99; N, 6.26; S, 14.29.
EXAMPLE 24
General Formula II
A=diethylthiobarbituric acid, (2)
B=(14) with Y=S, D=piperidinyl,
n=1,
n=1, Z=S,
p=1
.sup.1 H NMR (CD.sub.2 Cl.sub.2) &dgr; 8.28 (dd, J=14.5, 2.2 Hz, 1H), 8.11 (d, J=12.2 Hz, 1H), 7.55 (d, J=14.5 Hz, 1H), 7.33 (d, J=4. 1 Hz, 1H, ), 7.16 (d, J=15.3 Hz, 1H), 6.96 (d, J=4.0 Hz, 1H), 6.90 (d, J=4. 1 Hz, 1H), 6.62 (d, J=15.4 Hz, 1H), 5.97 (d, J=4.20 Hz, 1H), 4.53 (m, 4H), 3.25 (t, 4H, J=5.7 H 1.70 (m, 4H), 1.61 (m, 2H), 1.26 (m, 6H).
Four different compounds produced by the above-described procedure were analyzed to determine first molecular hyperpolarizabilities. The results of these determinations are set forth in Tables 1-4. Tables 1-3 show the measured &bgr; for the three exemplary compounds in accordance with the present invention. Table 4 sets forth measurements for a compound not covered by the present invention wherein A═CH═CHC. sub.6 H.sub.4 NO.sub.2.
TABLE 1
______________________________________
General Formula I
A = CH - diethylthiobarbituric acid (2)
B = dimethylaminophenyl (11)
&mgr;&bgr;/
&mgr;&bgr;(0)/
# of atoms
&lgr;max
&mgr;/10.sup.-18
&bgr;/10.sup.-30
&bgr;(0)/10.sup.-30
10.sup.-48
10.sup.-48
m conjugated
(nm) (esu) (esu) (esu) (esu) (esu)
______________________________________
0 9 (484) 5.4 68 48 370 259
1 11 (572) 5.7 256 150 1457 855
2 13 (604) 6.2 636 347 3945 2151
3 15 (624) 6.6 1490 772 9831 5095
______________________________________
TABLE 2
______________________________________
General Formula I
A = 3 - phenyl-5-isoxazolone (5)
B = dimethylaminophenyl (11)
&mgr;&bgr;/
&mgr;&bgr;(0)/
# of atoms
&lgr;max
&mgr;/10.sup.-18
&bgr;/10.sup.-30
&bgr;(0)/10.sup.-30
10.sup.-48
10.sup.-48
m conjugated
(nm) (esu) (esu) (esu) (esu) (esu)
______________________________________
0 9 (478) 8.3 27 56 312 221
1 11 (530) 8.6 140 90 1202 771
2 13 (562) 8.7 362 218 3156 1895
3 15 (582) 8.9 918 528 8171 4696
______________________________________
TABLE 3
_________________________________________________________________________ _
General Formula I
A = CHC.sub.6 H.sub.4 NO.sub.2
B = dimethylaminophenyl (11)
# of atoms
&lgr;max
&mgr;/10.sup.-18
&bgr;/10.sup.-30
&bgr;(0)/10.sup.-30
&mgr;&bgr;/10.sup.-48
&mgr;&bgr;(0)/10.sup.-48
m conjugated
(nm)
(esu)
(esu)
(esu)
(esu) (esu)
_________________________________________________________________________ _
0 13 (430)
6.6 73 55 482 363
1 15 (442)
7.6 107 80 813 608
2 17 (458)
8.2 131 95 1074 779
3 19 (464)
9 .+-. 1
190 .+-. 35
133 .+-. 35
1700 .+-. 400
1197 .+-. 250
_________________________________________________________________________ _
TABLE 4
______________________________________
General Formula I
A = CH - diethylthiobarbituric acid (2)
B = julolidinyl (12)
&mgr;&bgr;/
&mgr;&bgr;(0)/
# of atoms
&lgr;max
&mgr;/10.sup.-18
&bgr;/10.sup.-30
&bgr;(0)/10.sup.-30
10.sup.-48
10.sup.-48
m conjugated
(nm) (esu) (esu) (esu) (esu) (esu)
______________________________________
0 9 (522) 7.0 87 56 609 394
1 11 (614) 6.6 355 196 2210 1159
2 13 (680) 6.3 1141 490 7152 3069
3 15 (686) 8.8 2169 911 19086 8019
______________________________________
As can be seen from the above Tables, compounds in accordance with the present invention (Table 1-3) have large first molecular hyperpolarizabilities (&bgr;) in comparison with the compound set forth in Table 4. For example, the results in Table 2 show that this exemplary composition in accordance with the present invention has a &bgr; (0) of 911×10.sup.-30 esu (after correcting for dispersion with a two state model). This is to be compared with the compound in Table 4 which has a &bgr; (0) of 133×10.sup.-30 esu. The Tables show that when the number of carbon double bonds which link the two functional groups together is increased, the first hypexpolarizabilities unexpectedly increases.
Having thus described exemplary embodiments of the present invention, it should be noted by those skilled in the art that the within disclosures are exemplary only and that various other alternatives, adaptations, and modifications may be made within the scope of the present invention. Accordingly, the present invention is not limited to the specific embodiments as illustrated herein, but is only limited by the following claims.
The U.S. Government has certain rights in this invention pursuant to Contract No. CHE 9106689, National Science Foundation, and Contract No. AFOSR-ISSA-91-0070 awarded by the United States Air Force/Defense Advanced Research Projects Agency. | |
When studying functions we are often interested in their local behavior, more specifically, in how functions change as their argument changes. This leads us to studying complex differentiation – a more powerful concept than that which we learned in calculus. Don’t worry! We’ll help you remember facts from calculus in case you have forgotten. After this exploration we will be ready to meet the main players: analytic functions. These are functions that possess complex derivatives in lots of places, a fact which endows these functions with some of the most beautiful properties mathematics has to offer. We’ll explore these properties!
Who would want to differentiate without being able to undo it? Clearly we’ll have to learn about integration as well. But we are in the complex plane, so what are the objects we’ll integrate over? Curves! We’ll study these as well, and we’ll tie everything together via Cauchy’s beautiful and all encompassing integral theorem and formula.
Throughout this course we'll tell you about some of the major theorems in the field (even if we won't be able to go into depth about them) as well as some outstanding conjectures.
Syllabus
Week Two: The Mandelbrot set, Julia sets, a famous outstanding conjecture, history of complex numbers, sequences of complex numbers and convergence, complex functions.
Week Three: Complex differentiation and the Cauchy-Riemann equations.
Week Four: Conformal mappings, Möbius transformations and the Riemann mapping theorem.
Week Five: Complex integration, Cauchy-Goursat theorem, Cauchy integral formula, Liouville's Theorem, maximum principle, fundamental theorem of algebra.
Week Six: Power series representation of analytic functions, singularities, the Riemann zeta function, Riemann hypothesis, relation to prime numbers.
Taught by
Petra Bonfert-Taylor
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Reviews
4.7 rating, based on 7 reviews
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Anonymous completed this course.It was a very informative class. Besides the analytics of complex numbers, we learned to communicate our reasoning and to plot graphs in the complex plane, which was rated by some of our classmates (peer grading). We also were shown how to plot Julia sets, extremely nice pictures.
Dr. Bonfert-Taylor explained all topics in an understandable and friendly way.
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Gaetano Pagani completed this course.Really nice course. Materials, peer graded assignments and homeworks were well proposed.
Prof. Bonfert-Taylor carried out the lessons in clear and friendly way. Excellent.
-
Anonymous completed this course.Excellent!
I got to learn all about the Mandelbrot set, and so much more!
-
Anonymous completed this course.Really enjoyed it, well presented and excellent material.
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Nicolas Bernard completed this course.
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Bhuvan N completed this course, spending 3 hours a week on it and found the course difficulty to be medium.
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Francisco Javier Jiménez completed this course. | https://www.classcentral.com/course/complexanalysis-978 |
In this course we study properties of the integers without using tools from other mathematical diciplines as algebra and analysis. Divisability, prime numbers and congruences are fundamental concepts in the course. By using these we study properties of arithmetic functions, quadratic residues and primitive roots. In the course theory and applications are combined. Among the applications we find, cryptography, coding and random number generation.
60 credits in Mathematics or Mathematics education including 1MA403 Vector geometry and 1MA162 Discrete Mathematics 7.5 credits or the equivalent. | https://lnu.se/en/course/elementary-number-theory/vaxjo-exchange-part-time-spring/ |
It is well known that credit booms usually end badly and are followed by poor economic performance. But it is less clear what is causing this poor performance. It could be explained by macroeconomic phenomena. With this in mind, banks would rationally grant more loans because of the existence of good lending opportunities, without taking more risks, but the economy would unexpectedly experience a shock that would end the credit boom and lead to bad lending. performance. Therefore, a credit boom would be followed by slow economic growth. This view was prevalent among central bankers and practitioners in the boom years leading up to the recent financial crisis. For example, Alan Greenspan and Ben Bernanke both testified that the initial growth in mortgage credit and housing prices was attributed to fundamental economic improvements, such as increased productivity and increased income.
However, it may also be that the end of a credit boom is the result of the poor performance of weak loans made by banks during that credit boom. In this light, bank lending increases because banks fail to fully understand the risks of new loans and thus offer riskier loans than they realize. As the risks of these loans materialize, underperforming loans weaken banks and reduce the supply of credit, and the unavailability of new loans leads to poor economic performance. A supply-side explanation for the expansion of mortgage credit would argue, for example, that subprime credit was funded by the rapidly developing securitization market and that lax lending standards associated with securitization led to riskier loans. The resulting difficulties for banks then spilled over to the real economy.
From the perspective of bank executives, it is important to understand whether the bad end of a credit expansion is due to a decrease in demand for new loans or a reduction in the number of new loans granted by banks over- developed. If this is the case, banks should focus on risk management processes that allow them to react quickly to changes in macroeconomic conditions, so that they correctly understand the changing demand for loans and do not interpret them. mistakenly as proof that their loans are too expensive. If it is the latter case, banks must be careful not to increase their loan portfolios quickly and must ensure that when they do, it is not because they are charging too little for loans. riskier loans.
Recent evidence helps shed light on these issues. A review of all publicly traded U.S. banks between 1972 and 2014 shows that aggressive growth in bank lending predicts low stock market returns later. The effect is significant; the difference in stock market performance between high-growth lending banks and low-growth banks over the three years after the measurement date exceeds minus 12 percentage points. The results cannot be explained by the effects of economic conditions because the study only examines banks headquartered in the United States, and therefore economic conditions are common to all banks. Fast growing US banks are compared to slow growing US banks.
The underperformance of fast-growing banks seems confusing at first glance. How can we explain it? A bank can quickly grow its loan portfolio by undervaluing its loans. As a result, he will face strong demand for his loans, and his loans will increase if he has enough capital to support more loans. In the short term, investors generally won’t be able to assess whether the bank’s lending is increasing because it is undervaluing its loans. Ultimately, however, the riskier loans will have a higher default rate, and it will become evident that the bank has grown by offering riskier loans. Such a bank will experience an increase in loan loss provisions relative to other banks. A bank that undervalues ââloans may do so because it is overly optimistic about the future performance of borrowers, in which case its provisions for concurrent loans will be smaller and will not reflect the fact that it is making riskier loans.
Evidence suggests that banks that grow their loan portfolios faster make lower quality loans. Banks with fast growing loan portfolios have a much higher return on assets (ROA) than banks with the lowest loan portfolio growth during the measurement period. However, for three years in a row after a period of strong loan growth, banks that grew rapidly experienced a significant drop in their ROA compared to other banks. Banks with high loan growth also have lower loan loss allowances than banks that experienced low loan growth in years of high growth. But again, the order reverses over the next three years, so that in the third year after the high growth period, high growth banks have significantly higher loan loss provisions than non-cash banks. low growth. The loan loss provisions of high-growth banks increase significantly compared to the loan loss provisions of low-growth banks every year over the next three years. These results are inconsistent with the fact that banks choose to increase their loan portfolios by making riskier loans and properly provisioning the larger risks involved. If this were the case, a bank’s loan loss allowance would have to be higher and reflect the increased risk of new loans. Too much optimism, however, could explain these findings: Banks that grow rapidly on loan growth don’t seem to believe they are lending worse than slow-growing banks. It can also be shown that equity analysts are also surprised by the poorer performance of high growth banks as their forecasts are too optimistic for high growth banks compared to low growth banks.
These results cannot be explained by post-merger integration problems. One way for banks to grow quickly is to acquire other banks and their loan portfolios, and banks could face unexpected difficulties and costs when integrating an acquired bank. But when one distinguishes between organic loan growth and loan growth through acquisitions, the evidence of riskier loans is mainly due to organic loan growth. In other words, high growth banks do not seem to be acquiring banks with riskier loans; they provide these riskier loans themselves.
In summary, the evidence suggests that banks that increase their loan portfolios quickly make loans that underperform loans from other banks; that investors and equity analysts do not anticipate this lower performance; and that these banks do not build up sufficient reserves for loans, which suggests that they underestimate the risk of these loans. The phenomenon described could arise because a bank is overly optimistic about the outlook for its loans. However, other somewhat less benign explanations are also possible. It could be, for example, that in their effort to grow, the managers of a bank put in place incentives that lead loan officers to grant riskier loans according to dimensions that are not directly observable by the managers who monitor the risk of these loans.
The references
Fahlenbrach, Rüdiger, Robert Prilmeier and René M. Stulz, 2016, Why does rapid loan growth predict bad performance for banks? Swiss Finance Institute working document, downloadable free of charge from: http://ssrn.com/abstract=2744687. | https://ckelares.com/why-does-rapid-loan-growth-predict-bad-performance-for-banks/ |
The Plantagenets was Gregson’s first major test piece, written specially for the 1973 National Brass Band Championships.
In this ambitious symphonic study he turned his attention to music which sets out to create a mood or atmosphere, in contrast to his earlier brass band works such as Essay and Partita where the underlying concerns are technical rather than expressive. However, Gregson is at pains to emphasise that The Plantagenets is not programme music. ‘Symphonic’ is the optimum word here. In its textural and harmonic complexity, its rhythmic and melodic variety, this was his most ambitious brass band piece so far. His language, with its roots in Hindemith and Bartok is further enriched here with the expressive language of Holst and Rachmaninov.
As he says in his notes on the work: The Plantagenets attempts to portray the mood and feelings of an age – that of the House of Plantagenet which lasted from the middle of the twelfth century to the end of the fourteenth. To many it conjures up an age of chivalry and this is represented by fanfare motifs which occur throughout the work in varied form.
Characteristically, the composer then goes on to describe not the atmosphere or mood he is trying to convey, but the means by which the music has been composed: the opening fanfares, based on the interval of the third, generating the musical material for the whole work; an exposition of two themes – one fanfare-like, one lyrical (on horns); a slow episode introducing a new melody on solo horn (answered by cornet and euphonium in canon); a little scherzo, fugal in character; and a recapitulation leading to a maestoso statement of the slow movement theme with a final reference to the fanfares as a triumphant conclusion. | https://edwardgregson.com/works/plantagenets-symphonic-study-the/ |
Download scientific diagram | Sitios de estudio en el bosque tropical perennifolio de México (Inventario Nacional Forestal, ) from publication. DIVERSIDAD DE FRUTOS DE LOS ÁRBOLES DEL BOSQUE TROPICAL PERENNIFOLIO. DE MÉXICO. Acta Botánica Mexicana, núm. 90, , pp. Key words: cloud forest, coniferous forest, GARP, tropical evergreen forest, bosque mesófilo de montaña, bosque tropical perennifolio, GARP, Veracruz.
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Ferreira de Siqueira and Petersonalso observed this difference in the impact of warm tropical environments compared to temperate species.
The results also suggest that some species may bosquf extirpated from the state of Veracruz under the conditions expected bywhile a few others may find right conditions to increase their distribution.
Intergovernmental Panel on Climate Change. Long distance plant dispersal and habitat fragmentation: Evaluating alternative data sets for ecological niche models of birds in the Andes.
Transferability and model evaluation in ecological niche modeling: Climatic variables such as maximum temperature, minimum temperature and precipitation can be particularly useful, since they coincide with physiological tolerances at regional scales Peterson and Cohoon, ; Parra et al.
A comparative evaluation of presence-only methods for modeling species distribution. Climate change meets habitat fragmentation: Certainly, the critical factor is the potential loss of humidity, which is highly influential for this community.
They also noted that the tropical evergreen forest may show an increase in its surface in the future. A simulation of biomes on the Tibetan Plateau and their responses to global bosqje change. Precipitation ranges from less than millimeters mm per year in some places in the north to about mm in the south.
Environmental niche equivalency versus conservatism: Ecosystem conservation and management in times of perennnifolio change will have to re-design a strategic approach from these elements. Impacts of climate change on the vegetation of Africa: With this background, it is interesting to study the expected trends of change to be displayed by flora and fauna to face the new environmental conditions.
The current demands highlight connectivity in addition to the needs of rehabilitation, reforestation and restoration. Ferreira de Siqueira, A.
Ecosistemas de México – Selvas húmedas
As a way to assess the accuracy of our findings, we overlaid the potential distribution models obtained with the corresponding vegetation map of current land use and vegetation. Finally, the average values of the boque of bosqque vegetation types, as projected from present conditions towards those expected inthroughout the region of Veracruz and neighboring states, suggest an overall latitudinal shift southwards, although showing different levels of magnitude for each vegetation type.
Adapting landscapes to climate change: To produce a delimitation of the coniferous and cloud forests maps, we used the species considered as dominant to bosqhe a consensus map with the sum of these species, whereas with the remaining non-dominant species we generated the other consensus map. Equally important will be the physical availability of locations where to establish, all of which are not part of the forecast approach we used.
In the case of coniferous forest, the potential geographic distributions of the selected species do not show a common trend. Assessment of the vulnerability of forest ecosystems to climate change in Mexico.
We hypothesize that pereennifolio distribution might change at first instance by biotic interactions with animal species or environmental factors involved in their dispersal. Aceptado en marzo de In this transformation, some species that might currently be non-dominant might find better conditions in the future and become dominant to characterize new vegetation types.
Designing landscapes and seascapes for change. This seems to match the rising trend of the strip of fog that has already been described Still et al.
Biodiversity Heritage Library
Very high resolution interpolated climate surfaces for global land areas. We have to keep in mind that, in addition to physiological tolerances, the potential displacement of each species will be associated with many other factors. Hence, another potential consequence may be the modification of the assemblages of species by the changing ambient conditions.
In addition, they present a greater impact on the potential distribution of tropical species, mainly found in the coastal plains, as compared to species of montane areas, most of which do not show such severe losses in potential distribution. For the characterization of the ecological niche of the selected species, we used extreme temperatures and precipitation values temperature of the warmest and the coldest month, precipitation of wettest and driest month.
In the case of the coniferous forest, we found a likely shift towards lower elevation in to m. Selection of species and vegetation types.
Bosque Tropical Perennifolio de México
For instance, its ability to encompass their life cycle, as well as their opportunity to perebnifolio with pollinators and dispersers. This is an evolutionary computational algorithm which has been extensively tested on the prediction of the geographical distribution of species Anderson et al. Predicting future distributions of mountain plants under climate change: Maximum entropy modeling of species geographic distributions.
The microevolutionary consequences of climate change.
A statistical explanation for MaxEnt for ecologists. Time-specific ecological niche modeling predicts spatial dynamics of vector insects and human dengue cases.
If species are sufficiently mobile, we can continuously trace the geographical relocation of their ecological niches Pearson and Dawson, ; Engler et al. If species are capable of rapid evolutionary change or have a wide range of physiological tolerance, peerennifolio is possible that adaptation or acclimation to changing environmental conditions take place.
Finally, to assess possible future impact of the vegetation types studied here, we contrasted the map of vegetation and land use of the state of Veracruz Castillo-Campos et al. | https://elabuelohostal.com/bosque-tropical-perennifolio-61/ |
Imagine you’ve got a great DIY project happening at home. Things are going along perfectly until you realize that you forgot to consider a very key element. Suddenly, everything grinds to a halt until you can take care of the problem. At home, that’s something you can deal with. When it happens amid a design problem and impacts a client, the results can be ugly.
Appropriate planning ensures that things like this don’t happen. At home, this may mean writing lists before diving into a project. At work, you need a design brief to ensure that every important item is considered, and dealt with appropriately.
Here, we’ll provide a clear explanation of a design brief and why you should never execute a project without one. After that, we will provide the ten steps you should follow to create a brief for every design project.
What is a Design Brief?
A design brief is a project management document that details the important elements of your project. There is no universally accepted form of this document. However, most contain many same elements such as project scope, details about the intended audience, budget information, and deadlines.
Why is a Brief Necessary For Every Project?
When you present a design brief to your client, it helps start the project off in the most productive way possible. It ensures that you and your client are on the same page. You’ll also be able to confirm things at the start, thus avoiding any conflicts in the future.
Later, if the project unfolds you and your team can rely on the design brief to ensure you are progressing in the right direction. You will know which tasks to prioritize, and it guarantees you don’t miss any important steps. By deciding to go through with the design brief, you also ensure client discipline.
Follow these 10 steps to create your design brief
#1. Provide clear information about the client
Start the brief off by including pertinent details about the client. Be sure to add information such as their niche, size of their business, and how long they’ve been operating.
Next, you can move onto details about their branding, company mission, and what makes them stand out from other businesses in the same niche. Finally, include all relevant contact information.
This section will be very helpful to members of your project team who may need to reference this information throughout the project. It also assures the client that you truly understand them.
#2. Define the project scope in clear terms
Project scope is the clear definition of exactly what your design project will entail and sometimes what it will not. For example, you may be redesigning an old logo or creating a website for a newly launched line of products. Whatever you are doing, it is imperative that you and the client are in complete agreement, and that the scope is included in your design brief.
It’s crucial to be very specific here. For example, if you are designing a landing page, you may need to make it clear that you are only providing front-end design and not completing any back-end development. Leaving out little things can lead to dreaded scope creep.
#3. Clarify the end products
When the project is complete, what physical or digital products will you have provided to your client? Just like it’s important to verify the services you will be providing, it’s also significant to outline the deliverables in very clear terms.
For example, you might agree to design a new logo and give the client files of that logo in three different sizes. At the same time, you may need to clarify that you will not be offering any printed items.
#4. Add relevant details about competitors as related to the project
When companies contract out Design Services, one of their goals is often to outpace their competitors in some way. Because of that, it’s a good idea to have some understanding of whom they’re competing against, and what those are bringing to the table.
This will help you to better understand how your client is positioned in comparison. You will also be able to see what makes your client unique. Then, you can detail how you’re going to use that to create a design that will help them stand out.
#5. Create a description of the target audience
Nobody knows their customers better than your client. Ideally, they will have a clear customer Persona to provide to you. If they do not, you may need to construct one out of the information that you do have. Without this information, it’s difficult to understand preferences, let alone the problem the target audience is trying to solve.
You may need to ask your clients I’m leaving questions to get them to share useful information about their customer base. For example, what are the demographics of your customers? Why are they buying your products? What kinds of frustrations are they currently experiencing?
#6. Detail the project’s goals
You’ve gone over the products that you’ll be providing to your client. Now, it’s time to clarify the project goals. Essentially, you want to know what the client wants to see or experience to deem the project a success.
Keep in mind that this is not the same as the project deliverables. This is the business goal(s) that the final product will help them accomplish. For example, a better logo might improve brand awareness. A new set of landing pages might increase sales of a particular product by 20% or more.
Finally, while it is important to list the project goals, be aware that there are business impacts that are likely to be outside your control. The purpose of listing goals is to increase understanding. It should not be taken as your guarantee that your design work will result in any particular outcome, other than delivering the products as agreed to.
#7. List of any existing assets
Assets are files, manuals, design guides, and other materials that will be made available to you during the project. These are items that will give you some guidance in terms of what branding standards are and help ensure that you are not working entirely from scratch.
For example, you may be given access to the client’s digital assets library that has copies of logos, color schemes, letterhead, and headshots of company executives. You can then use those in your project with the understanding that everything in that library is up to branding standards.
#8. Outline the budget
No project should start until both you and the client have agreed on the budget. A portion of your design brief should be dedicated to giving a breakdown of the specific services you are providing and the cost of each.
Also, consider adding in some conditions that allow you to seek additional compensation should they change the scope of the project, or if you run into issues that are beyond your control. For large projects, it may be helpful to agree on the budget being held in escrow and funds being released as different milestones are accomplished.
#9. Set important deadlines
This step is mostly for larger projects where there may be multiple deliverables that require approval before moving onto the next stage. Your design brief should detail every meaningful deadline, who is responsible for ensuring it is met, and the stakeholder who is responsible for signing off on it. Here’s an example:
Initial prototypes completed by October 23rd, delivered by Jonathon Miller, tested and approved by Alice Jones on or before November 15th.
People on all sides of the transaction must have a role in determining what the deadlines should be. This way, nobody feels as if they are pressured to deliver something in an unreasonable amount of time or wait too long for an important deliverable.
#10. Write a summary statement
Your direct project contact will want to know all the details you include in the design brief. However, there may be other stakeholders who want a more abridged version.
Help them out, and expedite the approval process by adding a brief summary paragraph or two at the end of the document. This should repeat the key points covered and will likely help expedite any approval process that is in place.
Final Thoughts: Use Design Briefs For Better Outcomes
With a well-written design brief, you can truly avoid some of the biggest issues that impact design projects. This document will ensure that you and your client are on the same page. It can act as a roadmap for members of your team.
Most importantly, it can help you provide the best possible service to your valued clients. While there is no official format for a design brief, you may find it helpful to create a template that you can use to produce briefs as easily as possible. This will help automate the process while also ensuring that nothing important is overlooked.
About the Author!
Jessica Fender is a copywriter and blogger at PapersOwl with a background in marketing and sales. She enjoys sharing her experience with like-minded professionals who aim to provide customers with high-quality services. | https://ibrandstudio.com/articles/writing-brand-design-brief-essential-steps |
How does word length affect the performance and operation of a CPU?
About a year ago, I came across a question on Super User titled “How much faster is a 64-bit CPU than a 32-bit CPU?”, which was promptly closed and deleted since it’s a very open ended question. However, the author (a software developer) referred to benchmarks regarding system performance in 32-bit versus 64-bit. The purpose of this blog post is to investigate how the performance of a computer is affected, as a function of the word length.
8-bit, 32-bit, and 64-bit all refer to the word length of the processor, which can be thought of as the “fundamental data type”. Often, this is the number of bits transferred to/from the RAM of the system, and the width of pointers (although nothing stops you from using software to access more RAM then what a single pointer can access). A word length can be any number of bits, but is usually a power of two.
CLRA ; I'm assuming the condition flags are not modified by this.
BRNO CMPS ; Branch to CMPS if there was no overflow.
ADDA #1 ; If there was overflow, compensate the value of A.
Going through my made-up assembly syntax, you can easily see how higher-precision operations can take an exponentially longer time on a lower word length machine. This is the real key to 64-bit and 128-bit processors: they allow us to handle larger numbers of bits in a single operation.
Likewise, if we had to make a copy of some data in memory, assuming everything else is constant, we could copy twice as many bits per cycle on a 64-bit versus 32-bit machine. This is why 64-bit versions of many image/video editing programs outperform their 32-bit counterparts.
LDAB64 [NUM2] ; Again, two more clock cycles.
ADDAB64 ; This only takes 1.
STAA64 [RESULT] ; However, this takes two again, since we need to store a 64-bit result 32-bits at a time.
As you can see, even a hardware implementation of a 64-bit addition under a 32-bit processor still takes 7 clock cycles at minimum (and this assumes all memory reads/writes take a single clock cycle). Where I’m going with this has performance implications specifically with pointers.
On a 32-bit machine, pointers can address ~4GB of RAM, where they can address over 16.7 million TB on a 64-bit machine. If you needed to address past 4GB on 32-bit, you would need to compensate for that kind of like how we added a 64-bit number on our 32-bit machine above. You would have many extra clock cycles dedicated to fetching and parsing those wider numbers, whereas those operations go much quicker on a processor that can handle it all in one word.
Also, while increasing the number of bits in an arithmetic and logic unit (ALU) will increase propagation delays for most operations, this delay is very manageable in today’s processors (or else we couldn’t keep the same clock speeds as our 32-bit processor variants), and is not much use when discussing digital synchronous circuits (since everything is clocked together, if the propagation delay was too long, the processor would just crash – which is also why there are limits to overclocking).
The bottom line: larger word lengths means we can process more data faster in the processor, which is greatly needed as we advance computing technology. This is why so many instruction set extensions (MMX, SSE, etc…) have been created: to process larger amounts of data in less amount of time.
A larger word length in a processor does not directly increase the performance of the system, but when dealing with larger (or higher precision) values is required, exponential performance gains can be realized. While the average consumer may not notice these increases, they are greatly appreciated in the fields of numeric computing, scientific analysis, video encoding, and encryption/compression.
Post moved to new location on September 28, 2017. | https://bcastell.com/posts/word-length-vs-performance/ |
As noted in Regulatory Notice 10-22 (Obligations of Broker-Dealers to Conduct Reasonable Investigations in Regulation D Offerings), as part of their obligations under FINRA Rule 2111 (Suitability) and supervisory requirements under FINRA Rule 3110 (Supervision), firms must conduct a “reasonable investigation” by evaluating “the issuer and its management; the business prospects of the issuer; the assets held by or to be acquired by the issuer; the claims being made; and the intended use of proceeds of the offering.” The SEC’s Reg BI became effective on June 30, 2020, and would apply to recommendations of private offerings to retail customers. Reg BI similarly requires, among other things, a broker-dealer to exercise reasonable diligence, care and skill to understand the potential risks, rewards and costs associated with a private offering recommendation and have a reasonable basis to believe that the private offering recommendation could be in the best interest of at least some retail customers.
In addition, firms must make timely filings for specified private placement offerings with FINRA’s Corporate Financing Department under FINRA Rules 5122 (Private Placements of Securities Issued by Members) and 5123 (Private Placements of Securities).
Related Considerations
- What policies and procedures does your firm have to address filing requirements and timelines under FINRA Rules 5122 and 5123? How does it review for compliance with such policies?
- How does your firm use and evaluate consultants, experts or other third-party vendors’ due diligence reports?
- How does your firm conduct reasonable investigations on private placement offerings, including conducting further inquiry into red flags identified during the reasonable investigation process?
- How does your firm address conflicts of interest identified in third-party due diligence reports?
- How does your firm handle escrowed funds and amended terms in contingency offerings?
- If your firm is engaging in new business, such as Regulation A offerings or SPACs, has it implemented WSPs to address this business? If this business may constitute a material change in your firm’s business operations, has your firm considered whether it needs to file a Continuing Membership Application (CMA)?
Exam Findings and Effective Practices
Exam Findings
- Late Filings – Not having policies and procedures, processes and supervisory programs to comply with filing requirements; and failing to make timely filings (with, in some cases, delays lasting as long as six to twelve months after the offering closing date).
- No Reasonable Investigation – Failing to perform reasonable investigations of private placement offerings prior to recommending the offerings to retail investors, including failing to conduct additional research about new offerings, relying on their experience with the same issuer in previous offerings and not conducing further inquiry into red flags identified during the investigation process.
- Concerning Third-Party Due Diligence – Failing to address red flags (such as disciplinary history of the issuer’s management), conflicts of interest (such as undisclosed direct or indirect common ownership of affiliated entities or the issuer) or significant concerns (such as no legitimate operating history for the issuer) identified in third-party due diligence reports.
Effective Practices
- Private Placement Checklist – Creating checklists with—or added to existing firm Regulation D and other offering checklists—all steps, filing dates, related documentation requirements and evidence of supervisory principal approval for the filing requirements of FINRA Rules 5122 and 5123.
- Independent Research – Conducting and documenting independent research on material aspects of the offering; identifying any red flags with the offering or the issuer (such as questionable business plans or unlikely projections or results); and addressing and, if possible, resolving concerns that would be relevant to a potential investor (such as tax considerations or liquidity restrictions).
- Independent Verification – Verifying information that was key to the performance of the offering (such as unrealistic costs projected to execute the business plan coupled with aggressively projected timing and overall rate of return for investors); and, in some cases, receiving support from due diligence firms, experts and third-party vendors.
- Mitigating Conflicts of Interest – Using firms’ reasonable investigation processes to mitigate conflicts of interest and developing comprehensive disclosures for offerings involving firm affiliates or issuers whose control persons were also employed by the firm.
- Ownership for Filings – Assigning responsibility for private placement filing requirements to specific individual(s) or team(s) and conducting targeted, in-depth training about the firms’ policies, process and technical filing requirements.
- Automated Alert System – Creating an automated system that alerts responsible individual(s) and supervisory principal(s) about upcoming and missed filing deadlines.
- Private Placement Committee – Creating a private placement committee (at larger firms) or formally designating one or more qualified persons (at smaller firms); charging committee-designated individuals with investigating and determining whether to approve the offering for sale to investors; and conducting research and identifying and highlighting red flags with the offering or the issuer.
- Post-Approval Processes – Using the investigation analysis to establish post-approval processes and investment limits based on the complexity or risk level of the offering.
- Ongoing Monitoring – Conducting ongoing monitoring after the offering to ascertain whether offering proceeds were used in a manner consistent with the offering memorandum, particularly for ongoing sales of an offering after initial closing. | https://www.finra.org/rules-guidance/guidance/reports/2021-finras-examination-and-risk-monitoring-program/private-placements |
Does A Second Section 998 Settlement Offer Extinguish The First?
The answer is both “yes” and “no,” because there is a clear split of authority between the California Court of Appeals.
Code of Civil Procedure section 998 permits a party to make a written settlement offer with the potential to shift costs and fees to another party if that party does not accept a good faith 998 offer and then fails to obtain a better result.
In Wilson v. Wal-Mart Stores, Inc. (1999) 72 Cal.App.4th 382, the Third District Court of Appeal first noted that section 998 is silent as to the effect of multiple offers. The court then applied contract principles to conclude that a new offer made prior to acceptance of a previous offer extinguished and replaced the prior one. Additionally, the court reasoned that a different rule would enable litigants to make offers that could discourage settlement and thus it was better to have a bright line rule that the most recent 998 offer would control regardless of earlier offers.
Recently, the Second District Court of Appeal reached the opposite conclusion in Martinez v. Brownco Construction Company, Inc. (2012) 203 Cal.App.4th 507. Also, applying contract principles, the Martinez court concluded that a 998 offer that is not accepted lapses and thus has no more effect. In other words, a later 998 offer cannot extinguish an earlier lapsed offer. Furthermore, the Martinez court recognized that denying litigants the benefits of earlier offers would actually discourage settlement. And it noted that courts could control any gamesmanship because they have discretion to determine whether a 998 offer was made in good faith; and only good faith offers trigger section 998’s cost shifting mechanism.
The Martinez decision is better reasoned and certainly does a better job promoting settlement during times when courts are underfunded and overburdened. However, until the California Supreme Court resolves this issue, attorneys should keep in mind that a second 998 offer does not necessarily extinguish any prior offers, and that their clients may be on the hook for costs and fees dating back to the earliest 998 offer if they fail to obtain a better result. | http://calitigationblog.com/2012/03/articles/does-a-second-section-998-settlement-offer-extinguish-the-first/ |
During the Chavez’s regime key items such as, medicine and food were reduced. Goods were still affordable but below the cost of production. Firms were expropriated, and the government limited access on dollars in order to prevent people from changing Volivards to dollars. Due to the restrictions on Venezuela’s economy, the market malfunction making firms unprofitable to produce goods. As the country experienced shortage in goods, the government relied on the oil revenue.
Relief for the unemployed, Recovery of the economy and Reform so there was not another Great Depression. FDR aimed to help the economy recover and to do this, created the New Deal. His far-reaching vision was to put American’s back to work and fix the economic collapse. It created jobs, establishing public work programs and encouraged
Since it requires international cooperation for this system to work, it could possibly work if major central banks like the European Central Bank, Bank of Japan and the Federal Reserve can be persuaded to collaborate. As can be seen with the good track record that the gold standard has in peacetime, it is guarantees to be economically stable in the years to
The blood people need and international problem. The health and safety people are in. ii. Support idea 1. This is very serious because disaster is happening everywhere.
There were not many similarities between either of Franklin D. Roosevelt’s New Deals. One of the main similarities were the goals to relieve, reform, and recover from the Great Depression. The only other similarity is the amount of legislation that was passed by Congress because the First New Deal was meant for relief not for economic stability like the second. The Second New Deal was a continuation of the first, but it helped more economically through programs like the SSA, the FHA, and the
The United States through capitalism gained economic strength which separated them from most of the countries across the globe. The two major developments at this time which added to the growth of the United States as a World power was: first, the science and technological sources towards the military. Besides from the development of the atomic bomb, the United States had superior weaponry and strategy at this time. The second, was the rise in air power which was in large part due to the Strategic Air Command (SAC), which still to this day remains a crucial part of the success of the United States military. Additionally, World War II aided the U.S. economy and allowed for the United States to raise its GDP significantly and supply people effected by the depression with jobs.
If the money goes back into the United States economy, there should be no reason that immigrants should be paid less for the same job. Evaluating on the extent to which immigrants affect the US economy, Professor Hinojosa states, “Taking away undocumented immigrants would be the worst economic disaster in United States history” (“Is Illegal Immigration an Economic Burden to America?” 6). This shows that illegal aliens help make the economy flourish and should be encouraged to pursue jobs in the United States. Hinojosa also provides evidence that the total consumptive capacity of the United States would fall $50 billion if you took away the illegal immigrant
Before the Depression, Japan was doing economically well, establishing a strong industry with good exportation, powerful army (although the strength of the army caused government policy to be dictated primarily by army leaders), as well as a growing empire. When the Depression hit, it deeply devastated Japan. China and USA put up tariffs (trading barriers) against Japanese goods. Japan was quite dependent on trade, as it was a country with few natural resources. Ultimately decided to use an incident in Manchuria 1931 to invade.
Made popular during the Reagan administration, supply-side economics involve tax cuts, which in theory increases the amount businesses and people make, putting more spending money into their pockets, spurring economic growth. Both economic policies do something good for the people in the country, igniting what is known as the Two-Santa theory. While the democrats lower unemployment the republicans give the nation a tax-break. Both have downfalls though, demand-side economics involves frivolous government spending that comes from other taxpayers and does not include long term employment but rather a lot of short standing jobs. On the other hand, supply-side economics involves large government deficits because the government loses so much revenue, and people do not always spend the extra money they make, so they do not end up creating an economic boom.
Originally, these same countries would have been astounded by the freedoms that Americans experience. However, those effects did not stop anti-imperialist groups from forming
Roosevelt New Deal plan also helped businesses to recover from the Depression loss. Shlaes mentioned in 1934, “Business has recovered half its depression loss, only 30 percent of the Depression unemployed has been put to work” (Shlaes 262). Also, to help recovery from the Great Depression, the New Deal offered social insurance; “Social Security seemed a gift on a scale most American would never have expected a president to be able to offer” (Shlaes 255). The Great depression impacted the Americana government in a way that the government had to change, reform and became more cautious of economic situations.
Synthesis Essay Foreign Aid is one of the most valuable tools in creating a more peaceful and coexisting world. Aid given to other countries is highly valuable as it helps individuals in ways their government isn’t always able to. One of America’s biggest shortcomings is the unwillingness to give aid to countries if it will not directly help America or American interests. In the past Americas unwillingness to help has allowed thousands or even millions of people to suffer. Money should not come before human life.
Welfare Keeps America Alive Public assistance, or welfare, defines itself as a public or private social service aimed towards assisting those who are inclined to be more disadvantaged than the general population. Public assistance helps these disadvantaged by providing a minimal but steady income from organizations, such as the TANF (temporary assistance for needy families) or the SSI (supplemental security income).These organizations help the struggling to regain their previous successes thus, creating a better stabilized economy. Public assistance is needed due to the increasing poverty rates in the United States caused by unemployment and physical disabilities. A common misconception made about welfare is that anyone who applies for the assistance automatically becomes a recipient.
They add more value than they cost the economy. Reform of the current laws will allow for those with the H-1B visas to gain citizenship and for those who are here illegally with “anchor babies” to gain citizenship as well. It will be less costly to the government if they become a true part of our economy. A more fluid system where immigrants can come to work and support our country would be ideal. The constraints on these ideas of reformation are in the hands of the lawmakers. | https://www.ipl.org/essay/Advantages-Of-Bilateral-Foreign-Aid-FJXY3QAQG |
Phoneme The individual distinguishable sound items in a language whose concatenation, in a particular order, produces morphemes. Phonemes are discrete, not continuously variable. Phonological or Phonemic identity is the sameness of the sound from the linguistic point of view.
Morpheme The smallest meaningful unit of a word, which in combination with other morphemes creates a word (in sign language, a visuomotor sign)
Phonetics The study of raw sounds. Phonetic identity, i.e., accoustic sameness: sounds may differ from speaker to speaker and generally from one utterance-event to the next.
Phonology The study of how sounds are used within a language - the permissible combinations of sounds
Morphology The study of words and word formation
Syntax The study of word order and sentence structure (in popular usage, ``grammar'')
Lexicon The collection of all words in a given language; each entry includes all information with morphological and syntactic ramification (but does not include conceptual knowledge?). The concept of a lexicon is theory-dependent. | https://hbcse.tifr.res.in/jrmcont/notespart1/node102.html |
Born into an intellectually gifted family.
Considered one of the best of the Modernist writers.
Married Leonard Woolf, novelist and publishing entrepreneur. Together, they scouted great unknown talents like T.S. Eliot, and Katherine Mansfield.
On 28 March 1941, Woolf drowned herself by weighing her pockets with stones and walking into the River Ouse near her home.
Clarissa Dalloway is a woman in her mid-'50s living in London five years after the end of WWI.
As Mrs. Dalloway prepares an elaborate dinner party at the home she shares with her husband, a prominent politician, she finds herself looking back on her life 30 years before, when as a young woman, she was in love with two different men -- the solid and safe Richard Dalloway and the exciting, free-spirited Peter Walsh.
Clarissa also recalls her close friendship with Sally as she wonders if she made the right choice in marrying Richard -- especially when Peter makes an unexpected appearance at her party.
Mrs. Dalloway also finds herself moved in a way she never anticipated by the plight of Septimus Smith, a young man severely injured during the war whom she has never met.
Clarissa Dalloway: The protagonist whose point of view is mostly shared by a third person narrator. Cares a lot about social propriety and often questions the meaning of life.
Fear of Death: Thoughts of death lurk constantly beneath the surface of everyday life in Mrs. Dalloway. Though Septimus fears it, he chooses it over living another day.
Threat of Oppression: Oppression is a constant threat for Clarissa and Septimus in Mrs. Dalloway. It comes in many guises, including religion, science, or social convention. Septimus dies in order to escape social pressure. | http://drhanan.com/writers/woolf.htm |
Parents' Influence On Children’s Eating Habits is Limited
As primary caregivers, parents are often believed to have a strong influence on children’s eating behaviors. However, previous findings on parent-child resemblance in dietary intakes are mixed. Researchers from the Johns Hopkins Bloomberg School of Public Health reviewed and assessed the degree of association and similarity between children and their parents’ dietary intake based on worldwide studies published since 1980. The meta-analysis is featured in the December issue of the Journal of Epidemiology and Community Health.
“Contrary to popular belief, many studies from different countries, including the United States, have found a weak association between parent-child dietary intake,” said Youfa Wang, MD, PhD, MS, lead author of the study and an associate professor with the Bloomberg School’s Department of International Health. “This is likely because young people’s eating patterns are influenced by many complex factors, and the family environment plays only a partial role. More attention should be given to the influence of the other players on children’s eating patterns such as that of schools, the local food environment and peer influence, government guidelines and policies that regulate school meals, and the broader food environment that is influenced by food production, distribution and advertising.” He added, "Parents need to be better empowered to be good role models and help their children eat a healthy diet."
Wang, along with colleagues from the National Institute on Aging and the University of Zaragoza in Spain, systematically reviewed and analyzed relevant studies published in different countries between 1980 and 2009. They compared the correlations between parent-child pairs' dietary intakes, by type of parent-child pairs (for example, mother-daughter vs. father-son), world regions and dietary assessment methods, and over time. They found differences in parent-child dietary intake resemblance, across nutrients and dietary assessment approaches. In addition, the meta-analysis provided evidence that correlations have become weaker over time. Compared to non-European countries, in particular, parent-child correlations in intakes of energy and total fat seem to be weaker in the U.S.
“Findings of this study will help enhance our understanding of the factors that may affect children’s dietary intake patterns and provide useful insights for developing effective intervention programs to promote healthy eating in young people,” said May A. Beydoun, PhD, a co-author of the review, staff scientist at the National Institute on Aging, and a former postdoctoral fellow at the Bloomberg School. “More research is needed to study the parent-child resemblance in the diet, the differences in the association between population groups, and the determinants.”
Researchers from the Bloomberg School and leading obesity experts will examine the latest science and policy initiatives for obesity at Super-Sized World: The Global Obesity Epidemic. The conference will be held on Thursday, December 9, 2010, from 12:30 p.m. - 5:30 p.m. at the New York Academy of Sciences.
“Do children and their parents eat a similar diet? Resemblance in child and parental dietary intake: systematic review and meta-analysis” was written by Y Wang, M A Beydoun, J Li, Y Liu, and L A Moreno.
The research was funded in part by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD, 1R03HD058077-01A1, R03HD058077-01A1S1), the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK, R01DK81335-01A1), and the National Institute on Aging Intramural Research Program.Public Affairs media contact: Natalie Wood-Wright at 410-614-6029 or [email protected]. | https://publichealth.jhu.edu/2010/wang-parent-child-diet |
Posted on January 20th, 2012 by
The MSHSL, Minnesota Hockey and USA Hockey have long sought to improve safety through improved equipment, coaching and rule changes. As they assess the impact of those efforts, more comprehensive data on hockey injuries is needed, according to Dr. Michael J. Stuart, a vice chair of orthopedic surgery and codirector of the Sports Medicine Center at the Mayo Clinic, as well as the chief medical officer for USA Hockey. Stuart is also a hockey dad with an unusual understanding of the sport: His daughter played hockey at Boston College, and three sons have had careers playing in the National Hockey League.
Star Tribune, 1/5/2012
You must be logged-in to the site to post a comment. | http://inthenews.mayoclinic.org/2012/01/20/editorial-use-data-to-make-hockey-a-safer-sport/ |
With less than two years to go until the Olympic and Paralympic Games hit London, England is recreating itself as a sport destination. Are you thinking cricket and rugby? Try surfing and underwater hockey, or even shin-kicking and pancake races. (We're not making this up. No, really; we couldn't if we tried.) Here are some thoroughly British sporting suggestions from VisitEngland:
On the southwest tip of England, Cornwall is one of Europe's top surfing destinations, with more than a dozen beaches that cater to surfing novices and pros alike. Cornwall is easily accessible by train from London and has some of the country’s mildest weather, letting surfers ride the waves year-round. Beginners can attend one of the many surfing schools or take a private lesson while more experienced surfers can challenge themselves to an extra strenuous workout riding the waves with a variety of reef and beach breaks scattered along both the north and south coasts. For especially adventurous surfers, kite surfing - a fusion of windsurfing, surfing, wake boarding and power kiting, has become a mainstay with Cornwall’s beach crowd.
At the time of the 2012 Games, England be will be celebrating the 400th anniversary of its Olympic roots – Robert Dover’s ‘Cotswolds Olympicks.’ Started by a local barrister, Captain Robert Dover, the world’s inaugural ‘Olimpick Games’ were staged on a Cotswold hillside in 1612. Today the annual event, held at the start of June, attracts thousands of spectators as ‘athletes’ partake in country-side games such as obstacle courses and tug-of-war, in addition to unique sporting competitions such as shin-kicking. (See? We told you!) The Olympicks conclude with a bonfire and firework display followed by a torch-lit procession to the town square, where celebratory dancing and entertainment takes place.
Historical sidenote: England's contribution to the modern Olympic movement can also be traced back to Much Wenlock, a tiny market town in nearby Shropshire, which boasts a small museum and a tourist trail around the town where the world's biggest sport festival began. It was in Much Wenlock, in 1850, that Dr. William Penny Brookes first established the basis for an 'Olympian Society,' which, in turn, laid the foundation for the modern Olympic Games. Born in Much Wenlock, Dr. Brookes was concerned by the lack of educational opportunities for the working classes in the town and set about creating an 'Olympian Class' for "the promotion of moral, physical and intellectual improvement"—inspired, it is believed, by Robert Dover's Cotswolds Olympicks.
While Olympic track stars may be preparing to sprint towards a gold medal in 2012, lively women are preparing to run through the streets of Olney donning traditional housewife apparel, including a skirt, apron and scarf, for the Olney Pancake Race in Buckinghamshire. The 415-yard dash is held every Shrove Tuesday when women toss pancakes then run through the town streets before tossing the pancakes again at the finish line. Once the race has finished the town celebrates with a Shriving Service at the local Parish Church where official prizes are presented. The race, which began in 1445, became an international event in 1950 when the U.S town of Liberal, KS, joined the festivities to compete against Olney. The participant with the shortest time is declared the winner, determined during a phone call between the two cities.
Bodyflight Bedford in the east of England is the world’s largest indoor skydiving facility, giving visitors the opportunity to experience jumping out of a plane—but within the safety of a large wind tunnel with wind speeds of up to 180mph, which support the body in mid air. Classes are available to suite every experience level from complete beginner to professional. Visitors wanting to try BASE jumping without jumping off a building or bridge can safely imitate the experience at Vertigo, Bodyflight’s thrilling simulated BASE jump. Jumpers are attached to a bungee cord as they climb 125 feet to the top of the wind tunnel tower where they can enjoy the beautiful views of Bedfordshire, before safely “BASE” jumping to the ground. For those preferring water sports, Bodyflight Bedford’s FlowHouse facility offers flowboarding - a mix between surfing, skateboarding and wakeboarding.
Underwater hockey, also known as Octopush, was started in the early 1950s as a way to do aquatic aerobic exercise without simply swimming laps. Teams of up to 10 players, each wearing a mask, snorkel and fins as well as a water polo hat, use a small stick to push the puck toward the opposing team’s goal. Similar to tag wrestling, the game requires players to take turns surfacing for breaths of air while working together to push the puck into their opponent’s goal to score. Underwater hockey teams are located throughout England with several leagues including the North East Regional Octopush Club.
Believed to be England’s oldest traditional tussle, The Haxey Hood game, held at the start of each new year on January 6, takes place in the unassuming village of Haxey in Lincolnshire. The Haxey Hood is a reenactment of a chivalrous act that occurred during the 14th Century as tradition is told, when Lady de Mowbray, wife of landowner John de Mowbray, was riding one day when her silk riding hood blew off and was blown across the field. Thirteen farm workers hurried across the field chasing the hood until one of the workers finally caught the hood and returned it to Lady de Mowbray. So impressed that her hood was returned, she donated 13 acres of land, a parcel for each of the workers who ran after her hood, with the condition that the chase would be reenacted each year. Resembling a rugby scuffle, “The Haxey Hood” has been played for over 700 years and involves the “Hood,” a long leather cylinder, being thrown into the air to launch the proceedings before participants attempt to sway the hood out of the field, through the streets and back to their favorite pub, where it remains until the next year’s game.
For over 150 years, since 1852, Grasmere Sports has been one of the most popular and largest traditional events to be held in the Lake District, with main events including Cumberland and Westmorland wrestling, fell running and hound trails. Judged not only on their wrestling ability but also “costume,” Cumberland wrestlers are encouraged to wear very decorative attire to determine the “best dressed” wrestlers, which must have their initials built into the design. The hound trails is a competition featuring trained hounds that race after the scent of aniseed over the fells, and in recent years mountain bike races have been held. Festivities also include events, crafts and antiques stands as well as plenty of refreshments.
Designed to make the game of polo more accessible, since it is played on a bicycle instead of a horse, Bicycle Polo has been played in England for over a century and was a demonstration sport in the 1908 Olympics held in London. The game is traditionally played on a rectangular grass field, but in the past few years, “Hardcourt Bike Polo” has become increasingly popular, played on a hard surface such as a tennis court or street hockey rink. Both Bicycle and Hardcourt Bike Polo can be found throughout England, with Sheffield, South Yorkshire, being a recent addition.
The oldest single sculling race in the world, the Doggett’s Coat and Badge Race, is held every July on the River Thames, from London Bridge to Cadogan Pier in Chelsea. Attracting thousands of spectators, it is the oldest organized race in English history, started in 1715 by Irish actor and comedian Thomas Doggett in honor of King George I’s accession to the throne.
For more information about visiting England, check out www.VisitEngland.com.
England Emphasizes Sporting Opportunities
With less than two years to go until the Olympic and Paralympic Games hit London, England is recreating itself as a sport destination. Are you thinking cricket and rugby? Try surfing and underwater hockey, or even shin-kicking and pancake races. (We're not making this up. No, really; we couldn't if we tried.) Here are some thoroughly British sporting suggestions from VisitEngland: | https://www.travelagentcentral.com/destinations/england-emphasizes-sporting-opportunities |
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Identifying the Best Times for Cognitive Functioning Using New Methods: Matching University Times to Undergraduate Chronotypes
Date2017
TypeArticle
DOI
10.3389/fnhum.2017.00188
StatisticsView Usage Statistics
Abstract
University days generally start at fixed times in the morning, often early morning, without regard to optimal functioning times for students with different chronotypes. Research has shown that later starting times are crucial to high school students' sleep, health, and performance. Shifting the focus to university, this study used two new approaches to determine ranges of start times that optimize cognitive functioning for undergraduates. The first is a survey-based, empirical model (SM), and the second a neuroscience-based, theoretical model (NM). The SM focused on students' self-reported chronotype and times they feel at their best. Using this approach, data from 190 mostly first and second year university students were collected and analyzed to determine optimal times when cognitive performance can be expected to be at its peak. The NM synthesized research in sleep, circadian neuroscience, sleep deprivation's impact on cognition, and practical considerations to create a generalized solution to determine the best learning hours. Strikingly the SM and NM results align with each other and confirm other recent research in indicating later start times. They add several important points: (1) They extend our understanding by showing that much later starting times (after 11 a.m. or 12 noon) are optimal(2) Every single start time disadvantages one or more chronotypesand (3) The best practical model may involve three alternative starting times with one afternoon shared session. The implications are briefly considered. | https://scholarworks.unr.edu/handle/11714/5559 |
Roles and Responsibilities to be Performed:
People and Team Manager
Leads client and project engagements
Presents GCD team's capability and service offerings
Works with Sales/Solutions/Transitions team and clients during Initial/Solutions phase to provide scope, cost, effort and resource estimates
Manages project cost approval and documentation and handles project financial tracking and reporting to internal and client stakeholders
Lead Scoping and Due Diligence exercises to determine project scope, requirements, and assess clients' existing training content.
Works with GCD POC on project cadence to ensure project status is green and deliverables and timelines are met.
Validates Training Needs Analysis results and provides guidance and feedback to project teams
Collaborate with Clients, Operations, Training, and other identified departments in coming up with relevant & effective training and instructional materials
Good communication skills and rich expertise in client interaction, need analysis, and development of appropriate content / instructional material
Reviews project plan based on project requirements and provides feedback and final sign-off before cascading to stakeholders and clients.
Works with the GCD team to create training interventions (modules, facilitator guides, participant guides, activities, assessments, and assessment tools) to improve learners communication, customer service, processing, technical, and system navigation skills
Leads creation and suggests improvements to the training agenda
Leads team's creation of relevant evaluations & training assessments
Excellent grammar and content writing skills is a must
Keen attention to detail and error detection skills are a must
Have sound knowledge of the concepts of writing & reviewing documents
Integration of technology in design to develop blended programs. Use of content authoring tools such as Articulate Studio, Articulate Storyline, Captivate, Camtasia, Natural Reader etc.
Adheres to and enforces internal Content Development guidelines and ensure compliance to standards, timelines and targets.
Meet & exceed the Quality Standards (internal & external) for all projects/tasks assigned.
Meet & exceed timelines provided
Meet & exceed financial targets for specific projects
Lead and support formal walk-through of training materials along with the Training team and other identified stakeholders to understand the training agenda & content
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Attending client meetings
Perform data, trend, & gap analysis to correlate agent performance with Training KRAs
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Minimum Skill Level Required/Expectations
At least 3 years experience in people management, engagement, team building, staffing, productivity, forecasting
Experience in stakeholder management, client relations, negotiation skills
Effective presentation and sales skills
Knowledgeable with project costing, resource and staffing forecast, utilization, allocation
Knowledgeable with financial tracking and reporting.
Keen eye for details and high integrity due to financial sensitivity and impact
Knowledgeable of data gathering and needs and gap assessment.
Knowledgeable in project management, issue reporting and resolution
Knowledgeable of the TNA Cycle
Experience with dealing with clients and stakeholders
Experience in a multi-culture enviroment, preferably US/CA, ANZ, EMEA, APAC
Experience in dealing with operations, stakeholders, delivery teams
Excellent communications skills; is able to articulate thoughts and ideas clearly and fluently
Proficient with MS Office (Excel, PPT, Word, Outlook, Sharepoint)
At least 2 years experience with in Training and Content Development for Instructor-Led training materials, preferably for the Training (BPO) setting.
Intermediate/Adavanced proficiency with MSO (PPT, Excel, Word)
Able to identify errors and provide corrections and apply feedback in succeeding content created with little or no occurrence of defects
Knowledge of ADDIE Instructional Design model, learning design
Ability to meet required standards in performance and deliverables
Experience with training delivery/teaching
Experience in creation, preparation, and updating of reports.
Experience in dealing with clients and stakeholders
Attained certification for assessment tools (language, quality, training)
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The chemical imbalance argument has been discredited since there is “no persuasive evidence” that low serotonin levels induce depression.
A Comprehensive Review Finds No Proof That Low Serotonin Levels Induce Depression!
Despite the chemical imbalance notion being extensively promoted by certain specialists, groundbreaking review research has discovered no relationship between depression and low serotonin levels.
The general population believes that depression is caused by a chemical imbalance caused by low serotonin activity or concentrations. This is hardly surprising given that many experts still believe in this viewpoint.
However, the authors of a comprehensive systematic umbrella review published in Molecular Psychiatry claim that this idea has little validity. They have also questioned the high antidepressant prescription rates.
Some other physicians think that the idea of depression being caused by a simple chemical imbalance is outdated in any case and that antidepressants may be used with other treatments, such as talking therapy, to help patients.
‘There is no strong evidence that serotonin problems induce depression.’
“It is often difficult to prove a negative, but after decades of research, I believe we can fairly declare that there is no solid evidence that depression is caused by serotonin anomalies, specifically decreased levels or reduced activity of serotonin,” said Joanna Moncrieff, professor of psychiatry at University College London, consultant psychiatrist at North East London NHS Foundation Trust, and lead author of the study.
The review examined previous summaries of research on serotonin and depression, such as systematic reviews and meta-analyses.
Researchers analyzed serotonin and its breakdown products in blood and brain fluids and found no difference between patients with depression and healthy controls.
In reality, investigations on serotonin receptors and the serotonin transporter give limited and contradictory data suggesting that patients with depression have greater levels of serotonin activity.
The usage of antidepressants among those diagnosed with depression is most likely to blame for these outcomes. Artificially reducing serotonin levels does not result in depression.
The study team determined that reducing serotonin did not cause depression in hundreds of healthy volunteers after reviewing trials in which serotonin levels were artificially decreased in persons by limiting their meals of the amino acid essential to generate serotonin.
A small sample of persons with a family history of depression gave some evidence, but the evidence was weak overall, and only 75 people participated. Recent testing has shown inconclusive results.
Pessimism is propagated through misinformation.
The general population believes that depression is caused by low serotonin or other chemical abnormalities that promote pessimism.
Many sad people feel that their depression is caused by a chemical imbalance and that there is nothing they can do about it. They believe that without medical assistance, depression management and recovery are improbable.
“Patients should not be informed that depression is caused by low serotonin or a chemical imbalance, or that antidepressants operate by addressing these speculative and untested abnormalities,” Moncrief said.
“It seems like everything I thought I knew has been turned upside down,” says Mark Horowitz, a trainee psychiatrist and clinical research fellow in psychiatry at University College London and one of the study’s authors.
This study has the potential to change the lives of people suffering from depression. The reduced serotonin idea is still extensively covered in psychiatric textbooks, however, this is likely to change.
The initial notion that antidepressants “fix a chemical imbalance in the brain” is oversimplified. The initial assumption that antidepressants ‘fix a chemical imbalance in the brain’ is an oversimplification, although they do have early physiological effects and impacts on some elements of psychological function, according to a statement from the Royal College of Psychiatrists issued in 2019. | https://powdersvillepost.com/comprehensive-low-serotonin-levels-induce-depression/ |
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